A comparative analysis of the academic success of non-traditional high school graduates with traditional high school graduates in selected post-secondary programs in Texas

Abstract

The purpose of this study was to determine by use of a comparative analysis whether the non-traditional (GED) high school graduate is as academically competent as the traditional high school graduate on the postsecondary level in Texas. Data for this study were gathered from twenty-one colleges and universities within the state of Texas by use of a questionnaire which provided an academic and social profile of all subjects involved. The grade point ratios of the traditional and non-traditional subjects were treated statistically and the results supported the research hypothesis that there is no difference between the post-secondary mean grade point ratio of the non-traditional high school graduate and the traditional high school graduate. Other variables were analyzed to determine if any significant relationship existed. It was found that there was no significant difference between the grade point ratios of male and female subjects. Age was a significant variable in that the non-traditional high school graduates were significantly older than the traditional high school graduates. Also, married subjects were older than single subjects, and married non-traditional high school graduates exhibited more academic proficiency than did the single non-traditional high school graduates. In addition, it was determined that there is a correlation between the grade point ratio and GED average test score indicating that the GED test score could be used rather than the ACT as a predictor of academic success for non-traditional students.