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Author: Stange, Kevin
Resulting in 3 citations.
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Kreisman, Daniel M. Stange, Kevin |
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Does Vocational Course-Taking Ease School-to-Work Transitions? A Dynamic Choice Model Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014 Cohort(s): NLSY97 Publisher: Association for Public Policy Analysis and Management (APPAM) Keyword(s): Educational Attainment; High School Curriculum; Labor Market Outcomes; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. Vocational courses that prepare students for work are the second-most common type of course taken in American high schools, behind only English. This paper examines the determinants and consequences of vocational course taking during high school using detailed transcript, post-secondary and labor market outcome data from the NLSY97. We develop a dynamic choice model through which students sort into vocational and/or academic coursework. The model simultaneously captures high school curriculum choice, academic performance, postsecondary attainment and earnings to i) delineate the channels through which students sort into vocational coursework, and ii) determine how high school curriculum may impact later life outcomes. Initial reduced-form estimates suggest that students sort into vocational curricula in response to new information about their academic ability and that this coursework is particularly useful in the labor market for students who do not eventually go on to college. |
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Bibliography Citation
Kreisman, Daniel M. and Kevin Stange. "Does Vocational Course-Taking Ease School-to-Work Transitions? A Dynamic Choice Model." Presented: Albuquerque NM, Association for Public Policy Analysis and Management (APPAM) Annual Fall Research Conference, November 2014. |
| 2. |
Kreisman, Daniel M. Stange, Kevin |
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Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth NBER Working Paper No. 23851, National Bureau of Economic Research, September 2017. Also: http://nber.org/papers/w23851 Cohort(s): NLSY97 Publisher: National Bureau of Economic Research (NBER) Keyword(s): Earnings; High School Curriculum; Vocational Education Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the NLSY97. Our results are two-fold. First, students positively sort into vocational courses, suggesting the belief that low ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses -- a nearly 2% wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest (a) policies limiting students' ability to take vocational courses may not be welfare enhancing, and (b) the benefits of vocational coursework accrue to those who focus on depth over breadth. |
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Bibliography Citation
Kreisman, Daniel M. and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." NBER Working Paper No. 23851, National Bureau of Economic Research, September 2017. |
| 3. |
Kreisman, Daniel M. Stange, Kevin |
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Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth Education Finance and Policy 15,1 (Winter 2020): 11-44. Also: https://www.mitpressjournals.org/doi/abs/10.1162/edfp_a_00266 Cohort(s): NLSY97 Publisher: MIT Press Keyword(s): Earnings; High School Curriculum; High School Transcripts; Vocational Education Vocational education is a large part of the high school curriculum, yet we have little understanding of what drives vocational enrollment or whether these courses help or harm early careers. To address this we develop a framework for curriculum choice, taking into account ability and preferences for academic and vocational work. We test model predictions using detailed transcript and earnings information from the NLSY97. Our results are two-fold. First, students positively sort into vocational courses, suggesting the belief that low ability students are funneled into vocational coursework is unlikely true. Second, we find higher earnings among students taking more upper-level vocational courses -- a nearly 2% wage premium for each additional year, yet we find no gain from introductory vocational courses. These results suggest (a) policies limiting students' ability to take vocational courses may not be welfare enhancing, and (b) the benefits of vocational coursework accrue to those who focus on depth over breadth. |
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Bibliography Citation
Kreisman, Daniel M. and Kevin Stange. "Vocational and Career Tech Education in American High Schools: The Value of Depth Over Breadth." Education Finance and Policy 15,1 (Winter 2020): 11-44.
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