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Re-Examining Exit Exams: New Findings from the Education Longitudinal Study of 2002
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Shuster, Kate – Education Policy Analysis Archives, 2012
Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics,…
Descriptors: Grade Point Average, Mathematics Achievement, Academic Achievement, Mathematics Tests
An Appraisal of an Offender Population on the General Educational Development Test as Predicted by the General Educational Development Practice Tests.
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Agba, Cyprian Peter; Klosowski, Steven M.; Miller, Gary R. – Journal of Correctional Education, 2002
Data from 2,068 Indiana inmates who took the General Educational Development (GED) practice and final tests between 1988-2000 were analyzed. All six practice tests correlated with performance on the GED test. Most accurate were the FF battery (for writing skills), CC (for social studies), BB (for science), EE (for interpreting literature and…
Descriptors: Correctional Education, Predictive Validity, Prisoners, Scores
Reliability and Validity of the GED Tests.
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Whitney, Douglas R.; And Others – Educational and Psychological Measurement, 1986
This paper summarizes much of the available information concerning the reliability and validity of the Tests of General Educational Development (GED Tests). The data suggest that the results are sufficiently reliable for continued use and that the validity evidence generally supports the intended uses of the tests. (Author/LMO)
Descriptors: Correlation, Equivalency Tests, Error of Measurement, Predictive Validity
Predicting GED Scores on the Bases of Expectancy, Valence, Intelligence, and Pretest Skill Levels with the Disadvantaged.
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Moore, Ray T.; Davies, Jon A. – Educational and Psychological Measurement, 1984
Prediction of General Educational Development (GED) scores from motivational variables derived from Vroom's expectancy-valence theorem was hypothesized. The Tests of Adult Basic Education score, General Aptitude Test Battery score, MD1 expectancy subscale score, and Minnesota Multiphasic Personality Inventory defensiveness score accounted for…
Descriptors: Economically Disadvantaged, High School Equivalency Programs, Motivation, Multiple Regression Analysis
The Use of a Qualifying Instrument To Determine Success on the General Educational Development Test.
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Sua, Dangbe Wuo – 1990
Because prisoners are often denied a chance to take the General Educational Development (GED) test because of low scores on the General Education Performance Index (GEPI), a study was conducted to determine whether total standard scores on the GEPI of 220 or greater could be used to predict total standard scores of 220 or greater on the GED test.…
Descriptors: Adult Basic Education, Correctional Education, High School Equivalency Programs, Predictive Validity