What Does It Mean to Have a High School Diploma?

Today, the high school dropout rate has reached epidemic levels. There are nearly 40 million Americans without a high school diploma—and those adults looking to return to high school have limited options.

With Career Online High School, adult learners get the unique opportunity to earn an accredited high school diploma—not just a GED. They gain new prospects in their careers, education, and communities.

So, what does it mean to acquire a high school diploma?

For the individual:

  • Working adults with a high school diploma earn almost $10,000 more every year than those without one.1
  • High school graduates are less likely than those who have dropped out to be unemployed, live in poverty,2 have poor health,3 or have children who will also live in poverty.4

For your community:

  • High school graduates are less likely to commit crimes,5 rely on subsidized health care,6 or use other public programs like food stamps or housing assistance.7
  • Adults with a high school diploma tend to be more active in civil pursuits, including voting and volunteering in their communities, and at higher levels.8

For the nation:

  • Federal, state, and local governments stand to collect $2.5 billion in tax revenue and reduced expenses for every 400,000 adults who earn a high school diploma.9

Learn more about the wide-reaching effects of a high school diploma by downloading the white paper Measuring the Impact of High School Completion for Adult Learners: Career Online High School.

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Your library can offer adults in your community a second chance at earning a high school diploma through Career Online High School. To learn more, visit gale.com/diploma.

Sources

  • U.S. Department of Labor Bureau of Labor Statistics. (2011). Education Pays.
  • Meacham, Jon. (April 12, 2012). U.S. Education Reform and National Security: Report of a CFR-Sponsored Independent Task Force. Retrieved fromhttp://www.cfr.org/education/us-education-reform-national-security-report-cfr-sponsored-independent-task-force/p27948.
  • Muennig, Peter. (October, 2000). Health Returns to Education Interventions Retrieved from devweb.tc.columbia.edu/manager/…/Files/81_Muennig_paper.ed.pdf
  • Rumberger, Russell W., (January 24, 2012). America cannot afford a stiff price of a dropout nation Retrieved fromhttp://toped.svefoundation.org/2012/01/24/america-cannot-afford-the-stiff-price-of-a-dropout-nation/
  • Raphael—The Socioeconomic Status of Black Males: The Increasing Importance of Incarceration, Berkley, CA: Goldman School of Public Policy, University of California, 2004.
  • P. Muennig, ―Health Returns to Education Interventions,‖ paper prepared for the symposium Social Costs of Inadequate Education, October 24-25, 2005, Teachers College, Columbia University, New York, NY.
  • I. Garfinkel, B. Kelly, and J. Waldfogel, ―Public Assistance Programs: How Much Could be Saved with Improved Education?,‖ paper prepared for the symposium Social Costs of Inadequate Education, October 24–25, 2005, Teachers College, Columbia University, New York, NY.
  • J. Junn, ―The Political Costs of Unequal Education,‖ paper prepared for the symposium Social Costs of Inadequate Education, October 24–25, 2005, Teachers College, Columbia University, New York, NY.
  • McLendon, L., Jones, D. and M. Rosin. (2011).The Return on Investment from Adult Education and Training. McGraw Hill Research Foundation.

 

 

 

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