Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j2U7XpG25275; Wed, 30 Mar 2005 02:33:51 -0500 (EST) Date: Wed, 30 Mar 2005 02:33:51 -0500 (EST) Message-Id: <003c01c534fa$7f381f60$900a1845@DeepThought> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Woods" <woods@ncia.net> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1347] Re: Does the GED really mean more money? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook Express 6.00.2900.2180 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 3060 Lines: 51 I think the GED represents a certain level of knowledge, but it does not describe the quality of one's education. All it says is that a person knew X, Y, and Z and was able to provide it in a multiple choice format. it on a test. In the same way, a high school diploma could represent the attainment of some body of knowledge, yet not say anything about the quality of one's education. This discussion about the pros and cons of GEDs and diplomas occurs continually among teachers and students in my school. A GED is sometimes viewed by students as the expedient pragmatic way to get something tangible to indicate a certain level of knowledge that may help them find a job or get into a college. If you're looking at your options and you left school in the 8th grade and you have no credits at all toward a diploma, getting a GED is going to look a whole lot more doable than getting a diploma. A GED is viewed by some teachers as being a stepping stone and a motivator. It's something a student wants and preparing for it is a way to get the student into the classroom where he or she may be introduced to broader ideas about learning and education. Many students and teachers feel a GED is less than ideal, that it is almost a mark upon the person who has it, that it represents the status of not having been able to complete "real" school and obtain a "real" diploma. An even more radical viewpoint is that the GED is a brand that excludes a class of people from the free and appropriate public education that should be a right. The thinking goes something like this: if something happens and you have to leave school, or you get in trouble and you get kicked out of school, or you just don't like it and you choose to quit school, then you've blown your chance to get a diploma. You can work in ABE and get something that is called an equivalent, but it's not the same. It's just a test, not a rich full education. For the rest of your life, you will wear that GED. If anybody asks if you have a diploma, you will have to answer, no, but I have a GED. I see the tests as certainly being rigorous despite their somewhat tarnished in reputation. Students ask me which is better and I always waver. It depends on what you want, I tell them. If you want to get into the community college, a GED is sufficient to get you there (it may not keep you there though). If you want a specific job that requires a diploma or a GED, why not go the easiest route? If you want something that is more widely respected, maybe a diploma is the better way. Whatever the student wants is what I will help the student try to get. At the same time I will use every trick I know to hook the student on the joy of learning and to suggest to the student that maybe he or she should aim higher. Usually what happens is the student eventually takes on both a GED and a diploma. I'm always telling my students, the GED is not an end point. It's a starting point. For that matter, so is a diploma. Tom Woods Community High School of Vermont
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