ERIC Number: ED435794
Record Type: Non-Journal
Publication Date: 1999-Jun
Reference Count: N/A
Who Benefits from Obtaining a GED? Evidence from High School and Beyond. NBER Working Paper Series.
Murnane, Richard J.; Willett, John B.; Tyler, John H.
Data on the sophomore cohort of the original High School and Beyond (HS&B) study were analyzed to determine the value of the General Educational Development (GED) credential versus that of the conventional high school diploma in explaining the earnings of 27-year-old males in the early 1990s. The study sample consisted of those 4,899 male HS&B sample members who were in grade 10 in 1980 and who participated in the fourth follow-up survey in 1992. The study replicated the basic findings of prior studies, which implicitly assumed that the GED's labor market value does not depend on the skills with which dropouts left school. The GED's effects on subsequent employment and earnings varied according to individuals' academic aptitude as measured by a standardized test administered during the original study. Obtaining a GED was associated with higher earnings at age 27 for those male dropouts who had very weak cognitive skills in grade 10, but not for those who had stronger cognitive skills in grade 10. The GED was deemed a key step for further education and training. (The document contains 24 references and 35 endnotes. The procedures used to select the HS&B sample and identify sample members' educational status are appended.) (MN)
Descriptors: Academic Aptitude, Adult Education, Aptitude Tests, Comparative Analysis, Dropouts, Education Work Relationship, Educational Benefits, Employment Patterns, Grade 10, High School Equivalency Programs, High Schools, Longitudinal Studies, Males, National Surveys, Outcomes of Education, Predictor Variables, Salary Wage Differentials, Thinking Skills, Young Adults
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Rockefeller Foundation, New York, NY.; Russell Sage Foundation, New York, NY.; Smith Richardson Foundation, Inc., Greensboro, NC.; Spencer Foundation, Chicago, IL.
Authoring Institution: National Bureau of Economic Research, Cambridge, MA.
Identifiers - Assessments and Surveys: General Educational Development Tests