This study addresses a question that, despite its apparent simplicity, has yet to be satisfactorily answered by social scientists: does holding a job while enrolled in high school enhance, detract from, or have no effect on subsequent career outcomes? from a theoretical perspective, high school employment has an ambiguous effect on career outcomes. On one hand, it may give students a leg up in their subsequent careers by providing them with marketable skills, good work habits, and knowledge of the world of work. On the other hand, high school employment may indirectly hinder subsequent employment opportunities by preventing students from performing as well in high school as they otherwise would.

In light of the widely documented difficulties faced by many youths in transiting from school to a permanent, productive position in the labor force, it is important to know which effect dominates. After all, public policy can readily be directed toward helping high school students gain employment by providing job placement services, for example or, as appropriate, toward discouraging such activities. The reason social scientists have failed to reach a consensus on the role of high school employment is because it is extremely difficult empirically to identify the net effect of high school work experience on measures of subsequent career outcomes such as wages, earnings, weeks worked, or weeks unemployed. Consider a situation where 24 year old workers who held jobs while in high school are found to earn higher hourly wages, on average, than similarly aged workers who did not hold jobs in high school. Before concluding that high school employment enhances subsequent labor market productivity, one must acknowledge that the two types of workers may differ in many dimensions besides high school employment status. There may be significant differences in their family backgrounds, the quality of their high schools and the intensity of their school effort , their levels of post secondary education, the amount of post school work experience they gained, and even their innate ability.

Unless each of these factors is held constant, we cannot tell whether high school employment has a direct, skill enhancing effect on subsequent wages or whether one or more of these factors explains the observed difference in average wages. Moreover, a simple comparison of average wages earned at a point in time cannot reveal whether the relationship between high school employment and subsequent wages changes over time. The current study focuses exclusively on the relationship between high school employment and subsequent average hourly wages rather than considering a broad array of career outcomes. However, it contends with the complexity of this single relationship in ways that previous research does not.

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Download pdf version 2519 kb last modified date: july 19, 2008 recommend this page using: the science park high school research program offers academically talented high school juniors and seniors the opportunity to participate in cutting edge scientific research under the direction of faculty mentors at the science park campus in smithville, tx. Students who participate in the lab rats program during the academic year are provided an opportunity to earn one science credit in a texas education agency tea approved course called scientific research amp design. Academic year participants are expected to devote at least 10 hours a week to the program for two semesters. A summer program is also offered for high school students in conjunction with the summer program in cancer research spcr. During the summer, high school students participate in a variety of activities including a weekly lecture series developed and administered by postdoctoral fellows and the scientific symposium, where students present a 10 minute talk describing their research results. Spcr students are recruited for the smithville campus, and are required to participate in all 10 weeks of the program, dedicating approximately 40 hours each week.

Now accepting applications from local high school students for the 2015 2016 academic year program. Chris contreras at 512 237 9425 or [email protected] for more information. The university of pittsburgh cancer institute upci academy provides rising high school seniors with eight weeks of research focused didactic and experiential learning at six locations. During this time, scholars will work on their own research project in a dedicated research mentor's laboratory. At the end of the program, scholars will be asked to present their projects as an oral presentation and in a poster session.

Participating scholars will also learn important skills to help prepare them for success in college and in their future careers in science and medicine. The mission of this program is to encourage and prepare high school students to further their studies in science, technology, engineering, and mathematics stem subjects consider careers in cancer research instill knowledge of cancer biology and clinical care and develop strong research and communication skills. The academy offers six different but complementary and interacting programs: cancer biology cb , women's cancer research center wcrc , tumor immunology ti , drug discovery, systems and computational biology discobio , computer science, biology, and biomedical informatics cosbbi , and cancer environment, bioengineering, imaging and genetics cebig. The university of pittsburgh clinical and translational science institute ctsi strives to develop, nurture, and support a cadre of clinical and translational scientists through its education and training programs for students and researchers of all levels. For high school students, ctsi educational programming is facilitated, principally, through ctsi's pitt mobile science lab, a 70 foot tractor trailer equipped with 26 workstations and customized scientific equipment that offers novel, hands on, educational programs, including ldquo examining biological systems, rdquo ldquo human genetics, rdquo and ldquo moving molecules, rdquo among others. The ctsi also offers many classes and other training research opportunities, as described on their website.

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The doris duke foundation academy for clinical research ddf acr integrates five established summer high school programs at the university of pittsburgh up. As such it is one of nine sites in the country that provides unique opportunities for promising seniors from underrepresented minority and disadvantaged urm/da backgrounds, by immersing them directly into mentored, clinical research activities. Medical explorers is a school year program for pittsburgh area high school students. The group meets weekly, examining a student selected different topic each semester. Students attend lectures from minority physicians, meet and interact with minority medical students, shadow physicians, and participate in laboratory experiences such as clinical pathology conferences.

Supplemental activities such as cpr certification and study skills instruction are available. University of pittsburgh school of medicine office of student affairs/diversity programs 532 scaife hall

the application for 2016 opens february 1, 2016 and closes march 31, 2016 at 1 pm.в please read below to learn more about the program and application.

about the program

high school students are welcome to apply for an 8 week, paid summer research internship at fred hutch. The hutch has an international reputation for its pioneering research in biological sciences, bone marrow and stem cell transplantation, cancer prevention, epidemiology, and biostatistics.в selected interns will spend 1 full week in training.в this includes hands on training in laboratory safety techniques and skills in our training labs, designated safe labs for minors.

Interns will then be paired and matched to a host mentor who will supervise them over the remaining 7 weeks on specific projects or activities in the host lab.в interns also attend weekly workshops and seminars.в the internship culminates with a reflection presentation during the final week. Attendance during standard business hours for the entire duration of the program is required.в the program does not provide or arrange housing for interns.в please see our frequently asked questions faqs page for more program details. We encourage applicants to learn more about faculty research and each of the scientific divisions, please visit:в w.fredhtuch.org/en/labs.html.в we also encourage applicants to 1 ensure that they meet the eligibility requirements listed below and 2 to begin assembling their application materials early, even before the application opens.

eligibility requirements

must have completed 11 th grade, but not graduated high school by the beginning of the internship.в strong scientific interest and academic background. Ability to participate in an on campus interview with one or more faculty members and staff. Cover letter, transcripts, resume and two teacher or professional recommendationss. Students from racial and ethnic groups traditionally underrepresented in health sciences, persons with disabilities, and personsв raised inв economicallyв disadvantaged backgrounds are especially encouraged to apply.

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You do not need to submit the recommendations when you submit the application, but you must include the email contact information for your recommenders.в we require two recommendation forms and will not accept additional letters or emailed recommendations. late or incomplete applications, including those that do not receive recommendations, will not be considered.в for useful tips on how to submit a strong application, please visit the tips for submitting a quality application high school page.в please visit our faqs page for more program details. please read this page and links completely and carefully before contacting us. в for questions about the program or application process, please contact: [email protected].в we do our best to answer inquiries.в due to the high volume of inquiries we will not be able to respond to questions that are already answered on this page.в thank you for your understanding. It's not often in education research that numerous studies reach similar conclusions on the same subject. So reform minded educators and lawmakers paid heed to the positive notices for career and technical education. We asked leading researchers to analyze the leading studies on different models of career and technical education.

David stern, principal investigator for the career academy support network and emeritus professor of education at the university of california, berkeley, reviews career academies, while marisa saunders and erica hamilton with the institute for democracy, education and access at the university of california, los angeles, examine the newer linked learning approach. Here's what they found: by david stern university of california, berkeley in the 1980s, what was then called vocational education ve started evolving toward what is now called career technical education cte. Ve courses were explicitly intended to prepare high school students for direct entry into full time work not for college or university.

In contrast, cte courses are meant to fit together with classes in academic subjects so that high school students are prepared both for work and for postsecondary education. The 1917 law that first authorized federal support for ve stipulated that such education shall be of less than college grade. As recently as 1998, the federal ve law continued to define it as preparation for careers other than careers requiring a baccalaureate, master's, or doctoral degree. But the 2006 reauthorization, which replaced the term vocational with career and technical, finally eliminated the prohibition against preparing for careers that require a bachelor's or advanced degree. Patterns of course taking by high school students show a dramatic shift away from ve as a separate track.