I personally feel that adult education is about helping learners to master the reading, writing, math, listening, and speaking skills necessary for what lies beyond adult education, especially for those with employment and postsecondary goals. In that sense, I concur with David that preparing for a diploma, whether it is the GED or a local adult high school diploma, is best not presented to the learner as the end in itself. Learners should be encouraged to develop their skill levels in RWMLS so that they are passing with a high score and leaving adult education with the necessary skills for what lies after. John Tyler's NCSALL study I believe demonstrates as much with respect to the income earned by individuals with high passing scores as compared to those with low passing scores.


>From an employment perspective, the business world still seems to recognize the high school diploma and believes that the diploma represents a "certain skill level" (though there is more talk of skill certifications). Many of our students are looking to better their employment situations. For them, having a diploma may help them stay in their job or get a pay raise. I can see how those students would want to get a diploma fast, especially if they have sufficient skills to "pass" the test.  


If someone does pass the GED test which was revamped in 2002 and has a minimum writing score requirement, then I feel that the student is at least functioning in the Adult Secondary Levels when they exit our system. (In the norming study for the GED 2002, I believe that on average, 42% of the graduating high school seniors who took the GED test did not meet the minimum passing standard.) So, getting to the GED may not be sufficient in and of itself for what lies beyond, but in the short-term for those learners, it is probably better than not getting there.

For those learners looking to postsecondary aspirations, I think they clearly need more preparation. Achieving a minimum passing score on the GED is most likely not sufficient. Hopefully in the future, the innovation currently called transition-to-postsecondary will become second nature in secondary completion programs and all students getting their diplomas will have the skills for postsecondary success without having to complete an additional "transitions" course. This is somewhat similar to the "technology" innovation --- initially it starts out as something new and separate but with practice becomes part of everyday operations.

I think the larger challenge for adult education may be that for every student who graduates, there is probably one student (may be more) who is exiting without even reaching the adult secondary functioning levels. I feel that many get discouraged when they see that the diploma may be too far away for them, and thus stop attending altogether. 

This leads me to some questions and takes me back to my thoughts in the first paragraph. Is adult education about basic skills (cognitive skills per John Tyler) development? (OR) Is it about getting people to diplomas? (OR) Is it some combination of both? How do we currently market our programs? What do our brochures say to persuade students to come to us? Do we say come get your diploma, or do we say get your diploma and improve your skills for college?

There is so much more I would like to say but I will stop and wait for others to comment.

Thanks.
Ajit





Ajit Gopalakrishnan
Education Consultant
Connecticut Department of Education
25 Industrial Park Road
Middletown, CT 06457
Tel: (860) 807-2125
Fax: (860) 807-2062
ajit.gopalakrishnan at po.state.ct.us
-----Original Message-----
From: assessment-bounces at dev.nifl.gov [mailto:assessment-bounces at dev.nifl.gov] On Behalf Of Marie Cora
Sent: Wednesday, November 23, 2005 1:28 PM
To: assessment at dev.nifl.gov
Subject: [Assessment] FW: [AAACE-NLA] Are Fast Track GED programs a goodidea?


Hi everyone,

I am forwarding this post from the NLA List regarding the GED.  How
timely that David Rosen has posted this intriguing question in light of
my email post earlier today in which I raised the issue of having more
discussion on GED on this list.  What are your thoughts?
marie
___________________________


AAACE-NLA Colleagues,

Several states are trying to increase the number of people who pass  
the GED.  There are "fast track" states like Virginia, and  
"incentive" states like Tennessee, and others.  It would appear to be  
a good idea to provide more resources for GED classes, and to pay for  
part or all of the test fees for students who cannot afford them, as  
Tennessee is doing, but I wonder if, in some cases, a "GED push"  
results in lower (barely passing) test scores for some of those who  
are urged to take the test too soon, before they have had any  
substantial instruction or study.  If so, a push might defeat the  
goal of preparing GED holders to succeed in college -- unless they  
also do a college transition program after getting the GED.  As it  
is, only a tiny percent of  GED holders enroll and complete a college  
degree program, and without post secondary education, the GED has  
little or no economic impact, so if by rushing them to take the test  
we undermine their preparation for postsecondary education I think we  
aren't doing students any favors.

I wonder if anyone in states where the GED push is on has  
observations about how this affects performance on the GED or  
preparation for college.  If so, please post here (or e-mail me  
privately).

David J. Rosen
Adult Literacy Advocate
DJRosen at theworld.com

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