Return-Path: <nifl-womenlit@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id f16EHe920279; Tue, 6 Feb 2001 09:17:55 -0500 (EST) Date: Tue, 6 Feb 2001 09:17:55 -0500 (EST) Message-Id: <sa7fc0a1.040@langate.gsu.edu> Errors-To: alcrsb@langate.gsu.edu Reply-To: nifl-womenlit@literacy.nifl.gov Originator: nifl-womenlit@literacy.nifl.gov Sender: nifl-womenlit@literacy.nifl.gov Precedence: bulk From: "Daphne Greenberg" <ALCDGG@langate.gsu.edu> To: Multiple recipients of list <nifl-womenlit@literacy.nifl.gov> Subject: [NIFL-WOMENLIT:1216] LD and women X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 5.5.3.1 Status: O Content-Length: 4083 Lines: 88 Glenn, Thanks for raising this issue. Have any changes occurred since your study concerning the under identification of females who are LD? Daphne Daphne Greenberg Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 Fax: 404-651-1415 Ph: 404-651-0400 E-mail: alcdgg@langate.gsu.edu >>> Glenn_Young@ed.gov 02/05 12:27 PM >>> what is also left out - is that females, although just as likely to have Learning Disabilities, as males, are greatly underidentified, and therefore less likely to gain civil rights protections for the use of accommodations in the GED... this also raises may issues of diganostic testing being biased against women ... etc.. But this needs to be raised in addressing issues of GED ... Glenn Young OVAE -----Original Message----- From: Daphne Greenberg [mailto:ALCDGG@langate.gsu.edu] Sent: Monday, February 05, 2001 10:06 AM To: Multiple recipients of list Subject: [NIFL-WOMENLIT:1205] GED and Women Last week I posted a cross post from NLA about an article on GED and women. I got around to reading it and here are some points from the article that I found interesting, especially in light of Andrea's postings about the importance of money (If you are not interested in reading all these points, scroll down to point number 7 which depicts a pretty sad case for the lack of economic independence for women who earn the GED): 1. The typical woman in the sample dropped out of school after completing the 9th grade sample, and had a mother who completed only slightly more education than herself. 2.In the article, the percentages of the sample obtaining a GED is charted by age, and it is clear that the younger students (17) obtain the GED at higher percentages than students in their late 20's. 3. A table shows that a large fraction of the relatively small number of women who complete a year or more of college do so in their late twenties. 4. In this sample, women who participate in further education have higher test scores and more educated parents than other female dropouts. 5. The authors conducted various statistical analyses and found that: a. By the 7th year after obtaining her GED, women receive an earnings boost of $1,328. This earnings gain represents a 25% increase over what the woman is predicted to have earned had she not obtained the credential. b. During the years in which a woman who has attained a GED participates in off the job training, she earns $2,143 less than she would have otherwise earned. During the years in which she is in college, she foregoes about $773. c. For each year of off the job training, a woman earns $1,239 more in all future years and for each year of college she completes, the impact on her earnings is a gain of $1,153. d. In this sample, a married woman is predicted to earn $410 per year less than she would if she were unmarried; a mother is predicted to earn $2,690 per year less than she would earn if she were childless. 6. Ten years after dropping out of high school, a woman who obtained a GED the 3rd year after she dropped out is not significantly more likely to be employed than she would have been without the GED. 7. A woman who obtains a year off the job training 3 years after dropping out of high school is 13% more likely to be working in the 10th year after she dropped out than she otherwise would have been. 7. A woman who both obtains a GED and completes a year of training or college is still predicted to earn LESS THAN $8,000 in the 10th year after dropping out of school. Do these points stir up any issues/questions/concerns for you that you would like to share on the listserv? For those of you who have not had a chance to read the article and would like to: the article can be found in the journal called the Monthly Labor Review. It can also be found on-line at http://stats.bls.gov/opub/mlr/mlrhome.htm Daphne Daphne Greenberg Center for the Study of Adult Literacy Georgia State University University Plaza Atlanta, GA 30303-3083 Fax: 404-651-1415 Ph: 404-651-0400 E-mail: alcdgg@langate.gsu.edu
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