What difference does it make if school and work are connected? Evidence on co-operative education in the United States.

Autor/inn/en	Stern, David; u.a.
Titel	What difference does it make if school and work are connected? Evidence on co-operative education in the United States.
Quelle	In: Economics of education review, 16 (1997) 3, S. 213-229Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Beigaben	Literaturangaben 23; Tabellen 16; Grafiken 3
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0272-7757
DOI	10.1016/S0272-7757(96)00074-X
Schlagwörter	Längsschnittuntersuchung; Schule; High School; Schüler; Schülerleistung; Arbeitswelt; Einkommen; Berufsausbildung; Beruf; Berufstätigkeit; Arbeitszeit; Berufspädagogik; Berufsvorbereitung; Leistung; USA
Abstract	Recent policies have promoted work-based learning as part of the curriculum. Many students in the U.S. already work part-time jobs, but spending a lot of hours per week in after-school jobs has been found to detract from students' performance in school. Co-operative education (co-op) ties work to school, usually as part of vocational education. A new longitudinal data set reveals that the negative association between hours worked and GPA (grade point average) is less strong for high school students in co-op that in non-school- supervised jobs. High school co-op also leads to higher wages soon after graduation, mainly because (1) co-op students are less likely to enroll in higher education and (2) recent graduates who are enrolled in higher education earn lower wages than those who work full time. Tying co-op to a curriculum than integrates academic and vocational education might produce better results. (DIPF/Abstract übernommen)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main
Update	1998_(CD)