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General Educational Development (GED) and Educational Attainment Equivalency for Demographically Adjusted Norms†
Kelsey C Hewitt1, Meghan W Cody1, Craig D Marker1
1Department of Clinical Psychology, Mercer University College of Health Professions, Atlanta, GA, USA.
Summary
The General Educational Development (GED) certificate is not equivalent to a 12-year high school education for neuropsychological testing. High school graduates performed better on cognitive tests than GED holders.
Area of Science:
- Neuropsychology
- Educational Psychology
Background:
- Accurate demographic correction is crucial in neuropsychological assessments.
- Educational attainment is a key variable in interpreting cognitive performance.
Purpose of the Study:
- To determine if a General Educational Development (GED) certificate is equivalent to a standard 12-year high school diploma for demographic corrections in neuropsychological evaluations.
- To assess if educational background differences impact performance on the Test of Premorbid Function (TOPF) and WAIS-IV indices.
Main Methods:
- Retrospective review of archival neuropsychological data.
- Inclusion of patients with varying educational backgrounds: high school completion, GED attainment, or high school dropout without GED.
- Primary outcome measures included the Test of Premorbid Function (TOPF) and Wechsler Adult Intelligence Scale-Fourth Edition (WAIS-IV) Full Scale IQ (FSIQ).
Main Results:
- High school graduates scored significantly higher on both the TOPF and FSIQ compared to individuals with a GED or those who dropped out of high school without a GED.
- No significant performance difference was found between the GED group and the high school dropout group.
Conclusions:
- The General Educational Development (GED) certificate does not equate to a 12-year high school education for the purpose of characterizing educational background in neuropsychological assessments.
- Using a 12-year educational equivalence for GED holders may overestimate premorbid cognitive abilities, potentially masking neuropsychological deficits.
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