ERIC Number: ED332003
Record Type: Non-Journal
Publication Date: 1991-Feb-8
Reference Count: N/A
Early Labor Market Experiences of Proprietary School Students. CRS Report for Congress.
Lyke, Robert; And Others
A project studied the early labor market experiences of the high school graduates of the class of 1980 who attended proprietary schools. The analysis was based on the "High School and Beyond" survey that followed that class through January 1986. About 9 percent of the 1980 seniors attended proprietary schools, and more than half of them completed their programs. Many proprietary school students enrolled in colleges as well. The study found that the proprietary school students were more like students who attended community colleges or had no education beyond high school than they were like four-year college students. However, they often had higher family socioeconomic status and a stronger orientation toward work. Higher proportions were women and black. The analysis showed that men who attended proprietary schools were no more likely to be employed than men who attended only high school. Although their hourly earnings were higher, this appeared to be due to factors such as social status rather than to their training. Women who attended proprietary schools were more likely to be employed than women who only completed high school, and their hourly earnings were also higher. Although other factors could have affected their earnings, completing proprietary school was at least partly responsible. Students who attended proprietary schools had no more difficulty repaying their loans than college students. Three appendixes include (1) description of the methodology of the study (explaining use of the data from the High School and Beyond Survey, specifying models used for predicting labor market outcomes, and explaining how information on tuition, grants and loans was compiled); (2) a set of 18 tables; and (3) an annotated list of 14 other studies with findings about students who attended proprietary schools. (KC)
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Library of Congress, Washington, DC. Congressional Research Service.