Supporting late graduates, GED earners, and non-completers through the transition into postsecondary and the labor market

Abstract

The transition out of adolescence signals a period of increasing personal and social responsibility. For many this means entering postsecondary or the labor market. Previous research has demonstrated that youth who do not finish high school in four years have less favorable postsecondary and labor outcomes. However, few studies compare the postsecondary and labor market outcomes within the group of students who do not finish high school in four years. The current study uses 12 years of linked-administrative data from Maryland to present the first statewide analyses comparing postsecondary and labor market outcomes for on-time graduates, GED earners, non-completers, and late graduates. The results describe an under-researched and underserved group of vulnerable students, with implications for supporting students during high school to improve the postsecondary and labor market transition.

Keywords:

• GED
• high school graduation
• labor market
• late graduates
• postsecondary

Acknowledgement

This research was supported by the Maryland Longitudinal Data System (MLDS) Center. We are grateful for the assistance provided by the MLDS Center. Findings from this study were presented to multiple local and statewide stakeholder audiences. We appreciate the feedback received from the MLDS Center and its stakeholder partners. All opinions are the authors’ and do not represent the opinion of the MLDS Center or its partner agencies. In addition, this manuscript benefited from comments from Dr. Bess Rose at the University of Maryland School of Social Work. In addition, the authors would like to gratefully acknowledge funding for this research from the Institute for Research on Poverty.

Additional information

Notes on contributors

Mathew C. Uretsky

Mathew C. Uretsky is an Associate Professor at the Portland State University School of Social Work. Dr. Uretsky’s current research interests include motivation and persistence in high school, as well as the secondary, postsecondary, and labor market outcomes for students who take nontraditional pathways toward high school completion.

Angela K. Henneberger

Dr. Angela K. Henneberger is a Research Assistant Professor at the University of Maryland School of Social Work. Dr. Henneberger’s research applies advanced quantitative methods to examine the academic, social, emotional, and behavioral development of children and adolescents, with a specific focus on improving outcomes for disadvantaged students.