Performance of students admitted to college on the basis of a GED credential in Tennessee

This study investigated the relationship of performance, as measured by second semester cumulative GPA, of students admitted to college on the basis of a GED credential, their age at the time they entered college, their gender, their ethnicity, their GED Test score, their earned/attempted credit hour ratio, and the type of college they attended. The seven hypotheses were tested at the .05 alpha level. Independent t-tests, regression analyses, and ANOVAs were performed to analyze data. Age at the time they entered college, gender, and credit hour ratios were found to be significant. It was also found that there were significant differences between performance of students of different genders, ethnicities, and types of colleges they attended