Beyond the GED: Preparing for College and a Career in the 21 st Century January 24, 2014...
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Transcript of Beyond the GED: Preparing for College and a Career in the 21 st Century January 24, 2014...
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Beyond the GED: Preparing for College and
a Career in the 21st CenturyJanuary 24, 2014
@AYPF_Tweets#aypfevents
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A Very Brief History of Second-Chance Education Programs in the U.S
Richard J. Murnane
Harvard University
January 24, 2014
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The Changing Landscape of Second-Chance Education Programs in the U.S.
In the 1930s there were many programs that taught high school curriculum to adults.
GED was introduced in 1942 to provide returning WWII veterans with a HS completion credential.
In 1947 New York allowed non-veterans to acquire the GED.
By 1974 all states provided open access to the GED.
During the period 1970-1995, the number of GED recipients grew enormously.
In 2011, 12% of HS completion credentials were awarded to GED recipients (down from 17% in 1995).
Recently a number of states including NY have moved to alternative credentialing exams in anticipation of the new, more expensive computer-based set of GED exams.
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Concerns about Alternative HS Completion Credentials
Recipients do not fare as well in labor markets or in post-secondary education and training as conventional high school graduates.
Increasing availability (especially to 16 and 17 year-olds) induces some struggling HS students to drop out.
Use of alternative HS completion route is especially prevalent among black and Hispanic students.
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Why GED Recipients do not Fare Well Problem is not weaker academic skills than terminal HS graduates.
Problem is that credential signals a history of inconsistent attendance and a lack of reliability.
The credential does not measure the attributes employers look for in entry-level hires.
Most GED preparation programs are test-prep, and do not develop or signal critical soft skills.
40% of GED recipients start a post-secondary education or training program within 6 years. Only 12% of those who start a program complete it within 6 years of GED receipt.
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The Challenge One-in-five U.S. students leave HS without a diploma.
Many immigrants arrive in US without a HS diploma.
There is a pressing need for second-chance programs that develop the skills needed for success in post-secondary education and training and that signal acquisition of these skills to employers.
Changing economy means that reliability needs to be accompanied by skill in identifying and solving new problems, often while working in groups, and communicating effectively – the new Artizans’ jobs.
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Questions
How to minimize displacement effects from second-chance program?
– Increasing minimum age for alternative programs helps
– Developing programs with real curriculum may help as well.
Can programs be designed that appeal to former students who did not thrive in high school? Would context-based curriculum improve outcomes?
Would better designed second-chance programs increase life chances of participants? (Need to both develop skills that improve post-secondary outcomes and signal these skills to employers)
Would such programs be good social investments?
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The power of using High School Equivalency as a bridge to college
LaGuardia Community College
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JOHNNY
Dropped out of high school to work to support his child
Decades later, enrolled in GED Bridge program when his teenage son said “I’m going to drop out of high school just like you!”
Enrolled at LaGCC, graduated in 2 years, Psychology major, with honors
Full scholarship to NYU
Son and daughter now college students at LaGCC, his brother just completed GED Bridge program
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GERALDINE
Teenage mother of 2
Struggled with attendance but supported by program staff
Earned GED in Bridge to Health & then graduated from LaGuardia’s 6 month Community Health Worker Training Program
Working as Community Health Worker, educating at-risk communities about diabetes awareness and prevention
Now enrolled as Health and Human Services Degree major at LaGCC
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JUAN
Earned his GED diploma in Bridge to Health, working full-time during GED classes in his family's store
Entered LaGCC, 3.5 GPA , completed biology degree to prepare for dental studies
Transferred to BS at SUNY Stony Brook University this spring, hoping to to enroll at dental school after BS degree
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NAYLYNN
No interest in college at onset of GED Bridge to Science program
Goal was high school diploma and continue work at drugstore
College and career workshops led her to discover her passion for marine biology
Enrolled at LaGCC, Biology major, ended first semester with 3.7 GPA
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KABHIR
Earned his GED diploma through the Bridge to Health Program
Worked F/T at UPS and became a father to twin daughters during the semester
Applied and entered the EMT program at LaGCC
Was in the top 25% of students enrolled in classes
Earned his EMT-B certification and is now working as First Responder in New York City
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KALIN AND MARI
Sisters originally from Peru
First languages were Chinese and Spanish
2nd language English, did not start learning English until they were teenagers
Earned GED in Bridge Program and entered LaGuardia
Kalin – computer science major – 3.97 GPA
Mari – communication studies – 3.87 GPA
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Themes and Next StepsBeyond the GED: AYPF ForumDr. Elizabeth Zachry Rutschow January 24, 2014
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Where does LaGuardia Bridge fit among GED reforms?
1. Revising the standards Instructional standards Credentialing standards
2. GED-to-college bridge programs Rigorous curricula Transition supports GED-then-college sequential enrollment
3. Concurrent enrollment programGED-to-college bridge with direct college
enrollment
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What do we know?
Currently, the most promising programs…….contextualize in careers…provide enhanced transition supports…offer direct connections to postsecondary education
What changed? Program persistence High school
credentialing College enrollment and
persistence College credits earned
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The 2014 GED: Part of the way there?
Aiming higher…
Aligned to the Common Core State Standards
Assess high completion and college-readiness
Pushes for computer literacy
But…
Will students pass? Only 60% pass the current
test
Can programs prepare students? Few current investments
What are the outcomes? Which programs improve
college success and employment?
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Future considerations
Accelerating instruction and creating better milestones Which outcomes are most important for students success in
college and careers?? Earning college credits before the GED
Do concurrent enrollment programs provide more success? Federal financial aid and policies
The removal of the “ability to benefit” from federal financial aid
The barriers of developmental education Lower skilled students
How can we help the 75% of adults with below 9th grade skills?
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Questions?Richard J. Murnane, Harvard Graduate School of Education [email protected]
Gail O. Mellow, LaGuardia Community College [email protected]
Vanessa Martin, MDRC [email protected]
Elizabeth Zachry Rutschow, [email protected]
@AYPF_Tweets#aypfevents