Every student deserves a path to success. Yet when we talk about GED programming (General Educational Development), the conversation is often clouded by outdated assumptions and persistent myths that don't reflect the reality of these alternative education pathways.
As educators, we have a responsibility to challenge our own biases and ensure that every student has access to the educational opportunities that work best for them. Let's examine some of the most common misconceptions about GED programs and uncover what's really happening in these classrooms.
Myth #1: "The GED is the easy way out"
The Reality: GED testing assesses the exact same core skills that traditional high school students develop over four years. Students must demonstrate mastery in Mathematical Reasoning, Reasoning Through Language Arts, Science, and Social Studies. Each of these subject tests requires critical thinking and deep content knowledge. There's nothing "easy" about proving you've mastered four years' worth of academic content, often while balancing work and other life responsibilities.
Myth #2: "Only struggling students get their GED"
The Reality: This myth reveals a fundamental misunderstanding of both GED programming and the diverse needs of today's students. GED programs demand critical thinking, problem-solving skills, and content mastery, all while many students maintain consistent part-time employment.
Here's what we need to acknowledge: it's rare that we see schools change their foundational structure, despite the fact that students and societal cultures have changed dramatically since the mandating of public education. GED programming offers a different path for students whose traditional high school programming has been unsuccessful or inaccessible. Different doesn't mean lesser.
Myth #3: "You can't go to college with a GED"
The Reality: The majority of both two-year and four-year colleges accept GED credentials just as they do traditional high school diplomas. Students with GEDs attend community colleges, state universities, and even prestigious private institutions. The path to higher education remains wide open.
Myth #4: "Employers don't hire people with a GED"
The Reality: Most employers view GED completion the same as a traditional high school diploma. What matters to hiring managers is that candidates have demonstrated the commitment to complete their education and possess the skills necessary for the job. In fact, students who complete GED programs while working often bring valuable real-world experience to their applications.
Myth #5: "GED programs are only for dropouts"
The Reality: Successful GED programming requires a high level of academic commitment. Students must engage in intense study and preparation work. Students from a variety of backgrounds complete GED programs, provided they meet the entry-level criteria. Some students need an accelerated pathway, others need a more flexible schedule, and some simply learn better in alternative environments.
Myth #6: "GEDs take forever to get"
The Reality: On average, GED programs take approximately three months to complete with a high level of commitment from the student. Three months compared to potentially never finishing at all? That's a timeline worth celebrating.
Myth #7: "GED programs cost a ton of money"
The Reality: All study materials, testing costs, adult support, and instruction are typically covered within the program cost. This makes GED programming a highly cost-effective option for students who need a different pathway to obtaining their general education degree, especially when compared to the lifetime costs of not completing high school at all.
Myth #8: "You have to take all four tests at the same time"
The Reality: The four content area tests can be taken separately, allowing students to focus on one area at a time. Additionally, depending on what credit work a student has successfully completed during their high school experience, they may not have to take all four tests. Each program is individually tailored to the student's needs.
The Bottom Line
When we perpetuate myths about GED programs, we do a disservice to the students who could benefit from these alternative pathways. We also miss an opportunity to recognize that our educational system should be flexible enough to meet students where they are.
The question isn't whether GED programs are "as good as" traditional high school. The question is whether we're willing to acknowledge that different students need different pathways to success, and all of those pathways have value.
It's time we started talking about GED programs for what they really are: rigorous, legitimate educational opportunities that help students earn their credentials and move forward with their lives. Our students deserve nothing less than our full support, regardless of which path they take to get there.
Kyra Sawyer is an Instructional and Behavioral Coach with the Alternative Placements Center, and began her 10-year career in education as a Secondary English Teacher, where she cultivated a deep commitment to igniting a love of reading in every student. That commitment has grown into a powerful dedication to ensuring each learner has access to a meaningful graduation pathway. She strives to empower all young adults to leave high school equipped with the skills, resilience, and confidence needed to thoughtfully design their futures.
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