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dc.contributor.authorBishop, John H.
dc.contributor.authorMane, Ferran
dc.date.accessioned2020-11-25T14:50:53Z
dc.date.available2020-11-25T14:50:53Z
dc.date.issued2004-07-01
dc.identifier.other102398
dc.identifier.urihttps://hdl.handle.net/1813/77015
dc.description.abstractThis paper measures the impacts of tougher graduation requirements on course taking patterns, learning, college attendance 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 Exams 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 MCE states. The positive signal they sent to employers reinforces the occupational skills vocational concentrators possess.
dc.language.isoen_US
dc.subjectgraduation requirements
dc.subjecteducation standards
dc.subjectminimum competency
dc.titleRaising Academic Standards and Vocational Concentrators: Are They Better Off Or Worse Off?
dc.typepreprint
dc.description.legacydownloadsWP04_12.pdf: 2324 downloads, before Oct. 1, 2020.
local.authorAffiliationBishop, John H.: jhb5@cornell.edu Cornell University
local.authorAffiliationMane, Ferran: fmv@fcee.urv.es Universitat Rovira i Virgili


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