Compared to high school graduates, adolescents who drop out of school are more likely to have a range of negative outcomes, including lower verbal capacities; however, the true nature of this association is not well-understood. Dropping out of school could have an important effect on reducing verbal skills, or the link between dropping out of school and diminished verbal skills could be a spurious association that is the result of unmeasured confounding variables. The current study tested these two competing perspectives by using propensity-score-matching (PSM) to unpack the association between school dropout and verbal skills among 7,317 respondents from the National Longitudinal Study of Adolescent Health (51 percent female, 49 percent male; 62 percent Caucasian, 38 percent minority). The results of the PSM models indicated a small yet meaningful statistically significant effect of dropout on verbal skills in adulthood even after taking into account a range of confounders. The study concludes by discussing the implications of the results. (Published Abstract) Tables, figure, and references