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GED Testing Service® Research Studies

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NEW! Perceptions and Pathways: Life Decisions of GED® Test Credential Recipients From Secondary to Postsecondary Education (A Preliminary Report) (2011–4) (PDF; 1.21MB)
With such high numbers of GED^® test credential recipients either enrolling or expressing an interest in enrolling in postsecondary education, the 2011 Perceptions and Pathways study extended ACE's earlier research by posing the question: What experiences, motivations, and developed perceptions have influenced members of the [2005–06 GED^® test credential recipient] population to either choose or not choose to pursue a postsecondary education? Further, what experiences, motivations, and developed perceptions influenced those who decided not to complete postsecondary programs? The Perceptions and Pathways study constituted the first nationwide follow-up study of GED^® test credential recipients conducted to explore such major questions.

GED Testing in Correctional Centers (2011–3) (PDF; 488KB)
In 2010, an estimated 75,000 incarcerated individuals, or about 10% of all test-takers, took the GED^® test in the United States. This summary reports on test-center level correctional testing during the first nine years of the 2002 GED Test Series (2002 through 2010). Testing occurred in more than 1,730 centers that exclusively tested incarcerated individuals.

Journeys Through College (2): Postsecondary Experiences of GED® Test Passers (2011) (PDF; 519KB) Key Findings (PDF; 85KB)
This second Journeys Through College paper compares the PSE experiences of adults with GED^® test credentials or with traditional high school diplomas using data from the Beginning Postsecondary Students longitudinal study 04/09 (National Center for Education Statistics). GED^® test passers are motivated students and their college GPA, remedial class taking, and attendance compare with those of traditional graduates overall.

Labor Market Impacts of the GED® Test Credential on High School Dropouts: Longitudinal Evidence from NLSY97 (2011–2) (PDF; 323KB) Key Findings (PDF; 176KB)
Does obtaining a GED^® test credential help recipients earn higher wages longitudinally? After high school dropouts obtain their GED^® test credentials, do they use the credential to further their career development? Using 12 rounds of annual survey data from the National Longitudinal Study of Youth (1997), this paper looks into the effect of earning a GED^® test credential on high school dropouts' hourly wages and hours of work over time. It also examines the occupational change patterns of GED^® test credential recipients, compared with those of high school dropouts.

Journeys Through College (1): Postsecondary Transitions and Outcomes of GED® Test Passers (2011) (PDF; 519KB) Key Findings (PDF; 85KB)
This paper uses data from the Beginning Postsecondary Students longitudinal study 04/09 (National Center for Education Statistics) to compare statistics on beginning postsecondary students with GED^® test credentials or with traditional high school diplomas. One of the main findings is that within six years after starting college, about one third of GED^® test passers graduate and half leave college with no degree (vs. half and a third of traditional high school graduates, respectively).

Young GED Credential Recipients in the 21st Century: A Snapshot from NLSY97 (2011–1) (PDF; 143KB) Key Findings (PDF; 150KB)
What does the latest wave of data from a national longitudinal study reveal about the economic prospects of GED credential recipients? A new GED Testing Service research report (2011-1) looks at labor market data from young adults with GED credentials in their mid- to late 20s in the National Longitudinal Study of Youth (1997). The paper identifies similarities between young adults with GED credentials or with traditional high school diplomas from NLSY97. Differences in the data between high school dropouts and GED^® test credential recipients are also examined.

GED Tests Passers in Postsecondary Institutions of up to Two Years: Enrollment and Graduation Patterns (2010) (PDF; 609 KB) (Executive Summary—PDF; 17 KB)
For thousands of adults without high school diplomas, the GED^® test credential provides a bridge to postsecondary education. Crossing the Bridge, a first-year report on the population of GED^® test-takers from a 2003 cohort of approximately one-half million candidates, indicated that enrollees with GED^® test credentials in institutions of up to two years make up nearly 78 percent of 2003 GED^® Tests passers who entered postsecondary education at any level. This report follows up on the subpopulation of enrollees with GED^® test credentials in institutions of up to two years.

Repeat GED Tests Examinees: Who Persists and Who Passes? (2010) (PDF; 306 KB) (Executive Summary—PDF; 17 KB)
Like most high-stakes testing programs, the GED^® testing program allows examinees who do not pass on the first attempt to retake the GED^® Tests. Studies and reports have described GED^® Tests candidates' characteristics and testing performance, but no study has targeted repeat examinees. A series of questions related to repeat examinees remains unanswered: Do repeat examinees have the same characteristics as examinees who pass the GED^® Tests on the first try? What are repeat examinees' retesting behaviors? What relationship do testing center policies have to a repeat examinee's decision about retesting?

GED^® Credential to College: Patterns of Participation in Postsecondary Education Programs (2010) (PDF; 287KB) (Executive Summary—PDF; 12KB)
Once an education end point, obtaining a GED^® test credential has become a bridge for enrolling in postsecondary educational programs. Only with a clear understanding of the population participating in postsecondary education and factors associated with their participation, can educators and policymakers develop effective strategies to move adults with GED^® test credentials toward education and economic success. The major purpose of this study was to examine the participation patterns of GED^® test credential recipients in postsecondary education programs compared with traditional high school graduates. The author examined GED^® test credential recipients' enrollment in two types of postsecondary institutions: degree-granting colleges/universities and programs offering vocational/technical credentials.

Policies of Test Centers and Jurisdictions and GED^® Test Performance (2009) (PDF; 424KB) (Executive Summary—PDF; 65KB)
The economic and employment outlook for individuals without a high school diploma is bleak. For many of these individuals, passing the General Educational Development (GED^®) Test is the first step in competing in the increasingly demanding job market. GED^® test-taking policies vary across test centers and jurisdictions, and have the potential to affect several outcomes related to the GED^® test credential, such as passing the test or preparedness for postsecondary education. However, little is known about this relationship. This study examines the relationship between GED^® policies and performance on the content areas and the GED^® Test as a whole.

GED^® Candidates and Their Postsecondary Educational Outcomes: A Pilot Study (2009) (PDF; 460 KB) (Executive Summary—PDF;39KB)
For most high school non-completers, the GED^® test credential is the bridge to postsecondary education, but little is known about how successfully they could make that transition and whether their participation shifts across time. The American Council on Education (ACE) has begun a three-year longitudinal study to understand the effect of the GED^® test credential on postsecondary enrollment, persistence, and completion. A first step of the study involved piloting the work with a random sample of 1,000 U.S. GED^® candidates in September 2008. The pilot reports the latest data available from a 2003 cohort of GED^® candidates who tested shortly after the introduction of the new rigorous 2002 test series.

Reliability and Validity Evidence for the GED^® English as a Second Language Test (2009) (PDF; 451KB) (Executive Summary—PDF; 20KB)
The GED^® English as a Second Language (GED ESL) Test was designed to serve as an adjunct to the GED^® test battery when an examinee takes either the Spanish or French language version of the tests. The GED^® ESL Test is a criterion-referenced, multiple choice instrument that assesses the functional, English reading skills of adults whose first language is not English. The purpose of this report is to provide some background and psychometric information regarding the ESL Test. Sections of the report provide an overview of the test specifications, estimates of reliability (including internal consistency and classification accuracy), and evidence supporting the validity of test score interpretations.

Reliability Analysis for the Internationally Administered 2002 Series GED^® Tests (2009) (PDF; 532KB)
A computer-based version of the GED^® Tests is available to international testing candidates. The purpose of this report was to examine the reliability of the test scores obtained from the computer-based version of the GED^® Tests. In general, the reliability of test scores (both internal consistency and classification accuracy) obtained from the computer-based GED^® Tests was high and the amount of precision near the minimum standard score was favorable.

Preparation for and Performance on the GED^® Test (2009) (PDF; 502KB) (Executive Summary—PDF; 20KB)
GED^® testing candidates have a number of preparation options available to them, including adult basic classes, practice tests, and self-study. The purpose of this study was to investigate how candidates prepare for the GED^® Test and how those test preparation activities are related to achievement. In some states, candidates must meet certain prerequisites (such as instruction or passing a practice test) before testing. This study focuses on candidates who voluntarily took the GED^® Test and were able to choose freely among preparation activities.

Young GED Examinees and Their Performance on the GED Tests (2009) (PDF; 425KB) (Executive Summary—PDF; 14KB)
GED^® Tests offer young adults who have left school a second chance for a credential, yet educators have concerns about policies for young GED^® examinees and their test performance. This study provides a comprehensive picture of GED^® examinees between 16 and 19 years old. What are their characteristics and how do state policies on minimum age influence their test performance? Study results show that younger GED^® examinees needing additional documentation and approval before testing performed comparably to examinees at the states' standard minimum age. States with stricter age requirements may possibly encourage early test-takers to thoroughly prepare. In addition, the study suggests that taking and passing a practice test has a positive association with obtaining a GED^® test credential.

The Health Literacy of U.S. Adults Across GED Credential Recipients, High School Graduates, and Non–High School Graduates (2008) (Executive Summary—PDF; 47KB)
Health literacy is important for all adults. Because lower health literacy is associated with lower educational attainment, many adult basic and literacy education programs increasingly provide health education to low-literate adults to improve their health literacy. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the health literacy of adults across GED^® test credential recipients, high school graduates, and non-high school graduates by various demographic and socioeconomic characteristics. Specific populations with lower health literacy levels were identified so that adult education entities and policy makers can target these groups with more support, funding, and better programs to improve their health literacy skills.

Economic and Noneconomic Outcomes for GED Credential Recipients (2008) (Executive Summary—PDF; 37KB)
The GED^® Tests are widely used to certify a high school level of academic knowledge and skills. The popularity and profound influence of the GED^® Tests have solicited numerous studies on the outcomes of obtaining a GED^® test credential. Most studies on labor market outcomes for GED^® test credential recipients have targeted specific groups for comparisons across age, gender, or geographic areas. Depending on the samples used and the research methodologies applied, the studies have yielded mixed results. Furthermore, scholars have noticed a scarcity of research on the noneconomic outcomes of GED^® test credential recipients, such as their social participation, health, and parenting skills. This study provides evidence through a recently released nationally representative sample of adults, the 2003 National Assessment of Adult Literacy (NAAL), on the economic outcomes as well as the noneconomic outcomes for GED^® test credential recipients. On the economic outcomes, this study examines labor force participation, work history, weekly wage, and personal income. On the noneconomic outcomes, this study looks into political and social participation, family literacy, and health.

The Literacy of U.S. Adults with Disabilities Across GED Credential Recipients, High School Graduates, and Non–High School Graduates (2008) (Executive Summary—PDF; 27KB)
To serve adults with disabilities without a high school diploma, the federal government and states have funded adult education and literacy programs that provide services to accommodate the needs of those adults. In addition, the Tests of General Educational Development (GED Tests) provide adults with disabilities with testing accommodations to minimize the impact of examinee characteristics on the assessment of academic knowledge and skills. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study examined the literacy level across GED credential recipients, high school graduates, and non–high school graduates. The study also provided evidence of the validity of the GED^® test credential as an indication that adults with disabilities with a GED^® test credential have achieved the literacy skills and knowledge equivalent to those skills and knowledge demonstrated by adults with disabilities with a high school diploma.

The Literacy of U.S. Adults with GED Credentials: 2003 NAAL and 1992 NALS (2007) (Executive Summary—PDF; 24KB)
Many adult basic education programs use the Tests of General Educational Development (GED® Tests) to measure the skills and knowledge associated with a high school program of study as well as to assess the achievement gains of adult learners through participation in their programs. Using data from the 2003 National Assessment of Adult Literacy (NAAL) and the 1992 National Adult Literacy Survey (NALS), this study, The Literacy of U.S. Adults with GED^® Credentials: 2003 NAAL and 1992 NALS provides evidence of the validity of the GED^® test credential as an indication of achieving the literacy skills and knowledge equivalent to those skills and knowledge demonstrated by adults with high school diplomas and aids many adult education programs in evaluating their effectiveness through adult learners' performance on the GED Tests.

Examinee and High School Senior Performance on the GED Tests (2007) (Executive Summary—PDF; 22KB)
A question often asked by adult educators, administrators, teachers, admissions officers, and employers is "How does the performance of adults who take the GED^® Tests and/or hold a GED^® Tests credential compare with the performance of graduating high school seniors?" The purpose of the analyses reported in Examinee and High School Senior Performance on the GED^® Tests was to compare performance on the GED^® Tests, U.S. edition, across three groups of examinees: (a) graduating high school seniors in the GED^® U.S. 2001 norm group, (b) GED^® Tests candidates who took one or more tests in the U.S. in 2002–2004, and (c) GED^® Tests candidates who passed the tests in the U.S. in 2002–2004. By comparing graduating high school seniors and GED^® Tests examinees, this report provides evidence of the academic value of the GED^® Tests credential. The results should be useful primarily to employers and admissions officers evaluating applicants who have a credential based on passing the GED^® Tests. Additionally, adult education administrators and teachers should find this information useful when planning and developing instructional programs for GED^® Tests candidates.

Differences Between Students Who Were and Were Not Retained in Grade (2007) (Executive Summary—PDF; 22KB)
Grade promotion policies regarding the low-performing students in grade schools have been increasingly under strict scrutiny and contentious debate with regard to these policies' effect on achievement, self-esteem, and the likelihood of students' dropping out of school. In an examination of the differences between students who were and were not retained in grade and who immediately pursued a GED^® test credential after dropping out of high school, this study, Differences Between Students Who Were and Were Not Retained in Grade, addresses how the populations of GED^® candidates who were and were not retained in grade differ demographically, in terms of evidence of negative-impact characteristics, reasons for pursuing a GED^® test credential, and GED^® Tests performance.

Dropouts Immediately Pursuing a GED^® Credential (2006)
This study, Dropouts Immediately Pursuing a GED^® Test Credential, serves as a preliminary examination of how reasons for not completing school vary by institutional characteristic and presence of high-stakes exit exams. As the research on factors contributing to dropping out of school continues to develop and as research on the impact of high-stakes testing continues to grow and provide inconsistent conclusions, this study was designed to provide empirical data on a specific subset of high school dropouts: those who recently left high school and pursued a high school equivalency credential within one year.

GED Candidate Computer Familiarity Survey (2006)
As GED Testing Service (GEDTS) considers the feasibility of a computer administration of the GED^® Tests, one issue being considered is whether offering only a computer-based format of the GED^® Tests will reduce the number of candidates taking the GED^® Tests. In an effort to determine the level of the GED^® candidate population's familiarity with computers, this study, GED^® Candidate Computer Familiarity Survey, involved surveying a representative sample of recently tested GED^® candidates about their current computer comfort, use, and access. Furthermore, the survey examined whether, based on their level of computer familiarity, access, or their use, GED^® candidates would have preferred to test on a computer if this format had been available or if they would have opted not to test at all if the GED^® Tests had been offered only in a computer-based format.

An Exploration of GED^® Standard Score Stability: 2001 Through 2005 (2006)
The present investigation, An Exploration of GED^® Standard Score Stability: 2001 through 2005, was aimed at exploring the stability of the standard score distributions on the GED^® Tests taken by U.S. high school seniors in equating studies conducted by GED Testing Service during the span of 5 years from 2001 (the norming year) to 2005. Both the differences in the percentages of standard scores observed in one or both of the tails of each test's 2002–2005 standard score distributions from that observed during the year of norming and the variability of the performance over time on several tests warrant a renorming study.

Examining the Validity of GED^® Tests Scores with Scheduling and Setting Accommodations (2004)
In an effort to contribute to the research on the effect of test accommodations on test performance, the current study, Examining the Validity of GED^® Test Scores with Scheduling and Setting Accommodations, examines the comparability of academic achievement test performance across examinees who did not receive any test accommodation and examinees who received an accommodation. The equivalence of an academic achievement test's psychometric properties across accommodated and non-accommodated examinees will be examined through the calculation of group descriptive statistics, reliability estimates, standard errors of measurement, and differential item functioning (DIF). This study provided support that GED^® Tests scores in writing, reading, social studies, and science show evidence of validity under test accommodations of (a) extended time only, (b) extended time and private room only, or (c) extended time, private room, and supervised breaks only.

General Academic Achievement of Adult High School Dropouts (2002)
This study, General Academic Achievement of Adult High School Dropouts, describes demographic information and GED^® Test Battery performance of adult examinees who did not complete high school. Although the majority of GED^® candidates take the GED^® Tests within two years of leaving school, this study highlights the profile and performance of candidates who for a variety of reasons waited anywhere from 24 to 54 years to attempt to obtain the GED^® high school equivalency credential. It is hoped that the empirical results of the academic achievement level of U.S adults over the age of 40 who have pursued a high school equivalency will provide various benefits to adult education agencies and programs that serve adult learners.

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This page last updated on 11/30/2011