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dc.contributor.authorHeckman, James Josephen_US
dc.contributor.authorLaFontaine, Paul A.en_US
dc.contributor.authorRodríguez, Pedro L.en_US
dc.date.accessioned2008-09-01en_US
dc.date.accessioned2010-07-07T11:35:01Z-
dc.date.available2010-07-07T11:35:01Z-
dc.date.issued2008en_US
dc.identifier.piurn:nbn:de:101:1-20080527159en_US
dc.identifier.urihttp://hdl.handle.net/10419/35221-
dc.description.abstractWe exploit an exogenous increase in General Educational Development (GED) testing requirements to determine whether raising the difficulty of the test causes students to finish high school rather than drop out and GED certify. We find that a six point decrease in GED pass rates induces a 1.3 point decline in overall dropout rates. The effect size is also much larger for older students and minorities. Finally, a natural experiment based on the late introduction of the GED in California reveals, that adopting the program increased the dropout rate by 3 points more relative to other states during the mid-1970s.en_US
dc.language.isoengen_US
dc.publisherIZA Bonnen_US
dc.relation.ispartofseriesIZA Discussion Papers 3495en_US
dc.subject.jelC61en_US
dc.subject.ddc330en_US
dc.subject.keywordGEDen_US
dc.subject.keyworddropouten_US
dc.subject.stwBildungspolitiken_US
dc.subject.stwSchuleen_US
dc.subject.stwHochschuleen_US
dc.subject.stwBildungsreformen_US
dc.subject.stwAbbrecheren_US
dc.subject.stwUSAen_US
dc.titleTaking the easy way out: how the GED testing program induces students to drop outen_US
dc.typeWorking Paperen_US
dc.identifier.ppn576707813en_US
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungen-
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