Abstract
This study examined students’ participation in college and career preparation activities in high school, and the relationship between participation in these activities and students’ education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed depending on which outcomes (i.e., education and/or work) were being considered.
Highlights
Preparing every student to effectively transition to adulthood and become college and career ready is an important goal of America’s educational system (U.S Department of Education, 2010)
Ex-post facto research is often used in social studies to test hypotheses about cause-and-effect or correlational relationships when it is not possible or acceptable to control or manipulate human participants (Cohen, Manion, & Morrison, 2011)
This study examined students’ participation in college and career preparation activities in public high schools in the U.S and the relationship between these preparation activities and students’ education and work attainment one year after high school
Summary
The reauthorization of the Elementary and Secondary Education Act (ESEA) and the Generation High Schools Act charge high schools to provide highquality college and career exploration and counseling options to prepare college- and careerready graduates (U.S Department of Education, n.d.). This goal is important because it assists students in becoming productive citizens and assists the country with an educated and skilled workforce (Fletcher, Warren, & Hernandez-Gantes, 2018). Regardless of definitions, data tends to track whether students graduate, go to college, work, do both, or do neither; and there is interest as to what factors contribute to student college and career outcomes
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