by Calder Svendsen

I recently needed a plumber and was surprised when he showed up with an apprentice in tow — one of my former students. The young man had dropped out the year after taking my class, a decision that surprised no one who knew him well.

He was capable, witty, and clever enough to recognize that nothing in his senior year of high school was going to push him in a direction he wanted to go. Rather than spend another year in coursework he found irrelevant, he left school and, without a clear plan, was corralled into his father’s plumbing business — his dad’s way of ensuring he had a path forward instead of drifting without one. Now, he’s on track to be fully certified in his trade, and by the time his former classmates are still figuring out their next steps — whether in college or elsewhere — he may already be earning more than any of his former teachers.

But for all his intelligence and work ethic, he couldn’t fit into the rigid mold of high school. Like many of his peers, he felt his time there was more of an obligation than a meaningful experience — something he had to endure rather than something that guided him toward his future. Dropping out seemed like the only real choice he had left, the last bit of agency left to a sixteen-year-old who had already learned everything he felt was valuable in a traditional classroom.

Now, even with a GED, he carries the stigma of being an underachiever, as if leaving school to pursue a trade makes him less successful than those who stayed.

He is not alone. Each year, approximately 5% of students drop out of high school across Virginia. Of those who remain and follow the traditional college track, many do so without a clear vision for their future — only to find themselves in a system that doesn’t serve them any better than high school did. About 23% of first-time college students drop out after their first semester, with another 19% leaving after their first year. That leaves them in limbo — stuck with student loan debt, a high school diploma, and no clear career path.

A State-Centric Alternative to the GED

For decades, the General Education Development (GED) test has been the fallback option for students who don’t complete high school. While it serves a national purpose, it fails to meet Virginia’s specific needs. Worse, the GED carries a stigma — students who earn one are often perceived as dropouts rather than graduates, regardless of their skills or ambitions.

High school equivalency should be a respected path to success, not a last-resort credential. Yet, GED holders often face barriers in employment and higher education, where they are seen as less prepared than traditional graduates. A state-designed alternative could remove these barriers by providing a more tailored, relevant pathway to graduation.

Virginia should develop its own high school equivalency program that reflects existing graduation standards and better prepares students for post-secondary success. It should also offer multiple pathways — one focused on workforce readiness and another aligned with college prep — so students earn a meaningful credential, not just a test score.

Key Features of a State-Specific Model:

• Customized Curriculum: align content with Virginia’s K-12 standards and include state-specific subjects like local government and history;
• Modular Testing: break the program into stackable components, allowing students to complete sections independently rather than face a single high-stakes test;
• Workforce and College Readiness Tracks: a workforce track emphasizing practical math, industry certifications, and technical skills, alongside a college prep track focusing on advanced writing and academic coursework.

Expanding Educational Pathways for All Students

A state-specific high school equivalency program would create more opportunities while strengthening Virginia’s workforce pipeline. A modernized alternative could provide structured pathways for students looking to graduate early, transition into career training, or move directly into the workforce. Instead of feeling forced to “drop out,” students could make informed, proactive choices about their futures.

This program should not be a fallback but a legitimate option for students ready to move forward — whether they are career-driven high achievers seeking early graduation, or those needing a more flexible path. A state-based credential would remove unnecessary barriers, better prepare students for higher education and careers, and ensure that choosing an alternative route leads to opportunity rather than limitation.

We push students toward college as if it’s the only route to success, despite clear evidence that a four-year degree is not the best fit for everyone. Meanwhile, industries that offer stable, well-paying careers struggle to find skilled workers. Had my former student’s high school experience included a legitimate vocational track instead of defaulting to college prep, he might have graduated with a diploma in hand rather than a GED and a stigma.

The problem isn’t that he dropped out. The problem is that he felt he had to.

Calder Svendsen is a career educator with over 15 years of service in central VA schools.