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 j7BNH9G19256; Thu, 11 Aug 2005 19:17:09 -0400 (EDT) Date: Thu, 11 Aug 2005 19:17:09 -0400 (EDT) Message-Id: <001001c59ecb$c6ed5740$6501a8c0@riral.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: "Howard Dooley" <hdooley@riral.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1445] RE: GED passage doesn't prepare students for college X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit X-Mailer: Microsoft Outlook, Build 10.0.6626 Content-Type: text/plain; Status: O Content-Length: 2034 Lines: 35 I just want to heartily agree Michele Craig's observations about those learners in our progams who do want to go onto post-secondary ed. (And I agree that many don't, and that many are so non-traditional that there's little reason to expect them to succeed in traditional settings, no matter how "flexible" or "non-traditional" those institutions try to be.) When learners enter our ASE program and identify post-secondary education or training as a long-term goal, we discuss those entrance requirements with them and try to incorporate those levels of performance into their learning plans. If they are earning their GED certificate, we strongly advise that they consider 500 their minimum score on any given GED exam -- and that's to enter into the community college. We discuss the efficiency and cost-effectiveness of learning within our program, even if it means staying longer here, before proceeding to their next step. Also, in our day programs, where there are more hours, life-long learning, study-skills, and cooperative and constructivist learning is encouraged; all of which will prepare the learners for success in post-sec ed. As Silja noted, connecting to our transition-to-college (TTC) program is recommended to those learners who would benefit. And our growing experience is, that those learners who do enter the TTC program do persist and are successful. Finally, what wasn't mentioned in Hal Beder's comment about GED grad's and development ed ["GED Grads are more likely to be enrolled in developmental skills. -In 2004, 49 percent of the first time freshmen in 2 year institutions were enrolled in at least one developmental skill course. The figure for GED graduates was 62 percent.] is the growing body of research that an alarming number of those who enter pse so, well, mismatched that they need developmental education courses, do not persist to graduation. It is my personal opinion that if all we do is prepare our learners to enter developmental ed, we are doing them a disservice. Howard
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