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The NLS Annotated Bibliography - User Submission Form
ALIAGA, OSCAR A. Post-School Training of Young Adults Presented: Columbus, OH, Academy of Human Resource Development International Conference (AHRD), February 22-26, 2006. Also: http://www.eric.ed.gov.proxy.lib.ohio-state.edu/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/1b/df/03.pdf Cohort(s): NLSY97 ID Number: 5646 Publisher: Academy of Human Resource Development (AHRD) Permission to reprint the abstract has not been received from the publisher. This descriptive study uses data from the National Longitudinal Survey of Youth 1997 (NLSY97). In this study the training of young adults after their high school experience is analyzed. Using data from a national longitudinal survey, the amount of training and the type of training they receive are reviewed. Different family background characteristics and school outcome information are also used in the analysis. [For complete proceedings, see ED491487.] (Abstract by the author.) STONE, JAMES R., III ALIAGA, OSCAR A. Career and Technical Education and School-to-Work at the End of the 20th Century: Participation and Outcomes Career and Technical Education Research (CTER) 30,2 ( 2005): 125-143. Also:http://scholar.lib.vt.edu/ejournals/CTER/ Cohort(s): NLSY97 ID Number: 5216 Publisher: Association for Career and Technical Education Research (ACTER) Permission to reprint the abstract has not been received from the publisher. We examined participation in the Career and Technical Education concentration (CTE), and School-to-Work activities at the end of the century following more than a decade of education reform in the United States. Using data from the National Longitudinal Survey of Youth 1997, we also explored whether school-to-work activities have extended beyond their traditional CTE curricular base and have become part of the high school experience for all youth. We explored the relationship between students’ background characteristics and curriculum concentration and key education outcomes, including course-taking patterns, high school GPA, school completion, and post-school expectations. We concluded that there are ethnic, racial and socioeconomic differences among youth in the four curriculum concentrations. CTE concentrators, more than general concentrators, appear to benefit from changes aimed at increasing the academic rigor of their high school programs, as evidenced by their enrollment in math and science courses, high school GPA, and school completion. STONE, JAMES R., III ALIAGA, OSCAR A. Participation in Career and Technical Education and School-To-Work in American High Schools In: Improving School-to-work Transitions, Neumark, D., ed. New York, NY: Russell Sage Foundation, 2007: 59-86 Cohort(s): NLSY97 ID Number: 5475 Publisher: Russell Sage Foundation Permission to reprint the abstract has not been received from the publisher. Search returned 3 items. Search Start: 17:38:49 Search Finish: 17:38:49
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