Seventeen studies that linked school characteristics and labor market performance were analyzed. Each met five criteria: labor market characteristics of students after they left high school were used as output measures, quality measures of schools were identified as inputs, reasonably sophisticated statistical procedures were used, "hard" measures of labor market outcomes were used, and labor market measures after graduation were reported. Findings indicated the following: the quantity and type of vocational coursework had the most positive effect, socioeconomic status variables affected student cognitive achievement results, job experience during high school improved earnings and work stability, students' other characteristics were not significant in explaining job performance, and school location did not appear to play a role in job performance. Recommendations for increasing job performance of students who would go directly into the labor market after graduation were to focus on improvements in vocational education programs, foster job participation, and reward better teachers and schools. A longitudinal study was recommended to track the links between school characteristics and performance of students who go directly into the job market. (Two tables in the report summarize the 17 studies. Appendixes include a 23-item bibliography, a complete listing of empirical findings of school-related inputs and labor market outputs summarized in Table 1, and a detailed summary of the 17 studies and 5 others of interest summarized in Table 2.) (YLB)