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Is High School Economically Relevant for Noncollege Youth? [microform] : Number 95-19 / William J. Stull
Bib ID 5604981
Format BookBook, MicroformMicroform, OnlineOnline
Author
Stull, William J
 
Online Versions
Description [S.l.] : Distributed by ERIC Clearinghouse, 1995 
30 p. 
Summary

A rational apathy (RAP) model has been proposed that divides high school students into groups that face different sets of short-term rewards for school involvement. Students bound for competitive and less competitive colleges make up the first two groups, but those who do not intend to pursue higher education are the third group. The RAP model suggests that this reward structure guarantees widespread student apathy because for most students there are no immediate benefits from taking high school seriously. The RAP model was tested using data from the High School and Beyond survey for noncollege-bound youth. Following the description of the model, the second section of the report reviews earlier studies that found a link between high school experience and early wages. Section III presents the conceptual framework for the analysis, and Section IV describes the data and variables. Section V discusses estimation issues, and Section VI presents main results. Policy implications are discussed in Section VII. It is concluded that neither skills nor credentials acquired in high school have an important influence on the wages that noncollege youth earn a few years after leaving school. In economic terms, high school is not highly relevant to the early economic success of noncollege bound students. An appendix reviews study data. (Contains 2 tables and 32 references.) (SLD)

Notes

Sponsoring Agency: Office of Educational Research and Improvement (ED), Washington, DC.

May also be available online. Address as at 14/8/18: https://eric.ed.gov/

Reproduction Microfiche. [Washington D.C.]: ERIC Clearinghouse microfiches : positive. 
Subjects Apathy.  |  Economic Factors.  |  Educational Attainment.  |  Educational Policy.  |  High School Graduates.  |  High Schools.  |  Income.  |  Models.  |  Noncollege Bound Students.  |  Relevance (Education)  |  Student Attitudes.  |  Success.  |  High School and Beyond (NCES)
Form/genre Reports, Evaluative.
Other authors/contributors National Research Center on Education in the Inner Cities, Philadelphia, PA
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