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Author: Deluca, Stefanie

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1.	Deluca, Stefanie Plank, Stephen B. Estacion, Angela
1.	Can Career and Technical Education Impact College Enrollment? An Examination of Specific Programs and Course Taking Presented: San Francisco, CA, American Sociological Association Annual Meetings, August 2004 Cohort(s): NLSY97 Publisher: American Sociological Association Keyword(s): College Enrollment; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. In contrast to the visible efforts in American schools to increase academic standards are the less obvious efforts to improve the academic preparation and outcomes for non-college bound students. Between 1990-1998, several pieces of legislation were passed that directly affected the high school experience of vocational students. Using five rounds of data from the National Longitudinal Survey of Youth 1997, we examine vocational education in U.S. high schools. Specifically, we examine course-taking in career and technical education (CTE), participation in particular school-to-work programs (e.g., job shadowing, mentoring, and cooperative education), and the integration of these courses with academic courses. We focus upon whether opportunities and participation rates changed during the 1990s, perhaps as a result of federal legislation. Further, we give attention to the CTE participation rates and effects of participation for females, minorities and other subgroups. Descriptive statistics and regression models are employed to study the effects of CTE on first postsecondary attendance and type of postsecondary institution. We find that net of background and achievement characteristics, CTE participation has a positive effect on college enrollment, particularly in two-year institutions. Students who participate in career major programs and cooperative education programs experience an increased likelihood of college attendance.
	Bibliography Citation Deluca, Stefanie, Stephen B. Plank and Angela Estacion. "Can Career and Technical Education Impact College Enrollment? An Examination of Specific Programs and Course Taking." Presented: San Francisco, CA, American Sociological Association Annual Meetings, August 2004.

2.	Deluca, Stefanie Plank, Stephen B. Estacion, Angela Wayman, Jeffrey
2.	Vocational Education Today: Participation Rates, Student Composition, and Early Outcomes of the NLSY97 Presented: San Diego, CA, American Educational Research Association Annual Meeting, 2004 Cohort(s): NLSY97 Publisher: American Educational Research Association Keyword(s): College Education; Event History; High School Curriculum; High School Dropouts; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. In contrast to the visible efforts in American schools to increase academic standards are the less obvious efforts to improve the academic preparation and outcomes for non-college bound students. Between 1990-1998, several pieces of legislation were passed that directly affected the high school experience of vocational students. Using four rounds of data from the National Longitudinal Survey of Youth 1997, we examine vocational education in U.S. high schools. Specifically, we examine course-taking in career and technical education (CTE), participation in particular school-to-work programs (e.g., job shadowing, mentoring, and cooperative education), and the integration of these courses with academic courses. We focus upon whether opportunities and participation rates changed during the 1990s, perhaps as a result of federal legislation. Further, we give attention to the CTE participation rates and effects of participation for females, minorities and other subgroups. Descriptive statistics, regression models, and event history analysis are employed to study effects on high school grades, on-time progress toward graduation, high school dropout, and expectations about the future.
	Bibliography Citation Deluca, Stefanie, Stephen B. Plank, Angela Estacion and Jeffrey Wayman. "Vocational Education Today: Participation Rates, Student Composition, and Early Outcomes of the NLSY97." Presented: San Diego, CA, American Educational Research Association Annual Meeting, 2004.

3.	Gasper, Joseph Michael Deluca, Stefanie Estacion, Angela
3.	Coming and Going: Explaining the Effects of Residential and School Mobility on Adolescent Delinquency Social Science Research 39,3 (May 2010): 459-476. Also: http://www.sciencedirect.com/science/article/pii/S0049089X09001033 Cohort(s): NLSY97 Publisher: Academic Press, Inc. Keyword(s): Behavioral Problems; Crime; Delinquency/Gang Activity; Deviance; Family Influences; Mobility, Residential; Mobility, Schools; Modeling, Random Effects; Substance Use Over the past half century, a large body of theoretical and empirical work in sociology and other social sciences has emphasized the negative consequences of mobility for human development in general, and youth outcomes in particular. In criminology, decades of research have documented a link between residential mobility and crime at both the macro and micro levels. At the micro level, mobility is associated with delinquency, substance use, and other deviant behaviors among adolescents. However, it is possible that the relationship between mobility and delinquency may be due to selection on pre-existing differences between mobile and non-mobile youth in their propensity for delinquency, and prior studies have not adequately addressed this issue. Specifically, the families that are most likely to move are also the most disadvantaged and may be characterized by dynamics and processes that are conducive to the development of delinquency and problem behavior in their children. This study uses data from the National Longitudinal Survey of Youth 1997 to assess the impact of residential and school mobility between the ages of 12 and 17 on delinquency and substance use. Random effects models control for selection on both observed and unobserved differences. Results show that mobility and delinquency are indeed spuriously related. Implications for future research on mobility and outcomes are discussed. [Copyright c Elsevier] Copyright of Social Science Research is the property of Academic Press Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
	Bibliography Citation Gasper, Joseph Michael, Stefanie Deluca and Angela Estacion. "Coming and Going: Explaining the Effects of Residential and School Mobility on Adolescent Delinquency." Social Science Research 39,3 (May 2010): 459-476.

4.	Gasper, Joseph Michael Deluca, Stefanie Estacion, Angela
4.	Switching High Schools: Cause of Dropping Out or Symptom of Disengagement? Presented: Denver, CO, American Educational Research Association, May 3, 2010. Cohort(s): NLSY97 Publisher: American Educational Research Association Keyword(s): Behavioral Differences; Educational Outcomes; High School; High School Dropouts; Propensity Scores Permission to reprint the abstract has not been received from the publisher. Numerous studies demonstrate that youth who switch schools for reasons other than grade promotion are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools puts youth at risk for dropping out of high school is uncertain, since youth who switch schools are similar to high school dropouts in terms of their levels of prior school achievement and engagement, which suggests that switching schools may be caused by the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97), this study uses propensity score matching techniques to pair youth who switched high schools with similar youth who stayed in the same high school. We find that while over half the association between switching high schools on dropout can be explained by observed characteristics prior to 9th grade, switching high schools still has an effect on dropout. Moreover, this effect seems to vary, depending on a youth's propensity for switching high schools. Suggestions for future research are discussed.
	Bibliography Citation Gasper, Joseph Michael, Stefanie Deluca and Angela Estacion. "Switching High Schools: Cause of Dropping Out or Symptom of Disengagement?" Presented: Denver, CO, American Educational Research Association, May 3, 2010.

5.	Gasper, Joseph Michael Deluca, Stefanie Estacion, Angela
5.	Switching Schools: Revisiting the Relationship Between School Mobility and High School Dropout American Educational Research Journal 49,3 (June 2012): 487-519. Also: http://aer.sagepub.com/content/49/3/487 Cohort(s): NLSY97 Publisher: American Educational Research Association Keyword(s): Dropouts; Education; Mobility, Schools; Propensity Scores; School Dropouts; Schooling Permission to reprint the abstract has not been received from the publisher. Youth who switch schools are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools actually puts youth at risk for dropout is uncertain, since youth who switch schools are similar to dropouts in their levels of prior school achievement and engagement, which suggests that switching schools may be part of the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997, this study uses propensity score matching to pair youth who switched high schools with similar youth who stayed in the same school. We find that while over half the association between switching schools and dropout is explained by observed characteristics prior to ninth grade, switching schools is still associated with dropout. Moreover, the relationship between switching schools and dropout varies depending on a youth’s propensity for switching schools.
	Bibliography Citation Gasper, Joseph Michael, Stefanie Deluca and Angela Estacion. "Switching Schools: Revisiting the Relationship Between School Mobility and High School Dropout." American Educational Research Journal 49,3 (June 2012): 487-519.

6.	Plank, Stephen B. Deluca, Stefanie Estacion, Angela
6.	High School Dropout and the Roles of Career and Technical Education: A Survival Analysis of Surviving High School Presented: San Francisco, CA, American Sociological Association Annual Meetings, August 2004 Cohort(s): NLSY97 Publisher: American Sociological Association Keyword(s): Dropouts; High School Curriculum; High School Dropouts; Modeling, Hazard/Event History/Survival/Duration; Vocational Education Permission to reprint the abstract has not been received from the publisher. We use data from the National Longitudinal Survey of Youth 1997 (NLSY97) to develop hazards models of high school dropout. Our particular interest involves the place of career and technical education (CTE) within the broader landscape of the high school curriculum and individuals' experiences. We ask whether various aspects of CTE -- which are sometimes intentionally integrated with core academic experiences and sometimes not -- increase or decrease the risk of dropping out (possibly through mechanisms of detachment from or attachment to school). A significant reduction in the risk of dropping out is found to be associated with participating in a Career Major (a coherent sequence of courses based upon an occupational goal). Implications and directions for future analyses are discussed.
	Bibliography Citation Plank, Stephen B., Stefanie Deluca and Angela Estacion. "High School Dropout and the Roles of Career and Technical Education: A Survival Analysis of Surviving High School." Presented: San Francisco, CA, American Sociological Association Annual Meetings, August 2004.

7.	Plank, Stephen B. Deluca, Stefanie Estacion, Angela Wayman, Jeffrey
7.	School-to-Work Programs and Adolescents' Expectations: Evidence from the NLSY97 Presented: Baltimore, MD, Biennial Meeting of the Society for Research on Adolescence, March 2004 Cohort(s): NLSY97 Publisher: Society for Research on Adolescence (SRA) Keyword(s): Teenagers; Transition, School to Work; Transitional Programs Permission to reprint the abstract has not been received from the publisher.
	Bibliography Citation Plank, Stephen B., Stefanie Deluca, Angela Estacion and Jeffrey Wayman. "School-to-Work Programs and Adolescents' Expectations: Evidence from the NLSY97." Presented: Baltimore, MD, Biennial Meeting of the Society for Research on Adolescence, March 2004.

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