Going Beyond the GED

Step 1: Read the related research

"Is It Time for the Adult Education System to Change Its Goal from High School Equivalency to College Readiness?" Focus on Policy, Volume 1, Issue 1, April 2003.

Summary:
According to a comprehensive research review by Portland State University’s Steve Reder, the adult education system should change its goal from GED completion to successful transition into postsecondary education. This article summarizes the main points of that research and lists policy implications from that review.

"A Conversation with FOB…Why Go Beyond the GED?" John H. Tyler, Focus on Basics, Volume 6, Issue D, February 2004.

Summary:
In this article, Tyler asserts that, based on his research, GED credentials can raise economic earning power but not enough for an individual to move out of poverty. He observes that higher-skilled dropouts, with or without GED certificates, receive better pay than lower-skilled dropouts with GED credentials. Tyler questions how well GED credentials prepare students for college entry and work requirements and argues that programs should concentrate efforts on students with fewer skills because these learners will benefit most from gaining GED credentials. He also proposes that GED programs focus on transitioning students into post-secondary education because that is where students benefit economically from education.

"Is the GED Valuable to Those Who Pass It?" Alice Cain Johnson, Focus on Policy, Volume 1, Issue 1, April 2003.

Summary:
This article provides an overview of three specific research findings from Tyler's work and reports that the GED provides different economic benefits to high school dropouts depending on their academic proficiency when leaving school. Those with low skills who obtain GED credentials can expect substantial economic benefits while those with higher skills may not. The economic benefits associated with the GED are not experienced immediately. Based on Tyler's work, Cain outlines policy implications.

Go to Step 2