General Education Development Testing 1 Essay

In a society which is relying increasingly on education, graduating high school is quickly becoming an important accolade to ensure a student’s success in society. According to a study completed in July of 2011, high school dropouts cost between $320 billion and $350 billion annually in lost wages, taxable income, health, welfare and incarceration costs. (Zhao, 2011) As well as the financial impact, there are many other aspects that should be addressed when looking at high school dropout rates. The most prevalent example is the fact that systematically, the education system has shown significant signs of unbalance in the distribution of dropout rates across different races and or ethnicities. In 2009, 4.8 percent of of blacks and 5.8 percent of Hispanics between 15 and 24 dropped out of grades 10-12, compared with 2.4 percent for white students. (Zhao, 2011) With statistics like this, it is important that we not only ensure our education system is operating in a successful way, but also providing equal education and opportunities for students of all races, ethnicities, income levels, and religious backgrounds. By examining our education system, we as educators will be able to address and hopefully resolve the issues related to the unequal dropout rates in high schools across the nation.

Higher education in America is facing many challenges, i.e., low retention, low graduation rates and less funding. Postsecondary institutions are scrambling to remain a competitive entity within society. In order to do so, students must remain in school (Talbert, 2012). The Office of the White House states (2014), educational attainment is critical to our county’s economic success. In essence, the work force is creating more jobs requiring more education and a higher level of skill than was previously achieved. Individuals with only a high school diploma will not make into the middle class sector because of

In October 2000, the overall picture of high school dropouts had changed little since the late 1980s (Kaufman et al. 2001): For every 100 young adults enrolled in high school in October 1999, 5 had left school without completing a program; of 34.6 million U.S. young adults aged 16-24, 3.8 million—almost 11 percent—had not completed high school and were not enrolled. Some studies have shown that students in schools with a concentration of multiple risk factors (e.g., large schools, large classes, high poverty, inner city location) have less than one chance in two of graduating from high school; furthermore, the economic costs of dropping out have increased as time goes on (Castellano et al. 2001). Adjusting for 50

The common educational path for an american student is to pass elementary school, jr. high, and high school. Putting the student around the age of eighteen upon graduation and receiving their high school diploma. However, due to life challenges or family obligations not all students complete this path. That student has the opportunity to take the G.E.D, also know as the general educational development, allowing them to receive a certificate stating they are at a high school education level. The G.E.D and the high school diploma have similar worth and criteria, but their time required to complete, age requirement to take the test, and the use after high school sets them distinctly apart.

Across the United States, high school students can encounter a variety of issues that hinder their ability to successfully complete course work to earn the required credits towards graduation. High schools across the United States have an obligation to ensure that students are achieving and receiving a diploma. It is also in the school’s best interest to ensure students are gradating both funding wise and for the overall school rating. When a student does not receive a high school diploma the action affects the student, community and the school. High school dropouts may find it harder to obtain a job that would provide a stable and productive income verses a high school graduate thus, the financial disadvantage in turn can cause

State tests have existed as a main subject is high school for many years now. It

Each year more and more states are requiring exit exams in order to receive a diploma. These forms of high-stakes tests seem to be more idealistic for schools across the U.S. as they begin to adopt and modify them. Exit exams have brought about many lawsuits throughout the country though, since they deny students who fail a high school diploma. Many say that the exams are not impartial and that they discriminate against English language learners, minority students, special education students, and economically disadvantaged students. All-in-all the exit exams do serve a more meaningful purpose than other forms of high-stakes tests.

As the price of a bright future is becoming more expensive many more students are dropping out, or not going to college at all. Over 40% of full time four-year students fail to earn a Bachelor's degree within 6 years and many never complete their education. With tuition rates rising many families

The dropout problem is not only an individual problem, but it is costly to society as a whole. Warren & Halpen-Manners (2007) explained, “high school dropouts is of fundamental social, economic, and political importance and has major implications for educational policy and practice, patterns of economic and racial/ethnic inequality, and the quality of America’s workforce” (p. 335). Coupled with that, Neild et al (2008) further argued going through the portal into adult life without high school credentials carries severe economic and employment penalties. Also, Kennelly (2007) explained “When students drop out…. the toll of the quality of life and the prosperity and competitiveness of the communities where they live and collectively across

Growing up I lacked responsibility and as an unfortunate repercussion my education suffered the most. However, after years of working dead end jobs and maturing, my priorities took a dramatic three hundred and sixty degree turn and changed. I had an incredible motivation, my three young school aged boys. I wanted nothing more than for their education to matter to them, and so to reflect that I set out to be the role model I really hoped to see in them one day. With that aspiration in my mind and heart, I began my pursuit of my general education degree; commonly referred to its acronym, the G.E.D test.

Did you know that 1.2 million high school students drop out of school every year just in the United States alone (11 Facts)? The decrease of high school graduation rates is a fairly important issue, and there are plenty of reasons to propose a change. According to the U.S. Department of Education, the current standard dropout rate of high school students is 7.4%. High school dropouts encounter way more difficulties and challenges than a high school graduate would. An average high school drop out lacks the basic education that one needs in order to be successful in life. They are more likely to face problems dealing with financial insecurity, communication skills, and of course, educational matters. With a high school diploma, one is more likely to get hired for a job, earn a higher income, and educate oneself even further. Some possible causes of high school students dropping out include stress, boredom, family problems, pregnancies, and drugs. With that said, with every issue, there is always a solution. By taking the problem at hand and looking at it from a broad perspective, we can thoroughly identify the source of the high dropout rates of U.S. high school students. There are countless factors that may be the cause of this epidemic, but a few ideas including making learning more relevant, limiting the workload given to students, and providing mandatory classes on drugs and safe sex may possibly be a solution to this

Too often GED programs are seen as inferior, phony education, and/or unsuccessful. I have to admit that I also shared some of those thoughts when I first started my field experience this semester, however I soon realized that I couldn’t be more wrong. Many students “are embarrassed because they didn’t graduate from high school but received General Educational Development diplomas instead.” (Steinburg 1991). Getting your GED doesn’t make you any less of an intellectual person nor is it “the easy way out”, for some it is the only way, a last hope if you will. There is this common phrase in America’s youth these days used when speaking of GEDs, “GED= that good enough degree” but I’ve learned that nothing could be further from the truth. Some

I personally feel test bias happens on a regular basis and plays a significant factor and employment for people who have a GED or high school diploma.

The national dropout rate has been about 15 percent. In 2002, 11 percent of young people aged 16 to 24 in the civilian, non-institutionalized population were not enrolled in and had not completed high school. While the exact magnitude of the problem may be elusive, the fact that it's particularly severe in large urban schools has been understood for some time.

Standardized tests were created during the First World War as a tool to measure the “intellect, ability, and potential” of the soldiers in the army (Turgut 64-65). From World War I to the launch of Sputnik I by the Soviet Union, standardized tests were used to enable development and have aided in progress of a country. Standardized tests have also been introduced into the education system to measure the student’s intelligence in a subject.