Literaturnachweis - Detailanzeige
| Autor/inn/en | Boesel, David; Alsalam, Nabeel; Smith, Thomas M. |
|---|---|
| Institution | National Library of Education (ED/OERI), Washington, DC. |
| Titel | Educational and Labor Market Performance of GED Recipients. Research Synthesis. |
| Quelle | (1998), (161 Seiten)
PDF als Volltext kostenfreie Datei |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Adult Basic Education; Educational Attainment; Employment Patterns; Equivalency Tests; Followup Studies; High School Equivalency Programs; Literature Reviews; National Surveys; Outcomes of Education; State Surveys; Synthesis; Tables (Data); Test Norms; Test Reliability; Test Use; Test Validity; Trend Analysis; General Educational Development Tests |
| Abstract | In 1995, nearly three-quarters of a million high school dropouts, age 16 and above, took the General Educational Development (GED) tests in pursuit of alternative secondary certification. The GED performs the following functions: stimulate human capital investment; measure and assess cognitive skills; certify dropouts with specified skill and knowledge levels; and build dropouts' confidence. Accordingly, GED recipients are much more likely to participate in postsecondary education and vocational training than are other dropouts. Although the grade-point averages of GED recipients and high school graduates enrolled in postsecondary education tend to converge over time, high school graduates are much more likely to complete their postsecondary education than GED recipients are. In controlled comparisons, a GED had little effect on labor force participation or unemployment but was positively associated with gains in full-time employment. Studies have shown that GED recipients earn more than other dropouts but less than high school graduates. Although GED recipients had no earnings advantage over dropouts in the short term, their relative earnings increased over time. (The bibliography contains 215 references. Appended are the following: evidence from Wisconsin regarding GED norming; seven tables; discussion of technical issues; and summary of GED follow-up surveys.) (MN) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
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