| The Myth of Achievement Tests: The GED and the Role of Character in American Life Contributor(s): Heckman, James J. (Editor), Humphries, John Eric (Editor), Kautz, Tim (Editor) |
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ISBN: 022632480X ISBN-13: 9780226324807 Publisher: University of Chicago Press OUR PRICE: $34.65 Product Type: Paperback - Other Formats Published: September 2015 |
| Additional Information |
| BISAC Categories: - Business & Economics | Education - Business & Economics | Economics - General - Education | Secondary |
| Dewey: 373.126 |
| Physical Information: 1.05" H x 6" W x 9" (1.51 lbs) 472 pages |
| Descriptions, Reviews, Etc. |
| Publisher Description: Achievement tests play an important role in modern societies. They are used to evaluate schools, to assign students to tracks within schools, and to identify weaknesses in student knowledge. The GED is an achievement test used to grant the status of high school graduate to anyone who passes it. GED recipients currently account for 12 percent of all high school credentials issued each year in the United States. But do achievement tests predict success in life? The Myth of Achievement Tests shows that achievement tests like the GED fail to measure important life skills. James J. Heckman, John Eric Humphries, Tim Kautz, and a group of scholars offer an in-depth exploration of how the GED came to be used throughout the United States and why our reliance on it is dangerous. Drawing on decades of research, the authors show that, while GED recipients score as well on achievement tests as high school graduates who do not enroll in college, high school graduates vastly outperform GED recipients in terms of their earnings, employment opportunities, educational attainment, and health. The authors show that the differences in success between GED recipients and high school graduates are driven by character skills. Achievement tests like the GED do not adequately capture character skills like conscientiousness, perseverance, sociability, and curiosity. These skills are important in predicting a variety of life outcomes. They can be measured, and they can be taught. Using the GED as a case study, the authors explore what achievement tests miss and show the dangers of an educational system based on them. They call for a return to an emphasis on character in our schools, our systems of accountability, and our national dialogue. Contributors Eric Grodsky, University of Wisconsin-Madison Andrew Halpern-Manners, Indiana University Bloomington Paul A. LaFontaine, Federal Communications Commission Janice H. Laurence, Temple University Lois M. Quinn, University of Wisconsin-Milwaukee Pedro L. Rodríguez, Institute of Advanced Studies in Administration John Robert Warren, University of Minnesota, Twin Cities |
Contributor Bio(s): Heckman, James J.: - James J. Heckman is the Henry Schultz Distinguished Service Professor in the Department of Economics at the University of Chicago and the recipient of the 2000 Nobel Prize in Economics. He is the director of the Economics Research Center at the University of Chicago and codirector of the Human Capital and Economic Opportunity Global Working Group. Heckman has authored an edited several books, most recently Giving Kids a Fair Chance and The Myth of Achievement Tests (edited with John Eric Humphries and Tim Kautz).Humphries, John Eric: - John Eric Humphries is a National Science Foundation graduate research fellow in the Department of Economics at the University of Chicago.Kautz, Tim: - Tim Kautz is a researcher at Mathematica Policy Research. |