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Source: National Center for Research in Vocational Education, U.C. Berkeley

Resulting in 3 citations.

1.	Delci, Mario Stern, David
1.	Who Participates in New Vocational Programs? A Preliminary Analysis of Student Data from NLSY97 NCRVE Publication MDS-1300. Berkeley, CA: National Center for Research in Vocational Education, University of California - Berkeley, November 1999. Also: http://136.165.122.102/UserFiles/File/mdspubs/mds1300.pdf Cohort(s): NLSY97 Publisher: National Center for Research in Vocational Education, University of California, Berkeley Keyword(s): Education, Secondary; Educational Attainment; High School; High School Curriculum; Transition, School to Work; Vocational Education; Vocational Training Permission to reprint the abstract has not been received from the publisher. This paper presents a first look at new data from the National Longitudinal Study of Youth 1997 (NLSY97). The two main purposes of this paper are (1) to compare students in combined academic/vocational programs with high school students in other curricular categories in 1997 and (2) to compare the 1997 patterns with those found in earlier surveys. Previous studies have found that the proportion of high school students participating in vocational course sequences has declined during the 1980s and early 1990s, and vocational concentrators have increasingly represented a low-achieving segment of the student population. To counter these tendencies, public and private initiatives have promoted new forms of high school vocational education that include academic studies and lead to postsecondary education. A survey of high school administrators for NLSY97 found a marked increase in the prevalence of certain new vocational programs in the 1990s. This paper examines student data from NLSY97 to determine which students are participating in these new programs...This first look at the NLSY97 student data seems to confirm that new vocational programs, which permit students to combine academic and vocational studies, have moved career and technical education toward the mainstream of the high school curriculum and engaged a broader cross-section of the student population. Judgments about whether this trend is good or bad depend on beliefs about the purposes of vocational education in high school.
	Bibliography Citation Delci, Mario and David Stern. Who Participates in New Vocational Programs? A Preliminary Analysis of Student Data from NLSY97. NCRVE Publication MDS-1300. Berkeley, CA: National Center for Research in Vocational Education, University of California - Berkeley, November 1999..

2.	Klerman, Jacob Alex Karoly, Lynn A.
2.	The Transition to Stable Employment: The Experience of U.S. Youth in Their Early Labor Market Career Report, National Center for Research in Vocational Education, University of California - Berkeley, and RAND, 1995. Also: http://vufind.carli.illinois.edu/vf-uiu/Record/uiu_3773042 Cohort(s): NLSY79 Publisher: National Center for Research in Vocational Education, University of California, Berkeley Keyword(s): College Dropouts; College Graduates; Ethnic Groups/Ethnicity; High School Diploma; High School Dropouts; Job Tenure; Labor Force Participation; School Completion; Schooling, Post-secondary; Transition, School to Work Permission to reprint the abstract has not been received from the publisher. Data from the National Longitudinal Survey of Youth were analyzed to identify patterns in the early labor market and employment experience of a sample of 12,781 U.S. youths who were first interviewed in 1979 (at ages 14 through 21) and last interviewed in 1990 (at ages 25 through 32 years). School-to-work transition patterns were classified by school-leaving group (SLG) (no high school diploma, high school diploma, some college, college diploma, or some postcollege education). SLGs were analyzed in terms of the following factors: percentage of sample members employed, percentage in school, number of jobs held, and age at entrance into first job. While the median high school graduate entered his "three-year job" while he was 22, the median high school dropout, who first entered the labor force several years earlier, did not enter that job until he was 23. In contrast, the median college graduate--who entered the labor force four years later than the high school graduate--entered his "three-year job" shortly after turning 23. Although racial/ethnic groups and women manifested different employment, school attendance, and job stability patterns, the patterns of school-to-work transition by male high school graduates were surprisingly similarly across the three racial/ethnic groups. By using the SLG classification and a different concept of job duration, the study found less support for the notion that high school graduates typically mill about in the labor market until well into their twenties. It was recommended that school-to-work transition initiatives be targeted toward high school noncompleters. Appended is information about sample distribution by SLG and effect of alternative SLG definitions and/or sample members' return to school. Contains 53 references and 67 tables/figures. (MN)
	Bibliography Citation Klerman, Jacob Alex and Lynn A. Karoly. "The Transition to Stable Employment: The Experience of U.S. Youth in Their Early Labor Market Career." Report, National Center for Research in Vocational Education, University of California - Berkeley, and RAND, 1995.

3.	Scott, Marc A. Bernhardt, Annette
3.	Pathways to Educational Attainment and their Effect on Early Career Development NCRVE Publication MDS-1296. Berkeley, CA: National Center for Research in Vocational Education, University of California - Berkeley, November 1999. Also: http://136.165.122.102/UserFiles/File/mdspubs/mds1296.pdf Cohort(s): NLSY79, Young Men Publisher: National Center for Research in Vocational Education, University of California, Berkeley Keyword(s): Educational Attainment; Educational Returns; High School Completion/Graduates; High School Dropouts; Mobility; Wage Growth; Wages, Youth Permission to reprint the abstract has not been received from the publisher. We begin this report by comparing long-term wage growth-a measure of upward mobility-for two cohorts of young white men. These men entered the labor market during very different economic periods, with the original cohort entering in the late 1960s, at the tail of the post-World War II economic boom, and the recent cohort entering in the early 1980s after the onset of economic restructuring. We find that long-term wage growth between the ages of 16 and 36 has both declined and become significantly more unequal for the recent cohort. The declines have been concentrated among less educated workers (i.e., high school dropouts and high school graduates). Also worrisome are our findings for workers with sub-baccalaureate degrees or only some college experience. While these workers have a clear advantage over high school graduates in terms of wage growth, that advantage has not increased noticeably in recent years. By contrast, young adults with a bachelor's degree or higher have seen increases in their wage growth. The rising demand for education and skill in the new labor market has apparently benefited only those with four-year college degrees. It has not trickled down to improve the wage growth of those with some college experience or associate's degrees. Education is not the whole story, however, as we find rising inequality in wage growth within all education groups. Thus, there has been a dramatic reduction in mobility opportunities for less-educated young men, but even among the well-educated, there are now many more extreme winners and losers. Educational credentials no longer ensure success with the certainty that they once did. These trends raise a difficult challenge to public policies aimed at improving the living standards and upward mobility of American workers...The question is whether these emerging pathways have paid off. Descriptive evidence suggests that they have been beneficial for some workers but not for others. In particular, there has been a det erioration in wage growth when interrupting and then returning to school-especially among those with only some college experience or with associate's degrees. It also appears that the new pathways are generating more polar and unequal wage outcomes in recent years, especially those involving interruptions to schooling.
	Bibliography Citation Scott, Marc A. and Annette Bernhardt. Pathways to Educational Attainment and their Effect on Early Career Development. NCRVE Publication MDS-1296. Berkeley, CA: National Center for Research in Vocational Education, University of California - Berkeley, November 1999..

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