A Longitudinal Study of Vocational Education Students from California Secondary Schools. Project SEE Student Employment Experiences.

Autor/inn/en	Kim, Yungho; Wright, Calvin E.
Institution	Educational Evaluation and Research, Inc., Menlo Park, CA.
Titel	A Longitudinal Study of Vocational Education Students from California Secondary Schools. Project SEE Student Employment Experiences.
Quelle	(1984), (60 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Disabilities; Disadvantaged; Employment Level; Employment Patterns; Graduate Surveys; Longitudinal Studies; Outcomes of Education; Salaries; Secondary Education; Special Needs Students; State Surveys; Unemployment; Vocational Education; Vocational Followup; California + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Beschäftigungsgrad; Beschäftigungsstruktur; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Lernleistung; Schulerfolg; Entlohnung; Gehalt; Sekundarbereich; Sonderpädagogischer Förderbedarf; Arbeitslosigkeit; Ausbildung; Berufsbildung; Kalifornien
Abstract	Project SEE (Student Employment Experiences) was initiated to provide information on the long-term employment experiences of former vocational education students, especially special needs students, and on the long-range effects of their training. In spring 1983 a three-year followup survey was sent to members of the first annual sample of FUSE (Follow-up of Students and Employers) system participants. Of the 3,529 students in the first annual sample, 1,900 returned the three-year followup questionnaire. The three-year followup results differed from the one-year results on the variables of unemployment rate and employment in a field related to their high school training. These differences did not necessarily mean the one-year followup results were premature. The results seemed to complement each other in revealing the true impact of high school vocational programs over time. Over the two years following the one-year followup, the number working in a field related to high school training decreased significantly. No significant differences were indicated in salary for special needs and non-special needs students. The special needs group had less favorable employment experiences in terms of rate of employment and number of months employed. (Instruments, newsletters, and selected data are appended.) (YLB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC