I agree. I don't think the real issues are being or will be addressed. I
see my population in Adult Ed - and I teach both a GED class from 8-12
and then AHS American and British Literature - both classes show
students getting younger. I see students coming in with little to no
credits and opting for AHS over the GED. I see people who've dropped out
of school and "bought" a diploma online only to find out it wasn't
accredited and basically is useless in any program on campus and they
still end up with us - upon viewing their transcripts I see students who
failed remedial classes in high school more than once. I see students
not making progress up - but spiralling downard - failing more classes
than they pass.

Something is wrong somewhere.

Talk about increasing output is really meaningless if our student
population and future workforce can't carry on intelligent conversation
- if they can't think beyond the obvious - see beyond the current
moment.  The diploma whether it is a GED or AHSD is not very valued or
valuable if the person can't use the education they have obtained or if
the education they have obtained is substandard and under par.

We've created standards in our program over the last year - and as
we've implemented we've encounted strong resistance from the younger
students who truly thought it would be "easy" to get their AHSD in our
program.  The concept of still having to work, or even do homework or
take notes or participate in a discussion gets flashes of anger, rage
and even hostility.

Is this really the workforce we want for tomorrow.

The issue of compulsory education isn't going to change the underlying
issue of whether or not the current model of education truly works for
all students. Perhaps part of the problem is having all educational
programs in the public school system look exactly alike. One of my own
personal pet peeves is the move to a 4 x 4 block schedule at every high
school in my state.  If a student is already struggling mathematically
or even with reading etc, in 8th grade, and then they are dumped into a
4 x 4 schedule where they now have 18 weeks rather than 36 to learn
material  - tell me that makes sense? I see all too often those
struggling students just simply quit because they can't learn it at that
pace.   Sometimes it looks as if we've moved to a one size fits all
approach in public education in the K-12 system - a system that doesn't
always or perhaps isn't equipped for multiple learning styles. 

Sometimes I wonder if a better working relationship between K-12 and
Adult Education programs might see better results that what sometimes
seems to be a competition between the two systems.

Regards,
Katrina Hinson


>>> "Schneider, Jim" <jschneider at eicc.edu> 3/20/2007 1:36 pm >>>

Keeping them in school longer will address the issue of educational
output amongst those who are in school and learning. While this is a
relevant discussion, whether our system overall is keeping up or not
is
another debate entirely. 

The population I am focused on are those who have ended up in our
Adult
Ed. Classrooms pursuing their GED. I'll concede the point that a high
school diploma is preferred to the GED... There remains those who are
16
or 17 and have only earned a few credits... What will the school do
with
them when they are 19 or 20 and still lacking a significant number of
credits to graduate? 

The issue that remains to be answered is what is the effect of adding
days or years to the compulsory attendance of those who are already
not
learning? 

This was a story on NPR this morning as well... 

I don't know the answer... But it appears that this compulsory
attendance to 18 is more "feel good" legislation that does little to
address the root problem. 

Jim 

-----Original Message-----
From: focusonbasics-bounces at nifl.gov 
[mailto:focusonbasics-bounces at nifl.gov] On Behalf Of Terri Stone
Sent: Tuesday, March 20, 2007 9:51 AM
To: The Focus on Basics Discussion List
Subject: [FocusOnBasics 826] Re: Compulsory Attendance to Age 18

TOUGH CHOICES OR TOUGH TIMES, the report of the new commission on the
skills of the American workforce, was released by the National Center
on
Education and the Economy in December 2006.  This report indicates
that
we, as a country, have fallen behind drastically in our educational
output and our global workforce development.  It indicates that many
of
the countries that have surpassed the United States in both categories
have done so by drastically changing their educational structure
including keeping K-12 students in school longer.  The report talks
about the need for sweeping systematic changes which will need
coordination and support if they are to be enacted effectively and
efficiently.  

Terri Stone, Webster Adult Basic Education, Webster, MA

------ Original Message ------
Received: Mon, 19 Mar 2007 08:45:07 PM EDT
From: Woods <woodsnh at isp.com>
To: The Focus on Basics Discussion List <focusonbasics at nifl.gov>
Subject: [FocusOnBasics 822] Re: Compulsory Attendance to Age 18


> I am not in one of the states with compulsary education until age 18,



> but I think it would have several unexpected consequences if it were



> to be enacted. It would raise the cost of secondary education. With

no


> one dropping out, schools would have to provide a free education to 

> all kids. The kids who normally drop out are also the more difficult



> ones to work with, so the added load would likely be more expensive 

> than the average cost per pupil.

> 

> Compulsary education would not just be compulsary for the youth. It 

> would also be a responsibility of the providers, and this might

change


> the way secondary schools interact with youth. I know now some school



> personnel will encourage certain kids to drop out and then be picked



> up by an alternative education program such as ABE. This would stop 

> with compulsary education.

> Tom Woods

> Community High School of Vermont

> 

> Schneider, Jim wrote:

> 

> >A bill is currently on the floor to raise the compulsory age of 

> >school attendance from 16 to 18.

> >

> >I agree with the idea, but have severe reservations as to the actual



> >effects/consequence of this law.

> >

> >Can those who live in one of the 17 states with such a law comment

on


> >the effects of the law?

> >

> >Thanks,

> >

> >Jim

> >

> > 

> >

> >

> >Jim Schneider

> >Assistant Dean

> >Scott Community College

> >Career Assistance Center

> >627 W. Second Street

> >Davenport, IA 52801

> >(563) 326-5319  phone

> >(563) 326-6039  fax

> >

> >Do not despise the small act. 

> >

> >Every small act, if you do it deeply, profoundly, can touch the

whole


> >universe.

> >

> >Millions of small acts will build a wonderful world. 

> >

> >Chan Khong

> >----------------------------------------------------

> >National Institute for Literacy

> >Focus on Basics mailing list

> >FocusOnBasics at nifl.gov 

> >To unsubscribe or change your subscription settings, please go to

http://www.nifl.gov/mailman/listinfo/focusonbasics 

> >Message sent to WOODSNH at isp.com.

> >

> >

> >  

> >

> ----------------------------------------------------

> National Institute for Literacy

> Focus on Basics mailing list

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> Message sent to night-school at usa.net.

> 




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