Math as a Proxy for Post-Secondary Persistence Among GEDS

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dc.contributor.advisorKamata, Akihitoen_US
dc.contributor.authorBouchard, Johnen_US
dc.date.accessioned2013-10-03T23:32:20Z
dc.date.available2013-10-03T23:32:20Z
dc.date.issued2013-10-03
dc.description.abstractThis is a study of the statistical difference in post-secondary attendance between high school graduates and 16- to 18-year-old GED recipients controlling for parental socioeconomic status, 10th grade test scores in math, and the number of high school math classes taken. Although GEDs can be the cognitive equivalents of high school graduates, they often lack non-cognitive skills like self-discipline and persistence that are essential components of human capital. The GED certificate is not the equivalent of the high school diploma in terms of post-secondary success because of the magnitude of the negative effect of earning the GED instead of the diploma; this study examines how the effect produced the outcomes.en_US
dc.identifier.urihttps://hdl.handle.net/1794/13250
dc.language.isoen_USen_US
dc.publisherUniversity of Oregonen_US
dc.rightsAll Rights Reserved.en_US
dc.titleMath as a Proxy for Post-Secondary Persistence Among GEDSen_US
dc.typeElectronic Thesis or Dissertationen_US
thesis.degree.disciplineDepartment of Educational Methodology, Policy, and Leadershipen_US
thesis.degree.grantorUniversity of Oregonen_US
thesis.degree.leveldoctoralen_US
thesis.degree.nameD.Ed.en_US

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