The International Observatory on Academic Achievement - Documentary search

File number :
POEE-DSC-03e

Bibliographic reference :
Arum, R. (1998). Invested Dollars or Diverted Dreams: The Effect of Resources on Vocational Students’ Educational Outcomes. Sociology of Education, 71(2), 130-151.

Abstract :

Most policies implemented to date in the United States to counter the phenomenon of high school dropping out focused on two strategies: (1) setting up vocational education courses; and (2) increasing financial resources.

Vocational Education
Although vocational education courses are more costly than regular high school education courses, many believe that these costs account for the fact that this type of education helps to reduce the risk of dropping out and prepares youths for employment. Others oppose vocational education by stating that these courses maintain school segregation by diverting minority and underprivileged students from higher educational attainment. Since the 1980s, an increasing number of vocational education courses have been offered in high schools. As a result, this influenced the capacity of financially supporting these students.

Research Questions
The goal of this study was to answer the following questions:
1) Do vocational education courses help to increase the proportion of high school students who earn a diploma?
2) Do these courses divert students from higher educational attainment?
3) Does the effectiveness of these courses in increasing the likelihood of students to complete high school depend on the amount of financial resources invested?

Variables under Study
Data was drawn from the High School and Beyond (HSB) study, during which 9924 high school students were interviewed two years apart. This study provided information on individual characteristics (e.g. ethnicity, family characteristics), social context (e.g., rural vs. urban environment), school context (e.g., student body), vocational education courses followed, high school graduation and postsecondary education.

In addition, the Vocational Education Data System (VEDS) provided information chiefly on investments made in vocational education courses and on enrolment rates from 1978 to 1981. With the VEDS, an estimate of resources devoted per student enrolled in vocational education courses was obtained (e.g., teacher-student ratio, expenses per student).

Main Results
Results showed that the level of investment per student in vocational education had an effect on the educational path of students enrolled in this type of course. Indeed, in the states where more resources were invested in vocational education, students were more likely to complete high school. Such was the case for Ohio, Florida and Michigan in particular, three of the four states where the resource-student ratio was the highest.

Investment per student was also linked to the likelihood of seeking additional training at the postsecondary level. In the states where the resource-student ratio was the highest, students who took vocational education courses deemed the need to pursue postsecondary education less useful.

Therefore, vocational education programmes can divert students from higher educational attainment, but in the states where major resources were invested, these programmes had the effect of increasing the likelihood of completing high school.

These results have implications on the manner of setting up vocational education courses. Inasmuch as these courses are meant to reduce the risk of dropping out, states must devote a large part of their investments to obtaining expected outcomes.

Links :
This journal is also available in electronic format.

Key Words :
Financial Resources, Vocational Education, Graduation, School Segregation, High School and Beyond (HSB), Vocational Education Data System (VEDS), Postsecondary, Secondary/High School, Newsletter4

Monitored Countries :
United States