This paper addresses three questions:
1) Do young males with high school diplomas earn more than observationally similar males with a GED?
2) Do males who left high school before graduation obtain any labor market benefits from the GED credential?
3) Are the labor market benefits of the GED different for dropouts who left school with very weak cognitive skills than for dropouts who left school with stronger skills?
A theme of the results (which are discussed in more detail below) is that the GED credential is of much greater value to males who leave school with very weak cognitive skills than it is to males who left school with stronger skills
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