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 i7BLquC26149; Wed, 11 Aug 2004 17:52:56 -0400 (EDT) Date: Wed, 11 Aug 2004 17:52:56 -0400 (EDT) Message-Id: <5.0.2.1.2.20040811140602.00a80950@pop.ix.netcom.com> 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: "Michele Craig (shellcraig@ix.netcom.com)" <shellcraig@ix.netcom.com> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1113] GED vs. ABE programs/Bringing up GED pass rate X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.0.2 Status: O Content-Length: 2730 Lines: 48 Dear Gina, Your reply made me very curious about how your ABE program is set up. At our school, they just recently split the GED and ABE program from the High School Diploma program. We also have an adult independent study program for a high school diploma. The diploma programs are much more comprehensive in their scope and sequence. On the other hand, I have more freedom to play with my curriculum. At our school, though, ABE is considered the "low" class and few students want to be there or to stay long. So please tell me more about your program's structure. As for our improved pass rate, it is due in part, I think simply to the fact that we split off the program from the diploma program. Thus, the students have way more one on one attention. At most, I have 11 - 15 students at a time. About 2/3 of these are GED students. One thing I have been doing is really only targeting the areas where the students have gaps in knowledge. So, where our old program would make students crank through all of math from fractions up if they hadn't passed the math section, I sit down with them and say, where are your gaps? Did you have geometry? Did you have algebra? Do you know how to analyze data? If they are having trouble with essay writing, I start with essay structure and work on grammar as a separate issue (even though we all know they are connected). And then we just work on those things that they need. Then, I don't ask them to do busy work. I tell them, you only need to do practice problems until your are sure you know how to do this. I encourage them to move on when they seem stuck and we try something different. I have also worked to make "packets" on common sticking problems and encourage them to work at home. I have started lending out my books -- although I have lost some. Then, as soon as their scores are all above 450-500, I encourage them to take the test. And this is where, for me, the guilt kicks in, because I know their knowledge is just "good enough." But on the other hand, I always feel I am really honest with them about it being "good enough." The idea I am playing with now is trying to get a higher pass rate with higher scores. So this year I am going to aim for a higher score rate for my students. I have been thinking that I would really like most of them to pass each section with 80% accuracy because then I would know they could really think. I could explain that the 450 score is really only getting 70% right and if they really want to make sure they know it, they would want an 80% pass rate. At the same time, though, I don't want to discourage them from moving along with their lives. Michele Craig Woodland Adult School Woodland, CA
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