AbstractThe General Educational Development (GED) credential is issued on the basis of an eight-hour subject-based test. The test claims to establish equivalence between dropouts and traditional high school graduates, opening the door to college and positions in the labor market. In 2008 alone, almost 500,000 dropouts passed the test, amounting to 12% of all high school credentials issued in that year. This chapter reviews the academic literature on the GED, which finds minimal value of the certificate in terms of labor market outcomes and that only a few individuals successfully use it as a path to obtain post-secondary credentials. Although the GED establishes cognitive equivalence on one measure of scholastic aptitude, recipients still face limited opportunity due to deficits in noncognitive skills such as persistence, motivation, and reliability. The literature finds that the GED testing program distorts social statistics on high school completion rates, minority graduation gaps, and sources of wage growth. Recent work demonstrates that, through its availability and low cost, the GED also induces some students to drop out of school. The GED program is unique to the United States and Canada, but provides policy insight relevant to any nation's educational context.
Download InfoIf you experience problems downloading a file, check if you have the proper application to view it first. In case of further problems read the IDEAS help page. Note that these files are not on the IDEAS site. Please be patient as the files may be large.
This chapter was published in:
This item is provided by Elsevier in its series Handbook of the Economics of Education with number 3-09.
Contact details of provider:
Web page: http://www.elsevierdirect.com/product.jsp?isbn=9780444513991
Returns to Education; GED; Dropouts; Graduation Rate; Noncognitive Skills;
Other versions of this item:
- I2 - Health, Education, and Welfare - - Education
You can help add them by filling out this form.
CitEc Project, subscribe to its RSS feed for this item.
- Borghans, Lex & Meijers, Huub & Weel, Bas ter, 2013.
"The importance of intrinsic and extrinsic motivation for measuring IQ,"
MERIT Working Papers
006, United Nations University - Maastricht Economic and Social Research Institute on Innovation and Technology (MERIT).
- Borghans, Lex & Meijers, Huub & ter Weel, Bas, 2013. "The importance of intrinsic and extrinsic motivation for measuring IQ," Economics of Education Review, Elsevier, vol. 34(C), pages 17-28.
- Borghans, Lex & Meijers, Huub & ter Weel, Bas, 2013. "The Importance of Intrinsic and Extrinsic Motivation for Measuring IQ," IZA Discussion Papers 7182, Institute for the Study of Labor (IZA).
- Bas ter Weel & Lex Borghans (Maastricht University)............ Huub Meijers (Maastricht University), 2013. "The importance of intrinsic and extrinsic motivation for measuring IQ," CPB Discussion Paper 231, CPB Netherlands Bureau for Economic Policy Analysis.
- James J. Heckman & Tim D. Kautz, 2012.
"Hard Evidence on Soft Skills,"
NBER Working Papers
18121, National Bureau of Economic Research, Inc.
- Marla McDaniel & Daniel Kuehn, 2013. "What Does a High School Diploma Get You? Employment, Race, and the Transition to Adulthood," The Review of Black Political Economy, Springer, vol. 40(4), pages 371-399, December.
For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Zhang, Lei).
If references are entirely missing, you can add them using this form.