Use of the Gatb “G” Score for Predicting Achievement on the Ged

This study attempts to determine the relationship between the subtests of the General Education Performance Index (GEPI) and the revised version of the General Educational Development Test ( GED) , and reports a technique whereby performance on the GEPI may be used to predict performance on the GED. Participants were men and women, aged 16 to 62. who were given the GEPI and then the GED. Multiple regression equations were generated to predict GED scores using age and each GEPI score. No significant correlation was found between age and GED scores or between age and GEPI scores, but a highly significant correlation ( 9 < .001) was found between each GEPI subtest score and the subsequent score attained on the GED. Regression equations for each subtest and cross validation that demonstrated high predictive validity for each regression equation are reported.

mentioning

confidence: 99%

A Validity and Multiple Regression Study of Performance in the GEPI as a Predictor for Performance on the GED

Musgrove

1979

A Model Program for Counseling and Placement of Offenders

Bennight

1975

This article describes the Jlaryland Comprehensive Offender Jlodel Program (CO.\IP), designed to deliver manpoa'er services to offenders while they are incarcerated and until they are placed in training or employment. Counseling was based on the Reality Therapy model with a high structured format for group sessions. The G.\TB and S:\TB were used for vocational planning; Holland's Self-Directed Search was the most effective interest instrument. Supportive services were minimal and consisted mainly of arranging housing and temporary public assistance grants. Over half of the placements stemmed from individual job development and this resulted in a placement rate higher than that usually achieved with applicants \vho do not have multiple barriers to employment.

Use of the General Aptitude Test Battery to Predict Success on the Tests of General Educational Development

Covington¹,

Trimmer²,

Klein³

1978

An increasing trend in recent years has been the desirability of a high school diploma either as an entrance qualification of employment or as a by‐product of a training program. As a result of this trend, the tests of General Educational Development (GED) are, in many states, being seen as an alternative for many individuals who have neither the time nor the inclination to reenter high school or other formal educational programs to obtain a high school diploma or its equivalent. The purpose of this article is to examine data from the General Aptitude Test Battery (GATB) in an attempt to use that battery, or more appropriately, subtests of that battery to predict passage of the GED examination. Data were collected and analyzed from four different geographically diffuse states for both comparative and predictive capabilitites. It is concluded that the G and V scores on these subtests of the GATB (at 110 or greater on either of these aptitudes) indicate almost definite prediction for passage of the GED.