General Educational Development Test Research Articles

Changes in the Frequency and Type of Barriers to Reproductive Health Care Between 2017 and 2021

Previous research has documented individual-level barriers to reproductive health services, but few studies have examined national trends. To determine whether the number and type of barriers to reproductive health care experienced by US women of reproductive age changed from 2017 to 2021. This cross-sectional study used serial survey data, weighted to be nationally representative, collected in August 2017 and December 2021 from members of Ipsos's KnowledgePanel who were aged 18 to 49 years and assigned female at birth. Having experienced barriers to reproductive health care over the past 3 years. The primary outcome was number and type of barriers to reproductive health care services, including Papanicolaou tests or birth control, experienced in the past 3 years. Increases in barriers to reproductive health care were measured using multivariable linear regressions adjusted for age, race and ethnicity, education level, employment status, metropolitan area, geographic region, household income, and language (English vs Spanish). Of 29 496 KnowledgePanel members invited, 7022 (mean [SD] age, 33.9 [9.0] years) and 6841 (mean [SD] age, 34.2 [8.6] years) completed the 2017 and 2021 surveys (50% and 45% response rates, respectively). Among 12 351 participants who indicated that they had ever tried accessing reproductive health services, 35.9% (95% CI, 34.8%-37.0%) were aged 30 to 39 years; 5.5% (95% CI, 4.9%-6.2%) were Asian or Pacific Islander, 13.7% (95% CI, 12.8%-14.6%) were Black, 19.1% (95% CI, 18.1%-20.1%) were Hispanic, 58.2% (95% CI, 57.0%-59.5%) were White, and 3.5% (95% CI, 3.1%-4.0%) were multiracial or of other race or ethnicity; and 11.7% (95% CI, 11.0%-12.5%) were living below 100% of the federal poverty level. Covariate distribution was similar across years. In bivariable analyses, participants were more likely to report experiencing a given barrier in the past 3 years in 2021 than in 2017 for all but 2 barriers. More people experienced 3 or more barriers in 2021 (18.6%; 95% CI, 17.3%-20.0%) than in 2017 (16.1%; 95% CI, 14.9%-17.4%) (P = .008). In multivariable analyses, the mean number of barriers increased significantly from 1.09 (95% CI, 1.02-1.14) in 2017 to 1.29 (95% CI, 1.22-1.37) (P < .001) in 2021. Participants who were aged 25 to 29 years (0.42; 95% CI, 0.37-0.47), identified as Hispanic (0.41; 95% CI, 0.38-0.45), had no high school diploma or General Educational Development test (0.62; 95% CI, 0.53-0.72), lived below 100% of the federal poverty level (0.65; 95% CI, 0.55-0.73), and took the survey in Spanish (0.87; 95% CI, 0.73-1.01) saw the greatest increases in mean number of barriers between 2017 and 2021. The study findings suggest that barriers to reproductive health care increased between 2017 and 2021, with the largest increases observed among individuals from historically disadvantaged populations. Efforts are needed to ensure that reproductive health care access remains a priority.

Findings of a Novel Barbershop-Based Peripheral Artery Disease Screening Program for Black Men.

Background Peripheral artery disease (PAD) increases the risk of cardiovascular events and limb events including amputations. PAD is twice as prevalent in Black compared with non-Hispanic White individuals, especially among men. Screening for PAD using the ankle-brachial index in community settings, such as the barbershop, could lead to earlier diagnosis and treatment. Methods and Results A pilot study was conducted at 2 barbershops in Cleveland, OH from June to December 2020 to assess the feasibility of screening for PAD in the barbershop setting and the effect of an educational intervention on PAD awareness. After screening with both automated and Doppler ankle-brachial index, PAD was identified in 5/31 (16.1%) of participants. Baseline systolic blood pressure, low-density lipoprotein cholesterol, and random blood glucose were higher in participants who screened positive for PAD (P<0.001). PAD awareness was low overall. There was a significant improvement in PAD awareness assessment scores obtained at the initial and exit visits (9.93±4.23 to 12.50±4.41, P=0.004). An association was found between PAD awareness at baseline and highest education level achieved: compared with those with some college/associate's degree or higher, non-high school graduates scored lower on PAD awareness (P=0.022), as did those who only had a high school diploma or tests of General Educational Development (P=0.049). Conclusions In a pilot study, barbershop-based screening for PAD among Black men revealed a higher than expected PAD prevalence and low PAD awareness. An educational video was effective at increasing PAD awareness. Ankle-brachial index screening and educational outreach in the barbershop may be a feasible and effective tool to diagnose PAD and reduce PAD disparities among Black men at highest risk.

From G.E.D. to Ph.D.: Eric Thomas as a Model of Educational Success

Since the General Educational Development (GED) Program was established in 1943, more than 17 million people have received a GED Credential. According to the American Council on Education (ACOE), the GED test is considered an alternative option to the US High school diploma, HiSET and TASC tests; the GED test verifies whether the test taker has the United States or Canadian high school-level academic skills (Larson et al., 2016; Rice, 2016). The GED tests entail five subject contents such as writing skills, reading skills, social studies, science, and mathematics&amp;mdash;and although the standards required for passing the tests vary across states, these standards are generally similar (Larson et al., 2016; Rice, 2016). This chapter will examine the words Dr. Eric Thomas uses during an interview on the day that he obtained his Ph.D. (Philosophy in Education) from Michigan State University. During this interview with Glenn Twiddle, Dr. Thomas discusses the various factors that motivated him to pursue and earn a Ph.D. In particular, this content analysis will determine the themes Dr. Thomas believes are essential catalysts for educational success. Qualitative analysis of Dr. Thomas&amp;rsquo;s interview reveals four themes related to (a) The Habit of Avoiding Challenges; (b) The Value of Facing Challenges; (c) The Importance of Receiving Encouragement and Accepting Help; (d) The Fragility of Work-Life Balance. Essentially, these themes highlight Dr. Thomas&amp;rsquo;s initial habit of running from academic challenges, the reasons why he faced educational challenges in his life, what he learned about himself after facing academic challenges, the importance of receiving encouragement and accepting help from others, as well as how he manages work-life balance.

From Soldiers to Students: The Tests of General Educational Development (GED) as Diplomatic Measurement

The GI Bill's college-attendance provisions posed an evaluation problem. How would returning veterans, most of whom were without high school diplomas, be judged fit for college? Drawing from a variety of primary source material from the years surrounding the close of World War II, we show how leaders in government, the military, and academia cooperated to produce a measure of college fitness that would deem virtually all veterans fit for college entry. We use this historical moment to develop a novel theoretical insight. Measurement is diplomatic when it facilitates transactions across institutional distinctions while recognizing and honoring those distinctions. This insight has broad utility for students of American political development.

Sensual sexuality education with young parenting women

Comprehensive sexuality education curricula that incorporate sex positive and integrated approaches go beyond a presentation of facts and strategies for prevention to emphasize the promotion of sexual subjectivity and wellbeing. A pilot sensual sexuality education program was planned, implemented and informally evaluated with young parenting women at an alternative General Educational Development test preparation center. The program prioritized a sex positive framework, including topics such as pleasure, desire and sexual entitlement, and invited participants to explore sexuality through a multisensory orientation. Participants took part in small group discussions and activities that engaged their senses through arts-based methods. Grounded in holism, program topics were integrated with a focus on participants' everyday experiences. The pilot curriculum serves as a promising program for re-positioning young parenting women as sexual subjects, which is key to the promotion of health and wellbeing.

Occupational Constraints and Opportunities Faced by School Dropouts

This study investigated the relation between building human capital of former dropouts and their occupational standing and the interaction effects with individual characteristics. By applying the growth curve model, this study highlighted the factors that lead high school dropouts to enhance their occupational standing. An increment in the work experience limitedly improved the occupational standing of dropout workers. The acquisition of a vocational certificate pushed dropout workers further toward higher occupational standing but engendered more benefits to female workers than to male workers. The benefit of a vocational certificate accrued to Whites, thereby increasing the racial disparities with Hispanics. The association between work experience and occupational standing did not depend on the demographic characteristics, indicating the presence of social constraints. Parental education level did not affect dropout workers in their acquisition of a higher occupational standing. Work experience was also not a mechanism for dropout workers to obtain better occupation and therefore, other policy interventions should be considered. Dropout workers need to be redirected toward a hidden credential, such as a vocational certificate instead of the General Educational Development test.

Distance Learning for GED® Students in Rural Pennsylvania

Although many adult basic education programs offer distance learning (DL) for GED (General Educational Development) and English as a Second Language learners, this topic has received little scholarly attention. This article examines the availability, usage, and effectiveness of DL for rural GED candidates in Pennsylvania; students' demographic and educational characteristics and participation patterns; and the perceived advantages and disadvantages of DL for students and education providers. Data sources included records of 24,143 rural GED students in state-funded programs; GED test takers' demographic survey data; interviews with DL educators and students; and a survey of non-state-funded DL providers. The results show that 4% of rural GED students—primarily young, White, low-income women—participated in DL. Rural DL students were as likely to pass the GED Tests as face-to-face learners. Key advantages and disadvantages of DL for rural GED students are discussed. The study signals great potential and need for expanding DL in rural regions.

Labor-Market Returns to the GED Using Regression Discontinuity Analysis

We evaluate the labor-market returns to General Educational Development (GED) certification using state administrative data. We develop a fuzzy regression discontinuity (FRD) method to account for the fact that GED test takers can repeatedly retake the test until they pass it. Our technique can be applied to other situations where program participation is determined by a score on a retake-able test. Previous regression discontinuity estimates of the returns to GED certification have not accounted for retaking behavior, so these estimates may be biased. We find that the effect of GED certification on either employment or earnings is not statistically significant. GED certification increases postsecondary participation by up to four percentage points for men and up to eight percentage points for women.

A Structural Analysis of Success and Failure of Asian Americans: A Case of Korean Americans in Urban Schools

In this article, the author examines how variability of socioeconomic backgrounds affects parental strategies and academic achievement among Korean American youths. The study compares experiences of high- and low-achieving Korean American high school students in New York City urban schools: 1) academically achieving students attending a competitive magnet high school; 2) high-school dropouts attending a community-based GED program (General Educational Development test for high school equivalency diploma). Although Korean Americans have been homogeneously touted for their entrepreneurial success and middle-class status, this study points to the socioeconomic variability within co-ethnic networks, and examines how the difference of social class backgrounds impacts educational strategies employed by the two groups of parents and their access to social capital. The two groups of Korean students, with different socioeconomic backgrounds, operate under different parental strategies of education, as well as gaining different sets of resources from their first-generation parents, co-ethnic networks, and schools. Using Korean Americans as a case study, the findings illustrate the significance of structural factors of social class, social capital, and school context when accounting for academic achievement among Asian Americans in urban schools.

High School Exit Examinations and State-Level Completion and GED Rates, 1975 Through 2002

This article investigates the extent to which state-mandated high school exit examinations are associated with state-level public high school completion rates in the United States. The authors estimate a series of state and year fixed effects models using a new measure of state-level public high school completion rates and archival information about states’ policies on high school exit examinations from 1975 through 2002. The study finds that state high school exit examinations—particularly the “more difficult” examinations that have been implemented recently in some states—are associated with lower public high school completion rates and higher rates of General Educational Development test taking. Furthermore, the study finds that the association between state policies on high school exit examinations and public high school completion grows stronger as states become more racially and ethnically diverse and as poverty rates increase.

Self-Efficacy: How Does It Influence Academic Success?

Colleges and universities today are not only serving traditional high school graduates, but also students who have earned a General Educational Development (GED) diploma. Through the GED tests, individuals who did not complete high school or were home schooled can earn an alternative high school diploma. In 1942, the GED test was developed under the direction of the American Council of Education, to provide World War II veterans a way of earning an alternative high school diploma so that they could take advantage of the postsecondary education benefits provided by the GI Bill (Tyler, 2003). In the 1950s, the test was made available to all adults who had not completed high school. The Ohio Department of Education's Office of assessment issued a news release dated June 4, 2003, stating that in 2001, 41,000 Ohioans took the GED test. At Rent State University (KSU), there are more than 1,000 GED graduates enrolled as undergraduate students among the eight regional campuses (Research, Planning and Institutional Effectiveness, 2002). A study conducted by Dowdy and Golden (2004) showed that GED graduates possess a wide range of diverse characteristics that distinguish them from traditional high school graduates in higher education. Many GED graduates have been in the workforce or are still in the workforce, married, parenting, and may have some college experience (Golden, 2003). Thus, their diversity brings a much richer and lived experience to the classroom, as opposed to high school graduates: however, they may not be as prepared for college as are high school graduates who are exposed to college preparatory courses and career and vocational guidance in secondary education (Golden). To further their academic skills or obtain their GED, some individuals enroll in adult basic education (ABE) programs to receive formal training in improving or enhancing basic skills. For example, in Ohio, 56,607 adults participated in ABE programs during 2004 (Ohio Adult Basic and Literacy Education). Most of these programs provide students with instructional strategies for taking the GED test or to improve or enhance their basic skills (e.g., reading, writing, and math). A study conducted by Sheehan-Holt and Smith (2000) indicated that although participation in ABE classes improves adults' personal goals of obtaining their GED, communicating more effectively with their children, and reading the Bible, these goals do not necessarily improve their literacy abilities in a way that benefits the broader social context of becoming productive citizens. Thus, many students in these programs do not receive preparation for employment, skills to improve their employment situation, career advice, or exposure to postsecondary education. Furthermore, many GED graduates never enroll in ABE classes, particularly home schoolers. They, as well as others, just take the GED test. This means that their exposure to college does not exist, unless it is obtained through other sources such as family members, co-workers, or some other medium. Perhaps, then, for some GED graduates, their and attitudes in their capabilities drive their success in college. Self-efficacy as defined by Bandura in Goddard and Goddard (2001) is beliefs in one's capabilities to organize and execute the courses of action required to produce to given attainments (p. 807). This article is part of a series discussing our findings from GED graduates who participated in a research study at KSU. The first article provides background information about the study and briefly discusses how GED graduates approached postsecondary education. The purpose of this article is to explore how self-efficacy influences the persistence of GED graduates to succeed academically in postsecondary education. Although there has been research on college preparation for high school students, there is almost no research that focuses on college preparation for GED graduates. …

Providing Accommodations on the GED Test

Documented disabilities entitle an individual to appropriate accommodations on standardized tests. Under the Americans with Disabilities Act (ADA) of 1990 (and previously under Section 504 of the Rehabilitation Act of 1973), testing accommodations must be provided to all individuals with documented disabilities. It is the law of the land. After all, the purpose of standardized tests is to allow individuals to demonstrate their knowledge, skills, and abilities. The administration of the tests should not erect obstacles to such demonstrations. Accommodations for individuals with disabilities are not an advantage, but simply a mechanism designed to ensure that a test measures an individual's ability level. Whether taking employment exams or licensure tests, college admission tests or high school credential tests such as General Educational Development (GED) Tests, all qualified individuals deserve equal opportunity. The provisions of ADA require a testing entity to assume responsibility for administering tests in a place and in a manner that ensures the testing reflects an individual's aptitude, achievement level, or other factors the test is designed to measure. In order to measure an individual's true potential, the law requires that a test-taker with a disability be provided, when needed, with reasonable accommodations. The word reasonable, of course, is sufficiently ambiguous to differ from one assessment to another. But generally speaking, a reasonable accommodation is any modification or adjustment to testing that makes it possible for a qualified individual with a disability to take a test like anyone else without a disability. The GED Testing Service believes in the goal of a level playing field for all test-takers, and has worked for many years to support individuals with documented disabilities by promoting the use of and granting reasonable testing accommodations. Such a proactive stance is designed to provide a simple process for requesting accommodations to any individuals diagnosed with a disability, and to allow them to demonstrate their knowledge, skills and abilities. Providing a fair opportunity to every candidate who takes the GED Tests is crucial and essential. An individual with a diagnosed learning disability, for example, may have difficulty storing, processing or producing information. These difficulties can affect an individual in reading, writing, speaking, math, or when socializing. An individual with a physical disability, for example, may have difficulty sitting for long periods of time, reading normal-sized print or using paper and pencil. Therefore all individuals with documented disabilities should have the opportunity to utilize appropriate accommodations that will meet their needs. The ADA further mandates that testing accommodations must be individualized. Since no single type of test accommodation may be adequate or appropriate for all individuals with any given type of disability, every request is subject to a review process. A request for accommodations must have the needed documentation, and must be reviewed, before specific accommodations based on the individual's needs must be provided. In this regard, the GED Testing Service (GEDTS) resembles other testing entities by reviewing all accommodation requests on an individual basis, as needed and as required by law The GEDTS uses two forms to accomplish this: (1) Form L-15, used by individuals with Learning Disabilities and Attention Deficit Hyperactivity Disorder; and (2) Form SA-001, used by individuals with physical and emotional disabilities. These forms are worded in straightforward language, yet clearly designed to elicit the necessary professional documentation of a disability. Currently, the GED Testing Service accommodation approval process requires GED administrators to review all formal requests. In most cases, the administrator is able to quickly approve the request, allowing a candidate to take the GED Tests with the approved accommodations. …

Estimating the Labor Market Signaling Value of the GED

This paper tests the labor market signaling hypothesis for the General Educational Development (GED) equivalency credential. Using a unique data set containing GED test scores and Social Security Administration (SSA) earnings data, we exploit variation in GED status generated by differential state GED passing standards to identify the signaling value of the GED, net of human capital effects. Our results indicate that the GED signal increases the earnings of young white dropouts by 10 to 19 percent. We find no statistically significant effects for minority dropouts.

Reliability and Validity of the GED Tests

The Tests of General Educational Development (GED Tests) are used throughout the United States and in much of Canada as a basis for awarding high school level equivalency credentials to adults who did not graduate from high school. The paper summarizes much of the available information concerning the reliability and validity of the GED Tests. These data were gathered in a number of studies conducted between 1978 and 1984. Results are given for both internal consistency and parallel forms reliabilities as well as for many aspects of validity. The data suggest that the test results are sufficiently reliable for continued use and that the validity evidence generally supports the intended uses of the tests.

Tests of General Educational Development as a Predictor of 2-Year College Academic Performance

Tests of General Educational Development as a Predictor of 2-Year College Academic Performance

COMPARISON OF FOUR PROCEDURES FOR EQUATING THE TESTS OF GENERAL EDUCATIONAL DEVELOPMENT

Procedures used to compare the results from item response: theory as well.as.mOretraditional equating methods were described'and critically.analyzed. The implications of the. comparison of equipercentile, linear.,' one-parameter (Basch) , andthree-parameter .methods for equating twelve fOrms Of.each of.the five tests. of General Educational:Development (GED)' were discussed. The use of factor analyses to assess test dimensionality, examination of equating curves, examination of item parameter. estimates for' extremes, comparison of equating sample means and variances, and Cross-validation analyses were recommended for use by,testing programs: contemplating a switch from traditional to iteuLrespOnse theory equating. -The three-paraieter equating method produced unacceptable equating results--possible becaute only 200 examinees per equating form were used.. The one7parameter' (Rasch, method produced results which were as stable as those for the traditional methods. (Author): . *********************************************************************** * Reproductions tuppliedy EDRS are the bett that can be made *. froi the original document. ********************************************************************** DEPARTMENT OF EDUCATION NA AL, INSTITUYE OF EDUCATION ED#ATI NAL RESOURtES INFORMATION CENTER (ERIC) tir This document has been reproduced as received from the person or organization originating it. CJ Minor changes have been made to improve reproduction quality. ie Points of view or opinions stated in\this docur;leht do not necessarily represent official NIE position or policy. COMPARISON OF FOUR PROCEDURES FOR EQUATING THE. TESTS OF GENERAL EDUCATIONAL DEVELOPMENTr Michael J, Kolen Hofstra University PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY Douglas R. Whitney TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC). American Council .on Education-Paper presented at thennual Meeting of. the American EdUcational Research Association in Los Angeles,-CalifOrnia,.April 1901, ... . . _ 4, :COMPARISON OF FOUR. PROCEDURES FOR EQUATING THE TESTS OF GENERAL EDUCATIONAL DEVELOPMENT

Assessment in Adult Basic Education: a Comparison of the Apl and Ged Tests

The purpose of this study was to determine how the approach to assessing outcomes in ABE exemplified by the Adult Performance Level (APL) Survey compares with the most widely used approach exemplified by the General Educational Development (GED) test. The APL Survey was administered to 269 adults at the time they were taking the new forms of the GED test. It was found that there is a high positive relationship between total scores on the APL Survey and the GED test (r = .81, p &lt; .00001). Factor analyses of scores on the two tests suggest that one mental trait, reading ability, significantly affects performance on both tests. It was concluded that these results from the factor analyses account for the high positive relationship between scores on the APL and GED tests.

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

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.

Success in a High School Completion Program and Its Relation To Field Dependence—Independence

This study explored the cognitive style of field dependence-independence (FDI) and its relation to performance on the General Educational Development Test (GED), performance on the Test of Adult Basic Education (TABE), and learner attrition. The subjects were enrollees (N= 40) in a New Jersey GED preparation program sponsored by the Comprehensive Employment and Train ing Administration (CETA). Participants who passed the GED were found to be significantly more field independent while those who failed the GED or dropped out of the program were relatively more field dependent. As expected, field independence was related to higher math and reading scores on the TABE and GED. Field dependence-independence was discussed as a diagnostic variable in determining the needs of individual learners in adult education programs.

Standardized Tests Used in Correctional Institutions

This study provides data from 11 adult correctional institutions on the percentage of residents who took standardized tests — educational, intelligence, vocational, and psychological tests — over a one‐year period. The Gray‐Votaw‐Rogers and the General Educational Development tests were the most often administered educational tests. Many more residents were given educational or academic achievement tests than intelligence tests. The two measures of personality most common to all institutions in the study were the Minnesota Multiphasic Personality Inventory and the Rotter Incomplete Sentence Blank. Five of the 11 institutions gave no vocational tests other than the General Aptitude Test Battery. Many individual differences in institutions are noted.