Abstract
In Wisconsin, the status of the GED as a "high school equivalency diploma" was recently challenged and subsequently higher score requirements were adopted. Currently Wisconsin has the most rigorous score requirements in the United States. This article reports the findings of an ex post facto study which investigated the effects of the increased standards on GED examinees. The study utilized both test and demographic data from a sample of 960 examinees: 480 of whom took the tests before the new standards were implemented and 480 who took the tests after they were operationalized. Statistically significant positive and negative effects were observed regarding academic preparation and performance, GED status, and academic and economic benefits of passing the tests experienced by examinees who took the tests after the higher standards were imposed.
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