The Value of Earning Credentials in High School for Texas Graduates Entering the Workforce. Policy Brief No. 4
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| Title: | The Value of Earning Credentials in High School for Texas Graduates Entering the Workforce. Policy Brief No. 4 |
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| Language: | English |
| Authors: | Jennifer Freeman, Jacob Kirksey, Wesley Edwards, Brian Holzman, Han Bum Lee, Texas Tech University (TTU), Center for Innovative Research in Change, Leadership, and Education (CIRCLE) |
| Source: | Center for Innovative Research in Change, Leadership, and Education. 2026. |
| Availability: | Center for Innovative Research in Change, Leadership, and Education. Texas Tech University, College of Education, 3002 18th Street, Room 168, Lubbock, TX 79409. Tel: 806-834-2923; e-mail: circle.educ@ttu.edu; Web site: https://hdl.handle.net/2346/88837 |
| Peer Reviewed: | N |
| Page Count: | 4 |
| Publication Date: | 2026 |
| Sponsoring Agency: | Texas 2036 |
| Document Type: | Reports - Research |
| Education Level: | High Schools Secondary Education |
| Descriptors: | Credentials, High School Students, High School Graduates, Dual Enrollment, College Readiness, Education Work Relationship |
| Geographic Terms: | Texas |
| Abstract: | While credentials recognized in the Texas College, Career, and Military Readiness (CCMR) framework earned in high school are formally treated as equivalent under state accountability, they represent distinct pathways that require varying levels of commitment from students. To examine how these credentials are associated with early-career wages, we use statewide longitudinal data on on-time Texas high school graduates. We track wage outcomes one to six years after graduation for students who earn CCMR-recognized credentials during high school, including IBCs aligned with their Career and Technical Education (CTE) programs of study, Level I or II certificates, and associate degrees. Our primary analysis focuses on students who do not enroll in postsecondary education after graduation. To provide context, we also compare wages six years after graduation for all on-time high school graduates. We find that CCMR-recognized credentials are linked to higher earnings for students who enter the workforce directly after high school and wage patterns associated with CCMR credentials differ across post-high school pathways. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | ED679045 |
| Database: | ERIC |
| Abstract: | While credentials recognized in the Texas College, Career, and Military Readiness (CCMR) framework earned in high school are formally treated as equivalent under state accountability, they represent distinct pathways that require varying levels of commitment from students. To examine how these credentials are associated with early-career wages, we use statewide longitudinal data on on-time Texas high school graduates. We track wage outcomes one to six years after graduation for students who earn CCMR-recognized credentials during high school, including IBCs aligned with their Career and Technical Education (CTE) programs of study, Level I or II certificates, and associate degrees. Our primary analysis focuses on students who do not enroll in postsecondary education after graduation. To provide context, we also compare wages six years after graduation for all on-time high school graduates. We find that CCMR-recognized credentials are linked to higher earnings for students who enter the workforce directly after high school and wage patterns associated with CCMR credentials differ across post-high school pathways. |
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