Journal of Research & Practice for Adult Literacy: April 2012

The COABE Journal, Celebrating 35 Years

Dear Readers,

We are pleased to welcome you to the COABE Journal blog to introduce the newest rendition of the journal now called The Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education. This premiere issue contains the latest work from several researchers and practitioners based on their work in the field. It also includes updates from our columnists on the latest technology, resources, and research to come from the field.

We hope you enjoy the COABE journal as we attempt to continue what has become a strong, tradition of quality research and practitioner based articles from authors in the field. We are creating new ways to get interactive with the journal using social media outlets such as this blog, Facebook, and Twitter.

As you continue to work your magic in the field, please think about sharing with us and the rest of our readers your experiences and research outcomes. Consider submitting a manuscript by visiting us at www.coabe.org and click on journal. If you have not subscribed already, join as we celebrate 35 years as a major voice in adult education!

Sincerely,

Jim Berger, Ph.D., Editor

Renae Harrison, Ph.D., COABE President

Wednesday, April 25, 2012

Academic Rigor and Economic Value: GED® and High School Students’ Perceptions and Misperceptions of the GED® vs. the High School Diploma

by Lela M. Horne, John R. Rachal, and Kyna Shelley

ABSTRACT
A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED® 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<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®. Structured interviews (n=24) supported quantitative results regarding the diploma. Overall, participants ascribed higher value toward the credential they themselves pursued.