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GED® College Readiness Benchmarks and Post-Secondary Success. EdWorkingPaper No. 24-914

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Title: GED® College Readiness Benchmarks and Post-Secondary Success. EdWorkingPaper No. 24-914
Language: English
Authors: Blake H. Heller, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 66
Publication Date: 2024
Sponsoring Agency: Institute of Education Sciences (ED)
Harvard University, Center for Education Policy Research (CEPR)
Harvard University, Program on Education Policy and Governance (PEPG)
Contract Number: R305B150010
Document Type: Reports - Research
Education Level: Adult Education
High Schools
High School Equivalency Programs
Secondary Education
Higher Education
Postsecondary Education
Descriptors: High School Equivalency Programs, College Readiness, Eligibility, Benchmarking, Academic Persistence, College Preparation, College Credits, Identification, College Attendance, Scores, Cutting Scores, Prediction, Academic Aspiration, Educational Attainment
Abstract: In 2016, the GED® introduced college readiness benchmarks designed to identify testers who are academically prepared for credit-bearing college coursework. The benchmarks are promoted as awarding college credits or exempting "college-ready" GED® graduates from remedial coursework. I show descriptive evidence that those identified as college-ready by these benchmarks enroll and persist in college at significantly higher rates than others who pass the GED® exam, but at lower rates than recent graduates with traditional high school diplomas. Regression discontinuity estimates show that crossing a college readiness threshold does not substantially influence testers' college enrollment or persistence during the two years following their first test attempt. Relatedly, I observe little exam retaking by those who fall narrowly short of the minimum college readiness score thresholds. This contrasts strongly with retaking behavior near the lower GED® passing threshold that determines eligibility for a high school equivalency credential. Those who narrowly fail a GED® subject test are over 100 times more likely to retest than those who fall just short of a college readiness benchmark in the same subject. GED® college readiness benchmarks do not currently appear to promote better college outcomes, but in the absence of more detailed test score information they offer a simple heuristic to predict short-run college enrollment and persistence among GED® graduates, particularly for those who identify educational gain as a primary reason for testing. The results highlight the promise and challenges associated with building pathways for non-traditional students to earn credit for prior learning.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2025
Accession Number: ED672392
Database: ERIC
FullText Text:
  Availability: 0
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PubType: Report
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IllustrationInfo
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  Data: GED® College Readiness Benchmarks and Post-Secondary Success. EdWorkingPaper No. 24-914
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  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
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  Data: N
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  Data: 66
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  Data: 2024
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  Data: Institute of Education Sciences (ED)<br />Harvard University, Center for Education Policy Research (CEPR)<br />Harvard University, Program on Education Policy and Governance (PEPG)
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  Data: <searchLink fieldCode="EL" term="%22Adult+Education%22">Adult Education</searchLink><br /><searchLink fieldCode="EL" term="%22High+Schools%22">High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink><br /><searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22High+School+Equivalency+Programs%22">High School Equivalency Programs</searchLink><br /><searchLink fieldCode="DE" term="%22College+Readiness%22">College Readiness</searchLink><br /><searchLink fieldCode="DE" term="%22Eligibility%22">Eligibility</searchLink><br /><searchLink fieldCode="DE" term="%22Benchmarking%22">Benchmarking</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Persistence%22">Academic Persistence</searchLink><br /><searchLink fieldCode="DE" term="%22College+Preparation%22">College Preparation</searchLink><br /><searchLink fieldCode="DE" term="%22College+Credits%22">College Credits</searchLink><br /><searchLink fieldCode="DE" term="%22Identification%22">Identification</searchLink><br /><searchLink fieldCode="DE" term="%22College+Attendance%22">College Attendance</searchLink><br /><searchLink fieldCode="DE" term="%22Scores%22">Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Cutting+Scores%22">Cutting Scores</searchLink><br /><searchLink fieldCode="DE" term="%22Prediction%22">Prediction</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Aspiration%22">Academic Aspiration</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Attainment%22">Educational Attainment</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: In 2016, the GED® introduced college readiness benchmarks designed to identify testers who are academically prepared for credit-bearing college coursework. The benchmarks are promoted as awarding college credits or exempting "college-ready" GED® graduates from remedial coursework. I show descriptive evidence that those identified as college-ready by these benchmarks enroll and persist in college at significantly higher rates than others who pass the GED® exam, but at lower rates than recent graduates with traditional high school diplomas. Regression discontinuity estimates show that crossing a college readiness threshold does not substantially influence testers' college enrollment or persistence during the two years following their first test attempt. Relatedly, I observe little exam retaking by those who fall narrowly short of the minimum college readiness score thresholds. This contrasts strongly with retaking behavior near the lower GED® passing threshold that determines eligibility for a high school equivalency credential. Those who narrowly fail a GED® subject test are over 100 times more likely to retest than those who fall just short of a college readiness benchmark in the same subject. GED® college readiness benchmarks do not currently appear to promote better college outcomes, but in the absence of more detailed test score information they offer a simple heuristic to predict short-run college enrollment and persistence among GED® graduates, particularly for those who identify educational gain as a primary reason for testing. The results highlight the promise and challenges associated with building pathways for non-traditional students to earn credit for prior learning.
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  Label: Abstractor
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  Data: As Provided
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  Data: 2025
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  Data: ED672392
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672392
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 66
    Subjects:
      – SubjectFull: High School Equivalency Programs
        Type: general
      – SubjectFull: College Readiness
        Type: general
      – SubjectFull: Eligibility
        Type: general
      – SubjectFull: Benchmarking
        Type: general
      – SubjectFull: Academic Persistence
        Type: general
      – SubjectFull: College Preparation
        Type: general
      – SubjectFull: College Credits
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      – SubjectFull: Identification
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      – SubjectFull: College Attendance
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      – SubjectFull: Scores
        Type: general
      – SubjectFull: Cutting Scores
        Type: general
      – SubjectFull: Prediction
        Type: general
      – SubjectFull: Academic Aspiration
        Type: general
      – SubjectFull: Educational Attainment
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    Titles:
      – TitleFull: GED® College Readiness Benchmarks and Post-Secondary Success. EdWorkingPaper No. 24-914
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