The Myth of Achievement Tests

Modern society relies on achievement tests to measure success of students, schools, and entire nations.  Standardized testing appeals to American sensibilities about productivity, accountability, and fairness. Yet achievement tests alone have no direct value. Any value comes from the possibility that they measure the ingredients necessary for success in the labor market, in college, and in other aspects of life. Few studies have examined whether achievement tests meet this criterion.

In The Myth of Achievement Tests: The GED and the Role of Character in American Life, CEHD researchers evaluate the predictive power of achievement tests for life outcomes by examining one widely used achievement test, the General Educational Development test (GED). This nearly 8 hour test allows high school dropouts to certify high school equivalency to employers and colleges, but are GED recipients equivalent to high school graduates in terms of meaningful life outcomes?

On the surface, the GED test achieves its goal. As measured by scores on a variety of other achievement tests, GED recipients are about as smart as high school graduates. Yet, for outcomes that matter, GED recipients are not equivalent to high school graduates. Through age 40, GED recipients earn less, are less likely to be employed, and are less likely to succeed in college. GED recipients are more likely to drink regularly, commit crime, or be on welfare. About 40% of GED recipients attend college, but only 1% earn a Bachelor’s degree within six years. On most outcomes, GED recipients are much more like other dropouts.

Why do GED recipients lag behind traditional high school graduates? This research demonstrated that achievement tests like the GED do not adequately capture character skills such as conscientiousness, perseverance, sociability, and curiosity, which are valued in the labor market, in school, and in many other domains. Until recently these skills have largely been ignored in modern education. However, recent evidence demonstrates that these skills can be measured and improved through interventions. This evidence cautions against reliance on achievement tests to assess students and educational systems.

For more on this research, you can read the resulting book: The Myth of Achievement Tests: The GED and the Role of Character in American Life, available on Amazon.