This dissertation documents the role of the General Educational Development (GED) credential in New York City public schools, and the use of the GED option by urban youth as both a gate-way to higher education and full employment, and as a get-away from inadequate high schools. Utilizing participatory action research and Indigenous and decolonizing methodologies, this project explored the lived value of the GED from the perspective of youth who have been pushed-out of their schools by a variety of in-school policies and practices. The study connects school push-out to federal policies such as No Child Left Behind, and state policies such as secondary school exit exams. The dissertation argues that these policies have contributed to the displacement of prior purposes of schooling, rendering assessment the contemporary purpose of schooling. The dissertation concludes with implications for theory, policy, and educational practice, and predicts that without the development of multiple, meaningful routes to graduation, youth will continue to pursue the GED as a get-away from narrowly conceived high schools.This first test, a slightly revised version of that yeara#39;s ITED, was the first GED. ... civilians and later, young people who would not complete a high school diploma, the GED quickly became an exam for civilians rather than returning soldiers.
|Title||:||Gate-ways and Get-aways: Urban Youth, School Push-out, and the GED.|
|Publisher||:||ProQuest - 2008|