When Different Types of Education Matter

2017 ◽  
Vol 61 (1) ◽  
pp. 94-113 ◽  
Author(s):  
Soo-yong Byun ◽  
Hyunjoon Park
Keyword(s):  
High School ◽  
South Korea ◽  
Postsecondary Education ◽  
Junior College ◽  
Disadvantaged Students ◽  
Vocational High School ◽  
Academic High School ◽  
Different Types ◽  
Nationally Representative ◽  
Effectively Maintained Inequality

Using longitudinal data for a nationally representative sample of ninth graders in South Korea, we examine socioeconomic differences in the likelihood of making transitions into different types of high school and college with a goal of testing the validity of the effectively maintained inequality hypothesis. We find significant socioeconomic disparities in the likelihood of attending an academic high school and a 4-year university. However, the predicted probabilities suggest that even disadvantaged students typically choose an academic high school relative to a vocational high school. Furthermore, although disadvantaged students likely end up with a 2-year junior college, those disadvantaged students graduating from an academic high school typically choose a 4-year university, after controlling for academic achievement and other variables. We discuss the relevance of the effectively maintained inequality hypothesis for South Korea and broad implications for elsewhere where postsecondary education is increasingly available for the majority of population.

scholarly journals Essays on intergenerational transmission in Korea

2021 ◽  
Author(s):  
◽  
Joonhong Ahn
Keyword(s):  
High School ◽  
Educational Attainment ◽  
High School Graduates ◽  
Labor Market Outcomes ◽  
Health Problems ◽  
Vocational High School ◽  
Market Outcomes ◽  
High School Degree ◽  
Parenting Quality ◽  
Academic High School

This dissertation studies the effects of parents' resources on children's labor market outcomes in Korea. The educational structure in Korea has changed substantially with rapid economic growth over the last several decades. There is a substantial difference between parents and children's average educational attainment. Because of economic development and schooling difference between parents and children, the intergenerational transmission of economic status may show different patterns than in developed countries. In addition, parents' health problems may play a role to limit children's educational attainment by reducing parenting quality during early childhood or adolescent periods. The dissertation estimates various causal channels of parents' economic resources to children. The dissertation consists of three chapters. In Chapter 1, I investigate the intergenerational relationship of earnings and education in Korea with particular attention to the trajectories of vocational and academic high school graduates. I estimate that the intergenerational earnings elasticity in Korea is 0.4, which is consistent with previous studies. When educational attainment of fathers and child are controlled, parental earnings are positively associated with children's earnings, although the association decreases to 0.08 (0.10) for sons (daughters). Sons whose fathers completed only a vocational high school degree have a greater chance of attending college than sons whose fathers completed only an academic high school degree. A college degree of a father helps children to have higher earnings and to increase their chance of attending and graduating from college. Father's education has a stronger impact on children's earnings when children's educational attainment is higher. A vocational high school degree reduces a child's probability of attending and completing college compared to academic high school graduates. However, notwithstanding this educational disadvantage, vocational graduates do not appear to suffer substantially in terms of expected earnings, relative to academic high school graduates. In the second chapter, I estimate the average causal effects of parents' educational attainment on the educational attainment of children in Korea using a new method, the nonparametric bounds approach. This approach does not require the assumption of homogeneous and linear effects of parental schooling. It also uses relatively weaker assumptions, monotone treatment response and monotone treatment selection, than assumption underlying other methods and is more amenable to testing. With the additional assumption of monotone instrumental variables, it provides the tightest bounds on the average treatment effects (ATE) that an increase in parents' education increases children's educational success. It also shows the effects are overestimated in simple regression models. The third chapter examines the effects of parental health on children's educational attainment. Parental illness changes parenting quality both by affecting family wealth and in other ways that influence children's labor market outcomes. Parental health problems can especially have relatively larger impacts on children's education when children are in either primary or secondary education than other periods. Longitudinal data from the Korean Labor Income Panel Survey, for the period 1998 - 2018, enables me to examine parental illness effects in the early childhood and adolescent period on ultimate educational achievement. Empirical application in this paper pays attention to situations that each parent's either unexpected or chronic health problems change children's human capital.

Applied STEM Coursework, High School Dropout Rates, and Students With Learning Disabilities

2016 ◽  
Vol 32 (5) ◽  
pp. 664-696 ◽  
Author(s):  
Jay Stratte Plasman ◽  
Michael A. Gottfried
Keyword(s):  
High School ◽  
Learning Disabilities ◽  
High School Students ◽  
Postsecondary Education ◽  
Dropout Rates ◽  
Students With Learning Disabilities ◽  
School Students ◽  
Data Set ◽  
Educational History ◽  
Nationally Representative

Applied science, technology, engineering, and math (STEM) coursetaking is becoming more commonplace in traditional high school settings to help students reinforce their learning in academic STEM courses. Throughout U.S. educational history, vocational education has been a consistent focus for schools to keep students on the school-to-career pathway. However, very few studies have examined the role of applied STEM coursetaking in improving schooling outcomes for students with learning disabilities. This is a major missing link as students with learning disabilities tend to exhibit much higher dropout rates than students from the general population. This study examines mechanisms displayed through applied STEM courses and the role they play in helping students with learning disabilities complete high school and transition into college. Using a nationally representative data set of high school students and their full transcripts (i.e., Education Longitudinal Study of 2002), we found that students with learning disabilities who took applied STEM courses significantly increased their educational outcomes in the following ways: lowered chances of dropout, increased math test scores, and increased enrollment in postsecondary education. While the general student population also benefited by taking applied STEM courses, the advantages were greater for those students with learning disabilities.

scholarly journals The Determinants of the Transition in South Korea from Vocational and General High School to Higher Education, Including a Gender Comparison

2020 ◽  
Vol 9 (4) ◽  
pp. 1 ◽  
Author(s):  
Seonkyung Choi
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Students ◽  
South Korea ◽  
High School Graduates ◽  
Multinomial Logit Model ◽  
Teacher Assessment ◽  
Individual Characteristics ◽  
Vocational High School ◽  
School Students

This study examines the factors determining whether vocational and general high school students in South Korea subsequently graduate from university and, if so, whether from 2-year or 4-year courses, for the first time using a gender lens. High-quality official data from the Korean Education and Employment Panel (KEEP) is used in a multinomial logit model. The results show that coming from a vocational high school (compared to a general high school) is negatively correlated with going to university, especially to 4-year university. Among general high school graduates, the most important determinant of attending a 4-year rather than a 2-year university is the teacher assessment of the student’s performance; father’s education and income have no effect for either males or females. The results also show that vocational high school graduates’ university choice is determined by a combination of individual characteristics, including being male, and by having been at a vocational high school, whereas the choice between 2-year and 4-year university depends negatively on father’s education for males but not for females and on father’s income and the number of siblings for both genders. The income and sibling findings suggest that a possible policy implication might be to provide financial support to vocational high school graduates to enable them to attend higher education and to offset the negative effect of low paternal income.

Prestige of National-Religious High Schools and Social and Religious Orientations of Students

1992 ◽  
Vol 70 (3_suppl) ◽  
pp. 1043-1050
Author(s):  
Mirjam Schmida ◽  
Yaacov J. Katz
Keyword(s):  
High School ◽  
Process Approach ◽  
Comprehensive High School ◽  
Vocational High School ◽  
Institutional Variables ◽  
Academic High School ◽  
Social Clusters ◽  
The Relationship ◽  
Different Levels ◽  
Differential Relationship

To examine the relationship between differential levels of school prestige and social, religious, and demographic characteristics of students of the Israeli national-religious high school system, 221 students in Grade 11 of a boys' theological academic high school, a girls' theological academic high school, a coeducational academic high school, a coeducational comprehensive high school, and a coeducational vocational high school were administered the Student Religiosity Questionnaire, the Student Social Orientations Questionnaire, and the Conservatism Scale. Also, the School Prestige Questionnaire was given to the 5 headmasters of the schools. Statistical analyses indicated that the schools were characterized by two different levels of prestige based upon academic and social clusters of institutional variables. A differential relationship between school prestige and students' demographic backgrounds and some of their attitudinal attributes was noted. Students with more liberal orientations attended the higher prestige schools; those students with less liberal attributes attended lower prestige schools. The results were explained according to the process-approach model.

The Predictive Role of Gender and Race on Student Retention

2018 ◽  
pp. 1295-1311
Author(s):  
Gokhan Savas
Keyword(s):  
High School ◽  
Student Retention ◽  
Postsecondary Education ◽  
Drop Out ◽  
Male Students ◽  
Gender And Race ◽  
Predictive Role ◽  
Nationally Representative ◽  
Els 2002

Student retention is an important issue in American higher education, and has major impacts on students' access to employment and earning potential. Furthermore, it significantly influences the finances of colleges and universities. This chapter looks at the predictive role of gender and race on students' college retention, and analyzes the Education Longitudinal Study of 2002 (ELS, 2002) that follows a nationally representative cohort of students from 2002, when they were high school sophomores, through their postsecondary education. The analytic sample of this research includes high school graduates who remained in the study from 2002-2012, and reported “any known degree attained as of June 2013.” Findings indicate that male students are more likely to drop out of college compared to female students, and this gender effect does not change even after controlling for several other variables. Similar to gender, race is also found to be a significant predictor of student retention.

The Performance of Academic and Vocational High School Pupils on the Cooperative Mathematics Test

1952 ◽  
Vol 45 (4) ◽  
pp. 267-268
Author(s):  
Joseph Justman ◽  
George Forlano
Keyword(s):  
High School ◽  
High School Students ◽  
Intellectual Ability ◽  
Vocational High School ◽  
School Students ◽  
Basic Inequality ◽  
Mathematics Test ◽  
Academic High School ◽  
Intellectual Status ◽  
Educational Thinking

It is commonplace in educational thinking to accept, without reflection, the observation that academic high school students enrolled in courses in mathematics will show better achievement than pupils completing the same basic courses in a vocational high school. Such comparisons, of course, do not take into consideration the basic inequality in intellectual status which characterize the two groups of students. Any approach to a consideration of the relative achievement of academic and vocational school pupils should, if one is to arrive at valid conclusions concerning the effectiveness of student mastery of skills and knowledges in mathematics, be based upon a comparison of pupils of equivalent intellectual ability.

The Predictive Role of Gender and Race on Student Retention

2018 ◽  
pp. 37-53
Author(s):  
Gokhan Savas
Keyword(s):  
High School ◽  
Student Retention ◽  
Postsecondary Education ◽  
Drop Out ◽  
Male Students ◽  
Gender And Race ◽  
Predictive Role ◽  
Nationally Representative ◽  
Els 2002

Student retention is an important issue in American higher education, and has major impacts on students' access to employment and earning potential. Furthermore, it significantly influences the finances of colleges and universities. This chapter looks at the predictive role of gender and race on students' college retention, and analyzes the Education Longitudinal Study of 2002 (ELS, 2002) that follows a nationally representative cohort of students from 2002, when they were high school sophomores, through their postsecondary education. The analytic sample of this research includes high school graduates who remained in the study from 2002-2012, and reported “any known degree attained as of June 2013.” Findings indicate that male students are more likely to drop out of college compared to female students, and this gender effect does not change even after controlling for several other variables. Similar to gender, race is also found to be a significant predictor of student retention.

Inequalities in the Pathway to College in China: When Do Students from Poor Areas Fall Behind?

2017 ◽  
Vol 229 ◽  
pp. 172-194 ◽  
Author(s):  
Prashant Loyalka ◽  
James Chu ◽  
Jianguo Wei ◽  
Natalie Johnson ◽  
Joel Reniker
Keyword(s):  
High School ◽  
Developing Countries ◽  
College Access ◽  
Junior High ◽  
Disadvantaged Students ◽  
Entrance Exam ◽  
Academic High School ◽  
School Entrance ◽  
High School To College ◽  
Transition From High School

AbstractInequalities in college access are a major concern for policymakers in both developed and developing countries. Policymakers in China have largely tried to address these inequalities by helping disadvantaged students successfully transition from high school to college. However, they have paid less attention to the possibility that inequalities in college access may also arise earlier in the pathway to college. The purpose of this paper is to understand where inequalities emerge along the pathway to college in China, focusing on three major milestones after junior high. By analysing administrative data on over 300,000 students from one region of China, we find that the largest inequalities in college access emerge at the first post-compulsory milestone along the pathway to college: when students transition from junior high to high school. In particular, only 60 per cent of students from poor counties take the high school entrance exam (compared to nearly 100 per cent of students from non-poor counties). Furthermore, students from poor counties are about one and a half times less likely to attend academic high school and elite academic high school than students from non-poor counties.

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