As Louisiana, Mississippi, and Alabama seek to expand their economies, employers will require highly literate workers with advanced technical skills. RAND has conducted extensive research on K-12, college, and vocational education in the United States and overseas, as well as the role of education in workforce development.
Using two measures of job opportunities—local unemployment rates and the percentage of local workers employed in jobs that require a bachelor's degree—I find support for the warehouse hypothesis. In areas where unemployment is low, with ample jobs that do not require a bachelor's degree, youth have higher odds of entering the labor force.
Young people making the transition from school to work in the twenty-first century in the United States and other developed economies can be expected to face a very different world of work than their parents' generation.
Education and employment preferences in Qatar are not well aligned with the demands of the Persian Gulf state's labor market, and existing post-secondary educational offerings do not meet all of the nation's needs.
School-to-career (STC) programs have frequently been criticized for steering participants into a one-track career path and narrowing their scope of educational possibilities.
This research analyzes whether and how immigrant and native high school graduates who are leaving school without college degrees and entering the workforce differ during their school-to-work transitions.
Preparing today's students to become productive and successful members of tomorrow's workforce is a significant undertaking.
Assistant Policy Analyst
Ph.D. candidate in policy analysis, Pardee RAND Graduate School; M.P.P. in public policy, KDI School of Public Policy & Management; B.A. in international studies, Korea University