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ERIC Number: ED441999
Record Type: Non-Journal
Publication Date: 2000-Apr
Pages: 38
Abstractor: N/A
Reference Count: N/A
The Devil Is in the Details: Evidence from the GED on the Role of Examination System Details in Determining Who Passes. NCSALL Reports #16.
Tyler, John H.; Murnane, Richard J.; Willett, John B.
A study used data from a long-standing examination system, the General Educational Development (GED) certificate, to illustrate that the details of examination systems have marked impacts on the number of test takers who obtain the desired credential and on the racial/ethnic composition of passers. Data provided by the Florida Department of Education contained basic demographic and test score information on 189,124 GED candidates who took the GED exams between 1988-98. Key findings were that initial pass rates on the GED exams vary greatly by race/ethnicity and by age within race/ethnicity; about 65 percent of whites and 60 percent of blacks and Hispanics who fail on their initial attempt retake the exams within 3 years; ultimate pass rates are 88 percent for whites, 66 percent for blacks, and 80 percent for Hispanics; the modal time between the first and last test attempts is about 2 months; and among GED candidates who failed to obtain the credential, the writing test was the lowest score for the highest percentage of males, and the math test was the lowest score for the highest percentage of females. (Contains 21 references.) (YLB)
World Education/National Center for the Study of Adult Learning and Literacy, Attn: Sam Gordenstein, 44 Farnworth Street, Boston, MA 02210-1211, Web site:
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.
Identifiers - Assessments and Surveys: General Educational Development Tests