A comparison of the academic preparedness, academic performance, and academic persistence of 17 and 18 year old GED graduates and high school graduates at Chattanooga State Technical Community College

This study employed the use of multiple indicators to compare the academic preparedness, academic performance, and the academic persistence of a select group of 17 and 18 year old GED graduates and high school graduates who were enrolled as first-time/full-time college students at Chattanooga State Technical Community College. The participants were 51 GED graduates and 50 high school graduates who enrolled during the fall semesters of 1990, 1991, and 1992. Academic transcripts were gathered for all participants and appropriate data were entered on a student data sheet. Statistical tests were run by diploma type (GED and high school) and gender (male and female GED and male and female high school). The results showed no significant differences in the academic preparedness indicators for the two groups. The academic performance indicators showed no significant difference in the mean remedial/developmental post test scores for the two groups. However, the high school graduates achieved a significantly higher mean grade point average than the GED graduates after attempting 12 and 24 hours of college level course work. Academic persistence comparisons found that the high school graduates persistence rate in remedial/developmental English and mathematics was significantly higher than the GED graduates. It was also found that significantly more high school graduates persisted to the point of attempting 12 and 24 hours of college level course work than did the GED graduates. From the study, it appears that the GED graduate and the high school graduate are on equal terms when entering college and both succeed at a similar pace until they exit the required remedial/developmental studies sequence. From this point, the high school graduate is significantly more successful at the college level in academic performance and in academic persistence. The data suggests that closer monitoring of GED graduates is needed after completing the R/D classes. Further study is also needed to ascertain if enrolling as a part-time student during the first semester or semesters of college level classes would be academically advantageous for the GED graduate. A replication of this study using data from the 14 community colleges in the Tennessee Board of Regents system would furnish an inclusive composite picture of the GED graduate in the community college system.