Nobel Laureate James Heckman and colleagues from the University of Chicago squash the idea that the GED is an adequate substitute for a high school diploma.
Here is part of the abstract:
The literature finds that the GED testing program distorts social statistics on high school completion rates, minority graduation gaps, and sources of wage growth. Recent work demonstrates that, through its availability and low cost, the GED also induces some students to drop out of school. The GED program is unique to the United States and Canada, but provides policy insight relevant to any nation’s educational context.
The authors conclude,
The consensus in the literature is that the GED testing program does little good for the substantial majority of its takers in generating economic opportunity directly and in opening the door to post-secondary education. The finding is especially troubling given the size and rate of growth of the GED. Growth in the GED appears to be largely fueled by various government policies. …”
Something that does little good (GED) is fueled by various government policies (Job Corps, state anti-poverty programs, Adult Education, and prison education programs). Let that sink in.
