Competency-based testing and credentialing (CBTC) initiatives aim to address inequity in adult education by fundamentally changing how states use GED®, HiSET®, and TASC™ test scores to award and withhold high school equivalency credentials. However, CBTC is inconsistent with how developers intend states to use those scores. Accordingly, it falls…

This article, based on an ethnographic study of an urban General Education Development (GED) program, suggests that for some marginalized young men of color, Adult education programs are counter-spaces of spatial justice in opposition to previous negative school spaces. Framed by critical race theory (CRT) and drawing on critical geography and…

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,…

This paper summarizes much of the available information concerning the reliability and validity of the Tests of General Educational Development (GED Tests). The data suggest that the results are sufficiently reliable for continued use and that the validity evidence generally supports the intended uses of the tests. (Author/LMO)

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)

Data from 2,068 Indiana inmates who took the General Educational Development (GED) practice and final tests between 1988-2000 were analyzed. All six practice tests correlated with performance on the GED test. Most accurate were the FF battery (for writing skills), CC (for social studies), BB (for science), EE (for interpreting literature and…

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…

Unlike traditional K-12 programs, which educate youth to take their place in society, the GED (General Educational Development) Tests certify that adults possess the major and lasting outcomes of a high school program of study. Instead of a high school diploma that signifies the successful completion of a particular course of study, the GED…

Describes a study designed to evaluate the relationship between performance on the TABE (Test of Adult Basic Education) Test and the GED (General Educational Development) Test. Analysis of the data shows that there was a significant correlation between all the subscores on the TABE and all the subscores on the GED. (CT)

A study was conducted to determine how the approach to assessing outcomes in Adult Basic Education exemplified by the Adult Performance Level Survey compares with the most widely used approach exemplified by the General Educational Development test. Test scores suggest that reading ability significantly affects performance on both tests.…

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)