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Cervero, Ronald M. – Adult Literacy and Basic Education, 1983
The purpose of the study was to describe (1) ways that adults prepare for the General Educational Development Test, (2) test performance of population subgroups, and (3) test candidates' employment and educational outcomes 18 months later. Significant differences were found in a number of areas, and variables related to test performance were…
Descriptors: Adult Education, Education Work Relationship, Educational Testing, Followup Studies
Download full textGeorge, Carol E.; Schaefer, Lyn; Rao, Chhaya M. – 2003
The majority of candidates who take the Tests of General Educational Development (GED) take those tests within 2 years of leaving school, but this study highlights the demographic profile and performance of candidates who, for a variety of reasons, waited anywhere from 24 to 54 years to attempt to obtain the GED high school equivalency credential.…
Descriptors: Academic Achievement, Adult Dropouts, Demography, Educational Attainment
Guthrie, Barbara – 2000
A study was conducted at a program in rural southwest Virginia to determine whether Head Start parents and adult basic education/high school equivalency program students use critical thinking skills. More than 50 definitions of critical thinking were collected, and Bloom's Taxonomy was reviewed for background information. The teachers' manual for…
Descriptors: Adult Basic Education, Classroom Techniques, Critical Thinking, High School Equivalency Programs
Ayers, J. Douglas – Canadian Journal of Higher Education, 1980
It is recommended that in institutions not offering open enrollment, the General Education Development Tests be used to determine cutoff points for program admission. Results of this study indicate that existing cutoff points may be too high, and that open enrollment may be advisable. (MSE)
Descriptors: Admission Criteria, College Freshmen, Dropouts, Equivalency Tests
Peer reviewedMiner, David – Adult Basic Education, 1997
Dropout, migrant, ethnic minority youth attended General Educational Development (GED) programs and/or one of four sociocultural transition programs: Foxfire, computer practicum, employment competency, or peer mentoring. Compared to controls or GED-only groups, transition participants showed significantly higher achievement, especially students…
Descriptors: Academic Achievement, Adolescents, Disadvantaged Youth, Dropouts
Hillier, Yvonne – Adult Education (London), 1988
Discusses the similarities and differences in the way adult basic education programs are operated in the United States and in the United Kingdom. (JOW)
Descriptors: Adult Basic Education, Adult Education, Comparative Education, Foreign Countries
Peer reviewedWhitney, Douglas R. – Adult Learning, 1991
The General Educational Development Tests can be used to place adult basic education students for study, to measure progress achieved, to enable students to qualify for postsecondary education, and to evaluate program effectiveness. (SK)
Descriptors: Adult Basic Education, Basic Skills, High School Equivalency Programs, Program Evaluation
Peer reviewedRose, Maria C. – Research and Teaching in Developmental Education, 1999
Analyzes the ACT scores, GED scores, and college grade point averages of 251 students who were enrolled with GED credentials at a small four-year college to determine whether the GED and ACT scores are good predictors of college success. Finds that ACT scores are reliable predictors of college GPA, but that GED scores are not. Contains 26…
Descriptors: Academic Achievement, Adult Students, College Entrance Examinations, Equivalency Tests
Virshup, Amy – Washington Post Magazine, 1999
A General Educational Development (GED) certificate is not rigorous enough to substitute for a high school diploma and does not help the recipient economically or in college. Either stronger standards should be developed for GEDs, or dropout-prevention programs should be intensified. (SK)
Descriptors: Adult Basic Education, Disadvantaged, Dropout Prevention, Educational Status Comparison
Bethea, James; Robsinson, Unseld – Journal of Urban Learning, Teaching, and Research, 2007
This qualitative research study identifies protective factors that foster resilience in disconnected youths (ages 16-18) who are participants in Project ReConnect, an alternative education program in New York City. Observations, participant observations, interviews, and focus groups were utilized to collect data from ten participants. Findings…
Descriptors: Adolescents, Dropouts, Qualitative Research, At Risk Persons
Direct linkSouthern Regional Education Board (SREB), 2012
Policymakers and education leaders in Southern Regional Education Board (SREB) states have been working since 2002 to meet all 12 "Challenge to Lead" Goals for Education. At the same time, SREB states have had to struggle with the toughest economic challenges in decades. Even so, SREB states have succeeded in achieving many of the goals…
Descriptors: Public Education, Educational Policy, Policy Formation, Educational Improvement
Southern Regional Education Board (SREB), 2012
Policymakers and education leaders in Southern Regional Education Board (SREB) states have been working since 2002 to meet all 12 "Challenge to Lead" Goals for Education. At the same time, SREB states have had to struggle with the toughest economic challenges in decades. At the same time, SREB states have had to struggle with the…
Descriptors: Public Education, Educational Policy, Policy Formation, Educational Improvement
Southern Regional Education Board (SREB), 2012
Policymakers and education leaders in Southern Regional Education Board (SREB) states have been working since 2002 to meet all 12 "Challenge to Lead" Goals for Education. At the same time, SREB states have had to struggle with the toughest economic challenges in decades. At the same time, SREB states have had to struggle with the…
Descriptors: Public Education, Educational Policy, Policy Formation, Educational Improvement
Southern Regional Education Board (SREB), 2012
Policymakers and education leaders in Southern Regional Education Board (SREB) states have been working since 2002 to meet all 12 "Challenge to Lead" Goals for Education. At the same time, SREB states have had to struggle with the toughest economic challenges in decades. Even so, SREB states have succeeded in achieving many of the goals…
Descriptors: Public Education, Educational Policy, Policy Formation, Educational Improvement
Southern Regional Education Board (SREB), 2012
Policymakers and education leaders in Southern Regional Education Board (SREB) states have been working since 2002 to meet all 12 "Challenge to Lead" Goals for Education. At the same time, SREB states have had to struggle with the toughest economic challenges in decades. Even so, SREB states have succeeded in achieving many of the goals…
Descriptors: Public Education, Educational Policy, Policy Formation, Educational Improvement
