Modeling completion of vocational education: the role of cognitive and noncognitive skills by program type

TY - JOUR

T1 - Modeling completion of vocational education

T2 - the role of cognitive and noncognitive skills by program type

AU - Stratton, Leslie S.

AU - Gupta, Nabanita Datta

AU - Reimer, David

AU - Holm, Anders

PY - 2018/10

Y1 - 2018/10

N2 - This study provides evidence of the importance of cognitive and noncognitive skills to completion of three types of vocational training (VET): education and health, technical, and business. Math and language exam scores constitute the key measures of cognitive skills; teacher-assigned grades the key measure of noncognitive skills. The data consist of two 9-year panels of youth completing compulsory education in Denmark. Estimation of completion proceeds separately by gender and VET type, controlling for selection and right censoring. The authors find that all skills are inversely related to VET enrollment, even controlling for family-specific effects. Estimates for completion vary considerably by program type, demonstrating the methodological importance of distinguishing among different VET courses. Math scores are positively related to certification for all VET tracks, though with very different magnitudes; language skills are inversely related for the nonbusiness tracks; and noncognitive skills appear important primarily for the business track.

AB - This study provides evidence of the importance of cognitive and noncognitive skills to completion of three types of vocational training (VET): education and health, technical, and business. Math and language exam scores constitute the key measures of cognitive skills; teacher-assigned grades the key measure of noncognitive skills. The data consist of two 9-year panels of youth completing compulsory education in Denmark. Estimation of completion proceeds separately by gender and VET type, controlling for selection and right censoring. The authors find that all skills are inversely related to VET enrollment, even controlling for family-specific effects. Estimates for completion vary considerably by program type, demonstrating the methodological importance of distinguishing among different VET courses. Math scores are positively related to certification for all VET tracks, though with very different magnitudes; language skills are inversely related for the nonbusiness tracks; and noncognitive skills appear important primarily for the business track.

KW - Cognitive Skills

KW - Completion

KW - Denmark

KW - Noncognitive Skills

KW - Retention

KW - Vocational Education

UR - http://www.scopus.com/inward/record.url?scp=85054394214&partnerID=8YFLogxK

U2 - 10.1515/bejeap-2017-0173

DO - 10.1515/bejeap-2017-0173

M3 - Journal article

SN - 1935-1682

VL - 18

SP - 1

EP - 17

JO - B.E. Journal of Economic Analysis & Policy

JF - B.E. Journal of Economic Analysis & Policy

IS - 4

M1 - 20170173

ER -