The Myth of Achievement Tests: The GED and the Role of Character in American Life

The Myth of Achievement Tests The GED and the Role of Character in American Life Achievement tests play an important role in modern societies They are used to evaluate schools to assign students to tracks within schools and to identify weaknesses in student knowledge The GED is

  • Title: The Myth of Achievement Tests: The GED and the Role of Character in American Life
  • Author: James J. Heckman John Eric Humphries Tim Kautz
  • ISBN: 9780226100098
  • Page: 328
  • Format: Hardcover
  • Achievement tests play an important role in modern societies They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge The GED is an achievement test used to grant the status of high school graduate to anyone who passes it GED recipients currently account for 12 percent of all high school credentialsAchievement tests play an important role in modern societies They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge The GED is an achievement test used to grant the status of high school graduate to anyone who passes it GED recipients currently account for 12 percent of all high school credentials issued each year in the United States But do achievement tests predict success in life The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills James J Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health The authors show that the differences in success between GED recipients and high school graduates are driven by character skills Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity These skills are important in predicting a variety of life outcomes They can be measured, and they can be taught Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue.Contributors Eric Grodsky, University of Wisconsin Madison Andrew Halpern Manners, Indiana University Bloomington Paul A LaFontaine, Federal Communications Commission Janice H Laurence, Temple University Lois M Quinn, University of Wisconsin Milwaukee Pedro L Rodr guez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities

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      Published :2020-01-20T13:24:18+00:00

    About “James J. Heckman John Eric Humphries Tim Kautz

    • James J. Heckman John Eric Humphries Tim Kautz

      James J. Heckman John Eric Humphries Tim Kautz Is a well-known author, some of his books are a fascination for readers like in the The Myth of Achievement Tests: The GED and the Role of Character in American Life book, this is one of the most wanted James J. Heckman John Eric Humphries Tim Kautz author readers around the world.

    337 thoughts on “The Myth of Achievement Tests: The GED and the Role of Character in American Life

    • This is a book by a Nobel prize winning economist about education and testing. While it has an integrity as a separate book, it is a compilation of a program of research that the author and his colleagues have been involved in for a long time.Heckman and his colleagues evaluate the GED program, which is best known for producing the most common form of high school equivalency credential. They examine what GED testing is supposed to accomplish and the extent to which it is successful. They also lo [...]


    • This is a terrific read for those involved with teens through the schools, juvenile justice or a community-based agency. I found myself rereading parts and taking notes often. The one comment that stuck with me was: if you count the GED recipient as a dropout rather than a graduate then there has been little, if any, improvement in the graduation rate for African-American youth in the last 50 years. Essentially, the authors posit that the GED recipient is similar to the high school dropout in a [...]


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