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Author: Gardner, John A.

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1.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
1.	High School Vocational Graduates: Which Doors Are Open? Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED216208.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Education, Secondary; High School Transcripts; Job Rewards; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. Data from three studies were analyzed to determine effects of participation in secondary vocational education on subsequent labor market experiences and postsecondary educational experiences. The data were from the National Longitudinal Survey (NLS) of Labor Market Experience, New Youth Cohort, and high school transcripts of a subsample of the NLS panel. Five patterns of participation were identified: no vocational credits, concentrators, limited concentrators, concentrator/explorers, explorers, and incidental/personals. Low socioeconomic status was associated with higher levels of concentration. Females tended to have significantly higher representation among more intensive patterns of participation. Labor market status was influenced by race, sex, patterns of participation, and socioeconomic status. Being minority, female, and of a high socioeconomic status were associated with being out of the labor force. Intensive participation was associated with employment. A majority of high school graduates enrolled in postsecondary education. Higher levels of educational aspirations were associated with higher probabilities of postsecondary participation. Additional factors that positively influenced postsecondary participation included class rank and, for whites only, parents' education. Findings suggested that policymakers consider the diversity of participation in vocational education as they make decisions affecting programs' structure, students' assignment, facility use, and service delivery. (YLB)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "High School Vocational Graduates: Which Doors Are Open?" Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

2.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
2.	Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED215218.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Behavior; Earnings; Education, Secondary; High School Curriculum; Job Training; Minorities, Youth; Schooling, Post-secondary; Vocational Education; Vocational Preparation Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study examined the effects of secondary vocational education on the post-high school educational activities of youth. Data used in the study were taken from the National Longitudinal Surveys of Labor Market Experience, New Youth Cohort (NLS Youth), supplemented with information from the respondents' high school transcripts. Findings included the following: (1) a majority of high school graduates, both vocational and nonvocational, enroll in some type of postsecondary program; (2) higher levels of educational aspirations were associated with higher probabilities of postsecondary participation; (3) less frequent participation in postsecondary programs was found for minority youth with at least some vocational experience, although, for whites, secondary vocational education did not seem to reduce overall postsecondary participation; (4) class rank, and, for whites only, parents' education influenced secondary participation; (5) living in the West was associated with a higher attendance in two-year colleges; and (6) for certain subgroups, a higher unemployment rate and residence in a rural area showed an increased likelihood of postsecondary participation. Issues raised for policy considerations are these questions: Should secondary vocational training programs take the responsibility for fully equipping graduates with the necessary skills to enter the labor market immediately? Or, should vocational education simply provide the needed prerequisites for further training after high school? The study concluded that policymakers should be aware of the diversity of secondary vocational education when deciding these questions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Patricia Ann Seitz. "Postsecondary Experiences of Students with Varying Participation in Secondary Vocational Education." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

3.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann Chukwuma, Fedelia
3.	Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED240272.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Education, Secondary; Educational Aspirations/Expectations; Educational Attainment; High School Completion/Graduates; High School Curriculum; Parental Influences; Socioeconomic Status (SES); Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. This study used a new specification of participation in vocational education to estimate the effects of high school curriculum on the labor market experiences of youth. Five patterns of participation developed in an earlier study--intensity of training, continuity of training, proximity of training to time of graduation, diversity of program areas, and the addition of logically related study outside the main area of specialization--were identified and labeled Concentrator, Limited Concentrator, Concentrator/Explorer, Explorer, and Incidental/Personal according to degree of involvement in vocational education. Estimates were derived for effects on earnings, training-related placement, labor force status, job prestige, and other job characteristics using data from the National Longitudinal Survey of Labor Market Experience (NLS), New Youth Cohort, supplemented with high school transcripts of survey participants. It was found that increasing concentration in vocational education (the three concentrator patterns) increased likelihood of holding a conventional job (as classified by Holland). It was also found that Incidental/Personal and Concentrator/Explorer participants were much less likely than Concentrators or Limited Concentrators to be in training-related employment; and that Women Concentrators earned more per week than respondents who took no vocational courses. The study concluded that vocational education policy should be concerned with inducing pride in work, with looking at long-term training needs, with emphasizing helping disadvantaged groups, and with working within the prevailing economic conditions. (KC)
	Bibliography Citation Campbell, Paul B., John A. Gardner, Patricia Ann Seitz and Fedelia Chukwuma. "Employment Experiences of Students with Varying Participation in Secondary Vocational Education: A Report Based on the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

4.	Campbell, Paul B. Gardner, John A. Winterstein, Paul
4.	Transition Patterns Between Work and School Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984. Also: http://www.eric.ed.gov/PDFS/ED240272.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Education, Secondary; Educational Aspirations/Expectations; High School Completion/Graduates; Parental Influences; Schooling, Post-secondary; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. A study investigated those transitional patterns that account for substantial numbers of young people moving from secondary education to employment. Data came from the National Longitudinal Study of the High School Class of 1972; and the National Longitudinal Survey of Labor Market Experience, Youth Cohort, including high school transcripts of a subsample. Large numbers of students began postsecondary education but did not earn degrees. Often the interruption was followed by going to work. The availability of nearby community colleges led to higher attendance. Socioeconomic status, gender, and race were related to choice of pathway. Choices were also influenced by significant others, particularly parents and close friends. Few students cited high school teachers and counselors as important influences. The choice of postsecondary education as a pathway was related to the high school experience; the higher the high school achievement, the higher the educational level the student generally completed. Outcomes of the nonpostsecondary path were predominantly lower-skilled craft and service jobs. For vocational students, postsecondary work tended to lead to professional/technical and craft occupations. On-the-job training was the predominant kind of postsecondary education. Post-high school training, incomplete pathways, and transitional decisionmaking were recommended for policy attention. (YLB)
	Bibliography Citation Campbell, Paul B., John A. Gardner and Paul Winterstein. "Transition Patterns Between Work and School." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984.

5.	Gardner, John A. Campbell, Paul B. Seitz, Patricia Ann
5.	Influences of High School Curriculum on Determinants of Labor Market Experiences Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED227310.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Career Patterns; Earnings; Education, Secondary; High School Curriculum; Job Search; Job Tenure; Labor Market Outcomes; Schooling; Unemployment, Youth; Unions; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study extends previous research on labor market effects of vocational education by explicitly modeling the intervening factors in the relationship between secondary vocational education and labor market outcomes. The strategy is to propose and estimate a simplified, recursive model that can contribute to understanding why positive earnings effects have been so hard to find for men, why the effects vary between men and women, and why the effects differ according to the time unit of measurement. The data used are from the National Longitudinal Survey (NLS) of Labor Market Experiences, Youth Cohort, and the high school transcripts of a subsample of the NLS panel. The estimated model created shows that vocational education may have both direct and indirect effects on earnings, income, and unemployment, and that the indirect effects operate through such intervening factors as job-search methods, unionization, industry, occupation, job tenure, labor market experience, and postsecondary education. The findings regarding indirect effects have several implications for vocational education policy. Although indirect effects are not dramatic, they are not trivial, showing that vocational education can probably make a significant, but limited, contribution to improving productivity and reducing income inequality. Also, some changes in programs may be necessary since the findings show that vocational education differs substantially between whites and minority graduates in its capacity to foster longer job tenure, more labor market experience, and greater labor market stability. Several findings suggest that policymakers should not place a heavy emphasis on hourly earnings alone as an evaluative criterion for vocational education. Directions for future research also are suggested by the study. (KC)
	Bibliography Citation Gardner, John A., Paul B. Campbell and Patricia Ann Seitz. "Influences of High School Curriculum on Determinants of Labor Market Experiences." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

6.	Lewis, Morgan V. Gardner, John A. Seitz, Patricia Ann
6.	High School Work Experience and Its Effects Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, 1983. Also: http://www.eric.ed.gov/PDFS/ED227310.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Behavioral Problems; Delinquency/Gang Activity; Employment; High School; Part-Time Work; Vocational Education; Wages; Work Experience Permission to reprint the abstract has not been received from the publisher. This study was conducted to describe the work experience being obtained by high school students and to relate that to educational and labor market outcomes. A special emphasis of the study was to determine if school supervision or monitoring has any apparent influence on the nature or outcomes of work experience. Data for the study were obtained from the National Longitudinal Surveys of Labor Market Experience, New Youth Cohort, and from high school transcripts. The study found that about two-thirds of all students held jobs while in high school, most of which they obtained on their own. Although most of these jobs were at low skill levels--such as in-service, labor, or clerical occupations--jobs that were school supervised as well as jobs held by students with concentrated patterns of participation in vocational courses were usually at higher skill levels, especially for women. Through regression analysis, it was determined that work experience has either no effect or a slightly positive effect on grades. It was also found that there was some tendency for young people with part-time jobs in high school to have more school problems or delinquent behavior. Although work experience did not yield a consistent pattern of relationships with post-high school earnings, it did contribute to higher rates of employment for graduates. The study concluded that school supervision of work experience appears to achieve some equity for minorities and females as well as some training objectives. Recommendations were made to continue to emphasize work-study programs and for schools to use work experience to enhance students' education. (KC)
	Bibliography Citation Lewis, Morgan V., John A. Gardner and Patricia Ann Seitz. "High School Work Experience and Its Effects." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, 1983.

7.	Mertens, Donna M. Gardner, John A.
7.	Vocational Education and the Younger Adult Worker Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981. Also: http://www.eric.ed.gov/PDFS/ED215145.pdf Cohort(s): Young Men, Young Women Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; NLS of H.S. Class of 1972; Unemployment; Vocational Education; White Collar Jobs; Younger Adult Worker Study Permission to reprint the abstract has not been received from the publisher. The Younger Adult Workers (YAW) study examined the long-range impact of participation in vocational education through a national cross-sectional survey of 1,539 persons aged 20 to 34 who were in the civilian labor force. The results of the Younger Adult Workers Survey were supplemented by analyses of two other national data bases-- the NLS of Young Men and Young Women and the National Longitudinal Study of the High School Class of l972 (Class of '72). Critics of vocational education contend that because the vocational curriculum prepares students for immediate employment, it limits longer-term opportunities. Vocational education does so, these critics allege, by directing, or "tracking," disadvantaged, minority, and female youngsters into programs that prepare them for low status, low paying jobs that offer no opportunity for advancement. The results concerning earnings for the three curriculum groups definitely discount the allegations that vocational education prepares youngsters for low status, low paying jobs. Positive earnings effects were found for male marketing and trade graduates, as well as for female business and trade graduates. However, consistently negative effects on earnings were found for women in the "other" vocational category, as well as for women as compared to men. On the positive side, unemployment was reduced, especially for business and marketing females.
	Bibliography Citation Mertens, Donna M. and John A. Gardner. "Vocational Education and the Younger Adult Worker." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

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