Journeys through College: Postsecondary Transitions and Outcomes of GED[R] Test Passers. Follow-Up Report, Crossing the Bridge, Year Two
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| Title: | Journeys through College: Postsecondary Transitions and Outcomes of GED[R] Test Passers. Follow-Up Report, Crossing the Bridge, Year Two |
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| Language: | English |
| Authors: | Guison-Dowdy, Anne, Patterson, Margaret Becker, American Council on Education, GED Testing Service |
| Source: | GED Testing Service. 2011. |
| 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: | 40 |
| Publication Date: | 2011 |
| Document Type: | Reports - Research |
| Education Level: | High School Equivalency Programs Postsecondary Education |
| Descriptors: | High School Equivalency Programs, High School Graduates, Educational Status Comparison, Economic Impact, College Freshmen, Educational Demand, Postsecondary Education, Transitional Programs, Credentials, Testing, Adult Education, Data Analysis |
| Geographic Terms: | United States |
| Assessment and Survey Identifiers: | General Educational Development Tests |
| Abstract: | Since the 1990s, a wealth of literature has compared the benefits of having a GED[R] test credential versus a traditional high school diploma or no high school credential, with an early emphasis on economic impact. One advantage of passing the GED test lies in its ability to open doors to the postsecondary system. Nearly two-thirds of U.S. uncredentialed adults who passed the GED test in 2010 indicated further education as a reason for testing, and 55.6 percent specified testing to enter a two-year or a four-year postsecondary institution. The purpose of this paper is to expand on the insights, as offered in Zhang, Guison-Dowdy, Patterson, and Song (2011), into the postsecondary transitions and outcomes of GED test passers in contrast to those of traditional high school graduates. Analyses use the BPS:04/09 dataset, a large, longitudinal dataset representative of a U.S. cohort of postsecondary freshmen. A second paper (Guison-Dowdy & Patterson, in press) further compares GED test credential recipients and traditional high school graduates side by side using BPS:04/09 data as well, examining more specifically the socio-academic experiences, the continued or altered trajectories, and the thoughts of students in their journeys through the postsecondary system, between the time they first enroll and until they exit. (Contains 8 figures, 8 tables, and 5 footnotes.) |
| Abstractor: | ERIC |
| Number of References: | 43 |
| Entry Date: | 2013 |
| Accession Number: | ED541697 |
| Database: | ERIC |
| Abstract: | Since the 1990s, a wealth of literature has compared the benefits of having a GED[R] test credential versus a traditional high school diploma or no high school credential, with an early emphasis on economic impact. One advantage of passing the GED test lies in its ability to open doors to the postsecondary system. Nearly two-thirds of U.S. uncredentialed adults who passed the GED test in 2010 indicated further education as a reason for testing, and 55.6 percent specified testing to enter a two-year or a four-year postsecondary institution. The purpose of this paper is to expand on the insights, as offered in Zhang, Guison-Dowdy, Patterson, and Song (2011), into the postsecondary transitions and outcomes of GED test passers in contrast to those of traditional high school graduates. Analyses use the BPS:04/09 dataset, a large, longitudinal dataset representative of a U.S. cohort of postsecondary freshmen. A second paper (Guison-Dowdy & Patterson, in press) further compares GED test credential recipients and traditional high school graduates side by side using BPS:04/09 data as well, examining more specifically the socio-academic experiences, the continued or altered trajectories, and the thoughts of students in their journeys through the postsecondary system, between the time they first enroll and until they exit. (Contains 8 figures, 8 tables, and 5 footnotes.) |
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