Hello all - 

Sandy Goodman here of the New England College Transition Project.

 I agree that financing a college education is also one of the huge
barriers to college for adult students. And although we could never
claim that a college transition program can remove that barrier entirely
(even when they can provide free credits, which is fantastic) providing
information about financial planning and college financing - Pell
grants, scholarships, etc. is a very valuable program component. 

Mapping Your Financial Journey: Helping Adults Plan for College is a
publication that NCTN developed with the National Endowment for
Financial Literacy. For a sample view of the publication and ordering
information (shipping and handling costs) see our website
http://www.collegetransition.org/index.html

The academic aim of preparing students to score higher on college
placement tests is also a financing strategy, because  the fewer
developmental ed courses a student has to take, the less money s/he is
paying for college, and the more their financial aid money can be put to
good use of credit-bearing courses. 

Best - Sandy



Director, New England College Transition Project
New England Literacy Resource Center
World Education
44 Farnsworth Street
Boston, MA 02210

Phone: (617) 482-9485 ext. 514
Fax:      (617) 482-0617
www.nelrc.org
www.collegetransition.org 






>>> "Rivera, Janet" <jrivera at coloradomtn.edu> 2/26/2007 3:27 PM >>>

I agree with Mr. Muro's findings.  However, I would add to this that
many of our GED to college students leave after the first semester of
college due to the high cost of college.  

The GED student may have come to me at first without the thought of
college, just wanted a GED to improve employment, as mentioned.  I can
convince him to try college, convince him he can be successful at
college, and support him through the first semester with study skills
and other support, but unless I can give him financial assistance, I
will probably lose him.  

In the original study that we are discussing, were the 20% of high
school students who went on to college "with a similar background" to
the GED students also doing this on their own without any financial
assistance from parents?  

I am not surprised that after three years, the average completion is
only 7 college credits.  However, this is probably close to other
students who come to college as adults who have worked and still need
to
work while they are studying.  They work full-time, have a family, and
go to college part-time.  Most of them take a class or two each
semester.  They may quit during a peak work time, and come back at
another time.  This is similar to my GED to college students if they
don't drop out after the first semester.  

At our college, we have offered the GED graduate his first college
class
free of charge as an incentive.  Still, we can get him to come to that
first class, but not come back for more.  

Janet Rivera
Colorado Mountain College

-----Original Message-----
From: focusonbasics-bounces at nifl.gov 
[mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Muro, Andres
Sent: Monday, February 26, 2007 10:46 AM
To: The Focus on Basics Discussion List
Subject: [FocusOnBasics 650] Re: GED to Postsecondary Education -- Why
sofew goon?

I think that last week there was a question about the reason for there
being more HS grads than GED grads going to college. 

I think that the reason is pretty obvious. Many immigrants and HS drop
outs seek to get employment. At some point they realize that it is
hard
to get employed w/o a GED. They seek a GED certificate to improve
their
chances to get employed or better paying jobs. Many do not see
themselves as college material. 

Transitional programs are an indispensable tool to ensure that GED
students consider college as an alternative. In our program we have
been
transitioning students from GED to college for many years. We have
identified barriers that have to do with access as well as with
retention. 

In terms of access, GED grads do not generally see themselves as
college
prospects. They are intimidated by the whole idea of the college
setting
which represents an alien world to them. College admissions processes
are very intimidating, bureaucratic, harsh and unfriendly. They serve
as
the first funnel. People need to be very committed to the whole
college
idea before approaching such an environment. GED students and GED
grads
are often reluctant about the idea of college. The first barrier that
faces them will lead to them giving up. 

A transition program needs to consider the above an integrate
strategies
to address this. Moreover, it is better if the transition program is
integrated into the GED instruction. Once students get their GED
certificates they are gone. If students complete the whole admissions
process before they earn their GEDs, there won't be a gap that can
increase the chances of students not getting into college. 

In terms of retention, studies show that the first college semester
has
they highest rate of drop outs. There are multiple reasons for this
that
have to do with becoming a skilled student that go beyond academics.
Students that master these skills will succeed and those that don't
will
have an awful time. A transition program ought to include a retention
component that supports the students for the first couple of semesters
and offers activities that build the students' skills.

Andres  

-----Original Message-----
From: focusonbasics-bounces at nifl.gov 
[mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Cynthia Zafft
Sent: Monday, February 26, 2007 9:45 AM
To: focusonbasics at nifl.gov 
Subject: [FocusOnBasics 647] GED to Postsecondary Education -- Why so
few goon?

Hi Everyone:

While we wait for Barb to dig herself out of the snow, I was wondering
if others might want to just jump into the discussion.  What do people
think about the low number of GED holders that do go on?  I was
actually
wondering if the "low" percentage of those enrolling in postsecondary
education in Texas, 20 percent, might sound "high" in some places. 
And,
what does the term postsecondary education really include?

Do you find that more of your students feel the pressure to go on,
especially if many of the jobs that pay more than minimum wage require
postsecondary education?  Is it still a pretty hard sell?  And, if
students say they are going on, what do you hear back from them about
their experience?  For those of you with transition components, what
have you found?

Cynthia





Cynthia Zafft, Director
National College Transition Network (NCTN)
World Education, Inc.
44 Farnsworth Street
Boston, MA 02210
(617) 482-9485
www.collegetransition.org 
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