State High School Exit Examinations and Postsecondary Labor Market Outcomes
Dados Bibliográficos
| AUTOR(ES) | |
|---|---|
| AFILIAÇÃO(ÕES) | Eric Grodsky, Ph.D., is Assistant Professor, Department of Sociology, University of California—Davis. His main fields of interest are sociology of education, stratification, and quantitative methods. His current work seeks to understand the causes of variation in the black-white achievement gap across levels of socioeconomic status. Dr. Grodsky is also engaged in research to evaluate the effects of course crowding on change in majors, persistence and time to baccalaureate degree, the effects of..., Indiana University School of Social Work, University of Minnesota Twin Cities |
| ANO | 2008 |
| TIPO | Artigo |
| PERIÓDICO | Sociology of Education |
| ISSN | 0038-0407 |
| E-ISSN | 1939-8573 |
| EDITORA | Annual Reviews (United States) |
| DOI | 10.1177/003804070808100104 |
| CITAÇÕES | 3 |
| ADICIONADO EM | 2025-08-18 |
| MD5 |
55b7e78be8a8100d3d6a95ae6ebb3641
|
Resumo
Since the late 1970s, an increasing number of states have required students to pass statewide high school exit examinations (HSEEs) in order to graduate. States have usually adopted HSEEs in response to the perception that a substantial number of graduates lack skills that are required for success in the modern economy. What do these educational reforms mean for students' postsecondary economic and labor market prospects? The central hypothesis of the study presented here was that state HSEE policies have the effect of widening gaps in labor force status and earnings between young people who have high school diplomas and those who do not. To test this hypothesis, the authors modeled the association between state HSEE policies and these labor market outcomes using data from the 1980–2000 U.S. censuses and the 1984–2002 Outgoing Rotation Groups of the Current Population Survey. The results revealed no evidence that state HSEEs positively affect labor force status or earnings or that the connections between state HSEE policies and these outcomes vary by students' race/ethnicity or the level of difficulty of state HSEEs.