Employment and Social Outcomes Associated with Vocational Programming for Youths with Emotional or Behavioral Disorders

The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections....

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Bibliographic Details
Published in:Behavioral disorders 2002-08, Vol.27 (4), p.358-370
Main Authors: Corbett, William P., Sanders, Richard L., Clark, Hewitt B., Blank, William
Format: Article
Language:English
Subjects:
Absenteeism
Academic Failure
Adolescents
Behavior Disorders
Behavioral disorders
Dropout Prevention
Dropout Rate
Emotional Disturbances
Employment
Employment Level
Ethnicity
Family Characteristics
High school students
Income
Independent Living
Job Skills
Job Training
On the Job Training
Outcomes of Education
Performance Factors
Predictor Variables
Programming
Public assistance
Public Education
Public schools
School dropout programs
School dropouts
Secondary Education
Secondary schools
Socioeconomic status
Students with disabilities
Success
Vocational Education
Vocational high schools
Wages
Young adults
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Summary:The authors examined the different types and amounts of vocational programming received by secondary students with emotional or behavioral disorders (E/BD) and their postschool outcomes, including graduation status, earnings, use of public assistance, and contact with the Department of Corrections. Generic vocational education and on-the-job-training had significant positive relationships with total earnings, whereas occupationally specific vocational education did not have any significant relationships with total earnings. All types of vocational education had inverse significant relationships with the dropout rate. Vocational education had no beneficial relationships with the use of public assistance or with contact with the Department of Corrections. The authors conclude that students with E/BD should be encouraged to have some type of vocational education in secondary school, although occupationally specific vocational education did not appear to have as many significant relationships as the other two types of vocational education.
ISSN:0198-7429
2163-5307
DOI:10.1177/019874290202700403