The high school/student qualities that lead to a more successful school-to-work transition were investigated. The project identified features of the high school experience correlated with initial labor market success/failure of young workers and determined if the conditions of a successful transition have changed in the last decade. Data for the high school senior class of 1980 from the High School and Beyond Survey were compared to a sample from the National Longitudinal Survey of the High School Class of 1972. No clear evidence was found that the high school academic experience has led to the decline in labor market experience. For males, high school vocational programs improved dramatically between 1972 and 1980. Conversely, the cooperative vocational programs successful for the class of 1972 no longer functioned well by 1980. Only weak evidence supported the notion that better disciplined study habits improved labor market outcomes. Hours spent on a job during the senior year were very important for early work experiences of youth. However, a better academic record was generally rewarded in the labor market. A greater emphasis on academic credit hours consistently was related negatively to wage rates, employment, and earnings. Vocational courses had a positive payoff. (Eleven tables are appended.) (YLB)