Beyond College For All: Career Paths for the Forgotten Half

Index

315 Index Boldface numbers refer to figures and tables. absenteeism, job, 111 academic skills: apprenticeships as test for, 124–25; and earnings, 119–20; employers’ compensatory strategies, 113, 121–24; employers’ needs, 8–10, 108–20, 134–36, 238, 244; employers’ recruitment strategies , 124–28, 129; human capital theory, 28; methodology, 114–15; policy considerations, 108; research considerations, 111–13, 172; and “screening jobs,” 129; segmented labor market theory, 29 ACT Assessment, 272 age, as employee selection criterion, 34–36 Ainsworth-Darnell, J., 285n5 Alexander, K., 29, 205, 210 The Ambitious Generation (Schneider and Stevenson), 56, 266 apprenticeships: academic skill needs, 124–25; in classroom, 225– 26, 227; effectiveness of, 262–63; German, 47–48, 167; policy considerations , 274–75 Armor, D., 101 Arrow, K., 32 attendance, school, 172–73, 178, 179, 187, 191 Bailey, T., 112 Baron, J., 25–26 Barton, M., 31 Berg, I., 108, 110, 111, 118–19, 129, 286n2 bias: employee referrals, 147–48; of employers, 143–44, 234; of teachers, 130–31, 234, 262. See also discrimination Bills, D., 39, 136, 172 Bishop, J., 29, 38, 148, 196, 209, 247 blacks, 100. See also minorities Blaug, M., 33–34, 40 Boesel, D., 113, 285n8 The Boston Compact, 50–51 Bowles, S., 26, 113, 154, 171–72, 173, 285n7 Brint, S., 154 Britain, school-to-work transition, 48–49 Bullock, P., 53 Burke, M., 289n3 Campbell, P., 220 Cappelli, P., 113, 134, 174 Carl Perkins Acts, 274 Census Bureau surveys, 136 charters, 232, 237, 254 Chicago public schools, 83 Cicourel, A., 88, 90, 96, 105 Clark, B., 55–56, 91, 102–3 class rank, 29, 112 Clinton administration, 1 cognitive skills, 26, 112, 135, 172. See also academic skills Cohen, D., 173 316 Index Coleman, J., 243, 248 college admissions testing, 272, 289n1 College Board, 272–73 college-bound students: back-up plans, 83, 84, 282; high school relevance , 59–62, 269; motivation of, 41; readiness testing, 276–77, 280, 281. See also students’ perceptions of college college credit completion, 76–79 college curriculum tracks, 90. See also curriculum tracks college degree attainment and earnings payoff, 75–76 college-for-all norm: and counseling strategies, 99–101, 103; and educational attainment, 1–2; explanation , 56–57; opportunity costs of, 80–81; policy considerations, 81– 84, 266–69 colleges and universities: charters, 232; enrollment, 55; graduation rates, 67–68, 266–67; linkages, 49– 50, 255–58, 261; noncognitive behavior of applicants, 170–71. See also community colleges Colleges of Further Education (Britain ), 48 Collins, R., 26, 111 Combs, J., 284n4 community colleges: dropout rates, 56, 57; enrollment, 55; graduation rates, 67–68, 104, 266–67; growth of, 89; nondisclosure of student performance information, 267; open-admissions policies, 64–65, 89, 99–101, 104; opportunity costs of attending, 79–80; as recruitment source, 154; as “second chance” institution, 64–65; and students’ perceptions of high school relevance , 60; transfer rate to fouryear colleges, 104 contacts. See job contacts analysis contest mobility norm, 90, 99 Cook, P., 285n5 Cookson, P., 256, 289n2 Cooley, W., 284n4 “cooling out,” 55–56, 91, 102–3 co-op programs, 229, 263, 274–75, 279 counselors: employers’ view of, 126– 27, 157–59; in preparatory schools, 255–58; time pressures of, 41; in vocational schools, 259 counselors’ influence on college plans: historical perspective, 88– 89; methodology, 92, 104–5; research considerations, 89–92; role, 92–98, 103–4, 105, 106–7, 268; strategies, 91, 98–103 Crain, R., 39, 247 credential inflation, 142 credentialism, 25–26, 36–37, 67 Crohn, R., 135 cultural differences, 15–16, 143 curriculum tracks: and academic skills, 238; and educational attainment , 69–71, 73, 74; and future earnings, 205–6, 207, 208; and job contacts, 198–99, 201; signaling theory, 37–38; and student behavior , 284n4. See also vocational programs data sources: grades and earnings payoff, 112; hiring criteria, 8–9, 29, 136; job contacts analysis, 195–96, 197, 198–99; noncognitive skills, 173; student behavior, 10, 28, 176– 77; students’ perception of college, 59; vocational education and earnings payoff, 220 DeLany, B., 91 Diamond, D., 39, 136 diploma, importance of, 36–37 disabled students, 235, 261 disadvantaged youths, 197, 204 discipline, of students, 28, 185, 187, 191–92 discrimination: and educational attainment , 74; hiring procedures, 150–51; and linkages, 260–62; Index 317 segmented market theory, 25; signaling theory, 32–33. See also bias Doeringer, P., 117, 119 Downey, D., 285n5 Duncan, G., 287n4 Durkheim, E...