A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] student perceptions of credential value. An exploratory factor analysis (n=326) extracted four factors and then a MANOVA procedure was performed with a stratified quota sample (n=158). There were statistically significant differences (p less than 0.05) by student status for the academic and economic dimensions of value for the diploma. There was also a statistically significant difference by ethnicity for the social value of the GED[R]. Structured interviews (n=24) supported quantitative results regarding the diploma. Overall, participants ascribed higher value toward the credential they themselves pursued. (Contains 2 figures and 4 tables.)