This Statistics in Brief uses data from the High School Longitudinal Study of 2009 (HSLS:09), a national study of more than 23,000 ninth-graders in 2009. Follow-up surveys were filled out by the cohort in 2012, 2013, and 2016. This report uses data of high school graduates' transcripts, collected in 2013, and their postsecondary transcripts,…

This Data Point examines the early labor market outcomes of public high school students, focusing on graduates who earned different numbers of credits in career and technical education (CTE; see definition in figure notes). The Data Point uses data from the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 initially surveyed a national…

This report is a requirement of "The Career Preparation Expansion Act." The act directs the Maryland Longitudinal Data System Center and the Governor's Workforce Development Board to produce a report on the workforce outcomes of high school graduates five years after graduation. Specifically, the report must include their wages earned,…

Ever since the passage of the Carl D. Perkins Career and Technical Education Act of 2006, the lines historically used to separate "vocational" and "academic" students have blurred. This shift away from vocational education toward career and technical education (CTE) has come with many promising educational outcomes. CTE course…

Until 2014, the General Educational Development (GED®) test dominated the high school equivalency (HSE) test market throughout the United States, to the point that educational experts acknowledged the acronym "GED" had become synonymous with "high school equivalency." However, changes to the test, the way it is administered,…

High school graduates are defined as those students who graduated high school on time with a standard high school diploma or higher. It does not include students who earned a general education diploma (GED), a certificate of completion, vocational diploma, special education diploma or any other credential that illustrates student accomplishments…

We use longitudinal data on high school students in Washington State to assess the relationships between English Language Arts (ELA) teacher value added and other qualifications and the high school and postsecondary outcomes of their students. We also investigate whether these relationships differ for students with and without disabilities. We…

This report provides current and historical labor force information about young people ages 16 to 24. In general, youth have a lower rate of labor force participation, and those who are in the labor force are less likely to gain employment than older workers. On the labor supply side, young people are making greater investments in education by…

This report analyzes data for secondary special education students in Washington who left high school during the 2013-14 school year. These data were collected by the state starting on June 1, 2015, from all 233 districts with high schools: 230 districts, two state schools, and one educational service agency (a collection of 27 small districts…

This report presents selected findings from the second follow-up of the High School Longitudinal Study of 2009 (HSLS:09). HSLS:09 follows a nationally representative sample of students who were ninth-graders in fall 2009 from the beginning of high school into higher education and the workforce. Key research topics for HSLS:09 include secondary to…

Career and technical education (CTE) programs play a vital role in preparing high school students for life after graduation. The Carl D. Perkins Act of 2006 (Perkins) requires states that receive federal CTE funding to align secondary and postsecondary programs, so that students can transition seamlessly from a high school CTE program to a…

Issues of postsecondary education access and attainment have a direct impact on individuals' social and economic mobility, the labor market, and the nation's ability to stay globally competitive. Sample surveys--cross-sectional or longitudinal surveys of a subpopulation of individuals--on precollege experiences and preparation, postsecondary…

This report presents data on job opportunities and skill requirements through 2018 arranged by the 16 career and technical education (CTE) career clusters in the Carl D. Perkins Act of 2006 (Perkins IV). These skill requirements reflect the length and extent of education and training required for the job. The authors detail changes in education…

This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of…

Going directly from high school to college is not possible for everyone. Many who go to college will not do so straight out of high school, and many more need to work to pay for college. Good jobs for people without college degrees certainly still exist, although they are on a steady decline as computers and related technology take over routine…