The Value of a Duncanville High School Diploma
The value of a high school diploma is huge. If you want a decent job, a high school diploma is what you need. A high school diploma can determine your future. If you don’t have a job, you basically have no to little money. Having a high school diploma will give you a greater chance of having a successful life.
To me, the value of a high school diploma is very high. It means that you have excelled and been able to put in the time as well as the effort to succeed and receive it. It shows also another step towards adulthood. Going to school as well as dealing with outside activities whether at home situations, sports or extracurricular activities isn’t always easy. The video shows an excellent example of this; it shows a homeless student who became valedictorian of their high school and then enroll into Georgetown for college. It shows that despite their situation they were motivated enough not to keep on living that way and try to change it. I think this is a great motivator for all students around the world because it shows that even though your life may not be a joyride all it takes is a little effort and time to achieve something simple as getting your high school diploma and if you try enough you may end up as valedictorian.
An accredited high school diploma’s value rests on the education that leads to its issuance. Since each high school or institution must prove its worth to accreditation panels, the result is a more valuable and challenging curriculum. Possessing an accredited high school diploma can mean the difference between working at McDonalds and working at T-Mobile. T-Mobile requires an accredited high school diploma, and McDonalds does not. T-Mobile pays higher wages, and offers room for advancement, while McDonalds does not. When deciding whether or not to earn a diploma, ask yourself this question: do you want to make minimum wage or earn more than minimum wage?
The value of an accredited high school diploma is also greater, because employers seek out prospective employees with a high-quality and legitimate education. For example, think of two ambulance workers, one with and one without EMT training. Which one would you want to save your life? For all intents and purposes, students with non-accredited diplomas have not actually graduated. Non-accredited high schools have no authority to issue high school diplomas; therefore, their diplomas are illegitimate.What's the value of a high school diploma? People with high school diplomas earn an average of $280,000 more over the course of their work life.Though it may seem like a cliche, the value of a high school diploma cannot be overstated. Graduating from high school offers tangible career benefits as well as intangible value to the holder. While higher education often leads to even greater career opportunities, for some, graduating high school is a major accomplishment.Although economists acknowledge that various indicators of educational attainment (e.g., highest grade completed, credentials earned) might serve as signals of a worker's productivity, the practical importance of education-based signaling is not clear. In this paper the authors estimate the signaling value of a high school diploma, the most commonly held credential in the U.S. To do so, they compare the earnings of workers that barely passed and barely failed high school exit exams, standardized tests that, in some states, students must pass to earn a high school diploma. Since these groups should, on average, look the same to firms (the only difference being that "barely passers" have a diploma while "barely failers" do not), this earnings comparison should identify the signaling value of the diploma. Using linked administrative data on earnings and education from two states that use high school exit exams (Florida and Texas), they estimate that a diploma has little effect on earnings. For both states, they can reject that individuals with a diploma earn eight percent more than otherwise-identical individuals without one; combining the state-specific estimates, they can reject signaling values larger than five or six percent. While these confidence intervals include economically important signaling values, they exclude both the raw earnings difference between workers with and without a diploma and the regression-adjusted estimates reported in the previous literature.