Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7CCjlG14471; Fri, 12 Aug 2005 08:45:47 -0400 (EDT) Date: Fri, 12 Aug 2005 08:45:47 -0400 (EDT) Message-Id: <6.2.3.4.2.20050812083026.02a95de0@rci.rutgers.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: Hal Beder <hbeder@rci.rutgers.edu> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1446] Re: GED passage doesn't prepare students X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 6.2.3.4 Status: O Content-Length: 2305 Lines: 49 This is a good point, but I think there are at least two other reasons why GED graduates have trouble in community college. 1. Most adult literacy programs treat GED students with great tolerance. No one complains when they miss a class or come in late. Teachers are warm fuzzies. When they enter community college, it's just the opposite. In most community colleges in this state, if a student misses three classes it's an F. You do your homework or you are out. Thus community college represents a discontinuity that many GED graduates can't handle. 2. GED grads are older and have adult responsibilities that conflict with being a student. They are much more likely, for example, to be married. As Tyler's work shows, getting a GED has weak economic benefits. Thus we have to stop thinking of the GED as an end point and start thinking of it as a beginning ,because the payoff comes with post secondary, even if that is a short term certification program. We need to place much more emphasis on transition programs and support programs once they are enrolled. At 06:22 PM 8/11/2005, you wrote: >Because of their eagerness to receive their GED, many of my students pass >the GED with just a 450 average. I would say that this isn't a likely >indicator of success in other learning endeavors. If you correlate this >barely passing score with say CASAs scores for the same students in math >and reading, they are reading and doing math at a 6th grade >level.Similarly, what passes in a GED essay would not pass in English 1A. >Is this college preparation? These students would not receive decent scores >on SATs or ACTs neccesary to enroll in a four year college. Even at a two >year college they will probably score into the lowest remedial courses. The >GED test is not college preparation in my opinion. > >I would say that if the researchers checked the passage scores of GED >students who went on to college, the more successful students would be >those who scored at 600 or higher. I would like to see some kind of study >that would look merely at whether a student passed the test, but at how >they passed it. > >Michele Craig >Woodland Adult School Rutgers University Graduate School of Education 10 seminary Pl. New Brunswick, NJ 08901 732-932-7496 ext. 8213
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