Theses and Dissertations


GED students versus traditional high school students: how do the GED graduates perform after the first semester of attendance at a rural community college?


Ericka Akins

Issuing Body

Mississippi State University


Davis, E. James

Committee Member

Johnson, WC

Committee Member

Mathews, Jerry

Committee Member

Taylor, N. Walter

Date of Degree


Document Type

Dissertation - Open Access


Department of Instructional Systems and Workforce Development


The purpose of this study was to determine if freshman students based on their age, ethnicity, and gender who enter a community college with a GED credential will have a higher cumulative grade point average (GPA) after their first semester than traditional high school graduates. Findings from this study will aid individuals in developing a more accurate perception of the academic abilities of GED graduates. The academic performance of GED graduates was compared with traditional high school graduates after their first semester at a rural community college in the Fall 2007 semester. Intact data from the students f academic records were used for this study (n=680). Graduates were compared on gender, race, and age. Data were analyzed with the t-test and a multiple linear regression. There was not a statistically significant difference in the mean GPA between GED graduates and traditional high school graduates. It was also found that there was a statistically significant difference between the ethnic groups, as whites had higher mean GPAs than the nonwhite students. There was not a statistically significant difference between the mean GPAs among the male and female students. The age of the college students had no influence on GPAs.


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