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The Quality of Vocational Education, June 1998(a) Achievement effects of academic course (adapted from Gamoran, 1987a)
TEST SUBJECT |
|||
| ACADEMIC COURSE | MATH | READING | VOCABULARY |
| Any Math Course | .807a | ||
| Any Science Course | .186 | ||
| Any English Course | -.052 | .082 | |
| Any Social Studies Course | .049 | .092a | |
| Advanced Math Course | 1.635a | ||
| Advanced Science Course | .428a | ||
| Honors English Course | .329a | .406a | |
(b) Labor market effects of test scores (Kang and Bishop, 1986)
LABOR MARKET OUTCOME |
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| HOURLY WAGES ($) |
MONTHS WORKED |
ANNUAL EARNINGS ($) |
|
| TEST SUBJECT | |||
| Math | -.003 | .020 | -4.8 |
| Reading | .001 | .034 | 1.1 |
| Vocabulary | .002 | .072a | 28.2 |
(c) Estimated indirect effects of courses on labor market outcomes (panel a x panel b)
LABOR MARKET OUTCOME |
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| HOURLY WAGES ($) |
MONTHS WORKED |
ANNUAL EARNINGS ($) |
|
| ACADEMIC COURSE | Effect via Math Score |
||
| Any Math Course | -.002 | .016 | -3.874 |
| Any Science Course | -.001 | .004 | .893 |
| Advanced Math Course | -.005 | .033 | -2.054 |
| Advanced Science Course | -.001 | .009 | -7.848 |
Effect via Reading Score |
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| Any English Course | -.000 | -.002 | -.057 |
| Any Social Studies Course | .000 | .002 | .054 |
| Honors English Course | .000 | .011 | .362 |
Effect via Vocabulary Score |
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| Any English Course | .000 | .006 | 2.312 |
| Any Social Studies Course | .000 | .007b | 2.594 |
| Honors English Course | .001 | .029b | 11.449 |
(d) Direct effects of courses on labor market outcomes, net of test scores (Kang and Bishop, 1986)
LABOR MARKET OUTCOME |
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| HOURLY WAGES ($) |
MONTHS WORKED |
ANNUAL EARNINGS ($) |
|
| ACADEMIC COURSE | |||
| Any Math Course | .005 | -.270 | -4.7 |
| Any English Course | .079 | -.175 | 157.9 |
| Any Foreign Language Course | -.053 | .170 | -225.3 |
| Any Social Studies Course | -.121a | -.146 | -190.8 |
| Advanced Science Course | -.025 | .026 | -325.9 |
NOTES:
a Coefficient was more than twice its standard error.
b Both coefficients on which this figure is based were greater than twice their
standard errors.