Measuring the Impact of GED Preparation on GED Testing Outcomes

Abstract

This quantitative study investigates the relationship between participation in GED preparation programs and GED test outcomes among adult learners at a single Adult Basic Education (ABE) center located in an urban area of a south-central U.S. state. Recognizing the significance of the GED as an alternative credential to a traditional high school diploma, the research examines how instructional hours and structured preparation correlate with students’ final scores in mathematics, English language arts, social studies, and science. The study also describes the demographic characteristics of the learners, including gender, race, and age groups, and analyzes their performance on the Test of Adult Basic Education (TABE) pre- and post-tests. By focusing on academic achievement within a defined educational setting, this research aims to provide actionable insights for educators and policymakers seeking to enhance the effectiveness of GED preparation efforts. The study is framed within the broader context of challenges faced by individuals without a high school diploma, including limited employment opportunities and poorer socioeconomic outcomes. While the research emphasizes measurable academic variables, it acknowledges limitations related to its single-site design and the exclusion of qualitative factors such as student motivation and external life circumstances. Despite these constraints, the findings are expected to offer valuable contributions to understanding how GED preparation programs impact adult learners’ success on high-stakes equivalency tests. Ultimately, this study seeks to inform instructional practices and program development in adult education, supporting efforts to improve GED attainment for non-traditional learners