On behalf of the National External Diploma Program, I would like to respond to the Adult Education Math and Accuplacer discussion. Since CASAS assumed responsibility for the NEDP in 2006, new Diagnostic testing procedures were established which require NEDP Applicants to score at least a 236 in reading and a 225 in math on CASAS assessments before they are eligible for participation in Generalized Assessment. Programs are required to prescribe remedial assistance for individuals not meeting these standards. The 225 (Advanced Basic Skills) standard was set as an interim measure. As new performance assessments are implemented this math standard will increase over a several year period to the minimum score of 236 (Adult Secondary). Individuals scoring in the 210s and lower 220s are functioning at ABE levels too low to benefit from the program. Agencies awarding diplomas to such individuals are not following prescribed national policy.

Nationally, data on NEDP participants’entry level skills during Diagnostics reveal a different portrait of NEDP participants:
Mean math score of 235.1 (Adult Secondary)
Mean reading score of 246.3 (High Adult Secondary)
NEDP has recently introduced a Core and a Core Plus concept to the overall program structure. All NEDP sites must adhere to the Core requirements.  Additionally, some state and local agencies may have further requirements. In these cases, states can set additional standards and requirements which exceed the basic Core requirements. These additional requirements should be coordinated through the national NEDP office for review. For example, states with high school exit exam requirements are able to expect NEDP clients to meet the standard they impose as an additional condition for receiving a diploma. States can also set a higher scale score standard for diagnostic math and reading before entry into Generalized Assessment, if deemed appropriate.

NEDP, as with a majority of high school completion programs across the country, is working diligently to ensure that its clients are fully prepared for the world of work and to enter credit-bearing courses in postsecondary institutions. To this end, NEDP has just completed an extensive national competency revalidation process, the first step in revamping the existing NEDP applied performance assessments. These new competencies are more comprehensive and more reflective of the trend toward more rigorous high school graduation standards and address 21st Century skills. NEDP is currently redesigning assessment tasks to reflect these higher standards. We anticipate that the majority of this work will be completed in the next 18 months. I would be happy to provide any additional information on the National External Diploma Program (jharrison at casas.org<mailto:jharrison at casas.org>).

As project director for the NEDP, I would like to underscore our full commitment to producing universally recognized quality high school graduates who are fully prepared to transition successfully to postsecondary education and training programs.


J. R. Harrison
CASAS
NEDP Project Director
858-292-2900 x191
Jharrison at casas.org<mailto:Jharrison at casas.org>

From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Donna Chambers
Sent: Thursday, February 05, 2009 8:07 AM
To: The Assessment Discussion List
Subject: [Assessment 1681] Re: Adult Ed Math & Accuplacer, cont.

Jessie,

Thank you for bringing up the issue of the less rigorous current NEDP math requirements.  As you mentioned, CASAS is in the process of revalidating the competencies, but we cannot wait for this work to be completed.  Here is how we are planning to address this in RI to be fare to the NEDP graduates who are planning to move on to college or other post-secondary programs through our Transitions program.

All NEDP candidates are informed when they first enter the program that by fulfilling the national requirements they will still need further work to meet the demands of most post-secondary programs.   Since our pilot will blend both TTC and NEDP, candidates will fulfill the NEDP math requirements as a first step and a base.  This math is basic arithmetic.  Our combined National External Diploma Program/Transitions to College Program will have the additional requirements of learning, practicing and being assessed in the math that is being tested on the Accuplacer (which my good buddy, Tom Mechem, has so painstakingly identified.)   This is targeted scaffold instruction that requires competency-based assessment (no one gets by without demonstrating understanding).  You might call this NEDP Plus,  since these participants will be going beyond the NEDP competencies to earn their diploma. The reading and writing will also have increased rigor.  What we will be doing is adding RI Transitions to College requirements to the NEDP requirements.  This work does not change the existing NEDP requirements, but offers additional activities beyond for our Rhode Islanders.

Massachusetts Adult Diploma Program has a similar process in that all diploma participants must meet the state MCAS rcompetency determination before a diploma can be awarded.  In many ways, these graduates are more ready academically to transition into college because they are required to demonstrate understanding.

I hope this helps.
Donna Chambers



  ----- Original Message -----
From: Jessie Stadd<mailto:jstadd at gmail.com>
To: Assessment at nifl.gov<mailto:Assessment at nifl.gov>
Sent: Wednesday, February 04, 2009 7:13 PM
Subject: [Assessment 1677] Adult Ed Math & Accuplacer, cont.

Hi All,
I am the Program Coordinator for Academy of Hope and Beyond Talent's Pathways College Preparation Program, currently Washington D.C.'s only college prep program for adult learners.  Unlike states where adult ed programs are housed in community colleges or public schools, the district relies on community-based non-profit organizations such as ours. In addition to Pathways, Academy of Hope offers ABE/GED classes and Beyond Talent offers peer-mentoring to non-traditional graduates.

Pathways follows the College Prep model and is comprised of three month-long modules: writing, math, and college prep & career development (applications, financial aid documents, etc.).  Our Pathways students are primarily GED or EDP graduates, although we have had several high school graduates in the program. All enter the program with generally weak math skills. Most will attend our local university, UDC, or neighboring community colleges in Virginia or Maryland, all of which use the Accuplacer. Prior to starting, most of our GED and EDP graduates placed into remedial math classes.

To address your point, Donna, while all of our students need extra work in math, we have found that GED graduates generally have higher math skills than our EDP graduates. Our GED graduates have some understanding of algebra (at least of its existence!) but that is not the case for the EDP grads. EDP learners entering the program scored in the 210s and 220s on the B level math CASAS. As a GED instructor, I had always felt that the less rigorous math requirements of EDP were a benefit and allowed students to earn a credential who otherwise might not. However, as a college prep program coordinator, EDP is doing a disservice to its students who believe that since they earned an actual high school diploma they are prepared for college. I understand that EDP is now in the process of revamping their competencies to increase the amount of math required. For those students who are interested in pursuing higher education, I do believe this is a positive step.

Thank you,
Jessie Stadd
AoH Program Coordinator, Pathways College Preparation Program
Lifelong Learning Coach, Academy of Hope/Beyond Talent
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