Selected studies based on the National Longitudinal Surveys of Youth Labor Market Experiences (NLS) and the High School and Beyond Surveys (HS&B) offer both consistent and conflicting findings about the experience of Hispanics in school and work. Non-high school completion, college attendance, and the link between education and economic gains varied by the sample selected, gender and ethnic group, and model specification. Methodological complexities prevent a meaningful synthesis of the findings. This paper focuses on these research complexities in an attempt to translate the findings into policy statements that could improve Hispanics' school-to-work experience. Copyright 1992 Western Economic Association International.
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