The three preceding tables present a large number of estimates, and it is difficult to get a sense of their overall message by perusing the tables. Therefore, in table 4.11 we offer a summary of the results from tables 4.8 to 4.10. In columns 1 and 3 we summarize the results for the forgotten half, and in columns 2 and 4 we summarize the results for those in the top half of the distribution of the predicted probability of college attendance. We list all effects that are significantly different from zero for each half of the distribution of predicted probabilities of college attendance. Plus signs indicate a positive effect and minus signs a negative effect. These signs appear three times, two times, or one time, depending on whether the result is significant at the 1, 5, or 10-percent level. We also distinguish two important cases for the estimates for the forgotten half. First, if the evidence points to effects that are significant only for the forgotten half, the result is reported in boldface. Second, for the subset of these cases where the estimate for the forgotten half was significantly different from that for the rest of the sample-that is, where we reject equality for the two halves of the sample-the entry is underlined as well. Both of these types of results are of interest: The first indicates that for the forgotten half only, the effects are significant or of a particular sign; the second indicates the stronger result, that the effects are significantly stronger for the forgotten half. Finally, we have shaded results for either half that are most likely viewed as beneficial: increasing schooling, work, skills (training), or earnings. This shading helps highlight where estimates of beneficial effects, and not just statistically significant effects, are more prevalent. Looking first at the results for females, for the schooling-related outcomes the impression given by table 4.11 is that STW programs are generally less effective for those in the forgotten half. There are considerably more significant beneficial effects for those in the top half, with generally positive effects for mentoring and internshipapprenticeship programs. And the negative effects of Tech Prep on postsecondary education appear for both halves of the distribution. The findings are different for the work-related outcomes, the most striking contrast being that internship and apprenticeship programs boost wages and earnings for the forgotten half-and only for the forgotten half. For men, the situation is somewhat reversed, although overall there is more evidence of beneficial effects of STW programs on those in the forgotten half. For the schooling-related outcomes, there are roughly equal numbers of significant effects in the two halves of the distribution of predicted probabilities of college attendance. But note that for those in the forgotten half these effects are almost always positive (with the exception of internship and apprenticeship programs, which reduce attendance at four-year colleges but boost it at two-year colleges). In contrast, for those in the top half, many more of the estimated effects on postsecondary schooling are negative (and hence unshaded). For the work-related outcomes there is particularly strong evidence that internship and apprenticeship programs boost employment and decrease idleness among men in the forgotten half, with similar results for co-op and school enterprise programs (although co-op programs and Tech Prep also boost employment for those in the top half). At the same time, there are also numerous cases of evidence of beneficial effects of STW participation, in particular Tech Prep, among men in the top half. Overall, then, this summary points to some evidence that STW programs are advantageous for men in the forgotten half with respect to both schooling and work-related outcomes, but for women only with respect to work-related outcomes. Moreover, for the work-related outcomes for women and the schooling-related outcomes for men there is some evidence that STW programs are particularly advantageous for those in the forgotten half. Among the strongest evidence for men in the forgotten half is that mentoring and co-op programs increase postsecondary education, and that co-op, school enterprise, and internship and apprenticeship pro-grams boost employment and decrease idleness. Among the strongest evidence for women in the forgotten half is that internship and apprenticeship programs increase earnings. Copyright © 2007 by Russell Sage Foundation.
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