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Source: National Center for Research in Vocational Education, Ohio State University

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1.	Campbell, Paul B. Basinger, Karen S.
1.	Economic and Noneconomic Effects of Alternative Transitions Through School to Work Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1985. Also: http://www.eric.ed.gov/PDFS/ED254638.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Education, Secondary; Educational Returns; NLS of H.S. Class of 1972; Training, Post-School; Transition, School to Work; Vocational Training Permission to reprint the abstract has not been received from the publisher. A study compared the economic and noneconomic effects of various combinations of high school curriculum and postsecondary school-to-work transition patterns. Data for the study were obtained from the National Longitudinal Survey of Labor Market Experience, Youth Cohort (NLS Youth). In some cases, the 1979 data from the high school class of 1972 database supplemented the NLS Youth, and, for noneconomic outcomes, class of 1972 data were used exclusively. These data indicated that high school vocational education is associated with a clear wage advantage for vocational graduates in jobs related to their area of training. Postsecondary education also appeared to add to this advantage. Although vocational education brought an increase in labor force participation for white women, no significant relationship between vocational education and employment stability was found for other demographic groups. Noneconomic outcomes of participation in a high school vocational education program turned out to be more difficult to assess; however, the noneconomic benefits of participation in postsecondary education were clear. Those who achieved a postsecondary degree were more likely to register and vote and to accept as positive the current societal trend toward broadening the role of women in the labor market. The earnings advantage of vocational education was most pronounced among white males and did not exist at all for minorities of either sex. The policy implications of these findings were examined. (Technical discussions of the survey data sources are appended, and 34 references end the document.) (MN)
	Bibliography Citation Campbell, Paul B. and Karen S. Basinger. "Economic and Noneconomic Effects of Alternative Transitions Through School to Work." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1985.

2.	Campbell, Paul B. Basinger, Karen S. Daumer, Mary Beth Parks, Marie B.
2.	Outcomes of Vocational Education for Women, Minorities, the Handicapped, and the Poor Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1986. 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): Disability; Earnings; Educational Returns; Hispanics; Schooling, Post-secondary; Vocational Education; Vocational Training; Wages Permission to reprint the abstract has not been received from the publisher. A study investigated interrelationships between educational background and membership in "groups of special interest"--women, blacks, Hispanics, Native Americans, Asians, persons of low socioeconomic status (SES), handicapped individuals, and persons with limited English proficiency. Data were from the High School and Beyond sample and the sample from the National Longitudinal Surveys of Labor Market Experience Youth Cohort. The secondary vocational education curriculum attracted, in disproportionate numbers, youth with low SES, lower ability, and feelings of personal inadequacy. White men were most likely to enroll. Within the vocational education curriculum were pronounced gender differences by specialty. The likelihood of continuing education beyond high school was significantly greater for youths of higher SES, greater ability, and higher self-esteem. A secondary vocational curriculum paid off in earnings for youth subsequently employed in jobs related to training. Significant gender differentials in earnings existed. Regarding race and ethnicity, no statistically significant earnings differentials favored whites. Policy measures were implied by the absence of racial labor market discrimination, absence of racial and ethnic earnings differentials, and overrepresentation in vocational education of students with low self-esteem and their subsequent lower educational and labor market achievement. (YLB)
	Bibliography Citation Campbell, Paul B., Karen S. Basinger, Mary Beth Daumer and Marie B. Parks. "Outcomes of Vocational Education for Women, Minorities, the Handicapped, and the Poor." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1986.

3.	Campbell, Paul B. Elliot, Jack Hotchkiss, Lawrence Laughlin, Suzanne
3.	Antecedents of Training-Related Placement Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987. Also: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED291972&ERICExtSearch_SearchType_0=no&accno=ED291972 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Job Training; Labor Force Participation; School Characteristics/Rating/Safety; Transition, School to Work; Vocational Education; Vocational Training; Wages Permission to reprint the abstract has not been received from the publisher. A study investigated the circumstances and conditions that influence the decision to take a training-related position. The primary objective of the study was to produce information on the environmental conditions and personal characteristics associated with training-related placement. Data from the National Longitudinal Survey of Labor Market Experience-Youth Cohort and from the High School and Beyond survey were analyzed using cross-tabular and multivariate regression techniques. Descriptive findings suggested that the training-related placement rate for the first and current job after high school graduation was about 42 percent; on the average, high school vocational graduates held training-related jobs 48 percent of the total time they were employed. Multivariate analyses suggested that: high grades in the vocational specialty were positively correlated with training-related placement; and gender remained one of the strongest predictors of earnings despite training-related placement. Other findings were that: substantial concentration in a vocational specialty was one of the most influential factors in getting and keeping a training-related job, and the trade and industrial specialty was also associated consistently with holding a training-related job. The lack of consistent results for gender and race/ethnicity suggested that the problem of getting and holding a training-related job was general for male vocational graduates and not, as with women, applicable to specific sub-groups. (Additional data are appended.) (YLB)
	Bibliography Citation Campbell, Paul B., Jack Elliot, Lawrence Hotchkiss and Suzanne Laughlin. "Antecedents of Training-Related Placement." Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987.

4.	Campbell, Paul B. Elliot, Jack Laughlin, Suzanne Seusy, Ellen
4.	Dynamics of Vocational Education Effects on Labor Market Outcomes Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987. Also: http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED291973&ERICExtSearch_SearchType_0=no&accno=ED291973 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Educational Returns; Income Dynamics/Shocks; Vocational Education; Wages Permission to reprint the abstract has not been received from the publisher. An analysis assessed the effects of a high school vocational curriculum over time as labor market experience accumulates. Since two additional years of labor market experience had become available for respondents to the National Longitudinal Survey of Labor Market Experience-Youth Cohort (NLS-Youth) and longer trends of effects could be observed, the study replicated the exact specifications of an earlier analysis and added the dimension of expected lifetime earnings. Data were from the NLS-Youth and High School and Beyond databases. Findings indicated that vocational education provided, in the short term, a direct wage advantage for vocational students. The advantage became indirect as time in the labor market accrued and appeared to operate through increased hours of work and fuller employment rather than differential wage rates. An optimum mix between vocational and academic courses in terms of lifetime earnings was characterized by moderate rather than heavy concentration in vocational education. An alternative theoretical model of the net societal effects of the vocational curriculum was evaluated. It did not appear to be adequate for evaluating the effects of vocational education because several of its key assumptions did not hold when tested by the available data. The analysis associated with this model testing suggested, however, that the pronounced effects of training-related placement operate not through training, but through assisting the vocational graduate in selecting a better-paying job. (YLB)
	Bibliography Citation Campbell, Paul B., Jack Elliot, Suzanne Laughlin and Ellen Seusy. "Dynamics of Vocational Education Effects on Labor Market Outcomes." Mimeo, National Center for Research in Vocational Education, The Ohio State University, 1987.

5.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
5.	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.

6.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann
6.	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.

7.	Campbell, Paul B. Gardner, John A. Seitz, Patricia Ann Chukwuma, Fedelia
7.	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.

8.	Campbell, Paul B. Gardner, John A. Winterstein, Paul
8.	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.

9.	Campbell, Paul B. Laughlin, Suzanne
9.	Participation in Vocational Education: An Overview of Patterns and Their Outcomes Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1991. Also: http://www.eric.ed.gov/PDFS/ED328797.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Earnings; Employment; Ethnic Groups/Ethnicity; High School Dropouts; Racial Differences; Socioeconomic Status (SES); Vocational Education; Vocational Training 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 combined information from two national longitudinal surveys that have followed the life events of thousands of young people during and after high school and used multivariate regression analyses to create a profile of vocational graduates and outcomes of vocational education. The study used data from the National Longitudinal Survey of Labor Market Experience--New Youth Cohort and the High School and Beyond survey. Some of the findings of the study are the following: (1) vocational graduates make up 36-48 percent of all secondary graduates, with women usually outnumbering men; (2) students from families of lowest socioeconomic status are overrepresented in the vocational curriculum compared to their proportion in the general population; (3) less severely handicapped students are served by vocational education in proportion to their actual numbers; (4) about 42 percent of vocational graduates get first jobs related to their training; (5) the more credits earned in a vocational specialty and the higher the grades earned in that specialty, the greater the likelihood of getting and keeping a training-related job; (6) earnings advantages result to vocational graduates who develop a marketable skill and obtain a job related to that training; (7) participation in vocational education reduces the likelihood of students dropping out; and (8) gender differences are pronounced. Recommendations were made for further research, incentive to special groups, program continuation, and program development. (KC) [ERIC ED328797]
	Bibliography Citation Campbell, Paul B. and Suzanne Laughlin. "Participation in Vocational Education: An Overview of Patterns and Their Outcomes." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1991.

10.	Campbell, Paul B. Orth, Mollie N. Seitz, Patricia Ann
10.	Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of 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/ED227318.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): College Education; Education, Secondary; Educational Attainment; High School; Transition, School to Work; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study identifies major problems and concerns encountered when attempting to apply the multifaceted classification model developed by Campbell and others (1981) called "Patterns of Participation," which describes the multiple ways that secondary students participate in vocational education and how their courses are classified. It also assesses how well the outcomes of those applications replicated or verified selected empirical results reported by the model's developers. The model was applied to the high school transcripts of samples of students from three urban school districts. Two major conclusions were reached. The first conclusion is that while no debilitating problems were encountered during the applications of the model, a number of conceptual and operational concerns were identified. These concerns include the following: (1) Local school districts often use unique course titles that do not correspond directly with those listed in the codebook of the model; (2) local districts define and offer more general courses than those cited in the codebook; (3) some courses do not fit into the model's definitions; (4) some definitions and rules of the model need clarification; and (5) certain vocational programs are "discriminated" against by the model. The second conclusion was that the model is replicable across data sets and should, therefore, be of use to vocational planners and researchers. (KC)
	Bibliography Citation Campbell, Paul B., Mollie N. Orth and Patricia Ann Seitz. "Patterns of Participation in Secondary Vocational Education: A Report Based on Transcript and Interview Data of the 1979 and 1980 NLS New Youth Cohort." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1981.

11.	Daymont, Thomas N. Rumberger, Russell W.
11.	Impact of High School Curriculum on the Earnings and Employability of Youth In: Job Training for Youth. R.E. Taylor, et al., eds. Columbus, OH: National Center for Research in Vocational Education, The Ohio State University, 1982 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Earnings; Educational Attainment; Educational Returns; High School Curriculum; Job Training; Schooling; Vocational Education Permission to reprint the abstract has not been received from the publisher. This study looks at differences in high school curricula and relates high school training to occupations and labor market success. The authors examine whether the returns to vocational training acquired in high school are contingent on whether students obtain an occupation corresponding to their specialty area and examine race and sex differences in both high school training and labor market opportunities.
	Bibliography Citation Daymont, Thomas N. and Russell W. Rumberger. "Impact of High School Curriculum on the Earnings and Employability of Youth" In: Job Training for Youth. R.E. Taylor, et al., eds. Columbus, OH: National Center for Research in Vocational Education, The Ohio State University, 1982

12.	Desy, Jeanne
12.	High School Vocational Education Experiences: In School and in the Labor Market Research and Development Series No 244. Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984. 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): Dropouts; Employment; Income; Job Satisfaction; Unemployment; Vocational Education; Wages; Work Experience Permission to reprint the abstract has not been received from the publisher. A study examined the school and labor market experiences of students who either are in or have participated in vocational education programs. To formulate their conclusions, the researchers involved in the study analyzed a subset of data from the National Longitudinal Survey of Youth Labor Market Experience--Youth Cohort. These data indicate that students who participated in vocational education to a fairly extensive degree were less likely to drop out than were others. Most vocational students worked while in high school, earning an average of $67 per week for 24 hours of work at a job that was most likely self-obtained. Working did not seem to affect the academic performance of these students; both their grades and their class rank were at least equal to those of their nonworking counterparts. Once they had graduated from high school, these vocational participants were more likely to be active in the labor force--either working or looking for work--than graduates with less vocational concentration. The typical female vocational graduate had a relatively high-prestige clerical job that demanded moderate use of her intelligence. The average male graduate, on the other hand, tended to choose craft or agricultural employment and was more likely than his nonvocational counterparts to work for himself. (MN)
	Bibliography Citation Desy, Jeanne. High School Vocational Education Experiences: In School and in the Labor Market. Research and Development Series No 244. Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1984..

13.	Gardner, John A. Campbell, Paul B. Seitz, Patricia Ann
13.	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.

14.	Hotchkiss, Lawrence
14.	Noneconomic Effects of Vocational Education Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1987. 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): Attitudes; Behavior; Career Patterns; Education; High School Curriculum; High School Transcripts; Illegal Activities; Locus of Control (see Rotter Scale); Marriage; Vocational Education; Vocational Training Permission to reprint the abstract has not been received from the publisher. A project examined the noneconomic effects of secondary vocational education on six types of outcomes measured while respondents were in high school (basic skills, career expectations, significant others' career expectations for the student, attitudes such as self-esteem and locus of control, grades, and homework), and five types of post-high school outcomes (postsecondary education, marriage and family, voting behavior, criminal behavior, and substance use). Two major national data sets were used to study these outcomes: the High School and Beyond (HSB) Survey and the NLSY. Three measures of curriculum were used: vocational profiles based on student transcripts; self-reporting of academic, vocational, and general curriculum; and a curriculum index of course-work, self-report track, remedial courses taken, and honors courses taken. A large number of control variables were included in the analyses. Results of the study indicate small negative effects of vocational curriculum on basic skills, educational expectation, occupational expectation, perceived ability to complete college, grades, and hours per week spent on homework. Findings regarding most secondary schooling are mixed. Vocational curriculum in high school does not appear to have strong effects on the other outcomes studied. Limited evidence showed that vocational education is associated with reduced use of marijuana and other drugs, as is academic curriculum. [NTIS ED 297132]
	Bibliography Citation Hotchkiss, Lawrence. "Noneconomic Effects of Vocational Education." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1987.

15.	Lewis, Morgan V. Gardner, John A. Seitz, Patricia Ann
15.	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.

16.	Mertens, Donna M. Gardner, John A.
16.	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.

17.	Mertens, Donna M. Seitz, Patricia Ann
17.	Labor Market Experiences of Handicapped Youth Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED228445.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Employment; High School Transcripts; Peers/Peer influence/Peer relations; Schooling; 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 explored the feasibility of using the New Youth Cohort of the National Longitudinal Surveys of Labor Market Behavior (NLS Youth) database to examine the effects of vocational education on handicapped individuals. During the study, researchers examined the labor market experiences of 73 handicapped youths who manifested a self-reported limiting health condition, showed four or more credits labeled Educable Mentally Retarded on their high school transcripts, and participated in individualized education programs (IEPs). While such a small sample prevented any firm conclusion on the earnings of handicapped persons, the evidence that is available suggests that handicapped vocational graduates had a higher rate of labor force participation, a higher employment rate, and a lower unemployment rate than did their handicapped nonvocational peers. Based on the study, the NLS Youth database appears to be less than ideal for studying the benefits of vocational education for handicapped persons. In order to study this issue at a national level, a new survey or additional questions on future NLS Youth surveys are needed to investigate handicapped individuals' labor market experiences. Appended to the report are an annotated bibliography and an orientation plan to use the NLS database to examine the labor market experiences of handicapped youth. (MN)
	Bibliography Citation Mertens, Donna M. and Patricia Ann Seitz. "Labor Market Experiences of Handicapped Youth." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

18.	Mertens, Donna M. Seitz, Patricia Ann
18.	Orientation Plan to Use the NLS Youth Data Base to Examine the Labor Market Experiences of Handicapped Youth Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Disability; Peers/Peer influence/Peer relations; Research Methodology; Schooling; Vocational Education Permission to reprint the abstract has not been received from the publisher. Handicapped individuals earn less money and have more difficulty getting jobs than their nonhandicapped peers. Vocational education is one potential way to improve the labor market experiences of handicapped youth. This paper explored the feasibility of using the Youth Cohort to examine the effects of vocational education for handicapped people. The orientation plan presented in this paper provides potential users with the following information: (1) A description of the data base, the sampling characteristics, the types of variables available, and the supplementary data sources (e. g. IEP and transcript data). (2) Technical information and resources needed to access the data. (3) Documentation of the Individual Education Programs (IEP) data and a discussion of the limitations of the data for verification of handicapped persons in the sample.
	Bibliography Citation Mertens, Donna M. and Patricia Ann Seitz. "Orientation Plan to Use the NLS Youth Data Base to Examine the Labor Market Experiences of Handicapped Youth." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

19.	Mertens, Donna M. Seitz, Patricia Ann Cox, Sterling
19.	Vocational Education and the High School Dropout Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982. Also: http://www.eric.ed.gov/PDFS/ED228397.pdf Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Children; Dropouts; High School; Job Satisfaction; Marriage; Occupational Aspirations; Unemployment; Vocational Education; Wages Permission to reprint the abstract has not been received from the publisher. Dropping out of high school has important implications for individuals, as well as for society as a whole. Individuals who do not complete high school are likely to have a more negative labor market experience than graduates, especially in terms of unemployment. The societal impact includes foregone tax dollars, and possible increased welfare and prison expenses. Vocational education represents a potential strategy for increasing the relevancy of education for dropout-prone youth, and thus a means of encouraging them to complete their high school education.
	Bibliography Citation Mertens, Donna M., Patricia Ann Seitz and Sterling Cox. "Vocational Education and the High School Dropout." Report, U.S. Department of Education, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1982.

20.	Vetter, Louise Stockburger, David W.
20.	Career Patterns of a National Sample of Women Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1974. Also: http://www.eric.ed.gov/PDFS/ED146363.pdf Cohort(s): Mature Women Publisher: National Center for Research in Vocational Education, The Ohio State University Keyword(s): Career Patterns; Children; Earnings; Occupational Status; Schooling; Vocational Education; Wives; Work Attitudes Permission to reprint the abstract has not been received from the publisher. A brief narrative description of the journal article, document, or resource. Findings of a study are reported that applied two career pattern systems for women to historical data collected in 1967 on a national sample of 4,996 black and white women ages 30-34. Information was provided on (1) the proportion of women who can be classified into each career pattern in the system(s), and (2) relationships of career development variables to the career patterns. The first career pattern system was based on the milestones of leaving school, marriage, and the acquisition of the first child, with the intensity of work between these milestones in terms of the percentage of time spent in the labor force taken into account. The second set of career patterns was based on Donald Super's system of career patterns. Both career pattern systems were analyzed separately for black and white women. Means, standard deviations, and correlations were calculated for each career pattern in both systems for career development variables, including education, relative desirability of occupational assignment, age at milestones, proportion of time spent in the labor force, income, family related variables, and attitudes toward work. In this report, detailed findings are reported on career development variables, and five areas of implications of the data are presented: career patterns, career development, number of children, base data, and educational implications. (TA)
	Bibliography Citation Vetter, Louise and David W. Stockburger. "Career Patterns of a National Sample of Women." Report, Columbus OH: National Center for Research in Vocational Education, The Ohio State University, 1974.

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