DELUCA, STEFANIE
PLANK, STEPHEN B.
ESTACION, ANGELA
WAYMAN, JEFFREY
Vocational Education Today: Participation Rates, Student Composition, and Early Outcomes of the NLSY97
Presented: San Diego CA, American Educational Research Association Annual Meeting, 2004
Cohort(s): NLSY97
ID Number: 4563
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

In contrast to the visible efforts in American schools to increase academic standards are the less obvious efforts to improve the academic preparation and outcomes for non-college bound students. Between 1990-1998, several pieces of legislation were passed that directly affected the high school experience of vocational students. Using four rounds of data from the National Longitudinal Survey of Youth 1997, we examine vocational education in U.S. high schools. Specifically, we examine course-taking in career and technical education (CTE), participation in particular school-to-work programs (e.g., job shadowing, mentoring, and cooperative education), and the integration of these courses with academic courses. We focus upon whether opportunities and participation rates changed during the 1990s, perhaps as a result of federal legislation. Further, we give attention to the CTE participation rates and effects of participation for females, minorities and other subgroups. Descriptive statistics, regression models, and event history analysis are employed to study effects on high school grades, on-time progress toward graduation, high school dropout, and expectations about the future.

DEXTER, EMILY R.
Development of Reading Skills in the U.S.: A Multi-level Growth Analysis Exploring Differences by Race/Ethnicity
Presented: New Orleans, LA, American Educational Research Association (AERA) Annual Meetings, April 2002. Also: http://www.tigersystem.net/aera2002/viewproposaltext.asp?propID=6738
Cohort(s): Children of the NLSY79
ID Number: 4453
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This paper argues that national reading policies are often made in response to cross-sectional surveys; as a result, policies do not adequately relate to developmental research on reading and literacy. In addition, survey analyses are most often conducted with individual children rather than with groups or families of children, perpetuating a view of the child as isolated from family or community contexts. Analyses of longitudinal surveys, however, have the potential to bring an authentically developmental perspective to policy debates about U.S. children's reading abilities. In addition analytic techniques that nest the child within larger contexts can link survey research to research on contexts of development. As an example, the results of a growth analysis of reading data from the Children of the National Longitudinal Survey of Youth (C-NLSY) are presented; in this analysis children are grouped within families. In addition, separate comparative analyses are conducted for White, African American, and Latino children. The research questions are: 1) What are the average trajectories in reading development for U.S. children? 2) How much variation is there across families? Is there variation within families? 3) Are there differences in the trajectories of White, African American, and Latino children? Discussion is invited around the question of how the findings from this and other studies of literacy development can better inform educational policy.

DEXTER, EMILY R.
Home Literacy Supports and Children's Reading Trajectories
Presented: San Diego, American Educational Research Association Meeting, April 2004
Cohort(s): Children of the NLSY79, NLSY79
ID Number: 4711
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This paper reports on an analysis of reading data from the Children of the National Longitudinal Survey of Youth (C-NLSY). The hypothesis is tested that mother-child interactions during the preschool and school years, the frequency with which the mother reads to the child during the preschool years, and the frequency of family meals and enrichment opportunities during the school years predict children's reading trajectories. Maternal reading frequency and mother-child interactions are found to be associated with enhanced reading ability throughout the school years, controlling for maternal schooling, maternal literacy, and income, and the taxonomy of models suggests that these variables may explain some of the effects of maternal schooling and income on children's reading development.

DEXTER, EMILY R.
Maternal Supports for Children's Literacy Development: Changes as Children Age and Association with Maternal Literacy, Education, Income, and Race/Ethnicity
Presented: New Orleans, LA, American Educational Research Association Annual Meetings, April 2002. Also: http://tigersystem.net/aera2002/viewproposaltext.asp?propID=7533
Cohort(s): Children of the NLSY79
ID Number: 3981
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This paper presents a developmental study of maternal behaviors supporting children's school-based literacy development from ages 3 to 15. Previous studies focusing on children's literacy development have described differences in maternal speech to children (Heath, 1982; Reese, 1995; Snow and Kurland, 1995); differences in bookreading style (DeTemple and Snow, 1996; Pellegrini and Galda, 1998); differences in the quality of mealtime conversation (Blum-Kulka; Beals, 1991; Dickinson and Tabors, 1991); and differing opportunities for enrichment outside of school (Anderson et al., 1988; Amota and Ochiltree, 1986; Griswold, 1986; Snow et al., 1991). Only a few of these studies have been longitudinal, and most have been conducted with small local samples. Thus they do not yield a developmental picture of how parental behavior changes with the growth of the child, nor can they be generalized to the larger population. The current study attempts to address these two gaps by using growth-modeling statistics (Willett, 1994) to analyze data from a national survey, the Children of the National Longitudinal Survey of Youth. The following research questions are addressed: 1) How do maternal behaviors promoting literacy development change as the child matures from age 3 to 15? 2) How much variation is there amongst mothers in their behaviors? 3) To what extent is this variation associated with maternal literacy, schooling, and income? And 4) Are there differences between white, African-American, and Latina mothers, controlling for other maternal predictors? At the conclusion of the session the audience will have the opportunity to discuss the study and its results and to make suggestions for future research

GASPER, JOSEPH MICHAEL
DELUCA, STEFANIE
ESTACION, ANGELA
Switching High Schools: Cause of Dropping Out or Symptom of Disengagement?
Presented: Denver, CO: American Educational Research Association, May 3, 2010.
Cohort(s): NLSY97
ID Number: 6533
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

Numerous studies demonstrate that youth who switch schools for reasons other than grade promotion are more likely to demonstrate a wide array of negative behavioral and educational outcomes, including dropping out of high school. However, whether switching schools puts youth at risk for dropping out of high school is uncertain, since youth who switch schools are similar to high school dropouts in terms of their levels of prior school achievement and engagement, which suggests that switching schools may be caused by the same long-term developmental process of disengagement that leads to dropping out. Using data from the National Longitudinal Survey of Youth 1997 (NLSY97), this study uses propensity score matching techniques to pair youth who switched high schools with similar youth who stayed in the same high school. We find that while over half the association between switching high schools on dropout can be explained by observed characteristics prior to 9th grade, switching high schools still has an effect on dropout. Moreover, this effect seems to vary, depending on a youth's propensity for switching high schools. Suggestions for future research are discussed.

GIANCOLA, SUSAN P.
Adolescent Behavior Problems: Peer Pressure "Is" All It Is Cracked Up To Be
Presented: New Orleans, LA, American Educational Research Association Annual Conference, April 2000. Also: http://www.eric.ed.gov/ERICDocs/data/ericdocs2sql/content_storage_01/0000019b/80/16/bc/0d.pdf
Cohort(s): NLSY79
ID Number: 4741
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

Student misbehavior is a problem affecting schools across the nation. Many school districts are searching for programs to remediate and reform problematic behavior in students. In order to develop successful programs, it is important first to understand what constitutes student misbehavior and second to determine reasons for students' behavior. The subjects for this study are participants in the National Longitudinal Study of 1988. Factors explaining students' behavior were looked at in 1988, 1990, and 1992, thus following them from 8th grade through their senior year. The data from this study confirms the existence of a common misbehavior construct comprised of both misbehavior and substance abuse items. Findings also support the ecological theory of behavior, where discipline problems are a result of a complex interaction of influences and thus should be treated within the system, rather than individually. The influence of an adolescent's peer group was found to explain student behavior throughout the high school years better than any other variable. Having academically-oriented friends seemed to encourage students to behave well and to help them resist drugs and alcohol. Negative peer influence seemed to greatly increase a student's risk for behavior problems and substance abuse. (Contains 12 tables and 24 references.) (JDM)

GRASSO, JOHN T.
On the Declining Labor Market Value of Schooling
Presented: New York NY, American Educational Research Association Meetings, 1977
Cohort(s): Young Men
ID Number: 822
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This paper reviews existing work and presents new analyses on changes in the labor market effects of higher education. Attention was devoted principally to the work of Margaret Gordon and Richard Freeman in order to gain perspective on recent changes in college-labor market effects. Reanalyses of published data from the Current Population Reports as well as analysis of microdata from the NLS lead to new and consistent findings. Results indicate: (1) declines in relative earnings among new labor market entrants as a group; and (2) declines in relative earnings among older and more experienced college graduates. Results do not support the hypothesis that a recent oversupply of college graduates has led to declines in relative earnings among new college graduates.

GRASSO, JOHN T.
Vocational Education, Training, and Job Skills for Youth
Presented: San Francisco CA, American Educational Research Association Meetings, 1976
Cohort(s): Young Men
ID Number: 823
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This is a report of research concerning the role of high school education in preparing youth for the world of work. Its undertaking is related to many events in the past fifteen years: the persistence of high rates of youth unemployment, even during relatively good economic times; the passage of major legislation at the national level on vocational education and training; and, of course, the inception of "career education." The relevance of findings of much existing research to policy questions is sharply circumscribed by limitations in the design, data and methodology of such studies. One example of a problem area involves comparing groups of youth with respect to earnings to determine the "payoff" to "investment" in vocational education. Not only can an emphasis on earnings lead to disregard for other important questions (and it appears that it has) but there are literally a host of complicating factors relevant to appraising results based on the first year's earnings of young persons. Using data from a national sample of youth, the analysis focuses on graduates of various high school curricula who did not continue their education with college. Specifically, data are examined with respect to: (1) their desires for additional training after having gained work experience; (2) the kinds of further training desired; (3) the actual acquisition of such training; and (4) the kinds of first jobs as well as subsequent jobs which were obtained by the youth. In the latter case, variables relating to jobs are based on several ratings of occupations.

MORGAN, WILLIAM R.
New Data Available from the National Longitudinal Surveys
Presented: Montreal, Canada, Annual Meetings of the American Educational Research Association, 1983
Cohort(s): NLS General
ID Number: 1642
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This paper describes the content of the NLSY which is of special relevance to educational researchers. This includes the educational section of the annual interview schedule, the school questionnaire, the ASVAB test, and the school transcript data. A brief tabular description by age and educational attainment is presented.

OWINGS, JEFFREY A.
OWINGS, MARIA F.
STECZAK, CHERYL
Impact of Motherhood on the Career Patterns of Working Women: Differences in the Life Histories and Career Status of Mothers and Women Without Children
Presented: Boston MA, American Educational Research Association, 1980
Cohort(s): Young Women
ID Number: 1808
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

Statistical analyses presented here do not contradict the suggestions of theorists in vocational development that the employed mother has many obstacles to surmount as her career develops. That she is more likely to come from lower levels of the socioeconomic ladder and to have completed fewer years of education, coupled with her availability to work only part-time, in some sense accounts for her having to fill lower status jobs. It would seem that such circumstances do not foster upward mobility and, indeed, perhaps perpetuate the past socioeconomic conditions of these women. However, in spite of these influences, these analyses suggest that personal attitudes about childrearing differ significantly between employed mothers and working women who do not have children.

SANDELL, STEVEN H.
Demand for College Quality
Presented: New York NY, American Educational Research Association Meetings, 1977
Cohort(s): Young Men, Young Women
ID Number: 2138
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

The quality of the college education obtained by young men and, to a lesser extent, young women is related to their ability and the socioeconomic position of their parental families. Young men and women from high income families obtain both greater quantity and quality education than those from low income families. Part of the economic return to ability is probably a return to college quality. The study's findings help explain the smaller return to education for married women when compared to married men.

SANDELL, STEVEN H.
Demand for College: The Effect of Local Colleges on Attendance
Presented: San Francisco CA, American Educational Research Association Meetings, 1976. Also: Columbus OH: Center for Human Resource Research, 1977
Cohort(s): Young Men, Young Women
ID Number: 2139
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

This study finds that only limited additional college enrollment is associated with the existence of local public colleges. While this result conflicts with widely held assumptions, it is consistent with previous research and probably due to the limited effect of attending a local college on the total cost (including foregone earnings) of investment in higher education. The proximity of a college induces persons who would have enrolled in out-of-town institutions to attend college locally. Local two-year public colleges increase the likelihood that white women and black men will seek higher education. Futhermore, the college attendance decision is often made at the time the student enters high school, i.e., academic curriculum explains a large portion of the variance in college enrollment demand among individuals. Hence, the decision to go to college is at the very least heavily influenced by parents.

SANDELL, STEVEN H.
JOHNSON, REX C.
Young Women and Higher Education
Presented: New York NY, American Educational Research Association Meetings, 1977
Cohort(s): Young Women
ID Number: 2144
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

The decisions of young women to enter college, as well as their choice of college, seem to be consistent with the economic investment model. White women's desired, expected, and actual college attendance are related positively to their parents' educational attainment, family income, and their own mental ability, and related negatively to the number of siblings. Similar, but statistically weaker findings are obtained for black women, with the exception of the effect of number of siblings. A significant and positive relationship exists between young women's mental ability, family income and various measures of the quality of the college attended by white women.

SHEA, JOHN R.
WILKENS, ROGER A.
Determinants of Educational Attainment and Retention in School
Presented: New York NY, American Educational Research Association Meetings, 1971
Cohort(s): Young Men
ID Number: 2233
Publisher: American Educational Research Association

Permission to reprint the abstract has not been received from the publisher.

The paper examines the economic, social, and demographic correlates of (1) premature withdrawal of young men from high school and (2) transition from high school to college. The AID analysis indicates that dropping out of high school is associated with age-in-grade, educational aspirations, family income, I.Q., race, region, and expenditures per student. Educational expectations, curriculum, race, family composition, and the educational attainment of parents were strongly predictive of transition to college.

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