Academic Rigor and Economic Value: GED[R] and High School Students' Perceptions and Misperceptions of the GED[R] vs. the High School Diploma

Autor/inn/en	Horne, Lela M.; Rachal, John R.; Shelley, Kyna
Titel	Academic Rigor and Economic Value: GED[R] and High School Students' Perceptions and Misperceptions of the GED[R] vs. the High School Diploma
Quelle	In: Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, 1 (2012) 1, S.4-18 (15 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2169-0480
Schlagwörter	High School Equivalency Programs; Educational Certificates; Role; Difficulty Level; Nontraditional Education; Educational Attainment; Educational Change; Mixed Methods Research; Factor Analysis; Structured Interviews; Dropouts; Credentials; Student Attitudes; Social Values; General Educational Development Tests + Suchen Sie Ihr Suchwort? Bildungsabschluss; Schulzeugnis; Rollen; Schwierigkeitsgrad; Non-traditional education; Alternative Erziehung; Bildungsgut; Bildungsreform; Faktorenanalyse; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Studienbuch; Schülerverhalten; Sozialer Wert
Abstract	A mixed methods framework utilized quantitative and qualitative data to determine whether statistically significant differences existed between high school and GED[R] 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 less than 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[R]. Structured interviews (n=24) supported quantitative results regarding the diploma. Overall, participants ascribed higher value toward the credential they themselves pursued. (Contains 2 figures and 4 tables.) (As Provided).
Anmerkungen	Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail: journal@coabe.org; Web site: http://www.coabe.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10