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By Debbie Veney
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Nearly three-quarters of recent U.S. public high school graduates pursued some form of education or training after graduation. Yet only 48 percent of those who pursued a four-year degree completed it, while just 39 percent of those who started a two-year degree finished, according to national research conducted by The Harris Poll and commissioned by Agency, Inc.
The survey also found that 24 percent of employed graduates worked in service and customer-facing roles, compared with 12 percent in science, technology, engineering, and mathematics (STEM). These figures raise a central question: are we preparing young people to build financially independent lives?
A high school diploma remains an important achievement, but it is not a guarantee of economic security. Young adults face a changing labor market and growing demand for further education and specialized skills. Many lack clear information about opportunities, qualifications, and the support needed to complete their chosen pathways.
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Much of this challenge begins before students leave high school. In the national survey, fewer than half of respondents said their high schools had adequately prepared them for postsecondary coursework. Students may enter college seeking a well-paying career but encounter academic, financial, or personal barriers. Enrollment alone does not guarantee a qualification or sustainable career.
Artificial intelligence adds another dimension. A September 2026 working paper from the U.S. Census Bureau found that graduates from the most AI-exposed college majors experienced a five-percentage-point decline in their likelihood of initial employment and a 13 percent decline in initial earnings following the emergence of generative AI. The findings do not mean an entire generation will lose jobs to AI, but they show how quickly career pathways can change. Schools must prepare students to adapt and develop transferable skills.
The issue is not a lack of ambition among young people. Many pursue education, training, and employment, but the challenge is turning those efforts into qualifications and stable earnings. When students cannot complete degrees or lack job-ready skills, families face pressure, employers struggle to recruit, and communities lose economic benefits.
I have long believed that conversations about education must extend beyond graduation rates and standardized test scores. But these measures reveal little about life after school. The research discussed in this article was commissioned by my organization. The Harris Poll conducted the national survey of more than 5,000 public high school graduates who left school between 2015 and 2025. I analyzed the data and authored the resulting report examining employment, earnings, degree attainment, homeownership, and civic participation.
Some findings highlight differences between graduates of public charter schools and district-run public schools. Within 10 years of graduation, charter alumni who were working full-time or part-time reported average annual earnings of $106,764, compared with $84,199 among district-school alumni. Homeownership was also higher among charter graduates, at 33 percent, compared with 23 percent among district-school graduates.
Schools Must Track Outcomes To Improve Career Guidance
These figures deserve attention, but they should be interpreted carefully. Survey findings alone cannot establish that attending a particular type of school causes higher earnings or homeownership. Family circumstances, geography and employment access may also influence outcomes. We should ask which learning environments and support systems help students succeed.
The results also raise questions about outcomes among graduates of color. Black, Latino, Native American, and Native Hawaiian and Pacific Islander charter alumni who were working reported average annual earnings of $129,108, compared with lower earnings among their district-school peers. Degree attainment among these charter alumni also reached parity with white district-school alumni among those who enrolled in college.
These findings merit examination amid persistent inequalities. They challenge assumptions about which students can succeed and underscore the need to identify effective approaches and ensure all students can access opportunities.
Academic expectations, career guidance, and meaningful preparation all matter. Students need challenging courses, career exploration, and guidance on industry qualifications. Teachers, advisers, and mentors can help them navigate setbacks and stay on track. A pathway matters only if students can access and complete it.
Schools can strengthen preparation through dual enrollment and early college programs, which introduce students to postsecondary coursework before graduation. Advanced Placement supports academic development, while career and technical education builds occupational skills. Workplace experiences help students connect education with future opportunities.
The transition into two-year colleges deserves particular attention. Among graduates who enrolled in community college, 7 percent of charter alumni reported failing to complete their studies, compared with 20 percent of district-school alumni. Further research could reveal how academic support, advising, and preparation improve completion across school settings.
Education funding and policy decisions should ultimately be assessed against the outcomes they help students achieve. Graduation rates and test scores cannot show whether students complete degrees, find meaningful work, earn a living wage, or progress towards homeownership. These outcomes should inform educational evaluation and funding.
It is time to broaden how we define educational success. Our responsibility should not end when a student receives a diploma. We must consider whether students have the skills and opportunities to build stable futures. Educators and policymakers should use evidence on employment, earnings, and degree completion to address gaps and improve support.
A four-year college degree is not the only route to economic independence. Career and technical education, apprenticeships, community college programs, and other professional training can provide valuable routes into employment. These pathways must lead to meaningful opportunities, relevant skills, and continued growth.
The next step is turning research into action. Schools should track graduate outcomes and use the findings to improve preparation and career guidance. Employers and colleges must strengthen connections between training and meaningful work.
Young people should not be expected to navigate this transition alone. Every student deserves more than a diploma and a general promise of opportunity. They deserve a realistic, achievable path towards financial independence. Ultimately, our education system should be measured not only by how many students graduate, but by how well prepared they are for what comes next.
Debbie Veney is founder and CEO of Agency, Inc., which commissioned the Harris Poll research discussed in this article.
All opinions are the author’s own.
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