Abstract:
This paper seeks to review the international literature on this topic to identify common themes, while remaining sensitive to variations inthe institutional context in each country.
In particular we review time series, cross-sectional and longitudinal studies and evaluate each type of study. We then estimate a set of pooled time series and cross-sectional models of the school-to-work transition for England using a unique data set, which combines information on individual and family with that on their school background and local labour market.
Akey finding from the literature is that a young person’s exam performance at school is the most important determinant of theschool-to-work transition.
However, unlike most of the previous literature in this area, we allow for the endogeneity of exam performance at school in our models of the school-to-work transition.
We also investigate the importance of several interaction effects between covariates to see if we can identify important ‘causal’ transmission mechanisms.
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