Policies of Test Centers and Jurisdictions and GED Candidate Test Performance. GED Testing Service[R] Research Studies, 2009-6
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| Title: | Policies of Test Centers and Jurisdictions and GED Candidate Test Performance. GED Testing Service[R] Research Studies, 2009-6 |
|---|---|
| Language: | English |
| Authors: | Medhanie, Amanuel, Patterson, Margaret Becker, American Council on Education, GED Testing Service |
| Source: | GED Testing Service. 2009. |
| Availability: | GED Testing Service. Available from: American Council on Education. One Dupont Circle NW Suite 250, Washington, DC 20036. Tel: 202-939-9490; Fax: 202-659-8875' e-mail: ged@ace.nche.edu; Web site: http://www.GEDtest.org |
| Peer Reviewed: | N |
| Page Count: | 38 |
| Publication Date: | 2009 |
| Document Type: | Numerical/Quantitative Data Reports - Evaluative |
| Education Level: | High Schools |
| Descriptors: | High School Equivalency Programs, Outcomes of Education, Academic Achievement, Predictor Variables, Educational Policy, Resource Centers, Policy Analysis, Correlation, Exit Examinations, Education Work Relationship, Academic Standards, Alignment (Education) |
| Assessment and Survey Identifiers: | General Educational Development Tests |
| Abstract: | The economic and employment outlook for individuals without a high school diploma is bleak. For many of these individuals, passing the General Educational Development (GED) Test is the first step in competing in the increasingly demanding job market. GED test-taking policies vary across test centers and jurisdictions, and have the potential to affect several outcomes related to the GED credential, such as passing the test or preparedness for postsecondary education. However, little is known about this relationship. This study examines the relationship between GED policies and performance on the content areas and the GED Test as a whole. The model that best fits the data, including test center- and jurisdiction-level predictors, explained approximately 15 percent of the variability in overall GED standard scores, which varies by content area, ranging from 10 percent for Language Arts, Reading to 17 percent for Science, suggesting that the importance of different variables differs as a function of the content area. The results suggest that candidates of various backgrounds are at a disadvantage even after controlling for relevant candidate factors. The most consistent finding associated with test centers was that the gap in performance between African-American and white candidates was smaller in test centers that required the Official GED Practice Test (OPT). However, this requirement did not decrease the performance gap between Hispanic and white candidates. In summary, although there is variability in overall GED standard scores and content area scores associated with the test center and jurisdiction levels, only one of the predictors at these levels--centers open all months of the year--helped account for this variation. Additional implications are discussed. (Contains 2 figures and 16 tables.) |
| Abstractor: | As Provided |
| Number of References: | 23 |
| Entry Date: | 2010 |
| Accession Number: | ED510086 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED510086 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Policies of Test Centers and Jurisdictions and GED Candidate Test Performance. GED Testing Service[R] Research Studies, 2009-6 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Medhanie%2C+Amanuel%22">Medhanie, Amanuel</searchLink><br /><searchLink fieldCode="AR" term="%22Patterson%2C+Margaret+Becker%22">Patterson, Margaret Becker</searchLink><br /><searchLink fieldCode="AR" term="%22American+Council+on+Education%2C+GED+Testing+Service%22">American Council on Education, GED Testing Service</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22GED+Testing+Service%22"><i>GED Testing Service</i></searchLink>. 2009. – Name: Avail Label: Availability Group: Avail Data: GED Testing Service. Available from: American Council on Education. One Dupont Circle NW Suite 250, Washington, DC 20036. Tel: 202-939-9490; Fax: 202-659-8875' e-mail: ged@ace.nche.edu; Web site: http://www.GEDtest.org – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: N – Name: Pages Label: Page Count Group: Src Data: 38 – Name: DatePubCY Label: Publication Date Group: Date Data: 2009 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Numerical/Quantitative Data<br />Reports - Evaluative – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Outcomes+of+Education%22">Outcomes of Education</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Resource+Centers%22">Resource Centers</searchLink><br /><searchLink fieldCode="DE" term="%22Policy+Analysis%22">Policy Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Correlation%22">Correlation</searchLink><br /><searchLink fieldCode="DE" term="%22Exit+Examinations%22">Exit Examinations</searchLink><br /><searchLink fieldCode="DE" term="%22Education+Work+Relationship%22">Education Work Relationship</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Standards%22">Academic Standards</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink> – Name: SubjectThesaurus Label: Assessment and Survey Identifiers Group: Su Data: <searchLink fieldCode="SU" term="%22General+Educational+Development+Tests%22">General Educational Development Tests</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: The economic and employment outlook for individuals without a high school diploma is bleak. For many of these individuals, passing the General Educational Development (GED) Test is the first step in competing in the increasingly demanding job market. GED test-taking policies vary across test centers and jurisdictions, and have the potential to affect several outcomes related to the GED credential, such as passing the test or preparedness for postsecondary education. However, little is known about this relationship. This study examines the relationship between GED policies and performance on the content areas and the GED Test as a whole. The model that best fits the data, including test center- and jurisdiction-level predictors, explained approximately 15 percent of the variability in overall GED standard scores, which varies by content area, ranging from 10 percent for Language Arts, Reading to 17 percent for Science, suggesting that the importance of different variables differs as a function of the content area. The results suggest that candidates of various backgrounds are at a disadvantage even after controlling for relevant candidate factors. The most consistent finding associated with test centers was that the gap in performance between African-American and white candidates was smaller in test centers that required the Official GED Practice Test (OPT). However, this requirement did not decrease the performance gap between Hispanic and white candidates. In summary, although there is variability in overall GED standard scores and content area scores associated with the test center and jurisdiction levels, only one of the predictors at these levels--centers open all months of the year--helped account for this variation. Additional implications are discussed. (Contains 2 figures and 16 tables.) – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: Ref Label: Number of References Group: RefInfo Data: 23 – Name: DateEntry Label: Entry Date Group: Date Data: 2010 – Name: AN Label: Accession Number Group: ID Data: ED510086 |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED510086 |
| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 38 Subjects: – SubjectFull: High School Equivalency Programs Type: general – SubjectFull: Outcomes of Education Type: general – SubjectFull: Academic Achievement Type: general – SubjectFull: Predictor Variables Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Resource Centers Type: general – SubjectFull: Policy Analysis Type: general – SubjectFull: Correlation Type: general – SubjectFull: Exit Examinations Type: general – SubjectFull: Education Work Relationship Type: general – SubjectFull: Academic Standards Type: general – SubjectFull: Alignment (Education) Type: general – SubjectFull: General Educational Development Tests Type: general Titles: – TitleFull: Policies of Test Centers and Jurisdictions and GED Candidate Test Performance. GED Testing Service[R] Research Studies, 2009-6 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: American Council on Education, GED Testing Service – PersonEntity: Name: NameFull: Medhanie, Amanuel – PersonEntity: Name: NameFull: Patterson, Margaret Becker IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2009 Titles: – TitleFull: GED Testing Service Type: main |
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