All Things Not Being Equal
Apples and oranges, peas and carrots, salt and pepper. All of these pairs have something in common, yet they are not equal. In the same way, we can compare earning a GED and a high school diploma.
The GED was created as a way for WWII veterans to get high school accreditation without going back to high school after the war, but it has become a popular alternative for students who, for their own reasons, would like to have the benefits of a diploma without doing the seat time.
Often called an “equivalency” test, the GED (General Education Development) does not always hold the same weight as a high school diploma. In theory, those who earn a GED pass have almost the same opportunities in academic and business sectors as those who hold a diploma. In practice, many employers and even the US military view the GED as somewhat less preferable.
A diploma from an accredited high school indicates that a student has mastered a broad range of coursework and has the academic background to successfully advance into college work. The GED, on the other hand, seems to carry a stigma that, for some reason, a student wasn’t able to handle the rigor of high school or persevere through the coursework necessary to earn a diploma. While this assumption may be false for some students, and GED testing may be their best alternative, attaining a high school diploma affords candidates a better start as they enter the “real world.”
Studies also suggest that the GED is not equivalent to a high school diploma.
Although GED recipients have the same measured academic ability as high school graduates who do not attend college, they have the economic and social outcomes of otherwise similar dropouts without certification. Despite measures of cognitive ability similar to high school graduates, GED recipients perform significantly worse in all dimensions when compared to them (Heckman and Rubinstein, 2001).
To offer today’s students the best hope for success, we must do what we can to guide them toward staying in school and earning a high school diploma. One of the most effective ways to give at-risk students a chance is with Internet-based curriculum. Available online, credit recovery courses allow students who have previously failed a course to repeat only the material they don’t know and then take a test on the comprehensive course content. It is an efficient second chance for many students, who face the choice of getting a diploma, taking the GED, or becoming a dropout statistic.
Yes, the GED is an alternative to a diploma. We must realize that students don’t come to the test without a history. Many are taking this test instead of finishing school because they don’t possess the non-cognitive skills it takes to go the distance. When we offer them tools to achieve academic success, they may learn these important skills. With programs like ODYSSEYWARE’s Prescriptive Credit Recovery, perhaps these students can leave their history behind, experience achievement, and walk toward a bright future.
What do you do to encourage at-risk students to stay in school? Do you offer a credit recovery program? What are the benefits to credit recovery programs?