Educational and Labor Market Performance of GED Recipients PDF Download
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Author: David Boesel
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 170
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Book Description
Author: David Boesel
Publisher:
ISBN:
Category : Education, Secondary
Languages : en
Pages : 170
Get Book Here
Book Description
Author: David Boesel
Publisher:
ISBN: 9780788185229
Category :
Languages : en
Pages : 147
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Book Description
The Gen. Educational Development (GED) Tests comprise the most widely recognized form of alternative secondary cert'n. in the U.S. This report examines 50 years of research on such issues as: how successful are those who attain the GED credential? How does their performance in postsec. educ. & the job market compare with that of regular HS graduates? With that of other HS dropouts? And what relation does GED cert'n. have to the outcomes in these arenas? Chapters relating to the GED: brief history; content & standards; norming & scoring; challenges; functions; postsec. outcomes; labor market performance of recipients; & the military.
Author: David Boesel
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages : 147
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Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 147
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Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: David Boesel
Publisher:
ISBN:
Category : Achievement tests
Languages : en
Pages :
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Book Description
Author: United States. Office of Educational Research and Improvement
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
Author: James J. Heckman
Publisher: University of Chicago Press
ISBN: 022610012X
Category : Business & Economics
Languages : en
Pages : 469
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Book Description
Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin–Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin–Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities
![Young GED[R] Credential Recipients in the 21st Century PDF](https://books.google.com/books/content/images/frontcover/by0nvwEACAAJ?fife=w80-h100)
Author: Wei Song
Publisher:
ISBN:
Category :
Languages : en
Pages : 26
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Book Description
Ever since achieving a high school credential by passing the GED Tests became widely institutionalized through the adult education programs in the United States, the outcomes for GED credential recipients have continued to be of great interest to the adult education community and the general public. Does earning a GED credential bring positive life changes to the adults who did not complete a high school education? Does obtaining a GED credential help the recipients find better employment opportunities and earn higher wages? Among the studies on labor market outcomes of GED credential recipients, the most influential was the 1993 study by Cameron and Heckman, which was based on the NLSY79 data and argued that GED credential recipients are "nonequivalence of high school equivalents," and that they are "indistinguishable in many relevant labor market dimensions" from uncredentialed high school dropouts. Now, almost two decades after the Cameron and Heckman study, has anything changed with a new generation of American youth? Based on a new wave of NLSY data (NLSY97), this paper aims to examine how GED credential recipients compare with other young adults who had not completed a high school education and with traditional high school graduates on their labor market performance. The study found that GED credential recipients' hourly compensation on their most recent job is much higher than that of the high school dropouts and is closer to that of the high school graduates, both of which are in the $14 range. For GED credential recipients and high school graduates at five years or more after obtaining their credential or diploma, the hourly wages are about the same, around $15. In terms of work hours, wage income, family income, and poverty ratio, GED credential recipients seem to fall between high school dropouts and high school graduates. The study also looked into job satisfaction, employer size, fringe benefits, industry, and occupation. The study then uses multiple regressions to assess the impact of educational status on hourly compensation and hours of work for the NLSY97 members who did not pursue postsecondary education. After controlling for individual demographic, ability, work experience, and employer industry, GED credential recipients' hourly wages on average could be 6.7 to 9.3 percent higher than those of high school dropouts, while the high school graduates' hourly wages could be 6.2 to 6.7 percent higher than those of GED credential recipients. GED credential recipients' annual hours could also be 120 hours (approximately 11 percent) longer than those of high school dropouts, while high school graduates' work hours could be 120 to 180 hours (approximately 10 to 15 percent) longer than those of GED credential recipients. Finally, this paper discusses the findings from earlier sections and suggests policy implications and future research studies. Appended are: (1) Labor Market Outcomes by Degree Type, from Various Data Sources; and (2) Ordinary Least Squares Regression Coefficients for Log-Wages and Work Hours: All Education Groups. (Contains 12 tables and 2 footnotes.).
