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.
After 16 years of experience in k-12 and 4 years as a GED instructor, I am interested in the experiences of other practitioners in the field and wonder if they have similiar accounts of youth in GED programs.
ReplyDeleteIn response to Jim’s request for a bio, the briefest of bios for me would be that I am now a retired professor of adult education at The University of Southern Mississippi with an interest in liberal adult education, adult education history and philosophy, and literacy and GED-related matters. The article was an outcome of Lela’s dissertation. As one of the authors of “The Adolescentizing of the GED,” I have some concern about the interaction of the phenomena of high school dropout, teenagers in a GED setting presumed to be for adults, and dubious perceptions that dropouts have of the GED—a combustible mix that Lela’s article with me and Dr. Shelley partially explores. Not only do many dropouts have a common misperception that the GED, which is normed on high school students, is easier than graduating with a diploma (though the time investment IS typically a good bit shorter), they generally are mistaken concerning its economic value over a lifetime compared to a HS diploma. Given the perennial policy issue dealing with high school dropout, Lela’s finding that many dropouts seem to mistakenly assume that a GED is as good as a high school diploma in the job market is an important one. Moreover, the fact that nearly 40% of GED recipients are teenagers may have some implications for re-considering adult ed approaches to these programs, as well as the possibility of segregating GED classes with recent dropouts from GED classes with adults. While there is a need for GED classes for teenagers, those of us committed to adult education don’t want to see adults dissuaded from participating—one more reason to try to make teenagers in high school more informed consumers.
ReplyDeletePrevious comments provided by Dr. John Rachal.
Delete