| 来源类型 | Working Paper |
| 规范类型 | 报告 |
| DOI | 10.3386/w16064 |
| 来源ID | Working Paper 16064 |
| The GED | |
| James J. Heckman; John Eric Humphries; Nicholas S. Mader | |
| 发表日期 | 2010-06-03 |
| 出版年 | 2010 |
| 语种 | 英语 |
| 摘要 | The 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. |
| 主题 | Health, Education, and Welfare ; Education ; Labor Economics ; Labor Supply and Demand ; Labor Compensation |
| URL | https://www.nber.org/papers/w16064 |
| 来源智库 | National Bureau of Economic Research (United States) |
| 引用统计 | |
| 资源类型 | 智库出版物 |
| 条目标识符 | http://119.78.100.153/handle/2XGU8XDN/573738 |
| 推荐引用方式 GB/T 7714 | James J. Heckman,John Eric Humphries,Nicholas S. Mader. The GED. 2010. |
| 条目包含的文件 | ||||||
| 文件名称/大小 | 资源类型 | 版本类型 | 开放类型 | 使用许可 | ||
| w16064.pdf（12513KB） | 智库出版物 | 限制开放 | CC BY-NC-SA | 浏览 | ||
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