LEADER 04945nam 22006855 450 001 9911046680803321 005 20200424112023.0 010 $a9780226100128 010 $a022610012X 024 7 $a10.7208/9780226100128 035 $a(CKB)3710000000083186 035 $a(EBL)1701290 035 $a(SSID)ssj0001084629 035 $a(PQKBManifestationID)12456394 035 $a(PQKBTitleCode)TC0001084629 035 $a(PQKBWorkID)11036566 035 $a(PQKB)11753881 035 $a(StDuBDS)EDZ0000889879 035 $a(MiAaPQ)EBC1701290 035 $a(DE-B1597)523685 035 $a(OCoLC)868580466 035 $a(DE-B1597)9780226100128 035 $a(Perlego)1851759 035 $a(EXLCZ)993710000000083186 100 $a20200424h20142013 fg 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 04$aThe Myth of Achievement Tests $eThe GED and the Role of Character in American Life /$fJames J. Heckman, John Eric Humphries, Tim Kautz 210 1$aChicago : $cUniversity of Chicago Press, $d[2014] 210 4$d©2013 215 $a1 online resource (469 p.) 300 $aIncludes index. 311 08$a9780226324807 311 08$a022632480X 311 08$a9780226100098 311 08$a022610009X 320 $aIncludes bibliographical references and index. 327 $tFrontmatter -- $tContents -- $tPreface -- $tAcknowledgments -- $t1. Achievement Tests and the Role of Character in American Life -- $t2. An Institutional History of the GED -- $t3. Growth in GED Testing -- $t4. Who Are the GEDs? -- $t5. The Economic and Social Benefi ts of GED Certifi cation -- $t6. The Military Per for mance of GED Holders -- $t7. The GED Testing Program Induces Students to Drop Out -- $t8. High-Stakes Testing and the Rise of the GED -- $t9. Fostering and Mea sur ing Skills: Interventions That Improve Character and Cognition -- $t10. What Should Be Done? -- $tList of Contributors -- $tIndex 330 $aAchievement 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 606 $aGED tests 606 $aAcademic achievement$xTesting$zUnited States 606 $aEducational tests and measurements$xStandards$zUnited States 606 $aPersonality development 615 0$aGED tests. 615 0$aAcademic achievement$xTesting 615 0$aEducational tests and measurements$xStandards 615 0$aPersonality development. 676 $a373.126/2 702 $aHeckman$b James J., $4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aHumphries$b John Eric, $4edt$4http://id.loc.gov/vocabulary/relators/edt 702 $aKautz$b Tim, $4edt$4http://id.loc.gov/vocabulary/relators/edt 801 0$bDE-B1597 801 1$bDE-B1597 906 $aBOOK 912 $a9911046680803321 996 $aThe Myth of Achievement Tests$94469106 997 $aUNINA