支持应届毕业生、获得普通教育证书者和未完成学业者进入高等教育和劳动力市场

IF 0.8 Q3 EDUCATION & EDUCATIONAL RESEARCH

Preventing School Failure Pub Date : 2022-08-16 DOI:10.1080/1045988X.2022.2109003

Mathew C. Uretsky, Angela K. Henneberger

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引用次数: 1

摘要

摘要青春期的过渡标志着个人和社会责任的增加。对许多人来说，这意味着进入高等教育或劳动力市场。先前的研究表明，四年内没有完成高中学业的年轻人在中学后和劳动方面的成绩较差。然而，很少有研究比较四年内没有完成高中学业的学生群体的中学后教育和劳动力市场结果。目前的研究使用12 马里兰州多年的相关行政数据，首次在全州范围内对按时毕业的毕业生、GED收入者、未完成学业的毕业生和晚毕业的毕业生的中学后教育和劳动力市场结果进行了比较分析。研究结果描述了一个研究不足、服务不足的弱势学生群体，这对支持高中期间的学生改善中学后教育和劳动力市场转型具有重要意义。

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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.

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来源期刊

Preventing School Failure EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

1.90

自引率

11.10%

发文量

期刊介绍： Preventing School Failure provides a forum in which to examine critically emerging and evidence-based practices that are both data driven and practical for children and youth in general and alternative education systems. Authors are afforded the opportunity to discuss and debate critical and sometimes controversial issues that affect the education of children and adolescents in various settings. Preventing School Failure is a peer-reviewed academic journal for administrators, educators, mental health workers, juvenile justice and corrections personnel, day and residential treatment personnel, staff-development specialists, teacher educators, and others. Our goal is to share authoritative and timely information with a wide-ranging audience dedicated to serving children and adolescents in general education, special education, and alternative education programs. We accept for review manuscripts that contain critical and integrated literature reviews, objective program evaluations, evidence-based strategies and procedures, program descriptions, and policy-related content. As appropriate, manuscripts should contain enough detail that readers are able to put useful or innovative strategies or procedures into practice.