The purpose of this research was to assess the use of the General
Educational Development Tests (GED) as an alternative high school
credential in Oregon. A study was conducted of 469 Oregon GED
recipients' and 646 private sector employers' perceptions of the GED.
Both quantitative and qualitative measurements were used to assess
the GED as a credential for education and training, for entering and
being successful in the workforce, and as a measure of personal
satisfaction. All measures of satisfaction with the GED Tests indicated
that Oregon GED recipients perceived no difference between the GED
and a high school diploma for further education, training, or
employment.
Half of the GED recipients responded that they took the Tests for
personal reasons. Over 70%, considered the GED equal to a high
school diploma for their needs. Over 80% responded that the Tests
were worthwhile for employment purposes. Almost two-thirds of the
respondents used the GED for further educational activities. Over 94%
indicated they would take the Tests again if they had it to do over.
Most of the GED recipients surveyed, 85%, indicated the GED was a
positive endeavor.
Oregon private sector employers perceived differences between
GED recipients and high school graduates. Yet, 88%, accepted the
GED as an alternative to a high school diploma. However, only 60% of
employers felt a GED was equal to a diploma for preparing people to
enter the workforce.
Three-fourths of the employers felt high school graduates made
better employees than non-high school graduates. Less than one-third
of employers felt high school graduates made better employees than
GED recipients. However, 59%, of employers felt high school graduates
did not have the basic skills to enter the workforce. A great majority,
94% of employers, felt both high school and GED programs should
include basic instruction for entering the workforce. Although GED
and high school diplomas were accepted as credentials for entering the
workforce it was evident that employers would like an alternative
educational curriculum to aid in the transition from school to work. / Graduation date: 1994
| Identifer | oai:union.ndltd.org:ORGSU/oai:ir.library.oregonstate.edu:1957/35576 |
| Date | 07 May 1993 |
| Creators | Mason, Roy B. |
| Contributors | Stern, Sam |
| Source Sets | Oregon State University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
Page generated in 0.0017 seconds