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Direct linkKerr, Jon – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2015
In 2013, as new high school equivalency exams were being developed and implemented across the nation and states were deciding which test was best for their population, Washington state identified the need to adopt the most rigorous test so that preparation to take it would equip students with the skills to be able to move directly from adult…
Descriptors: Equivalency Tests, Educational Attainment, College Readiness, Career Readiness
Horne, Lela M.; Rachal, John R.; Shelley, Kyna – Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 2012
A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample…
Descriptors: High School Equivalency Programs, Educational Certificates, Role, Difficulty Level
Heckman, James J.; LaFontaine, Paul A.; Rodriguez, Pedro L. – National Bureau of Economic Research, 2008
We exploit an exogenous increase in General Educational Development (GED) testing requirements to determine whether raising the difficulty of the test causes students to finish high school rather than drop out and GED certify. We find that a six point decrease in GED pass rates induces a 1.3 point decline in overall dropout rates. The effect size…
Descriptors: Testing Programs, Dropout Rate, Dropouts, High School Equivalency Programs
