@TechReport{iza:izadps:dp17352,
            	author={Bernardi, Martino and Bertoni, Marco and Brunello, Giorgio and Crocè, Clementina and Rocco, Lorenzo},
            	title={Does Work-Based Learning Facilitate the School to Work Transition? Evidence from an Italian Reform},
            	year={2024},
	month={Oct},
            	institution={Institute of Labor Economics (IZA)},
            	address={Bonn},
            	type={IZA Discussion Paper},
            	number={17352},
            	url={https://www.iza.org/index.php/publications/dp17352},
	abstract={In 2015, school-work alternation programmes (alternanza scuola lavoro) became compulsory in all Italian high schools, with the purpose of enabling students to combine theoretical learning at school with work-based learning. A distinctive feature of this reform was that the intensity of school-work-alternation programs varied across school tracks, higher for technical schools and lower for academic schools. Using a difference–in–differences approach, we show that female students in more intensively treated tracks experienced a decline in the probability of employment during the year following high school graduation, relative to females in less intensively treated tracks. The decline was accompanied by an increase in full-time higher education. These results could be driven by the relatively unattractive conditions offered by the Italian labour market to high school graduates without college education.},
	keywords={work-based learning;employment;college enrolment;Italy},
            }