ERIC Number: ED064304
Record Type: RIE
Publication Date: 1972-Mar
Reference Count: 0
Validity of the Tests of General Educational Development for Admission of NonHigh-School Graduates to Higher Education.
Sharon, Amiel T.
An investigation of the General Educational Development (GED) tests is presented. Objectives of the investigation include: (1) to assess the validity of the tests for admission of nonhigh-school graduates to higher education, (2) to describe the backgrounds and experiences of nontraditional students who enroll in college on the basis of their GED test scores, and (3) to identify the advantages created by the granting of the academic high school credit by means of the GED tests. A questionnaire on educational background, experiences with the GED current status at college, attitudes toward various issues, and future plans was mailed to each or 1,367 junior and senior college students. The average subject was a 28-year-old male veteran who learned about the program in the armed services. Results include: (1) The performance of nontraditional students was significantly higher than that of graduating high school seniors on all GED tests except English; (2) Students who enrolled in senior colleges earned slightly higher scores on all tests than those enrolled in junior colleges; and (3) The relatively low intercorrelations of the tests suggest that each test is measuring a unique skill. The results suggest that the GED tests are useful for the admission and guidance of college candidates who have not formally completed high school. Recommendations include: (1) Colleges should encourage nonhigh-school graduates to take the GED and to present satisfactory scores as evidence of ability to undertake college-level work, and (2) A greater amount of publicity on the GED should be aimed at those segments of the civilian population that are most likely to profit from taking the tests. (CK)
Publication Type: N/A
Education Level: N/A
Sponsor: American Council on Education, Washington, DC. Commission on Accreditation of Service Experiences.
Authoring Institution: Educational Testing Service, Princeton, NJ.