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Method: Archival neuropsychology data were reviewed to classify patients into three education groups based on high school completion and GED attainment, using TOPF and WAIS-IV indices as primary outcomes. Results: High school graduates showed higher TOPF scores and FSIQ than GED subjects, while GED and no-continued-education groups did not differ. Conclusions: GED is not equivalent to 12-year high school education for educational background characterization.",{"@graph":69,"@context":115},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/general-educational-development-ged-and-educational-attainment-equivalency-for-demographically-adjusted-norms-research-article/264642/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/general-educational-development-ged-and-educational-attainment-equivalency-for-demographically-adjusted-norms-research-article/264642.png","ImageObject",300,407,{"name":92,"@type":93},"Terk","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-25","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",14,{"@type":107,"mainEntity":108},"FAQPage",[109],{"name":110,"@type":111,"acceptedAnswer":112},"What were the main findings on TOPF and WAIS-IV FSIQ?","Question",{"text":113,"@type":114},"High school graduates scored higher on TOPF and WAIS-IV Full Scale IQ (FSIQ) than both GED subjects and subjects who withdrew from high school without obtaining a GED; the non-GED and GED groups did not differ.","Answer","https://schema.org",{"og:url":83,"og:type":117,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":119,"canonical":83},"index,follow",{"doc_id":121,"site_id":62},264642,1789385143,{"code":4,"msg":5,"data":124},{"doc_id":121,"user_id":125,"nickname":92,"user_avatar":126,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":127,"file_id":128,"file_url":129,"file_type":130,"file_size":131,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":29,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":122,"read_time":136,"preview_page_count":4},1099525198933,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","Archives of Clinical Neuropsychology 34 (2019) 1340–1345  \nGeneral Educational Development (GED) and Educational Attainment  \nEquivalency for Demographically Adjusted Norms† Kelsey C. Hewitt 1, Meghan W. Cody 1, Craig D. Marker 1, David W. Loring2, *  \n1Department of Clinical Psychology, Mercer University College of Health Professions, Atlanta, GA, USA 2Departments of Neurology and Pediatrics, Emory University School of Medicine, Atlanta, GA, USA  \n*Corresponding author at: Emory Brain Health Center, 12 Executive Park, Atlanta, GA 30329, USA. Tel.: 404-727-4116;  \nE-mail address: [dloring@emory.edu](dloring@emory.edu) (D.W. Loring)  \nEditorial Decision 10 January 2019; Accepted 11 January 2019  \nAbstract  \nObjective: To investigate whether the General Educational Development (GED) certificate should be considered equivalent to a standard 12-year high school education when performing demographic corrections on neuropsychological performance levels. If the GED certificate and high school diploma reflect comparable levels of educational achievement, then performance on the Test of Premorbid Function (TOPF) and selected WAIS-IV indices should not differ between groups.  \nMethod: Archival neuropsychology data were reviewed to identify patients who either (1) did not complete high school and did not subsequently obtain a GED,(2) did not complete high school but subsequently obtained a GED, or (3) completed high school and did not obtain any further formal education. Most patients were programmatic referrals for epilepsy surgery evaluation, although referrals from the general neurology clinic were also included. The primary dependent measures were the TOPF and WAIS-IV Full Scale IQ (FSIQ) .  \nResults: High school graduates obtained higher scores on the TOPF (p \u003C .01, partial η2 = 0. 16) and FSIQ (p \u003C .01, partial η2 = 0. 14) as compared to both GED subjects and subjects withdrawing from high school with no GED. The non-GED group and the GED group did not differ from each other.  \nConclusions: These findings demonstrate that the GED is not equivalent to a standard 12-year high school education when characterizing educational background. Although these data do not address what the appropriate year equivalent should be for the GED when adjusting performance for educational background, using 12 years will likely identify more areas of neuropsychological weakness simply by suggesting higher levels of premorbid ability.  \nKeywords: General Educational Development (GED); Education; Equivalence; Demographically adjusted norms  \nIntroduction  \nLevel of education is an important factor influencing neuropsychological test performance, and normative adjustments that incorporate education level are often employed when interpreting neuropsychological results and estimating cognitive reserve. Unfortunately, little research has addressed the equivalence between seemingly comparable metrics of educational background, namely the General Educational Development (GED) certificate and the standard high school diploma. No consensus exists for translating a GED into appropriate years of education when performing demographic corrections with test performance. Common approaches include (1) treating the GED as standard high school completion reflecting 12 years of education,(2) using the number of years of schooling successfully completed prior to obtaining the GED, or (3) assigning the GEDa lower education equivalent than 12 years (e.g., GED is considered as 10 years of education regardless of years completed) . This approach of equating the GED to a high school education is not limited to individual patient assessment. In population  \n†This study was submitted by the first author as partial fulfillment for the Psy.D. requirements at Mercer University. We thank Dr. Felicia C. Goldstein for her careful review of this manuscript and helpful suggestions.  \n© The Author(s) 2019. Published by Oxford University Press. All rights reserved. For permissions, please e-mail: [j","cbCaihROdUFYqoDf","https://ap.wps.com/l/cbCaihROdUFYqoDf","pdf",223141,"English","# Abstract\n## Objective\n## Method\n## Results\n## Conclusions\n# Introduction\n## Rationale and education equivalence approaches\n# Methods\n## Sample and education grouping","[{\"question\":\"What were the main findings on TOPF and WAIS-IV FSIQ?\",\"answer\":\"High school graduates scored higher on TOPF and WAIS-IV Full Scale IQ (FSIQ) than both GED subjects and subjects who withdrew from high school without obtaining a GED; the non-GED and GED groups did not differ.\"}]","General Educational Development (GED) and Educational Attainment Equivalency for Demographically Adjusted Norms - Research article | PDF",15]