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Raising academic standards and vocational concentrators: Are they better off or worse off?

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Author Info
JOHN BISHOP
FERRAN MANE

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Abstract

In this paper we measure the impacts of tougher graduation requirements on course-taking patterns, college attendance and completion, and post-high school labor market outcomes for vocational concentrators and non-concentrators. Our main goal was to assess whether vocational education students were specifically affected (positively or negatively) by the policies’ heavy emphasis on the academic part of the high school curriculum. Our results show how requiring higher number of academic credits to graduate and introducing a Minimum Competency Examination help high school graduates to be more successful in the labor market, but reduce their chances of obtaining a college degree. Vocational concentrators are better off in Minimum Competency Examination states. The positive signal they send to employers reinforces the occupational skills that vocational concentrators possess.

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Publisher Info
Article provided by Taylor and Francis Journals in its journal Education Economics.

Volume (Year): 13 (2005)
Issue (Month): 2 (June)
Pages: 171-187
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Handle: RePEc:taf:edecon:v:13:y:2005:i:2:p:171-187

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Related research
Keywords: Graduation requirements; education standards; minimum competency examinations; exit examinations; vocational education; curriculum effects on labor market outcomes;

References listed on IDEAS
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  1. Bishop, John H. & Mane, Ferran, 2001. "The impacts of minimum competency exam graduation requirements on high school graduation, college attendance and early labor market success," Labour Economics, Elsevier, vol. 8(2), pages 203-222, May. [Downloadable!] (restricted)
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Cited by:
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  1. John Bishop & Ferran Mane, 2004. "Educational Reform and Disadvantaged Students: Are They Better Off or Worse Off?," CESifo Working Paper Series CESifo Working Paper No. , CESifo Group Munich. [Downloadable!]
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This page was last updated on 2009-12-21.


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