Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/35221 
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dc.contributor.authorHeckman, James Josephen
dc.contributor.authorLaFontaine, Paul A.en
dc.contributor.authorRodríguez, Pedro L.en
dc.date.accessioned2008-09-01-
dc.date.accessioned2010-07-07T11:35:01Z-
dc.date.available2010-07-07T11:35:01Z-
dc.date.issued2008-
dc.identifier.piurn:nbn:de:101:1-20080527159en
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
dc.language.isoengen
dc.publisher|aInstitute for the Study of Labor (IZA) |cBonnen
dc.relation.ispartofseries|aIZA Discussion Papers |x3495en
dc.subject.jelC61en
dc.subject.ddc330en
dc.subject.keywordGEDen
dc.subject.keyworddropouten
dc.subject.stwBildungspolitiken
dc.subject.stwSchuleen
dc.subject.stwHochschuleen
dc.subject.stwBildungsreformen
dc.subject.stwAbbrecheren
dc.subject.stwUSAen
dc.titleTaking the easy way out: how the GED testing program induces students to drop out-
dc.type|aWorking Paperen
dc.identifier.ppn576707813en
dc.rightshttp://www.econstor.eu/dspace/Nutzungsbedingungenen

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