DOCUMENT RESUME ED 365 796 CE 065 381 AUTHOR TITLE PUB ... · American society. Starting as a mechanism for recognizing the learning accomplishments of military personnel after World

DOCUMENT RESUME

ED 365 796 CE 065 381

AUTHOR Johnson, Mark; Valentine, ThomasTITLE Outcomes of GED Graduation: An Annotated Bibliography

of Research Reports.PUB DATE Dec 92NOTE 125p.

PUB TYPE Reference Materials Bibliographies (131)

EDRS PRICE MF01/PC05 P.lus Postage.DESCRIPTORS Adult Basic Education; Affective Behavior; *Affective

Objectives; Annotated Bibliographies; *EducationalResearch; Educational Status Comparison; EmotionalDevelopment; Graduates; *Graduate Surveys;Graduation; *High School Equivalency Programs;Military Service; *Outcomes of Education; ResearchReports; *Rewards; Student Educational Objectives;Vocational Followup

IDENTIFIERS *General Educational Development Tests

ABSTRACTThis annotated bibliography includes a separate entry

for each of 57 research reports written about the General EducationalDevelopment (GED) tests. For inclusion, documents were required tomeet three criteria. They must: (1) focus on outcomes of GEDgraduation; (2) present some form of empirical, research-basedevidence concerning the outcomes of GED graduation; and (3)constitute a primary research report rather than a secondarycommentary on someone else's report. The documents are arranged inchronological order, from 1953 to 1992. Each annotation provides thisinformation: title; author(s); date; publication information;overview; methodology; summary of findings; and critique of study. Apreface reaches the conclusion that of the 57 "flawed" tests of theGED, the GED passed at least 40 of them with flying colors. Authorand subject indexes are appended. These subjects are indexed:affective outcomes, education outcomes, economic outcomes,family-related outcomes, and military performance. (YLB)

Reproductions supplied by EDRS are the best that can be madefrom the original document. *

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Outcomes of GED Graduation:An Annotated Bibliography

of Research Reports

by

Mark JohnsonThomas Valentine

Department of Adult EducationCollege of Education

Athens, Georgia

December 1992

BEST COPY AVAlLAKE

AV/

PERMISSION TO REPRODUCE THIS

MATERIAL HAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCES

INFORMATION CENTER (ERICi

1.0

Preface

For fifty years, the GED tests have served an important social function in NorthAmerican society. Starting as a mechanism for recognizing the learning accomplishmentsof military personnel after World War Two, the tests expanded rapidly into the civiliansector. In recent years, roughly one out of seven diplomas awarded in the United Stateshas been based on performance on the GED tests. Obviously, there was--and is--apressing need for a "second chance" diploma in our democracies. Without such an option,millions of adults would pay a permanent penalty for decisions made in their youths.

Those of us involved in adult literacy education understand how deeply the GEDtests affect the lives of adult learners. Although the American Council on Education isscrupulous in asserting that the GED program is not an instructional program, in reality, thecontent of the tests clearly serve as the de facto curriculum of much of the adult literacyeducation that occurs in the United States. Most literacy educators can tell dozens of storiesabout the GED's impact on the lives of individual learners. For good or bad, millions ofadults carry with them the stigma ofdropout. They enter literacy programs feelingsomehow less than whole--too often defining themselves, not in terms of their manyaccomplishments, but in terms of the one thing they did not do: finish high school. And, ifthese adults are able to meet the difficult challenge of the GED tests, they strut--absolutelystrutacross the stage at the GED graduation ceremonies that occur across this continent.

Anyone with an iota of sense knows that the GED is not a panacea for troubledlives. In the same way that undereducation in America cannot be explained by any onefactor, the consequences and correlates of undereducation cannot be eliminated by anysingle event, no matter how profound. Passing the GED tests does not, in and of itself, getanyone a job, make anyone a better parent, or bring about the many other changes thatseem to happen with regularity after GED graduation. Rather, it is the graduatesthemselves who make these things happen, through their own efforts and their new-foundself-confidence. The GED diploma can remove certain very real barriers to such changes,but the most profound barrier it removes is the self-limiting beliefs of many high schooldropouts.

Even though no reasonable educator expects the GED to work miracles, manyeducators were alarmed when, in late 1991, certain news began to circulate among thecommunity of adult educators whose efforts are affected by the credibility of the GED tests.A new study out of a high-powered research institution reported fiat, with respect toearnings, GED graduates performed more like dropouts than like traditional high schoolgraduates. What made matters worse was the seemingly vicious slant of early drafts of the

report. Claims were made that a GED diploma was incredibly easy to obtain--somethingthat made little sense in light of the rigorous norming procedures used by the tests'developers and the experiences of students and teachers across this continent. Moreoverthe language and tone of those early drafts were unblushingly unscholarly: In one version,we were told that even the GED could not make "a silk purse out ofa sow's ear."

Though I'm enough of a scholar to accept unpleasant findings, I'm also enough ofan adult education advocate to sense when researchers' unarticulated agenda is to attack thevery existence of social programs in our notoriously unequal society. On behalf of all thesow's ears out there--mz ny of whom are now clearly silk purses--I felt a real sense ofanger. And, as a researcner who is reasonably familiar with a large number of GEDfollow-up studies with positive results, it seemed strange to me to afford so much attentionto a single study--based on a single population at one point in timesimply because itcarried discouraging news.

After some thought, I approached the staff at the GED Testing Service with amodest proposal. The proposal was not to attempt to refute the new study or to attempt todiscover flaws in the methodology; others had already done that marvelously well.Instead, I reasoned that, for many years, people had been studying outcomes of the GEDgraduation. Unfortunately, many of these studies were reported in fugitive documents--unpublished theses and dissertations, project reports, program evaluations, and so on. Itseemed to me that the surest way for a person to determine the worth of a GED diplomawas to look at a large number of studies rather than to rely on any single one.

This bibliography, and the accompanying collection of research reports, are theend-result of my proposal to the GED Testing Service. In the planning stages, the leadauthor on this work, Mark Johnson (himself a former sow's ear), and I were quickly facedwith the need to choose among the many pieces written about the GED tests on a host oftopics. We developed the following criteria to guide us in deciding which pieces to include:

-In order to be included here, a document had to focus on outcomes of GEDgraduation. Notably absent here are the many studies treating the acceptance of aGED credential by employers and colleges.

-In order to be included here, a document must present some form of empirical,research-based evidence concerning the outcomes ofGED graduation. Thus,polemical essays and the many, many GED "success stories" that have beenpublished are not covered in this work.

Ill

-In order to be included here, a document must be a primary research report ratherthan a secondary commentary on someone else's research. We violated this criteriaonce or twice, but always with a reason. FoT: example, Passmore's excellentcritique of the methodologies used in GED follow-up studies simply seemed toorelevant to exclude.

When we started the project, we predicted that there might be as many as threedozen such research reports in this area. Ultimately, this was a serious underestimation,but we found this out only because of the thoroughness of Mark's work. He spent longhours searching computer databases, ransacking the vertical files at GED Testing Service,calling university libraries and state departments, and generally engaging in a free-form,scavenger hunt to locate every relevant document available. Ultimately, of the more thanone hundred "candidate documents" seriously considered for inclusion, fifty-seven met theabove-stated criteria for inclusion.

As will be seen, this bibliography includes a separate entry for each of these fifty-seven pieces. As was the case with the searching, Mark did the lion's share of critiquewriting; if he was the critic, I was the critic's critic, offering occasional advice as needed.In preparing this work, we relied heavily on the computer expertise of Baiyin Yang, theeditorial skills of Tom Rutkowski, and the ever-reliable clerical support of Linda Chesterand Denise Collins.

Despite the fact that, as the foregoing paragraphs make pretty obvious, we arehardly disinterested with respect to the credibility of the GED tests, the bibliography is notintended to be polemical in nature. Rather, it represents an attempt to critique each work onits own merits, summarizing the essence of each research mport and highlighting what webelieve to be its strengths and weaknesses. Anyone reading this bibliography is urged toconsult the original research documents, all of which are contained in the "mini-library" wecompiled during this project. The mini-library is housed at the GED Testing Service inWashington, DC.

The research critiqued here represents a very mixed bag. Very little of it is "highscholarship." Here are some of the more common flaws found in many of these studies:

1. Studies were often conducted by researchers interested in demonstrating thesuccess of the GED program; the biases, both subtle and blatant, that result cannotbe ignored. This would tend to inflate GED outcomes.

2. Many, if not most, of the studies suffer from problems with response rate;systematic response bias in favor of the GED program is a distinct possibility.

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3. Many of the studies (including my own) employ self-report data. Socialdesirability could easily result in an overestimation of GED outcomes.

4. Many of the studies employ samples small enough or specialized enough to ruleout any attempt at true generalizability.

5. Follow-up researchers are often confronted with the dilemma of when is the besttime to collect outcome data. On one hand, they want to allow enough time forbenefits to accrue. On the other hand, even one year after graduation, graduates canbe difficult to locate. Most research reported here used short enough timeframes tosuppress meaningful outcomes.

6. The way in which certain survey questions are asked often results in theunderestimation of outcomes. I illustrate this in the outcome study 1 did withGordon Darkenwald, which is listed in the bibliography. When we asked a sampleof graduates if they now set a better example for their children, 49.5% said that theydid. However, only 50% of the sample had children. The more meaningfulfinding is that 99% of respondents with children said they now set a better examplefor them. Unfortunately, many researchers will not report how many respondentwere eligible for a given benefit when they report the percentage who obtained it.This frequently happens with "finding a job" and "getting off of public assistance."

So, after reading all of these studies, what might one conclude? Look at it this way:Given fifty-seven flawed tests, the GED passed at least forty of them with flying colors.For me, at least, that's enough to override the flaws of individual studies and convince methat some very positive things are happening in the lives of GED graduates. But thenagain, I already knew that.

v

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Tom Valentine

Athens, Georgia

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TABLE OF CONTENTS

Docwnent Page

1. The Comparative Achievement of Veterans Admittedto Indiana University on the Basis of the GeneralEducational Development Tests and a Selected Groupof Other Indiana University StudentsD'Amico, L. A., 1953

1

Conclusions and Recommendations on a Study ofthe General Educational Development TestingProgramTyler, R. W., 1956

3

3. The General Educational Development (GED) HighSchool Equivalency Program in ColoradoPipho, C. C, 1965

5

4. The academic performance of students admitted onthe basis of the General Educational DevelopmentTests to the Middle Tennessee State UniversityFugate, C. W., 1972 7

5. Achievement and Dropout Rates of GED Studentsand High School Graduates from Alabama JuniorCollegesHannah, W. C., 1972 9

6. The Non-high School Graduate Adult in College andHis Success as Predicted by theTests of GeneralEducational DevelopmentSharon, A. T., 1972

11

7. A comparison of the Educational Success of GEDRecipients and Traditional High School Graduates inSelected Areas at Wilkes Community College (NorthCarolina).Byrd, F., Hayes, E., Hendix, J., & Simpson, D.,1973

13

8. Perceptions of the College of Lake County's G.E.D.Program As Seen By Former Students and AreaEmployersMally, N., & Charuhas, M., 1977

15

9. Performance Analysis of Students Admitted to U-WStevens Point on the Basis of the GeneralEducadonal Development Examination of HighSchool Equivalency Focus: 1976-77 and 1977-78Larsen, J. A. , 1979

17

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10. A Report of an Adult Education Client Impact Study:A Five Year Follow UpMoore, L. H., 1980 19

11. Follow-Up Study of 1980 GED GraduatesJantzen, L., & Quigley, A., 1981 21

12. Investigation of the Post-secondary Performance ofAdult High School Diploma Graduates and GEDEquivalency Graduates in a Two-year InstitutionMcLawhorn, K. B., 1981 23

13. Three Studies of General Educational Development(GED) Students 1971-1981Swarm, C'. C., 1981 25

14. A Study of the Relationship Between EducationalCredentials and Military Performance CriteriaElster, R. S. , & Flyer, E., 1982 27

15. A Follow-up Study of Adults Who WereAdministered the General Educational DevelopmentTest in Kentucky During 1976Moore, L. H., 1982 29

16. GED Graduate StudyMoraine Valley Community College, 1982 31

17. Longitudinal Comparison of GED and High SchoolGraduate'S Post-secondary Educational SuccessWilett, L. H., 1982 32

18. After the GED tests Postsecondary EducationEnrollment Patterns and Perceptions of GEDExamineesBehal, E. L., 1983 34

19. Acceptance of General Educational Development(GED) in Hiring Policies of Denver Area EmployeesCarson, B. W., 1983 36

20. After the GED tests Employment and TrainingActivities of GED ExamineesCervero, R. M., & Peterson, N. L., 1982 38

21. A national survey of GED test candidatespreparation, performance and outcomesCervero, R. M., 1983 40

22. A national survey of GED test candidatespreparation,performance and outcomesCervero, R. M., 1983 41

vi i

23. High School Equivalency and High School DiplomaStudents at Brandon University: A Comparison ofAcademic Success.Co lert, S., 1983 42

24. What is a GED Worth?King, J. & Meeker, R., 1984 44

25. Educational and Occupational Activities of GED andConventional High School Graduates in FloridaLadner, R. A., 1984 46

26. Characteristics and Performance of Recruits Enlistedwith General Educational Development (GED)CredentialsMeans, B. & Laurence, J. H., 1984 48

27. Impact of the Successful Completion of the GED onCandidates and Their EmployersThiele, J. E. & Sloan, C. A., 1984 50

28. What's Happened to the 4 Million People Who HaveTaken the GED Tests Since 1980? A review ofnational and statewide follow-up studiesMalizio, A. G., 1985 52

29. Maryland GED Graduates Changes in Education.Employment, and Perceptions of Self-WorthReed, N. V., 1985 54

30. Perception of program benefits ABE/GED inWashington State: A follow-up studyThomps,n, H. G., 1985 56

31. Benefits and Disappointments from Participation inthe Alberta High School Equivalency ProgramCabol, B. C., & Maguire, T. 0., 1986 58

32. Continuing Research on the General EducationalDevelopment Examination Florida ProgramGrise, P. & Klein, J., 1986

61

33. Performance of GED Holders Enrolled at theUniversity of Wisconsin's Thirteen Campuses:1979-1985Quinn, L M., 1986

63

34. Are GED Holders Ready for PostsecondaryEducation?Quinn, L. M., & Haberman, M., 1986 65

35. The Benefits of GED Graduation and a Typology ofGraduatesValentine, T. & Darkenwald, G. G., 1986 66

viii

36. Continuing Research on the General EducationalDevelopment Examination Florida ProgramGrise, P. & Klein, J., 1987 68

37. Military Enlistment Policy and EducationalCredentials Evaluation and ImprovementLaurence, J. H., 1987 69

38. A Study of Enrollees at Casper College for the FallSemester, 1986, Who Were Admitted as HighSchool Equivalency Holders Rather Than asStudents Who Were Awarded a High SchoolDiplomaMeans, R., 1987 71

39. A Study of the Impact of the GED Diploma inRelation to Recipient's Self Esteem, Upward JobMobility, Education and Training Activities Influencein the Family Unit, and Earning PotentialMiller, K. R., 198, 73

40. Employment of Young GED RecipientsPassmore, D. L., 1987 75

41. Study on the Relationship Between Completion ofthe General Educational Development Tests andContinuance on Public AssistanceWebb, J. D., & Scheideman, G., 1987 77

42. The GED Certificate as an Alternative Credential inthe U.S. Army Enlistment ProcessLyle, B., 1988 79

43. Follow-up of GED Completers: An Analysis of EightStudies in the U.S. and CanadaSabino, M. J. & Seaman, D. F., 1988 81

44. A Follow-up Study of 1987 GED Graduates inMississippiBox, W. C. & Thomas, E. L., 1989 83

45. A Mandate for the 90's Research on Success ofGeneral Educational Development (GED) Rec:--;entsin Higher EducationTurner, A. P., 1989 85

46. Labor Supply of Young GED RecipientsOlsen, N. K.,& Passmore, D. L., 1989 87

47. Does Obtaining a GED Affect Employment andIncomeOlsen, N. K., & Passmore, D. L. , 1989 89

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48. The Relationship Between Benefits from a GEDCertificate and Age Group (Life Cycle Phase) of theRecipientKillpatrick, P. T., 1990 90

49. Success Study GED Certificate Students in NewBrunswick Community College ProgramsNew Brunswick Department of Advanced Educationand Training, 1990 93

50_ The Value and Impact of the GED Certificate for1987 RecipientsNew Brunswick Department of Advanced Educationand Training, 1990 95

51. The Nonequivalence of High School EquivalentsCameron, S. V. & Heckman, J. J., 1991 97

52. Follow-Up Study of GED Graduates in GeorgiaGeorgia Department of Technical and AdultEducation, 1991 99

53. A Study of Differences in Employment, Salary, andEnrollment in Post-Secondary Education Associatedwith Completion of the General EducationalDevelopment (GED) ExamGoodwin, J. A., 1991 101

54. Follow-up Study of 1989 GED recipients inWisconsinHayes, E. D., 1991 103

55. Estimating the Impact of the Increased EarningsCapacity From a Secondary Education on the FutureWelfare Recipiency of Female DropoutsMaloney, T, 1991 106

56. Estimating the Returns to a Secondary Education forFemale DropoutsMaloney, T., 1991 108

57. What Has Happened to Iowa's GED Graduates?Final ReportIowa Department of Education, 199) 109

APPENDIX

Author Index 111

Subject Index 114

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The Comparative Achievement of Veterans Admittedto Indiana University on the Basis of the GeneralEducatiunal Development Tests and a Selected Groupof Other Indiana University Students

Author(s) D'Amico, L. A.

Date 1953

PublicationInformation

Overview

Methodology

Unpublished doctoral dissertation, IndianaUniversity.

The purpose of this study was to investigate theacademic achievement of veterans admitted to IndianaUniversity on the basis of the GED and comparethem with regular high school graduates.

The study was carried out by an analysis of datarelating to the academic achievement of 307 maleveteran GED graduates and 307 regular high schoolgraduates admitted to Indiana University fromFebruary, 1946 to September, 1950. The data weregathered from the records of the universitydepartment of admissions and records. Meanunweighted grade point averages (MUGPR) wereobtained and compared in relation to intelligencequotient, size of home town, time lapsed since lasthigh school attendance, age, and university programin which enrolled.

The study used measures of correlation to determinethe relationship between: (a) the standard scores oneach of the five GED tests and the MUGPR in eachof five college subject areas, (b) the average GEDtest battery scores and MUGPR on the five relatedcollege subject areas, and (c) the relationshipbetween the average test battery standard scores andMUGPR in all college subjectf taken by the GEDstudents.

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Summary of On the basis of the data gathered theFindings author found that:

1. The GED group tended to havesignificantly lower MUGPR than the non-GED group.

2. Approximately 41% of the GED studentsand 34% of non-GED students did notprogress beyond the first year of college.

3. Both groups earned MUGPRcorresponding to "c" or better in Arts andSciences, Business, Education and otherschools. One exception was in the school ofHealth, Physical Education, and Recreationwhere both groups earned unweightedMUGPR's slightly below "C".

4. The nort-GED students attained morecollege degrees (54)% than GED students(46%). (p.96-98)

On the basis of the data gathered the authorconcluded that while entrance to college based ontraditional high school attendance is the desiredpractice, college admission to older and more matureadults based on GED results is an acceptablepractice.

Critique of This study was one of the first to examineStudy comparative data on the achievement of GED andtraditional high school graduates in postsecondaryeducation. The GED population was limited to maleveterans at one institution. The study may be usefulto those interested in the outcomes of the GED, bothfrom an empirical and historical point of view..


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Conclusions and Recommendations on a Study ofthe General Educational Development TestingProgram

Author(s) Tyler, R.

Date 1956


Overview

Methodology

Washington D.C.: American Council onEducation.

The purpose of this study was to gather dataregarding the status of the United States ArmedForces Institute (USAFI) testing program. Becausethe GED tests were the most widely used of these,the primary focus of the study was on them. Thegoal of the study was not to suggest ways ofimproving the program, but to turn over the findingsto the American Council on Education (ACE). ACEwould then evaluate the data and makerecommendations concerning procedures to improvethe testing program for both service personnel andcivilians.

The data in this study were gathered in a variety ofways. The Tyler Fact-Finding group relied on themilitary, secondary and higher education institutions,industry and business, and their own surveys tocompile the report.

3


Iwo

SM. Summary ofFindings The fmdings of this study, in terms of education and

employment, were positive. The study found that47% of the examinees in 1954 took the tests foreducational purposes and 38% for furtheremployment quAiification. While there are many factsand figures available from this study, some of itssignificance may lie in the repeated warnings thatwhile the GED provides a "valid means of measuringcompetence of the non-high school graduate at thehigh school level"(p.19) it is not the same as a highschool education.

Critique of This study was a major undertaking at aStudy relatively early stage of the development of thezpEDprogram. The extensive overview of the programprovides a historical context for those interested inthe GED in general and outcomes in particular.

4The University of Georgia

Deportment of Adult Education


Title The General Educational Development (GED) High SchoolEquivalency Program in Colorado

Author(s) Pipho, C.C.

Date 1965


Overview

Unpublished Doctoral Dissertation, Colorado StateCollege, Greeley.

The study conducted a formal evaluation of the GED HighSchool Equivalency Certification Program in Colorado. Theoriginal intent of the GED Program was to help service menand women receive high school credit for their serviceexperience. By the time of this project the program wasprimarily serving civilians. Because of this change inpurpose it was deemed appropriate that a study be conductedin order to help determine the future of the program.

Methodology The study was divided into four sections using the followingdata collection methods:

1. A follow-up survey of 369 people who received ahigh school equivalency certificate using six selectedresponse items related to current use of thecertification.

2. A survey of the amount of success experienced by169 equivalency certificate holders in vocational andindustrial jobs and 279 equivalency certificateholders in college conducted through employerpersonnel departments and college admissions andrecords offices.

3. A historical survey of the growth and changes inthe program.

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4. A statistical comparison of 483 GED examineesincluding a point bi-serial correlation ofage and lastgrade completed to passing or failing the test battery,Pearson product-moment correlation, and a factoranalysis of the seven variables (continuous) of age,last grade completed, and scores on the five GEDtests, and a discriminate analysis of all subtestsagainst sex and last gra-.1e completed separated bysex. (pp.v-vi)

Summary On the bwis of the data gathered the author found theof Findings following

1. Colorado residents used the GED for job purposesand perform as well as high school graduates in thesejobs.

2.The success of GED graduates in college waslimited (approximately 20% of GED graduates whoenrolled in Colorado colleges were able to graduate).(p. vi)

Critique The six selected response items related to current useof Study of the GED certificate on the follow-up survey combinedwith the demographic information solicited provideinformation that was scarcely available in 1965. Therelatively short time between certification and the survey (sixmonths) may limit the value of the data derived. Thedescriptive and exploratory surveys conducted of collegesand employers yielded relevant data to the questions ofacademic and job success related to the high schoolequivalency certification through the GED.

This study is valuable in several ways; it reviewed the workdone up to that point that related to outcomes of the GED, itprovided groundwork for future studies on the subject, andit may have provided a rationale for the transition of the GEDfrom a primarily military/veterans related program to themore inclusive program of today.


Department of Adult Education

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The academic Performance of Students Admitted on theBasis of the General Educational Development Tests to theMiddle Tennessee State University

Author(s) Fugate, C.W.

Date 1972


Rationale

Methodology

Summaryof Findings

Unpublished Doctoral Dissertation, Universityof Mississippi.

The study examined the academic performance of successivefreshman classes admitted to the Middle Tennessee StateUniversity from 1946 to 1966 based on satisfactoryachievement on the GED tests.

The study was carried out by an analysis of data relating tohow well GED and non-GED students performedacademically. The study population included 490 GEDbased admissions from a total of 19,504 students. Theresearcher presents 18 detailed questions answered byanalyzing the data. Included in those questions are: whatpercentage; graduated in four years, were enrolled five ormore years after admission, achieved a "C" average, wereplaced on probation or suspension, and were eligible to re-enroll but and failed to. These questions were consideredboth by each entering class and by total GED population.

The study found that of the total study population of 490GED Graduates:

1. 25.1% graduated,

2. 23.9% were placed on probation or suspension,

3. 53% achieved a "C" average or better,

4. 51.4% of those who left the institution failed tore-enroll though eligible to do so.

7T t University of Georgia



Critique The methodology of this study appears to be sound;of Study access to the academic records of both the study populationand the entire student population provided data that wereuseful.

For the purpose of considering the outcomes of the GED,this study provides accurate data with detailed questions.The twenty-two year time frame within which this study wasconducted allowed a valuable overview from both astatistical and historical perspective.

The major weakness of the study was the failure to provideinformation needed in order to compare the study populationto the general student population. The absence ofcomparative data makes this study difficult to interpret.

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Achievement and Dropout Rates of GED Studentsand High School Graduates from Alabama JuniorColleges

Author(s) Hannah, W.C.

Date 1972


Overview

Methodology

Summary ofFindings

Doctoral dissertation submitted to Mississsippi StateUniversity, State College, Mississippi.

This study sought to determine if there weresignificant differences in the grade point averagesand dropout rates of Alabama Junior Collegestudents who were admitted on the basis of the GEDand a high school diploma.

This study was conducted by collecting data onstudents admitted to three Alabama Junior Collegesfrom 1965 through the 1970-71 school year.Following a search of the registrars' records at thethree schools it was determined that 1,745 GEDstudents and 35,797 high school graduates (HSG)had been admitted during the six-year time frame. Arandom sample of 300 GED and 300 high schoolgraduates was chosen. These students' academicrecords were examined for grade point averages andto determine dropout rates.

The data gathered in this study were analyzed byseveral methods including the least squares analysisof variance method, Duncan's Multiple Range Testand Chi Square.

On the basis of the analysis of data, the author foundthe following:

1. Evidence was found, when mean GPA'sof GED and HSG junior colleg studentswere compared at the end of one year ofattendance, that there was no significantdifference between the means.



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2. Analysis of variance techniques, whenapplied to mean GPA's at the end of twoyears, produced significant differences. TheGPA's of GED students were significantlyhigher than those of the HSG students.

3. The proportion of HSG students whodropped out of school (.60) by the end of thefirst year was significantly higher than that ofthe GED students (.47). The Chi Squarecomparison of these two groups resulted in asignificant F ratio. Therefore, the dropoutrate was significant.

4. The percentage of HSG who dropped outof school after two years of attendance wassignificantly different. The Chi Squarecomparison of dropout rates between thesegroups resulted in a F ratio which was notsignificant.

The author concludes "that the GED certificate is avalid substitute for a high school diploma as acredential for admission to the junior colleges inAlabama if GPA is accepted as a criteria forachievement" (p. 74).

Critique of This study was well conducted and examined aStudy sizeable study group over a relatively long period oftime. Then author notes that the conclusions areapplicable only for students enrolled in juniorcolleges in Alabama.

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2.The University or Geortia


Title

Author(s)

Date


Overview

Methodology

Document 6Page I of 2

The Non-high School Graduate Adult in College and HisSuccess as Predicted by the Tests of General EducationalDevelopment

Sharon, A.T.

1972

Princeton, NJ: Educational Testing Service. (ERICDocument Reproduction Service,No. ED 064 306).

This study examined the success of non-high schoolgraduates in college as predicted by the GED tests. Thestudy had three major objectives:

1. To describe the background and experience ofnon-high school graduates who enroll in a college onthe basis of their GED test scores.

2. To determine the validity of the GED test batteryfor predicting the success of non-high schoolgraduates at a variety of institutions.

3. To identify the advantages and problems createdby granting admission to college by means of theGED tests. (pp. 2-3)

The study sought to gather information from institutions ofhigher learning that admitted substantial numbers of studentsbased on GED test scores. A total of 111 colleges anduniversities were invited to participate and 40 of thosecooperated. These institutions were asked to provide thename, address, date of admission, GED test scores,Scholastic Aptitude Test scores, and cumulative grade-pointaverages for all students admitted with GED test scoreswithin a two year period prior to the request. A survey wasmailed to 1,367 with 538 responding for a response rate of39%. The survey included questions on biographic anddemographic information, including information onexperiences with the GED and attitudes toward social issues.No sample of the survey instrument is included in the report.

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In addition to the survey, 30 students were included in in-depth, structured interviews with open-ended questionsconcerning background, experiences with the GED program,experiences in college, and future plans.

Summary The author is careful to note the modest response rateof Findings (39%) while drawing several conclusions from the datagathered. The primary effect of taking the GED for the non-traditional student was the elimination of a barrier toenrollment in higher education. In addition the test wasfound to affect some of the students' college, major field,and career.

Critique The methodology applied in this study was an attemptof Study to improve on research efforts made in. this area prior to1972. The author points out that early research was generallyconfined to one institution and that it was difficult togeneralize across these studies for purposes of comparison.The study does provide information relevant to theconsideration of the outcomes of the GED. The access toformal higher education a the prominent outcome as are theselection of a major, choosing a career, helping them get ajob, earning more money, and increasing their self-confidence and sense of accomplishment.

The inclusion of the survey instrument would have addedclarity to this study. While tables are provided for theconsideration of various information, the summary ofoutcomes or "effects" are presented largely in natTative form.

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The University or GeorgiaDepartment of Adult Education

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Title

Author(s)

Date

Publication

Overview

Methodology


A comparison of the Educational Success of GEDRecipients and Traditional High School Graduates inSelected Areas at Wilkes Community Colle2e (NorthCarolina)

Byrd, F., Hayes, E., Hendix, J., & Simpson, D.

1973

Practicum presented to Nova University. (ERICDocument Service No. ED 100 439).

The purpose of this study was to determine if therewas a significant difference in the performance levelof high school GED graduates and regular highschool graduates at Wilkes Community College from1966 to 1972.

The study was conducted by identifying all GEDgraduates admitted to Wilkes Community Collegefrom June 1966 to November 1972 and a randomsample of traditional high school graduates admittedduring the same period. The academic records ofthese students and data sets derived by combiningreading placement scores on the Nelson-DennyReading Ability Test and grade point averages inEnglish and Mathematics 111 were used in the study.

A total of 311 GED graduates were identified and arandom sample of 50 traditional high schoolgraduates who had taken the Nelson-Denny test andMathematics and English 111 was drawn. The datawere analyzed by examining differences in meanscores and frequency distribution charts andhistograms were made for each set of data. Finally at-test was used to analyze each set of comparativedata.

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Summary ofFindings

Critique ofStudy

-D0eument:--.7:...

On the basis of the data. gathered thefollowing findings wcre made:

1. In analyzing the mean scores by using a t-test set at the .05 level of significance therewere no significant differences in the threecomparison areas.

2. The researchers found that both GED andregular high school graduates would benefitfrom reinforcement in skill needs in the threetested areas.

The methodology of this study appears tobe sound. The use of the term "transfer student"onpage 10 conflicts with other descriptions of thetraditional high school graduate described throughoutthe study.

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The UnlversIty of GeorgiaDepartment or Adult Educal ton

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Title

Author(s)

Date

DocumentPage 1 of 2 .

Perceptions of the College of Lake County'sG.E.D. Program As Seen By Former Students andArea Employers

Many, N. and Charuhas, M.

1977


Lake County College, Grayslake, Illinois 60030(unpublished report). (Eric Document ReproductionService No. ED 161 471).

Overview

Methodology

Summary ofFindings

The study was conducted as an informal evaluationof the Lake County College GED preparationcourse.

The study included a survey of all students ennlledin the Lake County College GED preparation class in1975 and a survey of Lake County employers. Atotal of 331 questionnaires were mailed to formerstudents and 85 were returned for a response rate of26%. In addition to the student survey, 100employer surveys were mailed and 26 were returnedfor a response rate of 26%. The data collected wereused to draw conclusions about student attitudes andemployers acceptance of the GED in Lake County.

Based on the data gathered, the authors concludedthat all of the employers accepted the GED as asubstitute for a traditional high school diploma whenhiring. In addition, the student respondents felt thatthe acquisition of the GED had helped them to gainfurther education, to fmd a better job, and toincrease in their self esteem.

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The University of GeorglaDepartment of Adult Education

Doetiment'P 8Page 2 of.2

Critique ofStudy The study was conducted for the purpose of

program planning and development and notspecifically towards detelmining outcomes of theGED. There are elements in both the student andemployer surveys that are relevant to outcomes andwhich may be of interest. This study was intendedas an inststutional report rather than a highlypolished research report. It is included in thisbibliography because of the high response rate fromformer students and the responses from bothstudents and employers are relevant to the issue ofoutcomes.

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The University of GeorgiaDeportment of Adult Education

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Title

LPagocument 9e 1 of 2

Performance Analysis of Students Admitted to U-WStevens Point on the Basis of the GeneralEducational Development Examination of HighSchool Equivalency Focus: 1976-77 and 1977-78

Author(s) Larsen, J.

Date 1979


Overview

Methodology

A report prepared for the Office of UndergraduateAdmissions, University of Wisconsin-Stevens Point.

The purpose of this study was to examine theacademic performance of new students admitted tothe university based on the GED tests. Twoquestions guided the research:

1. Have these students been successful inmeeting minimal academic standards?

2. Is there a significant cut -off compositescore on the GED which predicts success forhigher scores and failure for lower scores?

This study was conducted by examining thetranscripts of the 33 students admitted to theUniversity of Wisconsin-Stevens Point during the1976-1978 academic years on the basis of the GEDtest scores. The data gathered in this study wereanalyzed and compiled into tables.

Summary of On the basis of the data gathered in this study theFindings author found the following:

1. A relatively high percentage of the studentsexperienced total academic failure by the endof the first semester in attendance. (40%)

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11110111 Document 9Page 2, of Z

2. Those who achieved a first semester gradepoint ratio of 2.00 or better tended tocontinue, and to maintain a high cumulativegrade point ratio, close to 2.00, many timeshigher than 2.00.

3. A score of 235 (total GED score) was adividing line in the measurement of academicsuccess during the important first semesterfor the students admitted under this program.(P. 13)

Critique of This study was conducted as an internal report forStudy the university. The author notes that the sample wassmall and the time span of the study was verylir..ited.

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Title A Report of an Adult Education Client ImpactStudy: A Five Year Follow Up

Author(s) Moore. L.H.

Date 1980

Publication Murray State University. Murray ,Kentucky.Information (ERIC Document Reproduction Service No. ED 208250).

Overview

Methodology

The study sought to obtain data to determine thestatus of GEL graduates with respect to; (a)employment, (b) community activities, (c) benefitsfrom the GED, and (d) further education attempted.

The survey instrument consisted of demographicinformation, 31 selected response items, and asection for comments and questions. The surveywas mailed to 491 Kentucky GED graduates asidentified by the GED testing centers in Paducah andMurray, Kentucky; of the surveys mailed, 254 werereturned as undeliverable, 136 were not returned,and 101 were returned in completed form for anadjusted response rate of 28%. The surveyinstrument is included. An analysis of data forindications of employability, productivity, andresponsibility was completed. Analysis consisted ofa frequency distribution and cross tabulations ofselected variables.

Summary of Analysis consisted of a frequency distribution andFindings cross tabulations of selected variables. Nearly two-thirds of the respondents (n=69) were working fullor part time and 46 reported that their successfulcompletion of the GED had improved theiremployment. The productivity of the respondentswas considered to have improved because 26individuals joined a community organization and 66desired further education or training. An increase in

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voter registration and a high (78%) marriage ratewas considered to be an indication that therespondents had become more responsible citizens.

Critique of The study was conducted by using theStudy records of the GED testing centers in Paducah and

Murray, Kentucky to identify the total population of491 GED graduates from 1975. It is unclearwhether the designation, "Adult Students" as usedin the study, indicates that the total surveypopulation was made up of those enrolled in a GEDpreparation course, or all of those who successfullycompleted the GED. The study provides evidencethat indicates that the successful completion of theGED had a positive effect in the areas ofemployment, education, and self-esteem.


41=PII

Docuinent:.11.Page .1 'of '1.

Title: Follow-Up Study of 1980 GED Graduates

Author(s): Jantzen, L., & Quigley, A.

Date: 1981

Publication Saskatchewan, Canada: Department ofInformation Continuing Education, Community Colleges

Branch.

Overview

Methodology

The purpose of the study was to determine howpassing the GED affected the job opportunities, theeducational opportunities, and the personalsatisfaction of graduates of three colleges inSaskatchewan, Canada in 1980. The study alsoexamines the preparation and counseling offered tothe respondents prior to taking the exam.

The study was conducted by mailing questionnairesto 274 GED graduates admitted to two rural collegesand 274 GED graduates admitted to an urbancollege. The total sample of 548 represented theentire GED population of the rural colleges and 50%of the GED graduwes from the urban college. Ofthe 548 surveys mailed a total of 327, or 66%, werereturned.

The survey instrument consisted of 12 selectedresponse items and a section for comments andsuggestions.

Summary of On the basis of the data gathered the authorsFindings found the following:

1. Of the 327 respondents 107 (33%) tookthe GED primarily to increase employmentopportunities, 63 (19%) took the GED toincrease educational opportunities, 150(46%) took it for personal satisfaction, and 7(1%) took it for unstated reasons.

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The Univers Ity of GeorgiaDepartment of Adult EducatIon

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2. Of the 107 respondents who indicated thatincreased job opportunities was their primaryreason for taking the GED, 39 (36%) said ithad improved their job prospectsconsiderably. In addition, 23 (21%)indicated that passing the GED helped themget a better job and 25 (23%) said it helpedtheir job promotion prospects.

3. Of the 63 respondents who indicated thatincreased educational opportunities were theirprimary reason for taking the test, 16 people(25%) expected increases in their chances forentry in a community college and 22 (35%)said their educational plans had changedconsiderably or a great deal since attainingtheir GED.

4. Of the 150 respondents who chose selfsatisfaction as their primary reason for takingthe GED 120 (80%) said their confidence inthemselves had increased and 108 (72%) feltthat it was a major step in their lives.

Critique of The methodology in this study appearsStudy sound, the 66% response rate is higher than manyoutcome studies. The format of this documentincludes numerous tables and raw data that may bedifficult to work through. The demographiccharacteristics of the study population may lead toproblems with generalizability.

2 2The University of Georgia

Dcpartrnenl of Adult Education

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Title

Author(s)

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Investigation of the Post-secondary Performance ofAdult High School Diploma Graduates and GEDEquivalency Graduates in a Two-year Institution

McLawhorn, K.B.

1981

Publication A report to the administration , SoutheasternInformation Community College, Whiteville, N.C. (ERIC

Document Reproduction Service No. ED 203 042).

Overview

Methodology

The purpose of this study was to compare GEDrecipients with graduates of the Adult High SchoolDiploma program at Southeastern CommunityCollege.

The study was conducted by mailing a questionnaireto 75 of the 161 GED graduates at SoutheasternCommunity College from 1977-1979; 39 responseswere received for a response rate of 52%. Thesurvey instrument consisted of ten items measuringpossible reasons for choosing one of the high schooldiploma programs and one open-ended questionconcerning personal and educational goal attainmentwas included. In order to compare GED graduatesand high school graduates, the grade point averages,type of program, and college graduation rates of bothgroups were gathered from the college office ofadmissions and records.

Summary of Based on the data gathered, the authorsFindings found the following:

1. Students chose the GED program forreasons of personal satisfaction, no study timeelement, and short term convenience.

2.The Adult High School Diploma graduatehad a slightly higher GPA, 2.58, than did theGED graduate, 2.21. (p.16)

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The University of GeorgiaDeportment or Adult Education

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Critique of This study did not specifically addressStudy GED outcomes, but the two items mentioned in the

summary of findings may be of interest to thoseconsidering this issue.

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Document 13Page .11 of 2

Title: Three Studies of General Educational Development(GED) Students 1971-1981

Swarm, C.C.

1981

Author(s):

Date:


Overview

Methodology

(ERIC Document Reproduction Service,No. 211 696).

Although this paper deals with three studies only oneis described in depth. Study #3 (in this document)sought to determine the ability of GED graduates tosucceed in college.

A survey was mailed to GED graduates attendingcollege in 5 states. It is reported that of the 981surveys mailed, 56% responded to the questionnaire.Although the survey instrument was not providedAppendix I catalogs 21"traits" that were investigated.These included demographic, employment, andeducational characteristics.

Summary of As a result oft he data gathered in these studiesFindings the following was found:

1. 48% took the GED and enrolled in collegefor reasons of personal satisfaction, 23.3% tofulfill employment prerequisites, and 28.7%for job promotion.

2. Nearly 70% indicated they wereperforming at "c" level or better.

These findings led the author to conclude that "GEDstudents overall do not appear to be educationallydisadvantaged ...and that they are comparable tostandard high school graduates" (p. 21).

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Critique This study is problematic in a number ofof Studyways. It is unclear as to who authored which of thethree studies included, there is sparse informationabout the methodology and analysis of the data, andthe conclusions are difficult to interpret. Theresponse rate was good but the lack of detail in thedocument makes it difficult to judge the research.

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TitleA Study of the Relationship Between EducationalCredentials and Military Performance Criteria

Author(s) Elster, R. & Flyer, E.

Date 1982


Overview

Methodology

Report No. NPS54-82-008. Monterey, CA: NavalPostgraduate School.

This study compared high school graduates,GEDcertificate holders, and non-high school graduateswith respect to behavioral and performance criteriaavailable during initial tours of active duty.

Predictor data were obtained from militaryenlistment and Job Corps data files containinginformation on all enlistees. Criterion variables wereobtained from DOD historic data bases that show thestatus of active duty personnel every calendarquarter. Criteria included attrition, advancement, andretention information available in these records at theone, two, three , and four year service marks.Analysis was performed by sex, race, and aptitudelevel.

Summary ofFindings:

On the basis of the data gathered the authors foundthe following:

1.Average scores on the Armed Services dVocational Aptitude Battery (ASVAB) werehigher for GED holders and high schoolgraduates that for non-graduates. The averagescores of high school graduates were higher onacademically oriented subjects but lower onvocationally oriented subjects than the GEDgraduates.

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2. GED holders and high school graduates weremore often assigned to mechanical and electricaloccupations while non-high school graduateswere most often assigned to combat-orientedoccupations

3. On average high school graduates fared betterin terms of pay grade than did GED holders.GED holders in turn attained a higher pay gradethan did non-high school graduates.

4. About 50% of entering groups of GEDholders leave the military by the end of threeyears of active duty. This rate is similar to thatof non-high school graduates and much morethan that of traditional high school graduates.5. Statistically controlling for mental abilitybased on ASV AB scores does not eliminate thedifferences in attrition rates among groups. (pp.v-2 - v-9).

CritiqueThis was a highly detailed study conducted for theOf StudyArmed Forces of the United States. Themethodology appears very sound and the reportingof the analysis of data is comprehensive and clear.

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The University 0, aeorgiaDepartment :at Adult Education

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Title

Author(s)

Date


A Follow-up Study of Adults Who WereAdministered the General Educational DevelopmentTest in Kentucky During 1976

Moore, L.

1982

Publication Murray, KY: Murray State UniversityInformation (ERIC Document Reproduction Service No. ED225 583).

Overview

Methodology

The purpose of this study was to measure the impactof involvement with the GED program on Kentuckyadults who were administered the tests in 1976.Unlike many GED studies this project sought tomeasure the impact of taking the tests on bothsuccessful and unsuccessful GED candidates'completion. The study also sought to measure theimpact of adult education programs on the GEDcandidate.

In order to measure the impact of the GED programon both successful and unsuccessful candidates, thethe researcher identified the two samples. In 1976there were 20,524 adults tested; 13,060 receivedGED credentials and 7,464 did not. The randomselection of the successful candidates was done fromthe Kentucky Department of Education files. Theunsuccessful candidates were identified by a randomcluster sample of the state testing centers.

A total of 660 successful candidates were mailedsurveys and 184 or 28% were returned. A total of557 surveys were mailed to the unsuccessfulcandidates and 85 were returned. The entire surveyincluded 1217 questionnaires mailed with 269responses for a response rate of 22%. The surveyinstrument consisted of 16 selected response itemsand one section for comments and suggestions. Thesurvey instrument is included. A separate coverletter was sent to the successful and unsuccessfulcandidates.

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4 ;)The University of Georgia


Summary ofFindings

DocümentI 15Page 2 of 2

The data were analyzed by composite frequencydistributions of the total group. In addition, thesuccessful and unsuccessful groups were coded forseparation and comparison between the groups.Cross tabulations and chi-square values wereobtained for numerous comparisons using 2x2 tableswith one degree of freedom and a statisticalsignificance level set at the .05 level. (p. 17)

Two hypotheses were tested, one concerningoutcomes and one concerning preparation. Thehypothesis concerning outcomes was stated asfollows:

"If a GED candidate successfully completedthe GED, then a significant difference will beindicated in employment, responsibility, andproductivity when compared with theunsuccessful candidate" (p. 19).

Based on the data gathered in this study theauthors found that:

1. The employment status of the successfulGED candidate is significantly better than thatof the unsuccessful candidate.

2. As measured by voting activities,successful GED candidates are more willing toparticipate in the democratic process than areunsuccessful candidates. (pp.19-28)

Critique of This study was far reaching in its attempt toStudyfollow up not only successful GED candidates, butunsuccessful ones as well. The methodologyappears sound with the exception of the fact that thesurvey instrument was identical for each group. Thedifferential response rate of the two groups isproblematic. The researcher notes that there mayhave been a reluctance to relive a negativeexperience. Had the survey instrument for theunsuccessful group been specifically oriented towardthem, the response rate might have improved.

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TitleGED Graduate Study

Author(s)Moraine Valley Community College

Date 1982

Publication Moraine Valley Community College, 10900Information South 88th Avenue, Palos Hills, Illinois 60465.Overview This study was conducted in order to solicit

information from Moraine Valley CommunityCollege GED graduates about the GED program andits effect on their lives.

Methodology A survey was mailed to 321 GED graduates from theyear 1981, with 163 responses for a response rate of51%. The survey instrument consisted of 14 selectedresponse and 2 open ended response items. A singlequestion yielded data used to draw conclusions aboutthe college GED program. The survey instrumentwas included.

Summary of On the basis of the data gathered, the following wasFindings found: (a) 77.4% reported an increase in selfconfidence, (b) 67% stated that the completion of theGED allowed them to continue their education, and(c) 10% said that it had helped them get a better job.

Critique of This study was not specifically aimed at theStudyissue of outcomes,but the single question regardingthat issue on the survey yielded data that could beuseful in the consideration of that issue.I.

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The University of GeorgiaDepartment of Molt Education

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Document 17Page 1 of

TitleLongitudinal Comparison of GED and High SchoolGraduate'S Post-secondary Educational Success

Author(s)

Date


Willett, L.H.

1982

Adult Literacy and Basic Education, 218-219.

Overview The purpose of this investigation was to determinethe educational success of GED-prepared studentswith high school diploma students who wereadmitted to a two-year public community college.

Methodology This study was conducted by randomly selecting 68GED prepared students and 68 high school diplomastudents from the entering freshman class of 1976 atElgin Community College in Elgin, Illinois. Fourdependent variables were used to compareeducational success:

1. Cumulative grade point average.

2. Graduation rate.

3. Re-enrollment frequency.

4. Earned credit hours.

The data were gathered from the Admissions andRecords department ofElgin Community College.The persistence rates, credit hours completed, andwithdrawal courses of the two samples wereanalyzed. For purposes of further comparison,cumulative grade point averages over a five-yearresearch period were analyzed. Chi-square analysiswas used for all comparisons except the grade pointaverage, which was analyzed using the t-test. Thelevel of significance for both statistical tests was setat 05.

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Summary of As a result of the analysis of data at the end ofFindings the five year research period, the author found thefollowing:

1. There was no statistically significantdifference in the re-enrollment rate for thetwo groups.

2.There was no statistically significantdifference in the number of credit hoursearned by the two groups.

3. There was no statistically significantdifference in the cumulative grade-pointaverages earned by the two groups.

4.There was no statistically significantdifference in the graduation rate of the twogroups.

The author warns of several possible limitations inthe study; (a) there was no control for academicaptitude within the groups, (b) lack of informationabout students who may have continued theireducations at another institution, and (c) the successwas confined to educational outcomes.

Critique ofThis was a well designed and implemented study.StudyIn addition to the limitations stated by the author itshould be noted that the study was confined to asingle institution. The focus of the research oneducational outcomes makes it particularly valuable.

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4The Uulversity a Georgia


iDocument 18 :Page 1 of 2 :

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110, Title

Author(s)

Date

After the GED tests: Postsecondary EducationErzollment Patterns and Perceptions of GEDExaminees

Behal, E.L.

1983

Publication GEDTS Research Studies, No. 5, 1983.Information Washington, D.C.: American Council on Education.(ERIC Document Reproduction Service No, ED 272755).

Overview

Methodology

Summary ofFindings

The purpose of this study was to investigate ifparticipants in a follow-up study of GED examineespursued postsecondary education.

The study was conducted by randomly selecting 20%of the participants of the Spring 1980 study (1845)who had indicated a willingness to participate in thefollow-up study and mailing each a survey. Therewere a total of 647 responses for a 35% responserate. The survey instrument included four pages ofselected response items with several items includingin a space for open ended responses. The surveyinstrument was included.

Based on the data gathered in the study the authorfound that of the 49% of respondents who enrolledin postsecondary education::

1. 28% enrolled in community or juniorcollege,

2. 17% enrolled in technical school,

3. 13% enrolled in trade school,

4. 16% enrolled in apprenticeship or on-the-job-training, and

5. 6% enrolled in a four year college oruniversity.

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ammo

Critique ofStudy


In addition it was found that "there was nostatistically significant difference between the ages ofthose who had enrolled in postsecondary educationand those who had not" (p. 4). It was noted that the"35 to 39 year age group had a higher enrollment intechnical schools, apprenticeships, and on the jobtraining" (p. 4). In relation to gender, 57% ot therespondents were women, but" gender was notstrongly related to enrollment patterns... with theexception of attendance at four year colleges oruniversities"(p. 4), where there was a higherpercentage of women and technical schools wherethere was a higher percentage of men.

This was a straight forward study that focused onenrollment patterns of GED examinees. Theinformation in the study is presented in a clearmanner. The response rate is comparable to manyfollow-up studies but the fact the respondentspreviously agreed to participate may present someproblems with response bias.

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Title Acceptance of General Educational Development(GED) in Hiring Policies of Denver Area Employees

Author(s) Carson, B. W.

Date 1983


Overview

Methodology

Unpublished Dissertation, University ofNorthern Colorado, Greeley ,Colorado.

The purpose of this study was to determine whetherthe GED credential: (a) increased the employabilityof an individual, (b) makes any types of jobsavailable that might not have been available withoutan educational credential, (c) increased thepossibility of a promotion or, (d) increases thepossibility of a pay raise or salary increase. (p. 2)

The study was conducted by mailing a questionnaireto 360 major employers in the Denver area. Theresponse rate was 51% with 181 questionnairesreturned. Major employers was defined as thosefirms with more than 250 employees. The surveyinstument is included, it includes questions about the:

1. hiring of new employees ,

2. types of jobs available,

3. promotions and pay raises ,and

4. demographic information.

Data derived from the returned questionnaires wastabulated and analyzed and conclusions were drawn.

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Summary of On the basis of the data gathered, the author foundFindings the following:

1. 96% of the respondentsaccepted the GED credential, and 83%considered the GED and a high schooldiploma equally when all other factors are thesame,

2. 41% indicated that some posibons areavailable only to those with a GaD or highschool diploma,

3. the respondents were equally dividedabout whether or not the GED would enhancethe chances for a promotion, and

4. 96% of the respondents did not rewardpay increases upon the completion of theGED.

Critique of The study requested information from DenverStudy area employers with 250 or more employees therebyincluding 575,000 persons, or approximately 70% ofthe total work force. The author notes that despitethe relatively high response rate (51%) theconstruction industry is under represented becausethe unions control the hiring in that area.

This study suggests that the GED is a viablealternative to a high school diploma for the purposeof gaining employment in the Denver area, and that itis less important than other factors in gainingpromotions or pay increases once employment issecured. This information could be helpful in theconsideration of the outcomes of the GED.

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Document 20Page I f;)f 2

Title After the GED tests: Employment and TrainingActivities of GED Examinees

Author(s) Cervero, R.M. & Peterson, N.L.

Date 1982

Publication GED Testing Service Research Studies, No. 4.Information Washington D.C: American Council on Education.(ERIC Document Reproduction Service, No. ED 272754)

Overview

Methodology

The purpose of this study was to assess the impact ofpassing the GED test on adults' employment andparticipation in educational activities.

The study was conducted as a follow-up to a 1980survey of 9,530 GED candidates; a twenty percentsample of this group was mailed the follow-upsurvey in October, 1981. Of these, 351 werereturned as undeliverable. The 458 responsesresulted in an adjusted response rate of 29.5 %. Thedata gathered in this study were assembled in tabularform and used for both comparative and explanatorypurposes.

The survey instrument included 61 selected responseitems and one open-ended item asking for opinionsand comments about the GED's impact on therespondent's life. The survey instrument isincluded.

Summary of Based on the data gathered, the authors found theFindings following:

1. The GED candidates were extremelypositive about their GED experiences: 95%said they would probably take the test again ifthey were starting over.

2. More people expected the GED to helpthem achieve a new job (75%) than toimprove their situation in theircurrent job(30%). The findings confirm this expectationwith the GED being more of a help in findinga new job than in improving a current jobsituation.

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Document 20Page 2 Of 2

3. More people expected the GED to helpthem gain admittance to an educationalinstitution (73%) than to on-the-job trainingor an apprenticeship program (52%). Theresponses indicated that this expectation wasborne out: 51% were admitted to educationalinstitutions and 24% were involved in on-thejob training or apprenticeships. During the 18months following the initial survey, 45% ofthe respondents had enrolled in some type ofeducational program and over 75% had plansto do so in the future. (p.1)

Critique of The study is clearly written and the methodologyStudy appears sound. The major problem in the study isthe relatively low response rate of 29.5%. Theproblem of low response rate,which plagues manystudies of this kind, carries with it the threat ofsystematic response bias.

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Document 21.Page'l of 1

Title A National Survey of GED Test Candidates:Preparation, Performance and Outcomes

Author(s) Cervero, R. M.

Date 1983

Publication Adult Literacy and Basic Education, 7, 13-24Information

NoteThis is essentially a journal form ofthe research included in DocumentNo. 20.

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Document 22Page Lof 1

TitleA National Survey of GED Test Candidates:Preparation, Performance and Outcomes

Author(s) Cervero, R. M.

Date 1983

Publication A paper presented at the annual conference of theAmerica

Information

NOTEThis is a essentially a presentationversion of the research reported inDocument No. 20.

4 1

The University of GeortisDepartment of Adult Education

Title


High School Equivalency and High School DiplomaStudents at Brandon University: A Comparison ofAcademic Success

Author(s) Colert, S.

Date: 1983


Overview

Methodology

GED Research Brief No.5. WashingtonD.C.: American Council on Education

The purpose of this study was to compare theacademic success of GED graduates and regular highschool diploma graduates enrolled in BrandonUniversity , Manitoba in 1982-1983.

This study was conducted by identifying 27 highschool equivalency graduates by a manual search ofschool admission files and selecting 27 regular highschool diploma students by a systematic randomsampling of all students' admissions for thedesignated time period. (One high schoolequivalency graduate dropped out during the study,reducing the equivalency group to 26). The datacollected from the admissions and recordsdepartment were:

1. Grade point average,

2. Credit hour attempted,

3. Credit hours passed.

The grade point averages were tabulated andfrequency distributions were determined for eachgroup. The number of credit hours attempted andpassed were tabulated and a ratio of hours attemptedto hours passed was calculated. Finally, theaverages of the credit hour ratios and the standarddeviations for each group was determined. The twonull hypotheses were:

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The University :corgi&Deportment of Adult Education

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Document 23Page 2 of 1,-

1. There is no statistically significantdifference in the distribution of the meangrade point averages of high schoolequivalency and high school diplomastudents attending Brandon University.

2. There is no statistically significantdifference in the average of credit hourspassed to credit hours attempted by highschool equivalency and high school diplomastudents attending Brandon University. (p. 1)

Both null hypotheses were tested at the .05 level ofsignificance. The Kolmogorov-Smirnov goodnessof fit test was used to analyze grade point averagescores and the two-tailed t-test was used to analyzecredit hour ratios.

Summary of As a result of the analysis of the data the authorFindings found the following:

1. There was found to be no statisticallysignificant difference in the distribution ofgrade point averages between the twogroups of students.

2. Although the mean credit hours passed tomean credit hours attempted were higher fordiploma students, it was not found to bestatistically significant. (pp. 1-2)

Critique The author is careful to note that the studyof Study was limited to a small number of students at oneinstitution. It was recommended that further studiesbe conducted and that moderator variables beconsidered. Although the study was limited to one

-al question, it was well conceived and theesults were clearly presented.

4 3


Title What is a GED Worth?

Author(s) King, J. & Meeker,R.

Date 1984


Overview

Methodology


Curriculum Publications Clearing House,Western Illinois University Macomb, IL 61455.

This was a multi-facet&A study which sought todetermine the what vhe ;ED is worth to GEDgraduates. In order to do so five groups weresurveyed about that issue. The data in this study thatrelated directly to outcomes was derived from thefollow-up study of GED graduates.

The survey of GED graduates was mailed to 452individuals who had been served by theBloomington-Normal, Illinois Adult EducationProgram in 1982-1983 and had subsequently passedthe the GED. A total of 135 of the surveys werereturned for a response rate of 29.9%. The surveyinstrument consisted of 12 items solicitingdemographic information as well as selectedresponse items about outcomes as well asexpectations and attitudes relating to their successfulcompletion of the GED. The Survey instrument isincluded.

Summary of On the basis of the data gathered, the authorsFindings found that of the 135 respondents:

1. 27% had applied for a job,

2. 18% had been hired or promoted, and

3. while 20% indicated that applying foradmission to postsecondary education wasthe most important reason for taking the test,only 9% actually had done so.



IOW/


Critique of While this was a broad and ambitious study there areStudyproblems with the methodology relating to outcomes.The focus of the portion of the follow-up studywhich relates to outcomes examines employment andeducational issues. 55% of the respondents wereemployed when they took the tests, it is unclear howmany of that group are included in the catagoriescencerning job application or hiring history. Theresponse rate and structure of the questionnairepresent potential response bias problems.

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The University of GeorOaDepartment of Adult Education


TitleEducational and Occupational Activities of GED andConventional High School Graduates in Florida

Author(s) Ladner, R.

Date 1984


Overview

Methodology

Coral Gables, FL: Behavioral SciencesResearch Institute.

The purpose of this study is to compare two types ofhigh school GED Graduates, "early exit" and"second chance", with conventional high schoolgraduates.

The study was conducted with a questionnairedeveloped and administered by the BehavioralSciences Research Group and approved by theFlorida State Advisory Council. The survey samplewas drawn from the 1982-1983 listings ofconventional high school graduates from each of 67school districts in Florida and from the 64 GEDtesting centers throughout the state. The surveyinstrument is included. A total of 503 early exit, 500second chance, and 506 conventional graduates wereinterviewed by telephone. The daza gathered werereviewed, coded, edited, and entered on to disc filesfor computer analysis at the Southeast Regional DataAnalysis Center (SERDAC) at Florida InternationalUniversity.

Summary of On the basis of the data analysis theFindings the author found the following:

1. Between 69% and 73% of all groups wereengaged in full or part time employment. Theconventional high school graduate did notenjoy an advantage in terms of employabilityin this study.

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2. Conventional graduates were more likelyto be attending post-secondary school thaneither group of GED graduates. Almost halfof the conventional graduates (44%) wereeither attending college or vocational trainingwhile 21% and 22% of second chance andearly exits, respectively, were so engaged.

Critique of This study of three types of high schoolStudy graduates included a large sample group, but themethod of gathering data may present problems ofresponse bias. The number of variables related tooutcomes are limited.

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The University of GeorziaDeportment of Adult FAucation

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Title

Author(s)

Date


Characteristics and Performance of Recruits Enlistedwith General Educational Development (GED)Credentials

Means, B. & Laurence , J.H.

1984

Publication Human Resources Research Organization, 1100Information South Washington Street, Alexandria, VA. FinalReport 84-6 HumRRO FR-PRD 84-6.

Overview

Methodology

Summary ofFindings

The study was commissioned by the U.S.Department of Defense in order to determine theappropriateness of military enlistment policies inregard to the GED. The report was intended to be areference document.

The data gathered for this study came from severalsources. The Defense Manpower Data Center filesand GED Testing Service records were linked inorder to permit analysis of a five year period ofmilitary accessions. In addition, HumRRO'sEducational and Biographical Information Surveywas a source of limited information on the studygroup.

On the basis of the data gathered, the authorsfound the following

1. Male accessions who are GED holdershave 36-month total and adverse attritionrates roughly twice as large as those ofdiploma graduates.

2. For the FY 1977 and 1978 cohorts of m ,lenon-prior service accessions, high schoolgraduates served an average of 5.5 monthslonger than GED holders. For those enteringservice in FY 1979, the difference was 3.4months.

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3. For the four groups analyzed, high schoolgraduates were from 3 to 12 percent morelikely than GED holders to be in service aftercompletion of their initial terms.

4. The examination of possible artifactualsources for the "GED- high school graduateattrition gap" found no extraneous variablethat could account for a large part of thoseattrition differences.(p. vi-vii.)

The authors recommend further study to determinecharacteristics associated with military adaptabilityin order to improve recruitment policies.

Critique of This is a highly detailed report containingStudy numerous data represented on tables and graphs.The results of the study are clearly stated andsupportive of the military enlistment criteria vis-a-visthe GED. The authors recommend further study inorder to determine relevant characteristics.

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iDocument 27Page I of 2

Title Impact of the Successful Completion of the GED onCandidates and Their Employers

Author(s) Thiele, J.E & Sloan, C.A.

Date 1984


Overview

Methodology

(ERIC Document Reproduction Service, No. ED244 051),

The purpose of this study was to analyze the impactof the successful completion of the GED oncandidates and their employers in De Kalb County,Illinois from 1970-1979.

In order to obtain the data for this study,surveyswere devised and mailed to 428 GED graduates and88 employers. A total of 241 or 56% of graduatesand 52 or 59% of employers resonded to the survey.The survey instruments were not included in thereport but the researchers do list the followingquestions asked of candidates and employers:

Candidates1. Did they change their employment within twoyears of finishing the GED?

2. Did they enter into academic, technical, orapprentice programs following GEDcompletion?

3. Why did they wish to take the GED?

Employers1. Did they find their GED employeessuccessful in their work assignments?

2. Were they satisfied with the work relatedgrowth of their GED employees.

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3. How did they compare their GED employeeswith their traditional diploma graduatesconcerning their employee training programs.(P.5)

The data gathered from these surveys was convertedinto percentages and presented in tables.

Summary of As a result of the data gathered the authors found theFindings following:

1. Over 50% of the respondents indicated self-satisfaction as their primary reason for takingthe GED tests; and additional 40% indicatedthat they took it in order to qualify for furthereducational or employment opportunities.

2. The results of the question about whther theGED test provided new opportunities wasdivided almost evenly with 49.4% saying yesand 45.2% saying no.

3. Nearly 60% indicated their job assignmenthad not change within two year. However,one third ... did indicate they experienced ajob change within one or two years after theirGED test success.

4. Approximately two-thirds of respondentshad not gained their present employment as aresult of the GED, but 14.6% said the GEDwas related to successful employment.

5. Employers generally found GED graduatessuccessful in their work assignments. 97%indicated that they were just as satisfied withGED employees as with their regular highschool graduates. (p.9-11)

Critique of In comparison to many studies related toStudyoutcomes this study did achieve a relatively highresponse rate from both GED graduates andemployers. The absence of the survey instrument inthe document and the lack of comparative data maydetract from this work's value.

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Title What's Happened to the 4 Million People Who HaveTaken the GED Tests Since 1980? A Review ofNational and Statewide Follow-up Studies

Author(s) Malizio, A.

Date 1985


Overview

Paper presented at the 1983 National AdultEducation Conference, Milwaukee, WI.

The purpose of this paper was to describe some ofthe major findings of GED follow-up studiesconducted between 1980 and 1985.

Methodology Based on the authors' experiences with studies hehas conducted and after reviewing others the heattempts to extrapolate, "What's happened to the 4million people who have taken the GED Tests?"(p. 1)

Summary The author suggests the following:Findings

1. 400,000 who were not full time employedat the time of testing, obtained full-timeemployment for pay within twelve toeighteen months after testing,

2. 600,000 have attended communitycollege,

3. 70,000 have entered the military,

4. 450,000 have received salary increasesdirectly attributable to earning their GEDcredential,

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5. 2,000,000 have participated inpostsecondary education and training beyondthe high school level,

6. 3.5 million have earned their high schoolequivalency credential, and

7. 150,000 have attended four-year collegesor universities. (p. 2)

Critique This study was not empirical and some ofof Study the extrapolation is somewhat mysterious.However, because it essentially addresses outcomesin a very broad way, it was included here.

5 3

The Uaiversity ot GeorgiaDeportment INt' Adult Education

Sawa


Title Maryland GED Graduates: Changes in Education,Employment, and Perceptions of Self-Worth

Author(s)

Date

Reed, N. V.

1985

Publication Baltimore, Maryland : Maryland State Department ofInformation Education. (ERIC Document Reproduction Service,

No. ED 252 650).

Overview

Methodology

This study examined employment and educationalactivities of Maryland GED Graduates in order toobtain essential baseline data to:

1. analyze instructional needs,

2. determine program policies andappropriate funding level requests,

3. provide various interested publics withtimely program data,

4. prepare accurate and effective programdata, and

5. strengthen support for adult high schoolcredential programs in the state. (p.1)

The survey was mailed to 1,400 Maryland HighSchool GED graduates from the years 1981 and1982. 544 responses were received for an adjustedresponse rate of 45%. The survey consisted of twoinstruments with 40 selected response items as wellas a section for comments or suggestions.Respondents used a machine readable response sheetin completing the survey. These instruments weredeveloped jointly by the GED Testing Service of theAmerican Council on Education and the MSDE.Analyses consisted of computing frequencies andpementages for all items and cross tabulations andsignificance tests for selected variables. The datasought in this study were:

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1. General demographic information onrecent GED graduates,

2. any changes in education, employment andperceptions of self-worth that occurred as aresult of earning the diploma, and

3. student attitudes toward GED instruction.(p.1)

Summary of A total of 264 of the respondents, 75% of thoseFindings employed at the time of the survey, reported amodest increase in pay, with 101 attributing theirincreases directly to earning their diploma.Successful completion :the GED also appeared tohave a positive effect on the graduates' futureeducational pursuits, 44% of the respondents eitherwere enrolled or had talcen classes after taking theGED. An additional 22% indicated that theyintended to participate in a formal educational activityin the future. In the area of self-worth, 73% reportedincreased coffidence in their abilities and 93% feltthe GED had given them a second chance. Finally,43% of those surveyed said that they would not haveattempted to earn their high school diploma if theGED program were not available.

Critique This study was conducted by random sample, but theof Study researcher does warn of the threat of response bias asa result of both the low response rate and thedemographic makeup of the respondents.Furthermore, with only two or three years elapsingbetween the time of graduation and the survey, theaccrual of benefits to the graduates may have beenlimited.

This study did provide baseline data as sought. Forthe purpose of examining the outcomes of the GEDthat data is relevant.

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Document 30Page of 2

Title Perception of program benefits ABE/GED inWashington State: A follow-up study

Author(s) Thompson, H.

Date 1985

Publication Unpublished Masters Thesis, WashingtonInformation State University

Overview The purpose of this study was to determine ifobtaining a GED Certificate contributed to theattainment of the federally funded ABE programoutcomes. Those three outcomes are: (a)employment, (b) productivity, and (c) responsibility.

Methodology This descriptive study was conducted by obtainingdata from two sources: a survey of 1,000 selected1982 GED graduates, and from information gatheredfrom the GED State Examiner. The surveyinstrument included 12 selected-response items andfour open-ended questions for those who participatedin a GED preparation program. The data derivedfrom the questionnaires were analyzed andfrequencies and percentages were computed. A totalof 290 ouestionnaires were returned for a responserate of 29%.

Summary of As a result of the data gathered, theFindings authors found the following:

1. At the time of taking the GED tests 63%of the respondents indicated furtherschooling as their major goal. Employmentrelated reasons comprised 18% ofresponses.

2. 23% of respondents reported an increasein income while 56% reported no change.

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Document:30Page 2 of 2

3. 46% of respondents received directbenefits from obtaining a GED in the area ofemployment. 48% said they experienced anincreased effect in occupationaladvancement. 60% were employed eitherfull or part time.

4. In terms of self esteem, 84% said thatthey had improved their selfsatisfaction,46% their basic skills, 80% their self worth,and 72% increased their interest in educationby completing the GED.

Critique of This study was conducted as a state-wideStudy survey of GED program benefiis. The methodologyappears sound. However the 29% response rate isconsistent with other similar studies. The lowresponse rate, though not unusual in such studies,leaves open the possibility of response bias.

5 7The Unlvenalty of Georgia

Department or Adult Education

var..


Title Benefits and Disappointments from Participation inthe Alberta High School Equivalency Program

Author(s) Carbol, B. & Maguire, T.

Date 1986


Overview

The Alberta Journal of Educational Research,12, 67-76.

The purpose of this study was to determine theperceptions of the benefits of the Alberta HighSchool Equivalency Program (AHEP) of bothsuccessful and unsuccessful participants in theprogram. AEEP offers two alternative high schoolequivalency options; one is the GED tests and theother is an assessment of educationally relevantpersonal factors which may result in the awarding ofa high school equivalency diploma to those qualified.Between 1981 and 1983 over 5,000 equivalencydiplomas were granted and 85% were based on GEDtest scores.

Methodology In Alberta, between December, 1981 and December,1983, 4,333 persons successfully completed the highschool GED, 802 failed the GED, and 822 receivedtheir diploma through the alternate route. For thepurposes of this study, 200 persons were randomlyselected from each of these groups to receive aquestionnaire.

Two survey instruments were constructed for thestudy, one for those who took the GED and one forthose who did not take the CFI/ The instrumentsaddressed the following qu,..:sdons:

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1. What are the educational, vocational, anddemographic characteristics of programapplicants?

2. Why did people apply to the program?

3. What educational and employment benefitswere anticipated?

4. What benefits were realized?

5. How do the perceptions relate to groupmembership? (p.69)

The adjusted response rate for the GED-pass groupwas 67%, for the GED-fail group 46%, and for thenon-GED group 70%.

Data analysis of the findings was conducted in threestages; (a) Response frequencies for each item in thetwo instruments were determined. (b) Items whichwere responded to by individuals across the threegroups were subjected to cross-tabulation analysis toinvestigate relationships among the demographic andgroup membership variables and the perceptions ofrespondents concerning program benefits anddisappointments. Chi-square tests of interdependencewere used to determine the statistical significance ofthe relationships. (c) One-way multivariate analysisof variance was used to test the relationship ofdemographic characteristics of the GED groups andperformance on the tests. (p. 69)

Summary of On the basis of the data gathered the author found theFindings following:

1. There were discrepancies between theexpectations and benefits of successfullycompleting the GED; violations ofexpectations in the area of employment andeducation were widely reported. Forexample, 43 of 113 respondents indicatedthat passing the GED would help them get ajob while only 11 actually did get jobs.

2. The most frequently reported benefit wasself-satisfaction.

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On the basis of the data gathered the authorsconclude that " While the extent to which the AHEPassists individuals in meeting their personaleducational and vocational goals, the value of thepersonal benefits received should not beunderestimated" (pp. 74-75).

Critique of This study of outcomes is balanced andStudy well done. The methodology appears sound but theinclusion of the survey instruments would have beenhelpful. The response rate to the questionnaireexceeds that of many similar works.

6 0

The University of Ceotv,iaDepartment of Adult Education

411.0


Title Continuing Research on the General EducationalDevelopment Examination: Florida Program

Author(s) Grise, P. & Klein, J.

Date 1986


Overview

Methodology

Center for Needs Assessment and Planning, FloridaState University, Tallahassee, FL.

The purpose of this study was to compare thesuccess of GED and regular high school graduates atcommunity colleges in Florida.

A survey was mailed to the registrars at each ofFlorida's 28 community colleges. The surveysought information on the admission, graduation,enrollment , and success of GED and traditional highschool graduates. A total of 10 responses werereceived from the 28 schools.

Summary of On the basis of the data gathered, the authors foundFindings the following:

1. Only 26% of GED graduates completedand graduated from community collegeprograms while 49% of traditional highschool graduates were successful.

2. There were no significant differences inthe overall grade point averages of the GEDand traditional high school graduates.

On the basis of these findings, the authors conclude,"overall, it appears that GED graduates aresuccessfully achieving the type of higher educationthey seek from Florida's junior colleges" (p. 19).

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Critique of The authors recognized that they were working withStudy sample population from the outset of their research.The fact that only 10 of the 28 schools responded tothe survey further weakens the study. The studydoes, however, include some results that are relevantto the outcomes of the GED.

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Peiformance of GED Holders Enrolled at theUniversity of Wisconsin's Thirteen Campuses:1979-1985

Author(s) Quinn, L.M.

Date 1986


Overview

Methodology

Summary ofFindings

University of Wisconsin Employment & TrainingInstitute. Madison, WI.

The purpose of this study was to investigate theperformance of all GED certificate holders whoenrolled at the thirteen universities of the Universityof Wisconsin from the fall of 1979 through the fall of1984.

The data gathered for this study were obtained byacquiring the transcripts of all GED holders whoenrolled in the University of Wisconsin systemduring the desiglated time period. A total of5,479records were processed by the University ofWisconsin Centers at Milwaukee and Parkside atMadison, and the Employment & Training Institute.The resulting data were analyzed by a variety ofprocedures and assembled into scattergrarns, tablesand graphs for presentation.

On the basis of the data gathered the author found:

1. In all schools there were GED studentswho performed well.

2. At the Milwaukee campus GED holdersperformed worse than regular high schoolgraduates in all areas including grades,credits earned, and semesters completed. Atthe Madison campus GED holders who hadcompleted high school geometry and algebrahad first semester grades higher than highschool graduates from the bottom half of theirhigh school class.

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Deportment of Adult EdocotIon

Mb.

Critique ofStudy


3. Retention was a problem for GED holdersat each of the institutions. Of those whoenrolled for the first time in the 1979-80school year only 4% had graduated by thespring of 1985.

4. Of the 1,982 GED holders who left collegebefore graduation, 35% earned no credits and85% did not reach their sophomore year.(p.iii)

This was a very ambitious study that sought to give amore complete picture of GED holders performancein college than many previous works. The datacollection method was appropriate. The study is apresentation of descriptive data withoutinterpretation. A subsequent paper, Are GEDholders ready for postsecondary education, Quinnand Haberman, Metropolitan Education, 1(2), 72-82. Feburary ,1986 (#34) does provide conclusions.


Department of Mull Education

^


Title Are GED Holders Ready for PostsecondaryEducation?

Author(s)

Date

Quinn, L. & Haberman, M.

1986

Publication Metropolitan Education, 1, (2), 72-82.Information

NoteThis study is an extended report ofthe data in Document No.33 in whichthe authors draw the conclusion thatpassing the GED is not as good asfinishing high school for the purposeof nostsecondarv education.

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The University of GeorgiaDepartment of Mutt Education

IfoCuMentPage:. I. of .2

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Title The Benefits of GED Graduation and a Typology ofGraduates

Author(s) Valentine, T.& Darkenwald, G.G.

Date 1986

Publication Adult Education Quarterly, 32, 23-37Information

Overview

Methodology

The purpose of this study was to determine thebenefits of passing the GED tests. In addition, thestudy delineated five principle types of GEDgraduates.

The study was conducted by randomly selecting 300of the 677 New Jersey GED graduates who passedthe tests between January 1 and April 31, 1982 andwho fulfilled three additional criteria; (1) they hadparticipated in a GED preparation course, (2) theytook the test in English, and (3) they were notincarcerated or in the military. A survey instrumentconsisting of 24 selected response items and oneopen-ended question was mailed to the 300 subjects.A total of 172 questionnaires were returned for anunadjusted response rate of 57.3%; 40questionnaires were returned as undeliverable,yielding an adjusted response rate of 70.6%. Thesurvey instrument is included in the appendix.

Three research questions guided the study:

1. What percentage of those who prepare forand pass the GED obtain specific benefits?

2. Can the specific benefits be grouped intobroader, more meaningful, empirically-basedcategories (or factors) of benefits?

3. Can the population of graduates bepartitioned into types (or clusters) on thebasis of observed benefits? (p. 24)

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The University of GeorgiaDeportment of Adult Educalion

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Document 35 :Page Z.:of 2

The data gathered in this study were analyzed usingpercentages, dependent t-tests, Chi-Square analysis, factoranalysis, and cluster analysis.

Summary of In analyzing the findings concerning the benefits of theFindings GED, the authors present a table reflecting both thepercentage of the benefits accrued to the entire reportingpopulation (N 172) and those accruing to the percent ofthose respondents actually eligible to receive that benefit. Inaddition to the benefits accrued to the respondents, theauthors constructed a typology of graduates in order toprovide increased clarity to the analysis. The five types ofgraduates and their percentage of the total sample were:

1. Type One graduates were distinguished by a veryhigh level of Further Education and comprised 19%of the sample.

2. Type Two graduates were distinguished by a highlevel of Self Improvement and a moderately highlevel of Job Advancement and comprised 37% of thesample.

3. Type Three graduates were distinguished byIncreased Income and comprised 17% of the sample.

4. Type Four graduates were distinguished by a highlevel of Job Advancement and comprised 15% of thesample.

5. Type Five graduates were distinguished by lowlevels on all four factors of benefits and comprised12% of the sample.

As a result of the findings, the authors conclude "that thereare substantial benefits to be obtained from preparing for andpassing the GED".

Critique of This is a highly detailed study and the typology of graduatesS tudy presented adds clarity to the issue of GED benefits. Theauthors recognize the limitations of the study due to therelatively small sample and recommend replication to allowincreased generalizabilty.

6 7

The Unlversity or GeorgiaDepartment of Adult Education

S.


Title Continuing Research on the General EducationalDevelopment Examination: Florida Program

Author(s)

Date

Publication

Grise, P. & Klein, J.

1987

GED Research Brief No. 12. GED Testing Service,One Dupont Circle, Washington D.C. 20036.

NoteWhile this document is virtually thesame as Document No.32, in thisversion it is found that traditionalhigh school graduates havesignificantly higher communitycolle e GPA than GED araduates.

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The University of GeorgiaDepartment or Adult Education

Docuinent....3Pae 1. of.

TitleMilitary Enlistment Policy and EducationalCredentials: Evaluation and Improvement

Author(s) Laurence, J. H.

Date 1987

Publication Human Resources Research Organization, 1100Information South Washington Street, Alexandria, Virginia,2314-4499.Final Report No.87-33.

Overview

Methodology

This study was conducted in order to provide theDepartment of Defense with data relevant to"evaluating and improving education screeningprocedures " (p. iii), for the U.S. Armed Forces.

The data gathered for analysis in this study camefrom two sources, the Human Resources ResearchOrganization's Educational and BiographicalInformation Survey and the Defense Manpower DataCenter files. The study group consisted of 78,000enlistment applicants and new recruits from allbranches of the military between February and June1983.This group was tracked throt.gh their first termof military service. The individuals wereadministered the Educational and BiographicalInformation Survey which contains 34 structured-response items which yielded 121 items ofinformation. The resulting data were linked with theDefense Manpower Data Center data on theirdemographics and military performance. Thevariable examined in this study was the militaryattrition (dropout) rate of regular high schoolgraduates , GED graduates and other high schoolcredential holders (including other alternativeequivalency holders, adult education diplomaholders, and correspondence school diplomaholders), and those with no credential.

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The University of GeorgiaDeportment of Mull Education

Summary ofFindings

Critique ofStudy


On the basis of the data gathered for this study theauthor found that:

I. The attrition rate for high school graduateswas 23%.

2. The attrition rate for GED holders was39%.

3. The rates for other alternative credentialgroups was 36% for other equivalencyholders, 37% for adult education diplomaholders, and 30% for correspondence schooldiploma holders.

4. The attrition rate for those with nocredential was 45%.

5. No better attrition predictor thaneducational credential has been found. (p.iv)

Because of the high cost of training militarypersonnel, the issue of attrition is one of greatimportance to the military. This study provides ahighly detailed accounting of attrition rates based oneducational credentials. The methodology appearssound and the large study group lends credibility tothe findings.

7 0The University of Ceorgla

Depurtment of Adult Eduaotion

1

Title

Document 38Page l of 2

A Study of Enrollees at Casper College for the FallSemester, 1986, Who Were Admitted as HighSchool Equivalency Holders Rather Than asStudents Who Were Awarded a High SchoolDiploma

Author(s) Means, R.

Date 1987


Overview

A report prepared for the administration of CasperCollege, Casper, Wyoming.

This report traces the academic progress of studentsadmitted to the college in based on the GED tests inthe fall of 1986.

Methodology This report attempt to describe in detail eight groupsof people:

1. GED enrollees who withdrew prior to theend of the first semester.

2. GED enrollees who received all "Fs" atthe end of the first semester.

3. GED enrollees who completed thesemester, for whom GED scores wereavailable.

4. GED enrollees who completed thesemester, but for whom no GED scores wereavailable.

5. GED enrollees who were classified assophomores who completed the semester,and for whom GED scores were available.

6. GED enrollees who were classified assophomores, and for whom no GED scoreswere available.

7 1

The Univeralty of GeorgiaDepartment of Adult Education -

Summary ofFindings


7. GED enrollees who had GED compositetest scores at or above a standard score of 60(85th percentile).

8. Sophomores at Casper College who hadGED composite scores at or above standardscore of 60 (85th percentile).

Tables were constructed that showed percentages andfrequencies in the eight areas and discussion wasconducted for each.

On the basis of the data gathered, the author fmdsthat:

1. The mean GPA for GED holders was 2.31and 2.34 for all freshman.

2. Of sophomore GED holders 95.8% werein good academic standing, while 85.8% ofthe entire sophomore class held the samestatus.

3. Freshmen with GED composite scoresgreater than 60 had hizher median GPA's anda higher incidence of attaining good academicstanding than the total freshman population.

Based on these findings the author concludes that"there is not a great difference in the mean GPA'smade by freshman and high school equivalencyholders and the total freshman and sophomorepopulations within the study" (p. 14).

Critique of Although this study uses the entire college populationStudy of a single year, generalizability across time orcolleges is limited. This study was intended to be aninternal report and as such its findings andconclusions may be difficult to uncover. Forexample,while the good standing rate of sophomoresis impressive, it must be remembered that most of theunsuccessful GED students would have neverreceived sophomore status.

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V- Title


A Study of the Impact of the GED Diploma inRelation to Recipient's Self Esteem, Upward JobMobility, Education and Training Activities Irifluencein the Family Unit, and Earning Potential

Author(s) Miller, K.R.

Date 1987


Overview

Unpublished doctoral dissertation, TempleUniversity, Philadelphia, Pennsylvania.

The purpose of this study was to determine theperceived benefits derived from the successfulcompletion of the GED. The descriptive study wasdesigned to collect data in response to six researchquestions:

I Do people who passed the GED test feelthat the experience has helped them toincrease their self esteem ?

2 Do people who passed the GED test feelthis experience has increased their influencein the family unit ?

3 Have recipients' upward job mobility beenincreased as a result of earning their GEDcredential ?

4. Have recipients' educational and trainingactivities been increased as a result ofearnings their GED credential ?

5. Have recipients' become more involved insocial, political, economic and environmentalissues on all levels since receiving their GEDcredential?

6. Is their a relationship between the benefitsderived from a successful GED experienceand selected demographic variables? (p. 3)

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The University of GeorgiaDeportt..ent of Adult Education

Methodology

Surnmaryof Findings

Document 39 :Page 2 of 2::

The study population was a random sample of2,000, 1983 Pennsylvania GED graduates drawnfrom a total GED graduate population of 20,000. Ofthe 2,000 mailed, 635 surveys were returned and612, or 30.6% were scored. The survey instrumentconsisted of a 1984 National Follow-Up Surveycreated by the General Educational DevelopmentTesting Service of the American Council onEducation, merged with a survey instrument createdby the author in consultation with theCommonwealth of Pennsylvania , and TempleUniversity. The survey instrument consisted of 40selected response items and a section for commentsand suggestions.

The data derived from the survey were analyzed andtested using, chi square.

On the basis of the data gathered, the author foundthe following:

1. 70% of the respondents reported anincrease in self esteem,

2. more than 85% had told their relatives oftheir success and 90% felt that their familiesshared their pleasure in achieving the GED,

3. only 30% said that they assumed moreresponsibilty with their family, and

4. while the actual benefits of obtaining theGED credential in relation to upward jobmobility were less than expected full timeemployment did increase from 31.7% to 48%and the unemployment rate of graduatesdecreased from 18.8% to 10.1%. (pp. 78-88)

Critique of In the introduction of the study the authorStudy notes that few wide ranging analyses of the outcomesof the GED had been conducted. The analysis of thedata provides a description of those outcomes in thestate of Pennsylvania for the year 1983. This studycan be valuable in the consideration of GEDoutcomes, it is notable that a statewide sample of2,000 graduates was used.


Deportment of Adult &Nestles

.DoCurnentPage 1 '

Title Employment of Young GED Recipients

Author(s) Passmore, D.L.

Date 1987

Publication GED Research Brief #14, September 1987, GEDInformation Testing Service, One Dupont Circle, WashingtonD.C., 20036

Overview

Methodology

The purpose of this study was "to determine thelabor market consequences of acquiring a GEDdegree for young people in 1985" (p.1 ).

Data from the youth cohort of the NationalLongitudinal Survey of Market Experience conductedfor the U.S. Department of Labor by the Center forHuman Resources Research were analyzed. Thetarget population of the youth cohort were non-institutionalized persons who were between 14 and21 years old on January 29, 1979. A total of 14,574youths were selected for the study with 12,686(87%) having completed an interview by 1979. Thisstudy used data provided by 9,436 respondents fromthe 1979 group.

The data gathered were compiled into tables usingregression equations and crosstabulations.

Summary of On the basis of the data gathered, the author found:Findings1. GED recipients were more likely to beemployed ... in 1985 than people without aGED or high school diploma.

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4


MM.

Critique ofStudy


2. The average hourly wage of employedyouth is ordered the same way. Their laborforce participation and employment-highschool graduates have the highest rates,followed by GED recipients,and, then, byyouths without a GED or diploma. (p.3)

This was a well done study which examined asizeable study population.

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11

Title:

Author(s):

Date:

PublicationInformation:

Overview

Methodology

SummaryFindings


Study on the Relationship Between Completion ofthe \General Educational Development Tests andContinuance on Public Assistance

Webb, J. & Scheideman, G.

1987

Spokane WA.: Community Colleges of Spokane,Institute for Extended Learning.

The purpose of this study was to determine if there isa relationship between the completion of the GEDtests and continuance on public assistance.

This study was conducted by obtaining a list of 452who completed their high school GED betweenJanuary 10, 1985 urid June 13, 1986. One hundredindividuals were selected by simple randomsampling. By using the individuals social securitynumbers, Washington Department of Social andHealth Services records were cross checked to seewhether or not these students were still receivingpublic assistance. In addition, the data were used todetermine if their was a relat3onship in time existedbetween completion of the GED program and goingoff public assistance.

On the basis of the data gathered the followingfindings were made::

1. 10 of the 100 people in the sample wentoff public assistance during the first sixmonths following completion of the GED.

2. 22 of the 100 people in the sample wentoff public assistance in less than nine monthsfollowing completion of the GED.



%me

Critique ofStudy The authors of this report are quick to point out that

there are major problems with the validity of theirwork. This study is included because it does containprimary information on one possible outcome of theGED.

Document 41;Page 2 of 2:.

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br,)

The University of GrorgiaDeportment of Adult Education

1Document 42Page 1 of 2

Title The GED Certificate as an Alternative Credential inthe U.S. Army Enlistment Process

Author(s) Lyle, B.

Date 1988

Publication Adult Literacy and Basic Education, 12,Information 142-150.

Overview

Methodology

The purpose of this study was to examine militaryenlistees to identify possible predictors among GEDgraduates for successful completion of militaryobligations. (p.142)

This study was done by reviewing and analyzingdata relating to two groups of Army enlistees in 1984who entered the service with GED's. One groupconsisted of a combination of enlistees still in theservice and those having completed their obligation;the non-attrition group was the second group andwas made up of enlistees who had left the militaryprior to the completion of their first term of service .Data were obtained from the GED Testing Serviceand the Defense Manpower Data Center.

A total of 3,979 soldiers were identified; 1,894 in theattrition group and 2,085 in the non-attrition group.Each soldier in the study was measured with twoscreening instniments, the GED and the ArmedServices Vocational Aptitude Battery (ASVAB). At-test for two independent samples was used todetermine whether the average score for the twogroups differed significantly. Stepwise discriminantanalysis was also used to investigate differencesbetween the two groups.


Department of Adult &Illegals's

OWNED

1 Document 42:Page 2 of 2 '

Summary of Based on the results of the authors' analysis theFindings following was found:

1. A primary screening element of theenlistment process is the composite measureof the four tests of the ASVAB, the ArmedForces Qualification Test (AFQT). Nosignificant difference was found in the AFQTmean percentile for the two groups.

2. No significant difference was foundbetween the groups when their scores wereanalyzed on several tests including theGeneral Science Test, the ArithmeticReasoning Test, the World Knowledge Test,and others.

3. Four subtests and the GED score didproduce a significant difference. The attritiongroup had a mean score of 18.73 while thenon-attrition group had a mean score of19.38.

4. When scores on the GED were analyzedfor both groups, a significant difference wasfound. The attrition group had a mean scoreof 264.16 compared to 267.24 for the non-attrition group.

Critique of This study was conducted primarily for the use of theStudy military , but it does offer insight into someoutcomes of the GED that may be useful. The dataanalysis appears sound and the conclusions areclearly stated.

8 0Thc Unkersily of Georgia



Title: Follow-up of GED completers: An Analysis of EightStudies in the U.S. and Canada

Author(s): Sabino, M.J. & Seaman D.F.

Date: 1988

Publication Lifelong Learning,11 (7), 4-6.Information

Overview This study attempted to compile, analyze, andcompare data from national,state, and provincialfollow-up reports on GED completers.

Methodology:

Summary ofFindings:

The study was conducted by contacting each of the50 state departments of education and soliciting anyfollow-up data they might have concerning thosewho had completed the GED. Data from six statesand one Canadian province were collected and aseventh report, a national survey, was included in thestudy. The data from the state and provincial reportswere analyzed by means of content analysis andcompared to the national survey when possible.

On the basis of the data gathered in this cross studythe authors found that:

I. Most of the studies examined employmentrates. The increase in employment rangedfrom a low of 8% to a high of 26%.

2. All of the studies included informationabout education and training.

3. Five of the studies investigated how theGED certificate had helped the participants intheir personal growth.

4. Two states found that the return oninvestment from the GED program to thestates was substantial.

8 1



Critique ofStudy:

To some extent this is more a study of whichoutcomes have been studied than what levels ofoutcomes have been achieved.

8 2The Unlvetshy or Georght

Department of Adult FAI.Ical Ion


Title A Follow-up Study of 1987 GED Graduates inMississippi

Author(s) Box, W.0 & Thomas, E.L.

Date 1989

Publication Mississippi State Department of Education, Office ofInformation Vocational, Technical , and Adult Education.P.O.Box 771, Jackson, Mississippi 39205.

Overview The purpose of this study was to gather informationabout 1987 Mississippi GED graduates.

Methodology

Summary ofFindings

This study was conducted by randomly selecting 500of the 8,887 individuals in Mississippi who passedthe GED tests in 1987. Addresses were obtainedfrom the computer files of the State Department ofEducation and the questionnaires were mailed. Atotal of 104 questionnaires were returned asundeliverable and 117 were returned completed foran adjusted response rate of 211.5%. The surveyinstrument consisted of 18 selected response itemsand one open-ended question for comments about theimpact of the GED on the respondent. The surveyinstrument was included. The data obtained from thesurvey were analyzed, and percents, frequencies,cumulative percents, and crosstabulations werecalculated and presented in tables.

As a result of the analysis of data, the authors foundthat:

1. Most participants took the test for personalsatisfaction, for further education, or foremployment.

2. 25% indicated that their income hadincreased as a result of passing the GEDwhile 30% said income was not aconsideration as they were not employed forpay.

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The Unlvershy of GeorgiaDepartment of Adult BlueatIon


3. The comments were 95% positive towardthe GED. (p. v)

Critique ofThe goal of this study was to gather information toStudyprovide the State GED Office with "information thatwould facilitate improvement and promotion of theGED testing program in Mississippi" (p.1). Themethodology appears sound and the response rate,while small, is consistent with similar studies. Thereis no specific section on findings or conclusionsother that those presented in the abstract and thosethat accompany each table.

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5

The University of GeorghtDepartment of Adult Educeition

Title


A Mandate for the 90's: Research on Success ofGeneral Educational Development (GED) Recipientsin Higher Education

Author(s) Turner, A.P.

Date 1989


Rationale:

Methodology:

Summary ofFindings

Center for Alternative Studies.North Shore Community ,College Beverly, MA.

The purpose of this study was to collect and analyzedata pertaining to the success of GED recipientswho had enrolled at North Shore CommunityCollege in 1986.

The study was conducted by means of two surveys,one of the 160 GED students and one of the 18faculty.members at the school. A total of 87students and all 18 faculty members responded totheir respective surveys. The student surveyincluded sections on background information,information about the student before and after theGED, and one on helping others with the GED.The responses to the student survey were analyzedto identify the most significant factors influencingsuccess of GED students in higher education, andother factors to consider in program planning. Thefaculty survey elicited information about theirperceptions of the reasons for GED recipientssuccess. The results of these two surveys werecompared to match faculty staff perceptions ofsuccessful behaviors.

On the basis of the data gathered, the followingfindings concerning the success of the GEDgraduates were made:

1. Analysis of all data evidenced that theGED recipients are enrolled, matriculatedand earning above average cumulative gradepoint averages in higher education.

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The University of GeorghtDepartment of Adult Ed:tuition

Your


2. Academic performance was notinfluenced by enrollment in the day orevening program.

3. Self-motivation is a key factor in collegesuccess for students starting with a GED.

4. The referral/support of family/friends andcollege staff is significant in maximizingGED completion, erirollment , and continuedattendance in college. (p. 8)

Critiuge of This study does examine an aspect of GEDStudy outcomes. It is important to note that the sample isconfmed to one institution. The study had a highresponse rate of 54.4% for the student survey and100% for the faculty survey. The surveyinstruments are included in the study.

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The University of GeorgiaDepartment of Adult Education -----

Document :46Page 1 of 2

TitleLabor Supply of Young GED Recipients

Author(s) Olsen, N. & Passmore, D.

Date 1989

Publication Paper presented at the annual meeting ofInformation the American Educational Research Association, SanFrancisco, CA.

Overview

Methodology

The purpose of this study was to examine therelationship between holding a GED credential andthe hours worked in 1985 by young married peoplein the United States. Two research questions wereconsidered for this study:

1. What was the relationship between holdinga GED credential and the. probability of beingemployed in 1985 among married youngpeople in the United States?

2. What was the relationship between holdinga GED credential and the hours worked byemployed, married young people in theUnited States? (p. 4)

Data from the youth cohort of the NationalLongitudinal Survey of Market Experienceconducted for the U.S. Department of Labor by theCenter for Human Resources Research wereanalyzed. The target population of the youth cohortwas non-institutionalized persons who were between41 and 21 years old on January 29, 1979. A total of14,574 youths were selected for the study with12,686 (87%) having completed an interview by1979.

8 7

9The Univenity or Georgia


Ymw


In 1986, 9,136 married members of the youth cohortwere surveyed and the responses were used toexamine the relationship between holding the GEDand the hours worked and to generalize the results.These results were analyzed within the framework oflabor supply theory.

Summary of On the basis of the data gathered in this study theFindings authors Fmd that"Obtaining a GED is not associatedwith the changes in probability of being employed in1985 among married young people in the UnitedStates" (p. 33).

Critique ofStudy: This is a well-done study based on a wide-ranging

data set. The findings concerning outcomes arelimited but the recommendations for both researchand program implementation are valuable. Ratherthan use the results of this study to dismantle GEDpreparation and testing programs, the authorssuggest that they should be used to improve bothfuture research design and the implementation ofthose programs. The major limitation of the study isthe one-year time frame investigated.

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Title

Author(s)

Date


Document .47 .

Page 1 of 1

Does Obtaining a GED Affect Employment andIncome

Olsen, N. & Passmore, D.

1989

Paper presented at the annual meeting of theAmerican Educational Research Association, SanFrancisco, CA.

NOTEAlthough this piece does not meet the selectioncriteria established; it is cataloged herebecause of its importance to anyone studyingGED outcomes. li is contains both a literaturereview and methodological critique of existingstudies of outcomes.

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The University of GeorgiaDepartment of Adult FAucation

11 Title

Document 418Page l of 3

The Relationship Between Benefits from a GEDCertificate and Age Group (Life Cycle Phase) of theReizipient

Author(s) Killpatrick, P.T.

Date 1990


Overview

Methodology

Unpublished doctoral dissertation. Oregon StateUniversity, Corvallis, OR.

The purpose of this study was to "determine therelationship between self-esteem, employment , andeducational benefits from a GED certificate and theage group (life cycle phase) of the recipient" (p. 7).Three null hypotheses addressed this issue:

1. There is no relationship between age andincreased attendance benefit in post-GEDeducation after receiving a GED certificate

2. There is no relationship between age andincreased employment status benefit statusafter receiving a GED certificate.

3. There is no relationship between age andincreased self-esteem benefit after receiving aGED certificate. (p. 7)

This study was conducted by sampling a group of194 GED graduates from five Oregon communitycolleges who completed the tests between July andOctober, 1987. "Of the 194 questionnaires mailed,115 were returned completed and 29 were returnedundeliverable...for an adjusted response rate of70%"(p. 33). The survey instrument was based onthe format used by Valentine & Darkenwald ,"TheBenefits of GED Graduation and a Typology ofGraduates" (1986) and is included as an appendix.The instrument consists of selected response itemsand open-ended questions. The author notes that "a$1.00 incentive was included with the questionnaimin an attempt to maximize responses"(p. 34).


Department or Mutt Education

DocuMent 48,Page 2-of 3

Analysis of the data was performed by cross-tabulations, contingency tables, chi-squared, andfrequency distribution.

Summary of All three of the null hypotheses were accepted; that isFindings to say that , based on Chi-square analyses there wasno relationship between life-cycle phase of thegraduate and postsecondary education, employment,status or age group. The authors then went on todetermine which age groups were most likely toteceive the given benefits. On the basis of the datagathered the author found the following:

1. For educational benefits, the 16-18, 19-22, and 23-28 age groups had the highestpercentage levels (82%, 88%, 86%,respectively).

2. For pre- and post -GED employmentbenefits, the 16-18, 23-28, and the 51+agegroups had the highest percentage levels(36%, 29%, and 33% respectively).

3. For job promotion, the 16-18, 23-28, 35-43, and 44-50 age groups had the highestpercentage levels (29%, 25%,25%, and 33%respectively).

4. For securing a better job, the 16-18, 19-22and 44-50 age group had the highestpercentage levels (67%, 47%, and 50 %respectively).

5. In self-esteem 100% of respondents in agegroups 29-51+ reported improvement in self-esteem, (p. 47-51).

The author concludes, "The findings of this studyindicate that factors other than age may influence thesuccess achieved by GED graduates. Theimplication is that GED acquisition holds noguarantee for educational, economic or personalimprovement, regardless of the recipient's age." (p.51)



""

Document 4SPage 3 of 3

Critique of This study sought to determine the relationshipStudybenefits gained from acquiring a GED certificate andage group. The impact of the high response rate maybe limited by the small study population. Themethodology and analysis procedures seemappropriate.

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The Unlverstly of GeorgiaDepartment of Adult EducaUon

^

Title

Author(s)

Date

:DoCument 49...Page 'I of 2

Success Study: GED Certificate Students in NewBrunswick Community College Programs

New Brunswick Department of Advanced Educationand Training.

1990

Publication Department of Advanced Education and Training.Information 125 Hilton Road, Industrial Park, Fredericton, NBE3B 5H1.

Overview

Methodology

The purpose of this study was to determine thesuccess rate of GED holders enrolled in five NewBrunswick community colleges in the 1989-1990school year. The study also sought to compare thesuccess rate of the GED students with traditionalhigh school graduates.

The data for this study were gathered in two ways:(1) All students who received GED certificates fromthe Province and enrolled in the Anglophone NewBrunswick Community Colleges during 1989-1990were identified; (2) The records of those studentswere examined.The data derived from these sourceswere arranged in tabular form and presented asfrequencies and percentages.

Summary of Based on the data examined, the author found that:Findings1. In terms of termination status, GEDrecipients did slightly better that traditionalgraduates with 17.4% of GED students and20.4% of traditional students withdrawing.

2. ln terms of success, 73.9% of GEDholders successfully completed theirprograms. No comparative data was availablefor this category.




As a result of these findings it was concluded thatGED students who entered New BrunswickCommunity Colleges did as well as or better thantraditional high school graduates.

Critique of This was a study of modest proportions, the numberStudy of GED graduates studied was 145 and the entirestudent population was 10,404. The datapresentations of conclusions are brief, but arepositive toward the GED.

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The University of GeorziaDepartment of Adult Education

Title

Author(s)

Date

.Document:Page.. 1:- Of

The Value and Impact of the GED Certificate for1987 Recipients

New Brunswick Department of Advanced Educationand Training.

1990

Publication Department of Advanced Education and Training.Information 125 Hilton Road, Industrial Park, Fredericton, NBE3B 5H1.

Overview

Methodology

Summary ofFindings

The purpose of t..is study was to investigate theimpact of receiving the GED on those 1987 NewBrunswick residents who passed the GED tests.

This study was conducted by mailed questionnaire.The surveys were sent to 1,400 of the 1,485 personissued a GED certificate in 1987. Of the total sent,398 were returned as undeliverable and 586 werereturned for an adjusted response ram of 58%. Thesurvey instrument consisted of 17 selected responseitems and two open ended questions asking foranecdotal information about the impact of the GEDand suggestions for the program. The surveyinstrument was included. The data were analyzedand arranged into tables reflecting frequencies andpercentages.

On the basis of the data gathered the authors reportedthat

1. Full-time and part-time employr -ntincreased 12.5 % for those who passed theGED.

2. Unemployment decreased 45.8% for thosewho passed the GED.

3. 36% of the respondents took furthertraining.

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The UnWersity ot GeorgiaDeparttuent of Adult Education

11

. Document 50Page 2 of 2

As a result of these findings and the anecdotalinformation provided, the authors conclude that, "thereceipt of the GED has indeed made andimprovement in the lives of the majority (ofgraduates). This improvement may have beeneconomic, social, personal, or perhaps onlyperceived, but it is clear that the GED testing serviceis a valuable asset to many citizens of our province"(p. 19).

Critique of The methodology employed in this study is sound.Study The adjusted response rate of 58% is higher thanmany similar studies. The statistical analysis of thedata is minimal while there is an extensive sectiondevoted to the anecdotal information provided by therespondents. Although the statements of findings in#1 & #2 seem to conflict, the full data are available inthe report. As with most studies of this type, onemust be cautious of the generalizabiltiy of the resultsas there is no comparative data presented for eitherthe unsuccessful GED candidate or the generalpopulation.

9 6


Document 511 of 2

TitleThe Nonequivalence of High School Equivalents

Author(s) Cameron, S.V. & Heckman J.J.

Date 1991

Publication Working paper No. 3804. National Bureau ofInformationEconomic Research, 1050 Massachusetts Avenue,Cambridge, MA 02138.

Overview

Methodology

Summary ofFindings

The purpose of this study was to compare theeconomic consequences of traditional high schoolgraduation and graduation by means of high schoolequivalency exam.

The data gathered for this study were derived fromthe National Longitudinal Survey of Youth. Datawere obtained for the group that was 13-20 years oldin 1978. he subjects in this group also took theArmed Services Vocational Apptitude Battery in1980. A summary of the varibles included isincluded in the appendix.

The National Longitudinal Survey of Youthpopulation "waves" from 1979-1987 that consistedof a "random sample of 6,111 U.S. youths and asupplemental sample of 5,296 randomly chosenblack, Hispanic, economically-disadvantagedyouths"(p.1, appendix), was used for this study.The Cameron and Heckman employed sub-samplefrom the larger data set that consisted of "males whowere in the random sample, the black supplementalsample, and the supplemental Hispanic sample" (p.1,appendix).

On the basis of the data gathered the authors find thefollowing:

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The University of GeorgiaDepartment ot Adult Eduestion

%NO

Doeurnent.51 1:Page:2. of 2 1..

1.High school graduates have statisticallyhigher mean test scores on the Aimed ForcesQualifying Test than do GED holders, whoin turn, have statistically higher mean testscores than do high school dropouts. (p.12)

2. The mean labor market status of highschool dropouts is the same as that for GEDrecipients...Both groups are inferior to highschool graduates in terms of hours, wages,weeks worked and length of time in theircurrent jobs. (p.13)

3. Using conventional statistical levels, theNLSY data strongly reject the hypothesis thatGED recipients are the labor market equals ofhigh school graduates. (p. 18)

The authors conclude by stating, "The mainconclusion of this paper is that exam-certified highschool equivalents are statistically indistinguishablefrom high school dropouts. Both dropouts andexam-certified equivalents have comparably poorwages, earnings, hours of work, unemploymentexperiences,and job tenure" (p.24-).

Critique of This is a highly detailed study conducted byStudyeconomists. Broad conclusions about the GED aremade on the basis of a single survey group and theauthors do note that," The sampling frame of theNLSY forced us to confine our attention to the earlystages of adulthood. It is possible that GEDrecipients and high school dropouts will look moredissimilar at older ages and that high schoolgraduates will look more similar" (p 25).



TitleFollow-Up Study of GED Graduates in Georgia

Author(s)Georgia Department of Technical and AdultEducation .

Date 1991

Publication Georgia Department ofTechnical and AdultInformation Education, 660 South Tower, One CNN Center,Atlanta, GA, 30303-2705.

Overview

Methodology

The purpose of this study was to provide informationfor the improvement, promotion, and expansion ofthe Georgia GED program. While not specifically anoutcome study, several of the selected response itemsdo address that issue.

This study was conducted by randomly selecting1,000 of the 10,761 individuals who successfullycompleted the GED tests in 1989 in the state. Aquestionnaire was mailed to those selected and a totalof 300 responses were received for a response rate of33%. The survey instrument is included in thestudy. The data gathered were analyzed usingfrequencies, percentages, cumulative percentages,and crosstabulations.

Summary of On the basis of the data gathered the authors foundFindings the following:

1.After receiving the GED EquivalencyCertificate, most of the respondents wereemployed full-time for pay.

2. Yearly income did not change afterreceiving the GED Equivalency Certificate.

3. A large majority of the respondentsexpressed an increase in self-confidence afterreceiving the GED Equivalency Certificate.



Oft. rDocument 52Page 2 of:2 .

Critique of While not strictly concerned with outcomes, thisStudy provides some relevant findings. As in many studiesof this nature there is a relatively small response rate.

100The University of Conti*

Department of Adult Education .11101{

141

Title

Author(s)

Date


A Study of Differences in Employment, Salary, andEnrollment in Post-Secondary Education Associatedwith Completion of the General EducationalDevelopment (GED) Exam

Goodwin, J.A.

1991

Publication Unpublished doctoral dissertation submitted to theInformation Department of Educational Foundations and PolicyStudies, Florida State University, Tallahassee, FL.

Overview

Methodology

"The purpose of this study was to examine thedifferences in salary, employment, and enrollment inpost-secondary education associated with completionof the GED examination" (p. 62). Three of the sixresearch questions posed apply to outcomes:

1. Does possession of a GED credentialincrease the likelihood of obtainingemployment?

2. Does possession of a GED credentialincrease the likelihood of improving salary?

3. Does possession of a GED credentialincrease the likelihood of enrolling in furthereducational programs? (p.6)

This study was conducted by randomly selecting400 people who successfully completed the GEDexam between July, 1988 and June, 1990 in NewYork State. A total of 96 responses were received fora response rate of 28%. The survey instrumentconsisted of 27 items, 21 selected response and 6open-ended questions. The survey instrument wasincluded.

Analysis of the data was performed by frequencydistributioas.. means, standard deviations, andmultiple regression techniques.

1 0 1

The Universiiy of GeorgiaDepartment of Adult Education

Summary ofFindings

Critique ofStudy

Document 53.,Page:2 of 2

On the basis of the data gathered in this study, theauthor found the following:

1.There was a decrease in the salary of therespondents during the period of the study.

2. There was an increase in enrollment inpost-secondary education and that this maypartly explain the decrease in salary.

3. There was no difference in theemployment status of the GED graduates .

4. The self-esteem of the respondentsincreased as a result of successfullycompleting the GED.

The author cautions that the study is limited by thenature of the survey instrument and the lack ofcomparative data. While a 28% response rate isclaimed, it is also noted that only 86 questionnaireswere completed sufficiently to warrant inclusion inthe analysis of data. This low response rateintroduces the possiblity of response bias. Themethodology appears to be appropriate but theinclusion of relevant statistical data in the summarywould have been helpful.



.Document.54:.Page 1..of

Title Follow-up Study of 1989 GED Recipients inWisconsin

Author(s)

Date

Hayes, E.

1991

Publication Madison, WI: Department of ContinuingInformation and Vocational Education. University of Wisconsin-Madison.

Overview

Methodology

The purpose of this study was to answer thefollowing questions:

1. What are the occupational, educational,personal, and social benefits of obtaining aGED for Wisconsin GED recipients?

2. How do Wisconsin recipients vary in thebenefits they experience?

3. What are the factors that affect the natureand extent of these benefits? (P.1)

The data for this study were gathered by twomethods, a mailed questionnaire and telephoneinterviews. The survey instrument used for themailing consisted of 65 selected-response items andone open-ended question for opinions and commentsabout the tests and their impact on the recipient. Thesurvey instrument is included. The questionnairewas mailed to 1,028 GED graduates adults whoearned their GED from July through December,1989. A total of 432 responses were received for anunadjusted response rate of 42%. 168 were returnedas undeliverable, yielding an adjusted response rateof 50.2%



Summary ofFindings

Document: 54Page: 2 of: 3

The data gathered were analyzed by a variety ofstatistical procedures, including frequencydistributions, means, chi-squared, t-tests, analysis ofvariance, and correlational analysis.

Next, the telephone interviews were conducted. The49 GED graduates were selected from the populationof respondents to the mailed survey. Purposivesampling was used to select the interviewees and wasdesigned to permit comparisons between severaldemographic variables. The data gathered from theinterviews were analyzed using qualitative dataanalysis procedures.

As a result of the data gathered, the followingwas found:

1. GED graduates have varied reasons forearning the credential, with immediateemployment a priority for a relatively smallproportion of individuals.

2. There are a variety of benefits experiencedby GED graduates, both tangible andintangible. The intangible benefits, such aslife satisfaction, higher aspirations, andimproved self image, are those most widelyreported.

3. Occupational advancement and financialsecurity were outcomes for a smaller, but stillsignificant proportion of graduates.

4. Participation in further education andtraining were reported by a sizeableproportion of respondents. Almost half ofthose with further education as a primary goalenrolled in a college degree program withintwo years of GED graduation. (p.56-58)

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The University of GeorgtaDeportment of Adult Education

Omer

alder

aMI

Document 54'Page '3:of..3.

5. Results of the telephoneinterviews,"suggested that graduates' adultroles and responsibilties have an impact onthe benefits they experience from obtainingthe GED credential" (p. i).

Critique of This was a highly detailed study; the researchStudy goals were well thought-out, and stated clearly. Theresearcher alerts us to potential problems caused bythe lack of a control group and possible responsebias associated with the survey population.

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Imo

Title

Document 55 7'Page I. of

Estimating the Impact of the Increased EarningsCapacity From a Secondary Education on the FutureWelfare Recipiency of Female Dropouts

Author(s) Maloney, T.

Date 1991


Overview

Methodology

Summary ofFindings

Department of Economics, The University ofAuckland, Auckland, New Zealand

This study extends the work reported in document57. This study sought to estimate,"the potentialimpact of increased earnings capacity on the futureAFDC recipiency among female dropouts" (p. 1-2).This increased earning capacity was estimated at

10.2 to 10.6 for a regular high school diploma, and6.2 to 6.5 percent for a GED degree" (p. 1).

The data gathered for this study were derived fromthe National Longitudinal Survey of Youth samplefrom 1979. The subsample used in this report was2,601 women who were in the 20-28 year old agegroup in 1985. This groups was also given theArmed Services Vocational Aptitude Battery in 1980.

The methodology employed for this study includedthe construction of econometric models topredict,"the determinants of educational attainmentand subsequent AFDC recipiency " (p. 2).

On the basis of the models constructed from theavailable data the author finds that :

1. High school graduates experience lowerrates of post-schooling welfare recipiencythan observationally equivalent dropouts orGED recipients.

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2... .the AFDC recipiency of the averagedropout would be reduced by 3.8 percentagepoints with a high school diploma and 2.3percentage points with a GED degree. . .

.Although these effects would appear to besubstantial, they would eliminate at most one-.quarter of the current gap in welfarerecipiency between women who have andhave not completed their secondary education(p.26).

The author concludes that," in this study we fmd thatin terms of welfare recipiency, GED recipients anddropouts are quite similar" (p. 26).

Critique of The use a single study group may present problemsStudy of generalizabilty. The author calls for further studyto explore the many possible variables affecting thestudy group.

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MO. Document 56Page 1 of 1

Title Estimating the Returns to a Secondary Education forFemale Dropouts

Author(s) Maloney, T.

Date 1991


Overview

Methodology

Institute for Research on Poverty, Discussion PaperNo. 937-91, University of Wisconsin-Madison.

The purpose of this paper was "to estimate thereturns to the average female dropout if she were toeither complete a regular high school education orGED degree" (p. 2).

The data gathered for this study were derived fromthe National Longitudinal Survey of Youth samplefrom 1979. The subsample used in this report was2,601 women who were in the 20-28 year old agegroup in 1985. This groups was also given theArmed Services Vocational Aptitude Battery in 1980.

The methodology employed for this study includedthe construction of econometric models to "model theprocess that leads to leads to differences in potentialmarket wage rates and too simulate the possiblereturns to a secondary education" (p. 37).

Summary of On the basis of the data gathered in this study theFindings author found that "female high school dropouts couldincrease their potential market wage by 10.2 to 10.9percent if they completed their regular high schooleducation, or by 6.2 to 6.5 percent if they receivetheir GED degree" (p. 37).

Critique of This was a highly detailed study based on theStudy construction of econometric models.using availabledata. The study group is confined to a single surveygroup and may present problem of generalizabilty ofthe results.

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The University of GeorglaDepartment of Adult Education

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DOcignent. 57Page :11 of 2

Title What Has Happened to Iowa's GED Graduates?Final Report

Author(s) Iowa Department of Education

Date 1992

Publication State of Iowa, Department of Education.Information Division of Community Colleges, Bureau ofEducational and Student Services, Grimes StateOffice Building, Des Moines, Iowa, 50319-0416.

Overview

Methodology

The purpose of this study was to determine the short-term (two-year), intermediate (five-year), and long-term (ten-year) impact of earning a high schoolequivalency diploma (GED) in Iowa. Threequestions guided the study:

1. To what extent does earning a GEDdiploma provide employment and economicbenefits to both individuals and society?

2. To what extent does earning a GEDdiploma provide quality of life benefits otherthan those directly related to employment andeconomic performance?

3. To what extent does the ABE/GEDprogram help learners pass the GED, and arelearners satisfied with that program? (p. xii)

This study was conducted by identifying GEDgraduates from the years 1980, 1985, and 1990 anddrawing a random sample of 2,500 graduates fromeach time cohort. A questionnaire consisting of 39selected response items and one open ended questionwas designed. This questionnaire included itemsfrom the U.S. Census, from surveys conducted bythe GED Testing Service, and from previouslyconducted Iowa studies.

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The University of GeorgiaDeportment a Adult Education

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The questionnaire was mailed to 7,500 GEDgraduates in the spring of 1991. Of these, 2,425were returned as undeliverable, a total of 1,597surveys were returned for an overall adjustedresponse rate of 31%.

The data derived from the questionnaire wereanalyzed and assembled into tables for comparativepurposes.

Summary of On the basis of the data gathered in the areas ofFindings economic and employment benefits, and non-economic benefits the authors concluded thefollowing:

1. Employment and economic benefits weremeasured by thirteen variables. The gains inthese variable represent both individual andsocial benefits. Individuals gained byincreasing wealth and security; society gainedby enhanced worker productivity, andincreased tax base, and a reduction independency on publicly subsidized socialprograms.

2. Non-economic benefits as well aseconomic benefits were in evidence.Increased self esteem, communityinvolvement, and enhanced parenting skillswere all cited by respondents as importantbenefits derived from the successfulcompletion of the GED. (p.xxv.)

Critique of This was a well done study. Longitudinal researchStudy in the realm of GED outcomes is often called for,but seldom in evidence. While recent studies, basedon relatively young subjects, have called intoquestion the economic benefits of the GED, theauthors of the Iowa study point out that the longterm benefits of the GED have not been measured.The authors do warn of potential response biasbased on sample characteristics and the nature of thesurvey instrument.

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The Univensity of GeorgiaDepartment of Mutt Education -----

Author Index

AuthorDocument Number

Behal, E. L.18

Box, W. C.44

Byrd, F.7

Cameron, S. V.51

Carson, B. W.19

Cervero, R. M.

Charuhas, M.

Colert, S.

Crabol, B.

D'Amico, L. A.

Darkenwald, G. G.

Elster, R. S.

Flyer, E.

Fugate, C. W.

Georgia Department of Technical and Adult Education

Goodwin, J. A.

Grise, P.

Hannah, W. C

Haberman, M.

Hayes, E.

Heckman, J. J.

Hendix, 3.

Iowa Department of Education

Jantzen, L.

20, 21,22

8

23

31

1

35

14

14

4

52

53

32, 36

5

34

7, 54

51

7

157

11

1 1 1

Killpatrick, P. T.48

King, J.24

Klein, J.32, 36

Ladner, R.25

Larsen, J. A.9

Laurence, J. H.26, 37

Lyle, B.42

Maguire, T.31

Malizio, A.28

Ma lly, N.8

Maloney, T.55, 56

Means, R.26, 38

Meeker, R.24

McLawhorn, K. B.12

Miller, K. R.39

Moore, L. H.10

Moore L.15

Moraine Valley Community College 16

New Brunswick Department of Advanced Education andTraining

49 50Olsen, N. K. 46 47Passmore, D. L.

40, 46, 47Peterson, N. L.

20Pipho, C. C.

3

Quigley, A11

Quinn, L. M.33, 34

Reed, N. V.29

Sabino, M. J.43

1 1 2

123

a

t

Or..

Mr

-

-

Scheideman, G.41

Seaman, D. F.43

Sharon, A. T.6

Simpson, D.7

Sloan, C. A.27

Swarm, C. C.13

Thiele, J. E.27

Thomas, E. L.44

Thompson H. G.

Turner, A. P.

Tyler, R

Valentine, T.

Wilett, L. H.

Webb, J. D.

30

45

2

35

17

41

li

=1 Subject index

SubjectDocument Number

Affective Outcomes 8, 10, 11, 12, 13, 15, 16,20, 21, 22, 27, 29, 30, 31,35, 39, 43, 44, 48, 50, 51,

52, 53, 56

Education Outcomes .1, 2, 3, 4, 5, 6, 7, 8, 9, 10,11, 12, 13, 15, 16, 17, 18,19, 20, 21, 22, 23, 24, 25,27, 28, 29, 30, 31, 32, 33,34, 35, 36, 38, 39, 43, 44,45, 48, 49, 50, 52, 53, 55,

56

Economic Outcomes 2, 3, 6, 8, 10, 11, 13, 15,16, 20, 21, 22, 24, 25, 27,28, 29, 30, 31, 35, 39, 40,43, 46, 47, 48, 50, 51, 52,

51, 54, 56, 57

Family-related Outcomes10, 39

Military Performance14, 26, 37, 42

1 1 4

12.3

Documents

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