Predicting the College Success of Non High-School Graduates With the Tests of General Educational Development

1972 ◽  
Vol 32 (4) ◽  
pp. 1055-1059 ◽  
Author(s):  
Amiel T. Sharon
Keyword(s):  
High School ◽  
College Success ◽  
High School Graduates ◽  
Educational Development ◽  
General Educational Development

scholarly journals General Educational Development (GED) and Educational Attainment Equivalency for Demographically Adjusted Norms†

2019 ◽  
Vol 34 (8) ◽  
pp. 1340-1345 ◽  
Author(s):  
Kelsey C Hewitt ◽  
Meghan W Cody ◽  
Craig D Marker ◽  
David W Loring
Keyword(s):  
High School ◽  
Formal Education ◽  
Educational Achievement ◽  
High School Graduates ◽  
Educational Development ◽  
Educational Background ◽  
School Education ◽  
General Educational Development ◽  
High School Education ◽  
Neurology Clinic

Abstract Objective To investigate whether the General Educational Development (GED) certificate should be considered equivalent to a standard 12-year high school education when performing demographic corrections on neuropsychological performance levels. If the GED certificate and high school diploma reflect comparable levels of educational achievement, then performance on the Test of Premorbid Function (TOPF) and selected WAIS-IV indices should not differ between groups. Method Archival neuropsychology data were reviewed to identify patients who either (1) did not complete high school and did not subsequently obtain a GED, (2) did not complete high school but subsequently obtained a GED, or (3) completed high school and did not obtain any further formal education. Most patients were programmatic referrals for epilepsy surgery evaluation, although referrals from the general neurology clinic were also included. The primary dependent measures were the TOPF and WAIS-IV Full Scale IQ (FSIQ). Results High school graduates obtained higher scores on the TOPF (p < .01, partial η2 = 0.16) and FSIQ (p < .01, partial η2 = 0.14) as compared to both GED subjects and subjects withdrawing from high school with no GED. The non-GED group and the GED group did not differ from each other. Conclusions These findings demonstrate that the GED is not equivalent to a standard 12-year high school education when characterizing educational background. Although these data do not address what the appropriate year equivalent should be for the GED when adjusting performance for educational background, using 12 years will likely identify more areas of neuropsychological weakness simply by suggesting higher levels of premorbid ability.

scholarly journals Relationship of First-Year University Grades of Non-High School Graduates with the Tests of General Educational Development

1980 ◽  
Vol 10 (1) ◽  
pp. 75-82
Author(s):  
J. Douglas Ayers
Keyword(s):  
High School ◽  
Educational Development ◽  
The United States ◽  
General Educational Development ◽  
Admission Policy ◽  
Specific Content ◽  
Remedial English ◽  
Open Admission ◽  
And Mathematics ◽  
High Level

The Tests of General Educational Development (GED) are used extensively in the United States and in all provinces and territories in Canada except Quebec, Ontario, and Alberta for high school equivalency certification. The five tests, which include English, Social Studies, Natural Sciences, Literature, and Mathematics, measure reading comprehension and general knowledge in the subjects rather than specific content of secondary school courses. Nevertheless, they tend to be good predictors of success in colleges and univer- sities. Where these institutions do not have an open admission policy, it is recommended that they determine relative cut-off points for admission to programs. Results of this study indicate that where such cut-off points have been established, they may be at an unnecessarily high level; also, that an open admission policy, especially if supported by remedial English and study skills courses, may be advisable.

After Commencement, Clarity

ASHA Leader ◽  
2013 ◽  
Vol 18 (4) ◽  
pp. 52-55 ◽  
Author(s):  
Linda Freeman
Keyword(s):  
High School ◽  
High School Graduates ◽  
Autism Spectrum ◽  
Speech Language Pathologists

Without the supports of IEP programming, high school graduates on the autism spectrum may struggle. Here are five ways speech-language pathologists in schools can help them transition to what's next.

Russian Education in the Mirror of Demography

2003 ◽  
pp. 4-25 ◽  
Author(s):  
L. Grebnev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Graduates ◽  
Educational Institutions ◽  
Level Of Education ◽  
Demographic Indicators ◽  
Federal Districts ◽  
Stage System ◽  
Migration Flows ◽  
Russian Education

The dynamics of several demographic indicators of Russia - child and teenage cohorts in 1970-2000, life expectancy in 1995-2000, migration flows among federal districts in the period between two censuses of 1989 and 2002 - are considered in the article. The author puts forward the hypothesis about the influence of these indicators on the level of education in narrow and broad senses - in educational institutions and the society as a whole. He estimates the perspectives of regional higher educational institutions under conditions of absence of plan distribution of graduates and the double cyclical fall in the number of high school graduates. The agenda for the development of a two-stage system of higher education corresponding with international integration processes is formulated.

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