Though I'm currently not in an adult education program per se, a lot of our college students are under prepared; there's a huge skills gap that faculty initiatives are beginning to address; if anyone has any research related not just to "multi-level" but more like "differentiated"--in terms of metacognitive skills levels in "being a good student," being intrinsically motivated, as well as more measurable "conventional" skills. We're trying to add to a college success seminar for freshmen a lot of self-assessment in "soft skills" and align them with college success and career success. I would say that our students correspond to a large degree with"HS students with a similar background;" and are terribly naive, and I'm afraid for them around the financial end of things. In terms of access, they can get in, but are not necessarily given the degree of support they need. Perhaps our taking the initiative and linking with an adult ed program as well as high schools would be a
 possibility, but it would involve an entire philosophy of education as community outreach rather than a "for profit" bottom line, with improved quality of students, which, unfortunately, is where my institution is heading. I want to ensure that this process of integrating under prepared students with the college community be cone with as much integrity as possible: the"sell" for college these days, as it is for GED, is to go to a"get a job," or do better financially, not to "get an education," let alone "be educated," whatever that means : looking at the 'big picture," thinking outside the box, higher order thinking skills, self-awareness and reflection....
Best,
Bonnie Odiorne, Adjunct Professor and Writing Center Director, Post University, Waterbury, CT


----- Original Message ----
From: "Rivera, Janet" <jrivera at coloradomtn.edu>
To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>
Sent: Monday, February 26, 2007 3:27:06 PM
Subject: [FocusOnBasics 654] Re: GED to Postsecondary Education -- Why sofew goon?


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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