Numbers, Facts and Trends Shaping Your World AboutFollow My Account Log inView AccountLog outDonate Hispanic TrendsMenuResearch AreasHomeU.S. PoliticsMedia & NewsSocial TrendsReligionInternet & TechScienceHispanicsGlobalPublicationsTopicsInteractivesData and ResourcesExperts May 13, 2010 Hispanics, High School Dropouts and the GED By Richard Fry I. Overview Just one-in-ten Hispanic high school dropouts has a General Educational Development (GED) credential, widely regarded as the best “second chance” pathway to college, vocational training and military service for adults who have not graduated from high school. By contrast, two-in-ten black high school dropouts and three-in-ten white high school dropouts have a GED, according to a Pew Hispanic Center analysis of newly available educational attainment data from the U.S. Census Bureau’s 2008 American Community Survey. The relatively low level of GED credentialing among Hispanic high school dropouts is especially notable because Hispanics have a much higher high school dropout rate than do blacks or whites. Some 41% of Hispanics ages 20 and older in the United States do not have a regular high school diploma, versus 23% of comparably aged blacks and 14% of whites. Among Hispanics, there are significant differences between the foreign born and the native born in high school diploma attainment rates and GED credentialing rates. Some 52% of foreign-born Latino adults are high school dropouts, compared with 25% of the native born. And among Hispanic dropouts, some 21% of the native born have a GED, compared with just 5% of the foreign born. Hispanics are the nation’s largest minority group; they make up 47 million, or 15%, of the population of the United States. As of 2008, there were 29 million Hispanics ages 20 and older; of this group, 41% are native born and 59% are foreign born. This Pew Hispanic Center report also analyzes labor market outcomes of Hispanic adults based on whether they dropped out of high school, have a GED or obtained a regular high school diploma or more. Among its key findings:As of 2008, Hispanic adults with a GED had a higher unemployment rate than Hispanic adults with a high school diploma—9% versus 7%.However, Hispanic full-time, full-year workers with a GED had about the same mean annual earnings ($33,504) as Hispanic full-time, full-year workers with a high school diploma ($32,972).About this Report The analysis examines the educational attainment and outcomes of adults ages 20 and older, based on the U.S. Census Bureau’s 2008 American Community Survey (ACS). The ACS covers the entire resident population, including persons in correctional facilities and nursing homes. The 2008 ACS for the first time distinguished between respondents whose highest education was a regular high school diploma and those who earned a GED or other alternative high school credential.A Note on Terminology The terms “Latino” and “Hispanic” are used interchangeably in ...

1. Numbers, Facts and Trends Shaping Your World
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and ResourcesExperts
May 13, 2010
Hispanics, High School Dropouts and the GED
By Richard Fry
I. Overview
Just one-in-ten Hispanic high school dropouts has a General
Educational Development (GED) credential, widely regarded as
the best “second chance” pathway to college, vocational
training and military service for adults who have not graduated
from high school. By contrast, two-in-ten black high school
dropouts and three-in-ten white high school dropouts have a
GED, according to a Pew Hispanic Center analysis of newly
available educational attainment data from the U.S. Census
Bureau’s 2008 American Community Survey.
The relatively low level of GED credentialing among Hispanic
high school dropouts is especially notable because Hispanics
have a much higher high school dropout rate than do blacks or

2. whites. Some 41% of Hispanics ages 20 and older in the United
States do not have a regular high school diploma, versus 23% of
comparably aged blacks and 14% of whites.
Among Hispanics, there are significant differences between the
foreign born and the native born in high school diploma
attainment rates and GED credentialing rates. Some 52% of
foreign-born Latino adults are high school dropouts, compared
with 25% of the native born. And among Hispanic dropouts,
some 21% of the native born have a GED, compared with just
5% of the foreign born.
Hispanics are the nation’s largest minority group; they make up
47 million, or 15%, of the population of the United States. As of
2008, there were 29 million Hispanics ages 20 and older; of this
group, 41% are native born and 59% are foreign born.
This Pew Hispanic Center report also analyzes labor market
outcomes of Hispanic adults based on whether they dropped out
of high school, have a GED or obtained a regular high school
diploma or more. Among its key findings:As of 2008, Hispanic
adults with a GED had a higher unemployment rate than
Hispanic adults with a high school diploma—9% versus
7%.However, Hispanic full-time, full-year workers with a GED
had about the same mean annual earnings ($33,504) as Hispanic
full-time, full-year workers with a high school diploma
($32,972).About this Report
The analysis examines the educational attainment and outcomes
of adults ages 20 and older, based on the U.S. Census Bureau’s
2008 American Community Survey (ACS). The ACS covers the
entire resident population, including persons in correctional
facilities and nursing homes. The 2008 ACS for the first time
distinguished between respondents whose highest education was
a regular high school diploma and those who earned a GED or
other alternative high school credential.A Note on Terminology
The terms “Latino” and “Hispanic” are used interchangeably in
this report, as are the terms “foreign born” and “immigrant.”
“Foreign born” refers to persons born outside of the United
States to parents neither of whom was a U.S. citizen. Foreign

3. born also refers to those born in Puerto Rico. “Native born”
refers to persons born in the United States and those born
abroad to parents at least one of whom was a U.S. citizen.
All references to whites and blacks are to the non-Hispanic
components of those populations.
Adults who have not obtained a regular high school diploma or
more education are referred to as “high school dropouts.” Also,
adults who report their highest education level as a GED or
other alternative high school credential are “high school
dropouts.”
PaginationNext: II. High School Dropouts and GEDsNext Page
→← Prev PageYou are reading page 1Page 2Page 3Page 4Page
5Page 6Page 7Page 8Report MaterialsComplete Report PDF
Table of ContentsOverviewI. OverviewAbout this ReportA Note
on TerminologyII. High School Dropouts and GEDsIII. The
Value of the GED among HispanicsIV. How Many Dropouts?V.
The GED among HispanicsVI. Hispanic Immigrants and the
GEDAppendix A: Data QualityAppendix B: Educational
Attainment and Census Data SourcesRelatedReportsMay 9, 2013
Hispanic High School Graduates Pass Whites in Rate of College
EnrollmentReportsAug 20, 2012
Hispanic Student Enrollments Reach New Highs in
2011ReportsDec 11, 2009
Between Two Worlds: How Young Latinos Come of Age in
AmericaReportsOct 7, 2009
The Changing Pathways of Hispanic Youths Into

4. AdulthoodReportsAug 26, 2008
A Profile of Hispanic Public School
StudentsTopicsHispanic/Latino DemographicsImmigrationWork
and EmploymentEducationEducational AttainmentSchool
EnrollmentPopular On Pew Research
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Mean?
Fact Tank03/01/2018
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Millennials begin
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Fact Tank04/27/2017
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3-1 Discussion: Presenting Costing Information
Companies can choose from different costing methods:
process/product costing and activity-based costing. Think about
a company you know and answer the following:
· What are the differences between the two costing methods,
and how do these apply to your company?

6. · What are some ABC cost drivers the company might use?
· How could the costs differ if one method is chosen over the
other?
· Which method would you recommend for your company, and
why?
To complete this assignment, review the Discussion
Rubric document.
Undergraduate Discussion Rubric
Overview
Your active participation in the discussions is essential to your
overall success this term. Discussion questions will help you
make meaningful connections
between the course content and the larger concepts of the
course. These discussions give you a chance to express your
own thoughts, ask questions, and gain
insight from your peers and instructor.
Directions
For each discussion, you must create one initial post and follow
up with at least two response posts.
For your initial post, do the following:

7. 11:59 p.m. Eastern.
plete your initial post by
Thursday at 11:59 p.m. of your local time zone.
appropriate. Use proper citation methods for your discipline
when referencing scholarly or
popular sources.
For your response posts, do the following:
post thread.
at 11:59 p.m. Eastern.
posts by Sunday at 11:59 p.m. of your local time zone.
“I agree” or “You are wrong.” Guidance is provided for you in
the discussion prompt.
Rubric
Critical Elements Exemplary Proficient Needs Improvement
Not Evident Value
Comprehension Develops an initial post with an
organized, clear point of view or
idea using rich and significant detail
(100%)

8. Develops an initial post with a
point of view or idea using
adequate organization and
detail (85%)
Develops an initial post with a
point of view or idea but with
some gaps in organization and
detail (55%)
Does not develop an initial post
with an organized point of view
or idea (0%)
40
Timeliness N/A Submits initial post on time
(100%)
Submits initial post one day late
(55%)
Submits initial post two or more
days late (0%)
10
Engagement Provides relevant and meaningful
response posts with clarifying
explanation and detail (100%)
Provides relevant response
posts with some explanation
and detail (85%)

9. Provides somewhat relevant
response posts with some
explanation and detail (55%)
Provides response posts that
are generic with little
explanation or detail (0%)
30
Critical Elements Exemplary Proficient Needs Improvement
Not Evident Value
Writing
(Mechanics)
Writes posts that are easily
understood, clear, and concise
using proper citation methods
where applicable with no errors in
citations (100%)
Writes posts that are easily
understood using proper
citation methods where
applicable with few errors in
citations (85%)
Writes posts that are
understandable using proper
citation methods where
applicable with a number of
errors in citations (55%)

10. Writes posts that others are not
able to understand and does
not use proper citation
methods where applicable (0%)
20
Total 100%