Secondary vocational education and the transition from school to work
Abstract
This article reevaluates the effects of high school vocational education on students' odds of being unemployed and students' occupational attainment in the transition from school to work. The question posed is whether vocational secondary education actually benefits its clientele or is simply the crude mechanism of social exclusion that some claim it to be. The authors find that although vocational education inhibits students' likelihood of attending college and subsequently of finding employment in the professions and managerial occupations, it also reduces the risk of unemployment and increases students' chances of employment as skilled workers. Therefore, for students who are unlikely to continue on to college, vocational education is a safety net that reduces the risk of falling to the bottom of the labor queue.
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An integrated curriculum with academic and CTE courses was the most beneficial.
“Further, it was found that an integrated curriculum with academic and CTE courses was the most beneficial.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Arum & Shavit, 1995
Arum and Shavit (1995) found that for males, the CTE track had a statistically significant positive relationship with being employed and being a skilled employee, in comparison to those in the general track.
“For males, findings indicated that the CTE track had a statistically significant positive relationship with being employed and being a skilled employee, in comparison to those in the general track.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Arum & Shavit, 1995
Arum and Shavit concluded that their findings support educational reformers in restoring CTE programs.
“The researchers concluded that their findings support educational reformers in restoring CTE programs.”
From The Relationship of High School Curriculum Tracks to Degree Attainment and Occupational Earnings (2009) · cites this paper as Arum & Shavit, 1995
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- Authors
- Arum, R., & Shavit, Y.
- Venue
- Sociology of Education
- Publisher
- JSTOR
- Published
- 1995-07
- Volume
- 68
- Issue
- 3
- Pages
- 187
- ISSN
- 0038-0407 (ISSN-L)
- OpenAlex
- W2059507463
- Cited by
- 264
- References
- 30
- Citations by year
- 2026: 5 · 2025: 1 · 2024: 8 · 2023: 8 · 2022: 15 · 2021: 17 · 2020: 13 · 2019: 15 · 2018: 13 · 2017: 17 · 2016: 11 · 2015: 17 · 2014: 11 · 2013: 7 · 2012: 14
- FWCI
- 17.07
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Sociology of Education (publishedVersion)
- Cadmus - EUI Research Repository (European University Institute) (submittedVersion, public-domain)
- Topics
- Social Sciences › Political Science and International Relations › Education and Labor Relations
- Social Sciences › Education › Education Systems and Policy
- Social Sciences › Economics, Econometrics and Finance › Economics and Econometrics › Labor market dynamics and wage inequality
- Keywords
- secondary vocational education, school-to-work transition, unemployment, occupational attainment, college attendance, skilled workers, social exclusion, labor market outcomes, high school students
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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