An analysis assessed the effects of a high school vocational curriculum over time as labor market experience accumulates. Since two additional years of labor market experience had become available for respondents to the National Longitudinal Survey of Labor Market Experience-Youth Cohort (NLS-Youth) and longer trends of effects could be observed, the study replicated the exact specifications of an earlier analysis and added the dimension of expected lifetime earnings. Data were from the NLS-Youth and High School and Beyond databases. Findings indicated that vocational education provided, in the short term, a direct wage advantage for vocational students. The advantage became indirect as time in the labor market accrued and appeared to operate through increased hours of work and fuller employment rather than differential wage rates. An optimum mix between vocational and academic courses in terms of lifetime earnings was characterized by moderate rather than heavy concentration in vocational education. An alternative theoretical model of the net societal effects of the vocational curriculum was evaluated. It did not appear to be adequate for evaluating the effects of vocational education because several of its key assumptions did not hold when tested by the available data. The analysis associated with this model testing suggested, however, that the pronounced effects of training-related placement operate not through training, but through assisting the vocational graduate in selecting a better-paying job. (YLB)