Improving Educational Pathways to Social Mobility: Evidence from Norway's "Reform 94". NBER Working Paper No. 25679.

https://ir.uiowa.edu/cgi/viewcontent.cgi?article=7877&context=etd

Sociopolitical development and career interventions: comparing two conditions of a career intervention with rural middle school students

FACTORS THAT INFLUENCE STUDENTS’ DECISIONS TO ENROLL IN INITIAL VOCATIONAL EDUCATION AND TRAINING (IVET) LYCEUMS IN TAJIKISTAN Farid Safarmamad Old Dominion University, 2019 Director: Dr. Michael F. Kosloski The purpose of this descriptive study was to examine the factors influencing students’ decisions to enroll in IVET lyceums in Tajikistan. The researcher administered a paper-based survey to collect data from a stratified random sample of n = 541 students in IVET lyceums. Data were analyzed by performing descriptive statistics, paired t-tests, chi-squares tests, Mann-Whitney U tests, and principal axis factoring (PAF). The findings showed that IVET students are mainly male (70%), from rural areas (60%), economically disadvantaged (60%), and enrolled after 9 grade (68%). There was a strong relationship between gender and program enrollment, meaning female and male students made traditional program choices. With regard to influencing students’ decisions in choosing IVET lyceums, parents (53%) were the most influential factors followed by other factors, including hands-on experience, siblings, finding a job, and friends. School staff and marketing efforts were among the least influential factors. The result of PAF loaded twenty factors to five latent constructs labeled lyceum suits my needs, lyceum marketing, people with close relationships, school staff, and economic situation. As for choosing IVET programs, parents were at the top with fathers being more (55%) influential than mothers (50%), followed by interest in the occupation, job opportunities, siblings, friends, and prior experience. School staff and marketing were the least influential factors. The result of PAF loaded sixteen factors to four latent constructs labeled program interest, school staff, people with close relationships, and program marketing. Finally, the findings showed that in choosing IVET lyceums, out of 20 factors, only school teacher, school director, IVET is easier, and hands-on experience were statistically significantly different, while the remaining 16 showed no difference in influencing 9 and 11 grade students’ decisions. Regarding choosing programs of study, school teacher, class supervisor, and opportunity for small business were statistically significantly different, while the remaining 13 showed no difference in influencing 9 and 11 grade students’ decisions.

/pdf/factors-that-influence-students-decisions-to-enroll-in-3r89g0culd.pdf

Factors That Influence Students' Decisions to Enroll in Initial Vocational Education and Training (IVET) Lyceums in Tajikistan.

I present a dynamic structural model of individual
choice regarding high school education curricula, post-secondary
education attainment, and early labor market opportunities. I
estimate the model to investigate the returns to education from
different types of U.S. high school curricula, with a particular
focus on career and technical education (CTE) for non-college bound
students. I estimate the model using panel data on students’ high
school course selection and labor market outcomes from the
Education Longitudinal Study of 2002, and I account for high school
curriculum self-selection by including instruments in the model for
high school CTE and academic opportunities along with local labor
market controls. The estimates suggest that, relative to general
education courses, trade CTE courses improve a non-college bound
student’s later labor market wages and chance of being employed in
a skilled occupation, while business CTE courses improve wages in
low-wage / high-non-pecuniary utility occupations. In addition, the
estimates suggest that increased CTE opportunities decrease a
non-college bound student’s propensity to drop out of high school
but also that CTE courses decrease a high school graduate’s
likelihood to pursue a post-secondary education degree. Policy
simulations suggest that incorporating vocational certification
into high school CTE curricula would cause more students to take
CTE courses and improve their labor market outcomes and that
instituting a German-style high school tracking system in the
United States would improve the education and labor market outcomes
of high school graduates at the expense of their non-pecuniary
utility in high school. Policy simulations also suggest that
providing free tuition to community college would cause more
students to take general education courses in high school, increase
graduation from community colleges, slightly increase graduation
from four-year colleges and universities, and slightly increase
average wages in the population.

/pdf/the-effects-of-high-school-career-and-technical-educationfor-2uenreutkj.pdf

The Effects of High School Career and Technical Educationfor Non-College Bound Students

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The Effects of High School Career and Technical Educationfor Non-College Bound Students