Literaturnachweis - Detailanzeige
Autor/inn/en | Tyler, John H.; Lofstrom, Magnus |
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Institution | National Bureau of Economic Research, Cambridge, MA. |
Titel | Is the GED an Effective Route to Postsecondary Education for School Dropouts? NBER Working Paper No. 13816 |
Quelle | (2008)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Monographie |
Schlagwörter | Postsecondary Education; Dropouts; High School Students; Grade 8; High School Equivalency Programs; At Risk Persons; High School Graduates; Educational Policy; Statistical Bias; Economic Research; Texas; General Educational Development Tests Post-secondary education; Tertiäre Bildung; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; School year 08; 8. Schuljahr; Schuljahr 08; Risikogruppe; Graduate; Graduates; Absolvent; Absolventin; Politics of education; Bildungspolitik; Wirtschaftsforschung |
Abstract | We use data from the Texas Schools Microdata Panel (TSMP) to examine the extent to which dropouts use the GED as a route to post-secondary education. The paper develops a model pointing out the potential biases in estimating the effects of taking the "GED path" to postsecondary education. Lacking suitable instruments that would allow us to directly address potential biases, our approach is to base our estimates on a set of academically "at risk" students who are very similar in the 8th grade. We observe that the eventual high school graduates in this group have much better postsecondary education outcomes than do the similar at-risk 8th graders who dropped out and obtained a GED. Our model explains the observed differences, and allows for a discussion of the policy challenges inherent in improving the postsecondary outcomes of dropouts. (As Provided). |
Anmerkungen | National Bureau of Economic Research. 1050 Massachusetts Avenue, Cambridge, MA 02138-5398. Tel: 617-588-0343; Web site: http://www.nber.org/cgi-bin/get_bars.pl?bar=pub |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2017/4/10 |