General Education Development Testing 1 Essay

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The America’s Promise Alliance released their 2014 Building a Grad Nation report highlighting that, “for the first time in U.S. history the nation’s on-time high school graduation rate rose above 80 percent.” While this is a huge accomplishment for the organization, and its partners that have been devoted to helping create conditions for educational success for all young people, there is still a remaining 20 percent of students not completing high school. In 2013, nearly 4.1 million students enrolled in 9th grade, following this statistic as a guide, an estimated 820,000 students will not complete high school with their peers. History has shown that while it may not be the root cause, dropping out of high school has been correlated with…show more content…
Russell Rumberger, author of the book Dropping Out, suggests that GED recipients do not earn as much because they are not viewed as being as capable as diploma holders. "If you look at employer surveys," he says, "the things that employers generally most look for or think are important, especially at lower-end jobs, are the things like perseverance and tenacity, and those kinds of qualities that are not measured by the GED." There are a variety of view points on the matter that incite a number of questions about the tests and possible alternatives. If the GED credential does not help students compete in the workforce, is it no longer a valuable alternative? In 2014 the GED Testing Service rolled out a revision, like they had in previous years, which is supposed to be a better assessment for students college and career readiness. Will the 2014 GED Test revisions add rigor for learners and credibility to the perception of the exam as an alternative to the traditional diploma track or has the new model created more barriers than benefits for the test takers? THE HISTORY OF THE GED The General Educational Development credential was created in 1942 for the U.S. Military during World War II, as a high school equivalence exam so soldiers returning from the war could gain employment or enroll in college. The test, at that time, was sufficient for assessing recipients for a more industrial workforce, as only about 37 percent of test-takers
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