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Download full textShuster, Kate – Education Policy Analysis Archives, 2012
Using the nationally representative, cohort-based data of the Education Longitudinal Study of 2002 (ELS:02), this study employs multiple regression to examine the effects of exit exams on student achievement and school completion. This study finds that exit exams as a whole do not have substantial effects on student achievement in mathematics,…
Descriptors: Grade Point Average, Mathematics Achievement, Academic Achievement, Mathematics Tests
Peer reviewedMusgrove, Walter J.; Musgrove, Glenn J. – Journal of Employment Counseling, 1979
This study attempts to determine the relationship between the subtests of the General Education Performance Index (GEPI) and the revised version of the General Educational Development Test (GED), and reports a technique whereby performance on the GEPI may be used to predict performance on the GED. (Author)
Descriptors: Adults, Correlation, High School Equivalency Programs, Multiple Regression Analysis
Peer reviewedMoore, Ray T.; Davies, Jon A. – Educational and Psychological Measurement, 1984
Prediction of General Educational Development (GED) scores from motivational variables derived from Vroom's expectancy-valence theorem was hypothesized. The Tests of Adult Basic Education score, General Aptitude Test Battery score, MD1 expectancy subscale score, and Minnesota Multiphasic Personality Inventory defensiveness score accounted for…
Descriptors: Economically Disadvantaged, High School Equivalency Programs, Motivation, Multiple Regression Analysis
The Use of a Qualifying Instrument To Determine Success on the General Educational Development Test.
Sua, Dangbe Wuo – 1990
Because prisoners are often denied a chance to take the General Educational Development (GED) test because of low scores on the General Education Performance Index (GEPI), a study was conducted to determine whether total standard scores on the GEPI of 220 or greater could be used to predict total standard scores of 220 or greater on the GED test.…
Descriptors: Adult Basic Education, Correctional Education, High School Equivalency Programs, Predictive Validity
Sharon, Amiel T. – 1972
The primary use of the Tests of General Educational Development (GED) is to appraise the educational development of adults who have not completed their formal high school education. The significance of these tests for higher education lies in their extensive use in admission of non-high-school-graduate adults to college. This study has three major…
Descriptors: Achievement Tests, Adult Students, College Admission, College Entrance Examinations
Wolf, John C. – Measurement and Evaluation in Guidance, 1983
Investigated the predictive value of the high school level battery of tests of General Educational Development (GED) for two-year college academic performance, using a sample of GED freshmen (N=300). The GED proved to be a valid predictor of first semester grade point average. (Author/JAC)
Descriptors: Academic Achievement, Academic Records, Admissions Counseling, College Freshmen
Venezky, Richard L.; And Others – 1993
A study evaluated different approaches to placing students in adult literacy classes using 168 adult basic education (ABE) and General Educational Development (GED) students. Students in classes at Rochambeau School in White Plains, New York, were given the Tests of Adult Basic Education (TABE), the Tests of Adult Literacy Skills (TALS), an oral…
Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Educational Testing
