A Future of Good Jobs?: America's Challenge in the Global by Editors Timothy J. Bartik and Susan N. Houseman, Timothy J.

By Editors Timothy J. Bartik and Susan N. Houseman, Timothy J. Bartik, Susan N. Houseman

Can the U.S. economic system generate fit progress of fine jobs -- jobs that may make certain a gentle development within the way of life for the center classification and that might provide a manner out of poverty for low-income american citizens? during this well timed new quantity, top coverage analysts learn the demanding situations dealing with U.S. exertions industry coverage and suggest concrete steps to make American staff and employers extra aggressive in an international economic system.

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Extra resources for A Future of Good Jobs?: America's Challenge in the Global Economy

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Work for class credit increased, from about 27 percent of students in 1982 to 32 percent in 1998. While vocational education (now called career and technical education, or CTE) has declined in importance, alternative approaches, such as Career Academies and Tech Prep, have emerged to try to bridge the gap between career-focused learning and academic learning. Career Academies are high schools organized around an occupational or industry focus, such as finance (22 percent of Career Academies), information technology (14 percent), and hospitality and tourism (12 percent).

1 shows the rise in high school completion and in college completion by race, sex, and Hispanic origin. indb 28 2/29/2008 1:42:03 PM Are Skills the Problem? 29 high school degrees jumped from 64 percent in 1976 to 86 percent in 2006. The share with a bachelor’s degree nearly doubled, to 28 percent. In addition, the black-white gap in high-school completion narrowed from 20–24 percentage points in 1976 to less than 6 in 2006. The gains were much larger for the adult population than for successive cohorts of 25-to-29-year-olds.

Not surprisingly, those at high literacy levels were much less likely to feel limited by their current skill levels. Of those in the “proficient” category of quantitative literacy, 89 percent said their current reading skills were not limiting their job options at all, and only 4 percent saw more than a very small limitation. Similarly, 80 percent of those in the “intermediate” category saw no job limitations. The unexpected result is that 66 percent at “basic” and even 40 percent at “below basic” levels believed their quantitative literacy did not limit their job opportunities.

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