Research on School-to-Work Transition Programs in the United States
Encouraged by federal legislation, localities and states are designing new school-to-work systems. This report is intended to assist these design efforts by presenting the results of research on existing school-to-work programs in the United States. Section 404(b)(2) of the 1990 Amendments to the Carl D. Perkins Vocational and Applied Technology Education Act requires that the National Center for Research in Vocational Education (NCRVE) “shall annually prepare a study on the research conducted on approaches that lead to effective articulation for the education-to-work transition, including tech-prep programs, cooperative education or other work-based programs, such as innovative apprenticeship or mentoring approaches, and shall submit copies of such study to the Secretary of Education, the Secretary of Labor, the Secretary of Health and Human Services, the Committee on Labor and Human Resources of the Senate, and the Committee on Education and Labor of the House of Representatives.” This report fulfills that requirement.
The discussion begins with a brief overview of the difficulties
encountered by many young people in making the transition from
school to work. A chronic scarcity of career jobs is part of the
problem. Reduced employment in manufacturing during the 1980s
further diminished the prospects of men without any postsecondary
education. The increase in relative earnings of four-year college
graduates in the 1980s, along with evidence of a growing
difference in earnings for high school graduates who are more
competent in mathematics, points to an increased demand for
mental ability in the workplace. One implication is that
school-to-work systems should prepare students not only for their
first full-time jobs, but also for continued learning and career
transitions throughout their working lives.
Prominent among ideas for improving the school-to-work system are
the integration of occupational and academic curricula, the
linking of school with a structured work experience, and the
creation of formal connections between secondary and
postsecondary education. Each of these represents a formidable
challenge. There is some disagreement about whether
school-to-work programs should link high school to four-year
colleges or only to two-year postsecondary institutions. Given
the greater earnings of four-year college graduates,
school-to-work programs risk being regarded as second-best unless
they clearly keep the four-year college option open.
School-to-work programs are classified here in two main
categories: School-and-work arrangements allow students to work
and attend school during the same time period; apprenticeship and
cooperative education are examples. School-for-work programs
provide instruction with the express purpose of preparing
students for work. Traditional and newer forms of vocational
education are the main examples in this second category.
School-and-work programs that exist in many high schools and
secondary vocational centers include cooperative education, new
youth apprenticeships, and school-based enterprises. Cooperative
education (co-op) has been practiced in the U.S. for more than
seventy years. It involves students in paid work that is related
to their field of study. Evaluations have indicated that co-op is
successful in creating a stronger connection between school and
work in students’ minds and in improving attitudes toward both
school and work. However, co-op students have not generally been
found to obtain higher earnings after leaving high school, unless
they continue working for their co-op employer. One possible
reason for this may be that co-op does not provide any
certification that is widely recognized by employers. Therefore,
co-op graduates who are not offered permanent jobs by their co-op
employers may not obtain much advantage in the labor market from
their co-op experience. If this assessment of co-op is correct,
creation of skill standards for specific occupations and
industries would help co-op graduates (in addition to graduates
of other work-related programs) to convert their experience into
higher earnings.
Co-op in high school has mainly been used as part of vocational
education. Although some participants have gone to college, the
proportion has been smaller than among other high school
graduates.
High schools are now becoming involved in new youth
apprenticeship initiatives. Like co-op, these link high school
with a structured work experience, but they are also trying to
create a clearer path to postsecondary education in addition to
providing occupational certification. No evidence is yet
available on the effects of these initiatives, though the first
evaluations are forthcoming.
More widespread than youth apprenticeship is school-based
enterprise, which involves students in producing goods or
services for sale or for use to people other than the
participating students themselves. Frequently observed activities
of high school enterprise are house building, school stores,
restaurants, child care, and car repair. Working in a
school-based enterprise may provide some of the same benefits for
students as working in a non-school enterprise and may be more
conducive to learning since school-based enterprises exist for
educational purposes. However, there has been virtually no
systematic evaluation of these programs.
Many high school students are also employed in jobs that are not
supervised by the school in any way. In fact, students
participating in these do-it-yourself school-and-work
arrangements vastly outnumber those involved in school-supervised
or school-based work experience. Students who work during high
school obtain higher earnings in the first few years after
leaving high school. In addition, students who work only a
moderate number of hours per week have been found to perform
better in school than those who do not work at all. However,
students who work more hours per week perform less well in high
school and obtain less postsecondary education. It is difficult
to say how much these correlations represent the effects of
working or how much they reflect pre-existing differences among
students. An important question, as yet unanswered, is whether
providing some school supervision for jobs that are not now
supervised by the school would mitigate some of the negative
relationship between working and school performance.
School-and-work programs that are common in two-year colleges
include cooperative education and apprenticeship. There has not
been much evaluation of co-op in two-year colleges, as opposed to
four-year colleges, where co-op has a different format and often
a different purpose. The few evaluations in two-year colleges
suggest results similar to co-op in high schools. Two-year
colleges have also played a substantial role in providing the
classroom component of traditional apprenticeship programs, and
they are beginning to become involved in new youth apprenticeship
initiatives.
In addition to these school-and-work programs, which involve
students in school and work concurrently, vocational education at
the secondary and postsecondary level also tries to create a
strong sequential connection between school and work. Evidence on
high school programs is mixed, but one clear finding is that the
payoff is greater when vocational graduates find work related to
their field of training. Students who complete two-year college
degrees on average receive significantly greater earnings than
students with high school diplomas only, but statistical studies
that control for student background have found this effect only
for associate’s degrees in math and science or for women in
vocational fields. Estimates of the effects of taking courses but
not completing a degree in a two-year college are highly
variable. Effects of proprietary schools appear to be positive
but smaller than those of two-year college degrees after age
thirty.
Prompted in part by the 1990 Perkins Amendments, vocational
education is changing. One major new initiative is the
integration of vocational and academic curricula. Evaluations of
five programs summarized here have found some positive effects on
students’ school performance and retention, but there has not yet
been much evaluation of effects on students’ subsequent
employment.
The 1990 Perkins Amendments also provided new federal support for
Tech Prep programs, which create a coherent sequence of courses
linking high schools and (usually two-year) colleges. Some new
youth apprenticeship programs can be described as Tech Prep with
a work-based learning component. There has been some research on
implementation of Tech Prep, but evaluation of its effects on
students is still in progress.
Although this is a review of research on transition to work from
school, we include a summary of selected studies of programs for
young people who are not attending school. The Job Corps stands
out as having the most positive evaluation results, but this was
a quasi-experimental evaluation. No random-assignment evaluations
have found any program to be effective in increasing the earnings
of out-of-school youth.
There have been numerous studies, but the research is still
limited in several respects. Very few evaluations have used
random-assignment methods, so the possibility of selection bias
is ever-present. Also, most programs are complex, and when a
program is found to have positive effects, it is usually
impossible to know exactly which element or elements are
responsible. Finally, there is also a lack of evidence about the
effects of a comprehensive school-to-work system; testing
alternative systems in various localities would be a useful
undertaking.
A concluding section considers implications for localities and states designing new school-to-work systems. A strategic issue is whether to design these systems only for students who are not expected to attend college or to include in these systems students who may go on to a four-year college or university. Keeping the four-year college option open avoids the risk of stigma and avoids limiting students’ future career prospects. On the other hand, keeping this option open adds to the complexity of designing new school-based curriculum and work-based learning arrangements. Though design and implementation are difficult, new school-to-work systems can potentially help young people not only to find their first full-time jobs, but also to acquire a capacity for learning while they work, which will help them throughout their working lives.
Stern, D., Finkelstein, N., Stone III, J. R., Latting, J., & Dornsife, C. (1994, March). Research on School-to-Work transition programs in the United States. Berkeley, CA: National Center for Research in Vocational Education.