GEDs to PhDs. How can Adult Education, Literacy, and ESL Programs Successfully Transition GED Students into Postsecondary Education and Training? Jefferson County Public Schools Adult and Continuing Education Jefferson County Kentucky Julie Scoskie Joyce Griffith.
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How can Adult Education, Literacy, and ESL Programs Successfully Transition GED Students into Postsecondary Education and Training?
Jefferson County Public Schools Adult and Continuing Education
Jefferson County Kentucky
Helping our students stay in the game . . .
90% of the fastest-growing jobs will require some postsecondary education
The median earnings of a U.S. worker with only a high school diploma are 37% less than those of a worker with a bachelor’s degree
2008 GED Testing Program Statistical Report: GED Testing Service
Tyler,J., What Do We Know About the Economic Benefits of the GED?
Only 30-35% of GED recipients actually enter postsecondary education
What skills do our students need to be successful in postsecondary education/training or employment?
What Work Requires of Schools
A SCANS Report for America, 2000
Identifies, organizes, plans, and allocates resources
Works with others
Acquires and evaluates information
Understands complex interrelationships
Works with a variety of technologies
Equipped For the Future (EFF) Research Report
Building the Framework, 1993-1997
Educational and Labor Market Performance of GED Recipients, Feb. 1998Office of Educational Research and Improvement, US Department of Education
“Lack of persistence is an important factor that differentiates high school graduates from non-graduates. . . . .GED recipients have lower postsecondary graduation rates, higher attrition rates in the military, higher job turnover and less work experience. . . . Intensive counseling interventions that reinforce persistence may improve outcomes for students in general.
“After controlling for education level or ability, the GED credential has little direct effect on wages, annual earnings and employment, particularly for males and non-whites. The positive effects on job-related outcomes seem to derive from the postsecondary education and job training available to those who pass the test. . . . . . .policymakers may wish to consider alternative programs, such as high school completion programs, that offer dropouts the benefits of structure, rigor and longevity found in regular high school programs.
New England Adult Learner Persistence Project
NCSALL Researchers Comings, Parrella, and Soricone
With your group, identify four (4) skills that students need to be successful in postsecondary education/training or work situations.
Prioritize them from the most to the least important.
Share what your program is doing or will do to help students acquire the prioritized skills.
It’s more than the GED!
To all the players . . . .
The game is changing. . . .
The Jefferson County Model
English as a Second Language
Continually improve the program. . .
One bite at a time. . .