Students' social psychological adjustment to school is an important determinant of achievement growth as well as school continuation and post-secondary educational attainment. Yet many students begin high school with low levels of efficacy and self-worth, and low levels of identification with and liking of school. In this study, we investigate the hypothesis that vocational education in high school provides disengaged students with an educational clean slate, leading to a recovery of engagement for at-risk students. Using propensity score models, we assess the relationship between vocational course taking and changes in effort, extracurricular participation, sense of belonging, interest in school, attitudes toward school and teachers, educational expectations, career aspirations, locus of control, and self-concept with the NELS:88 database. © 2009 Elsevier Inc. All rights reserved.
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