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This study was designed to determine if there is any significant difference in the rate of academic success of traditional high school graduates and GED holders in a Maryland Community College. Similar studies have measured academic success using variables, such as persistence and graduation rates, which are better suited to studying academic success in four year colleges. Because graduation rates in community colleges are low, it might be more accurate to assume that community college students matriculate for reasons other than transfer or the attainment of a degree. Therefore, the ratio of course attempted to courses completed and academic good standing were used to define and measure academic success. It is logical to assume that a student intends to complete a course if he/she registers and pays for said course. It is also reasonable to define academic success in terms of a student's eligibility to enroll in subsequent classes because he/she has maintained at least a 2.0 grade point average in the courses he/she has previously taken. / Ph. D.

Thesis (Ph.D.)--Mississippi State University. Department of Leadership and Foundations. / Title from title screen. Includes bibliographical references.

The purpose of this project was to develop a beneficial resource guide for teachers of the updated (2002) General Education Development (GED) examination.

This study was purposed to extract, collate, and statistically format data contained in the national Beginning Postsecondary Students (BPS) Longitudinal Study: 1996-2001 database that pertained to persistence and attainment rates of GED recipients who began their postsecondary education at a community college during the 1995-96 academic year. The primary objective was to reckon the attrition rate of GED recipients during their first year of enrollment (FY 1995-96), and to measure degree or certificate attainment rates of that particular cohort of GED enrollees at the end of a 6-year study period (FY 2000-01). Several significant findings related to the academic prowess and characteristics of a cohort of GED students who enrolled in public 2-year educational institutions during the BPS:1995-96 study period are presented in this study. One of those findings is that the attrition rates of the GED recipients and the high school graduates who concurrently enrolled full-time at community colleges during the 1995-96 academic year were closely proximate by the end of their first year of enrollment (52.6% HS dropout rate versus 54.8% GED dropout rate). Another interesting finding is that accumulated GPAs of GED recipients who participated in the BPS:1996/2001 and who persisted through their first academic year as full-time enrollees in community colleges were slightly higher than their counterpart BPS:1996/2001 cohort of high school graduates who concurrently enrolled at community colleges. The statistical data reported in this study were garnered from a database administered by the US Department of Education; however, because this study presents its findings in the form of raw, unweighted data, it does not statistically reflect national representativeness. / Graduation date: 2004

Thesis (Ed. D.)--Illinois State University, 2001. / Title from title page screen, viewed May 2, 2006. Dissertation Committee: Edward Hines (chair), Marcia Escott-Hickrod, James Palmer, William Paul Vogt. Includes bibliographical references (leaves 133-138) and abstract. Also available in print.

This research investigated changes in self-esteem and whether the origin and development of that self-esteem could be described in adult females participating in a GED program located at an Army Community Outreach Center. The Coopersmith Self-Esteem Inventory was used to measure the self-esteem of 22 female family members of military personnel who did not adequately complete a high school program in the United States. Data were collected through interviews, daily journal writings, questionnaires, instructor's written observations, and the Coopersmith Self-Esteem Inventory.