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Programs to help obtain GED or similar certificates

Health Factors: Education
Decision Makers: Community Organizations, Government - Local, Government - State, Government - Federal, Schools
Evidence Rating: Some Evidence
Population Reach: 10-19% of WI's population
Impact on Disparities: Likely to decrease disparities

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Description

The General Education Development (GED) certificate is the primary educational credential for individuals who have dropped out of school or have arrived in the US without a credential equivalent to a high school diploma. Attendance at any particular course or training program is not required to obtain a GED. Instead, an individual must pass a series of tests. Passing the GED test certifies certain levels of general knowledge in mathematics, writing, reading, social studies, and science (Tyler 2005). GED programs are sometimes combined with counseling and social services (MDRC-Bos 2002).

Expected Beneficial Outcomes

Improved earnings
Increased GED certificate completion  
Increased post-secondary education
Reduced recidivism

Evidence of Effectiveness

There is some evidence that GED certificates increase earnings for persons with low cognitive skills and adults who use their GEDs to obtain post-secondary education (NBER-Heckman 2010, Tyler 2005). GED receipt also appears to increase earnings and reduce recidivism for former prisoners (Urban-Gaes 2008). Other recipients are less likely to realize such benefits (NBER-Heckman 2010, Tyler 2005). Additional evidence is needed to confirm effects.

On average, GED recipients earn more than individuals who do not complete high school and less than high school graduates (Tyler 2005). It often takes several years of post-GED work experience for income to increase, and gains are typically modest (Tyler 2005, NBER-Heckman 2010). Few GED recipients advance to post-secondary education, but those who do substantially increase their earnings (Tyler 2005, NBER-Heckman 2010, MDRC-Bos 2002).

Researchers recommend that GED programs help students manage adult responsibilities that make program completion difficult, link to post-secondary programs, stress the necessity of further education to students, and help students navigate the post-secondary admissions and financial aid processes (Tyler 2005, MDRC-Bos 2002). Research suggests GED classes can increase receipt of GEDs regardless of participants' initial level of motivation (MDRC-Bos 2002).

GED access can induce potential high school graduates to drop out. Factors that decrease GED desirability such as high minimum dropout ages, more rigorous GED standards, or parental consent requirements are associated with higher rates of school completion. High school exit exams, conversely, may increase attempts to earn GEDs (NBER-Heckman 2010).

Implementation Examples

United States

GED programs are now available in all states, as well as online (Diploma Guide). GED recipients accounted for approximately 9% of all high school credentials awarded in 2009. While 75% of high school diploma recipients continued to college, only 43% of GED recipients continued to college (US Census -Educational Attainment 2009).

Wisconsin

Wisconsinites may earn a GED or a High School Equivalency Diploma (WI DPI-GED requirements).

Implementation Resources

Diploma Guide - DiplomaGuide.com. GED info by state. Accessed on June 18, 2012
Webpage: http://diplomaguide.com/article_directory/GED_Info_by_State.html
WI DPI-GED requirements - Wisconsin Department of Public Instruction (DPI). Wisconsin’s GED/HSED program requirements. Accessed on June 18, 2012
Webpage: http://dpi.wi.gov/ged_hsed/gedhsed.html

Citations - Description

MDRC-Bos 2002 - Bos JM, Scrivener S, Snipes J, et al. Improving basic skills: The effects of adult education in welfare-to-work programs. New York: Manpower Demonstration Research Corporation (MDRC); 2002. Accessed on November 27, 2012
Webpage: http://www.mdrc.org/publications/179/overview.html
Tyler 2005 - Tyler JH. The General Educational Development (GED) credential: History, current research, and directions for policy and practice. In: Review of Adult Learning and Literacy. Boston: National Center for the Study of Adult Learning and Literacy; 2005:45-84. Accessed on June 20, 2012
Webpage: http://www.ncsall.net/fileadmin/resources/ann_rev/rall_v5_ch3.pdf

Citations - Evidence

MDRC-Bos 2002 - Bos JM, Scrivener S, Snipes J, et al. Improving basic skills: The effects of adult education in welfare-to-work programs. New York: Manpower Demonstration Research Corporation (MDRC); 2002. Accessed on November 27, 2012
Webpage: http://www.mdrc.org/publications/179/overview.html
NBER-Heckman 2010 - Heckman JJ, Humphries JE, Mader NS. The GED. National Bureau of Economic Research (NBER). 2010: Working Paper 16064. Accessed on June 20, 2012
Webpage: http://www.nber.org/papers/w16064
Tyler 2005 - Tyler JH. The General Educational Development (GED) credential: History, current research, and directions for policy and practice. In: Review of Adult Learning and Literacy. Boston: National Center for the Study of Adult Learning and Literacy; 2005:45-84. Accessed on June 20, 2012
Webpage: http://www.ncsall.net/fileadmin/resources/ann_rev/rall_v5_ch3.pdf
Urban-Gaes 2008 - Gaes GG. The impact of prison education programs on post-release outcomes. Reentry Roundtable on Education. Washington, DC: Urban Institute; 2008. Accessed on June 20, 2012
Webpage: http://www.jjay.cuny.edu/GaesTheEffectivenessofPrisonEducationPrograms.pdf

Citations - Implementation Examples

Diploma Guide - DiplomaGuide.com. GED info by state. Accessed on June 18, 2012
Webpage: http://diplomaguide.com/article_directory/GED_Info_by_State.html
US Census -Educational Attainment 2009 - US Census Bureau. Table 1B. GED completion by sex, age, race and Hispanic origin, and education, 2009. US Department of Commerce (US DOC). Accessed on June 20, 2012
Webpage: http://www.census.gov/hhes/socdemo/education/data/sipp/2009/tables.html
WI DPI-GED requirements - Wisconsin Department of Public Instruction (DPI). Wisconsin’s GED/HSED program requirements. Accessed on June 18, 2012
Webpage: http://dpi.wi.gov/ged_hsed/gedhsed.html

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Evidence Rating

Level of effectiveness based on a scan of academic literature and key recommendations of leading organizations.

  • Scientifically Supported Numerous studies or systematic review(s) with positive results
  • Some Evidence Research suggests positive impacts; further study may be warranted
  • Expert Opinion Recommended by credible groups*; research evidence limited
  • Insufficient Evidence Evidence limited or unavailable; further study warranted
  • Mixed Evidence Evidence mixed; further study warranted
  • Evidence of Ineffectiveness Research consistently shows program is detrimental or has no effect

Although many policies and programs are recommended by credible groups, we apply the rating ‘expert opinion’ only when policies are recommended but limited scientific evidence of effectiveness is available.

* The American Heritage Dictionary defines credible as 'capable of being believed; plausible.' and 'worthy of confidence; reliable.' To be considered an 'expert recommendation,' policies and programs must be recommended by one or more organizations that are recognized for their impartial expertise in the area of interest and have limited evidence available.

Potential Population Reach

Portion of Wisconsin's population likely to be reached by a policy or program if implemented statewide, based on its characteristics (e.g., target population(s), geographic limitations, and potential implementers).

<1%   20-49%
1-9%   50-99%
10-19%   100%

Potential Population Reach

Portion of Wisconsin's population likely to be reached by a policy or program if implemented statewide, based on its characteristics (e.g., target population(s), geographic limitations, and potential implementers).

<1%   20-49%
1-9%   50-99%
10-19%   100%

Potential Impact on Health Disparities

Likely impact of a given policy or program on racial/ethnic, socioeconomic, geographic or other disparities in Wisconsin based on its characteristics (e.g., target audience, mode of delivery, etc.) and best available evidence related to disparities.

  • Likely to decrease disparities
  • No impact on disparities likely
  • Likely to increase disparities