Abstract
Drawing on interviews, participant observation, and census and economic data, this article examines the value of the GED for students at a community-based urban literacy center. After exploring assumptions about literacy implicit in the GED writing test, the article assesses the economic and noneconomic impacts of the GED, a test taken by over 700,000 adults in 2012. Because the students at this literacy center differ significantly from the national pool of GED test takers—being all women, older, and largely immigrants—the study provides information about the value of the GED for those who are particularly disadvantaged in seeking this credential.
- Journal
- College English
- Published
- 2014-09-01
- DOI
- 10.58680/ce201426072
- CompPile
- Open Access
- OA PDF Green
- Topics
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