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Direct linkBrown, Martha A.; Rios, Steve J. – Journal of Correctional Education, 2014
Correctional educators, recognizing that the majority of inmates lack the math, reading, and language skills required to be successful in today's workplace, strive to equip offenders with the skills and abilities needed to find and maintain work on their release. However, most adult literacy programs in prisons fail to raise the gradelevel…
Descriptors: Correctional Education, Job Training, Credentials, Workplace Learning
Download full textGeorge, Carol E.; Schaefer, Lyn; Rao, Chhaya M. – 2003
The majority of candidates who take the Tests of General Educational Development (GED) take those tests within 2 years of leaving school, but this study highlights the demographic profile and performance of candidates who, for a variety of reasons, waited anywhere from 24 to 54 years to attempt to obtain the GED high school equivalency credential.…
Descriptors: Academic Achievement, Adult Dropouts, Demography, Educational Attainment
Tyler, John H.; Murnane, Richard J.; Willett, John B. – 2000
A study used data from a long-standing examination system, the General Educational Development (GED) certificate, to illustrate that the details of examination systems have marked impacts on the number of test takers who obtain the desired credential and on the racial/ethnic composition of passers. Data provided by the Florida Department of…
Descriptors: Adult Education, Blacks, Educational Certificates, Females
Hsu, Yung-chen; George-Ezzelle, Carol E. – GED Testing Service, 2007
Many adult basic education programs use the Tests of General Educational Development (GED[R] Tests) to measure the skills and knowledge associated with a high school program of study as well as to assess the achievement gains of adult learners through participation in their programs. Using data from the 2003 National Assessment of Adult Literacy…
Descriptors: Credentials, Achievement Gains, Adult Basic Education, Adult Learning
Tyler, John H.; Murnane, Richard J.; Willett, John B. – 2000
A study examined evidence of any labor market payoff for school dropouts and if they acquire cognitive skills, and studied whether the payoff differs by gender and race/ethnicity. It analyzed data containing information on the universe of school dropouts in New York and Florida who took the General Educational Development (GED) exams between…
Descriptors: Dropout Characteristics, Dropout Research, Dropouts, Education Work Relationship
Connecticut State Dept. of Education, Hartford. – 1988
This report covers the October 1987 educational and career postsecondary activities of the June 1987 graduates from 145 Connecticut local public high schools (136 comprehensive high schools, 6 alternative high schools, and 3 endowed and incorporated academies) and 105 nonpublic high schools, and the February 1988 activities of the June 1987…
Descriptors: Career Choice, Employment, Equivalency Tests, High School Equivalency Programs
Whitney, Douglas R. – 1980
In an attempt to draw valid conclusions concerning the ways in which American Indian/Alaskan Natives who took the General Educational Development (GED) Tests differed from the non-Indian examinee population, questionnaire responses of 319 candidates who identified themselves as American Indians/Alaskan Natives were compared with those of 11,583…
Descriptors: Academic Achievement, Age Groups, Alaska Natives, American Indian Education
George-Ezzelle, Carol E.; Zhang, Wenmin; Douglas, Karen – GED Testing Service, 2006
The research topics addressed in this study include the following: (1) reasons dropouts who immediately pursued a General Educational Development (GED) did not complete high school; (2) characteristics of the schools those GED examinees last attended; (3) differences in the reasons for not completing school by school characteristics; and (4)…
Descriptors: High School Students, Dropouts, At Risk Students, Exit Examinations
