The National External Diploma Program (EDP) is one such program. It is a
competency-based, performance assessment for adults. It has been
available in many if not most states for, oh, 20 years or more. You
could contact CASAS, which has now assumed management of the program, to
obtain "hard numbers". I'm sure other state and program staffs could
assist you: I know that CT, MD, and NY extensively use the program. RI
has a fledgling program, and we are finding it a useful and viable
alternative to the GED, particularly for adult ESOL learners. I know
that some states have not found it as helpful, and the program is in the
midst of a major review, to ensure that it meets the needs of adult in
the new century, while meeting the new high school standards being
developed in the various states.

 

You might also consider work credentials which are under development by
states and nationally - there's the CASAS, the EFF and the Work Keys
programs: I believe the United Way issued a paper reviewing the major
national programs - and which will provide an important, non-academic
credential for adults. In the next few years, the development and
marketing of these credentials will be in place, and, I believe, they
will become viable, important credentials for many of our learners.

 

Howard D.

RIRAL, Rhode Island

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Tyler, John
Sent: Thursday, August 02, 2007 8:33 AM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 478] Re: What should GED programs do?

 

I am interested in a topic raised by Steve Gerard, which is that of
adult education credentialing programs that are alternatives to the GED
program. In particular, I'm interested in programs that bring adult
learners back to receive a regular high school diploma. It seems like
the Vermont Adult Diploma Program and the new High School Completion
program that Steve mentions in Vermont may be such programs (though I'm
not absolutely clear on this). My sense is while there may be many
individual programs across the nation with the purpose of moving adult
learners to a regular high school diploma, the number of individuals
served by such programs is very small. For those of you in the field,
are these two perceptions correct (lots of programs, relatively few
served), and does anyone know of any systematic efforts to put hard
numbers behind these questions, particularly the number of individuals
in such programs., either at the state level or even in some
metropolitan area. I would like to be able to bring some hard numbers to
this question.

 

________________________________

From: specialtopics-bounces at nifl.gov
[mailto:specialtopics-bounces at nifl.gov] On Behalf Of Steve Gerard
Sent: Wednesday, August 01, 2007 4:53 PM
To: specialtopics at nifl.gov
Subject: [SpecialTopics 469] Re: What should GED programs do?

David et al;

I appreciate the thoughtful discussion. It has been helpful. I think it
is hard to identify consistent policies for GED since it fits into our
differing systems in different ways. 

 

In Vermont, those without a high school diploma have three options: the
GED, The Vermont Adult Diploma Program and new High School Completion
program (for those under age 22). Students come to us from a variety of
sources, but usually with a specific credential program clearly in mind
as their solution. We are discussing how we ensure that, regardless of
'door' through which a student enters our system, every student is
presented all three options and is engaged in a discussion about his/her
current skills and longer term goals. 

 

The challenge for our typical GED students is that they often see the
GED as a quick fix and resist our efforts to ensure that their fix
really addresses their need. Since a 'quick' GED may actually address
their short-term needs (improving short-term employability, entry into
another program), our attempts to focus on skill (human capital)
development, seem like another roadblock.

 

I don't want to block a student's attempt to get a credential, but I
think it important to be clear that my goal is not to help more students
get GED's (or any other credential). My goal is to help students learn
to make well-informed educational decisions and to help them achieve
their goals.

 

It seems like we should first be focusing on EFF skills of Reflect and
Evaluate, Take Responsibility for Learning and Plan, and then focusing
on the academic skills of the GED (either testing or teaching). I'd like
it to not be an either/or choice, but that's another topic.

 

This has been helpful in clarifying more clearly what one actually gets
with a GED. Thanks,

 

Steve Gerard
Director of Program Development and Assessment
Vermont Adult learning
60 S. Main St
Waterbury, VT 05676
(802) 244-0634  x102

 

 

  

 

----- Original Message ----- 

From: "David J. Rosen" <djrosen at comcast.net <mailto:djrosen at comcast.net>

>


To: <specialtopics at nifl.gov <mailto:specialtopics at nifl.gov> >

Sent: Wednesday, August 01, 2007 10:58 AM

Subject: [SpecialTopics 465] What should GED programs do?

 


> GED Discussion Colleagues,

> 

> If you have been following along last week and this, you know that  

> the news about earnings gains for GED students is not encouraging,  

> that unless GED graduates go on to post-secondary education and  

> complete a post-secondary certificate or a degree, that their GED  

> attainment may not lift them out of poverty.  Of course, the good  

> news is if they complete a four-year undergraduate degree their  

> earnings gains, as a group, do not differ from 4-year degree holders  

> who have high school diplomas.

> 

> At this point in our discussion, with three days left, I hope some of



> you who have been thinking about this problem might offer solutions.



> Should every GED program provide students with this information (for  

> example through the Beyond the GED lessons developed by Fass, Garner  

> and Barry?) Should GED programs change their curriculum to include  

> college preparation? Should they offer separate college preparation/ 

> transition programs for GED graduates who want to go on for post- 

> secondary education? Is there something else that they should do, or  

> is it okay to continue with the status quo?

> 

> This is a chance for everyone to chime in.  What do you think GED  

> programs should do? What should policy makers do? What should GED  

> students do?

> 

> Send your thoughts to specialtopics at nifl.gov

<mailto:specialtopics at nifl.gov> 

> 

> If you have just joined the discussion, you can catch up by looking  

> at the archives,

> 

> http://www.nifl.gov/pipermail/specialtopics/2007/date.html

<http://www.nifl.gov/pipermail/specialtopics/2007/date.html> 

> 

> beginning with posting 447.

> 

> David J. Rosen

> Special Topics Discussion Moderator

> djrosen at comcast.net <mailto:djrosen at comcast.net> 

> 

> 

> 

> 

> 

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

> National Institute for Literacy

> Special Topics mailing list

> SpecialTopics at nifl.gov <mailto:SpecialTopics at nifl.gov> 

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

http://www.nifl.gov/mailman/listinfo/SpecialTopics
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> Email delivered to sgerard at vtadultlearning.org

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> 


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