This brief offers a two-track approach to ensuring that low-income adults maintain access to, and success in attaining, a secondary credential. First we provide an overview of the GED test and a primer outlining the changes that will be made for 2014 and offer ways states can prepare for them. Next we describe alternatives to attaining a high school equivalency diploma (HSED) that states may want to provide. The HSED overview is based on an analysis done by the Center for Law and Social Policy, with descriptions of secondary equivalency programs that are already in place in some states and are worthy of consideration. The brief then summarizes actions states need to take to ensure that those with the most need and least resources, low-income adults, are not shut out of the education system.
Jobs for the Future works with districts, states, national youth-serving networks, intermediaries, and community colleges to reengage youth who are off track to graduation or out of school and put them on a path to postsecondary success.
In serving this population, Back on Track was developed to reengage off-track and out-of-school youth by creating clear pathways into and through postsecondary credentials. We develop and scale these designs with districts, states, national youth-serving networks, intermediaries and community colleges.
To assist its partners in this work, JFF offers a comprehensive range of services, tools, and resources.
Less than 5 percent of GED holders ever earn a postsecondary degree. In response, innovative GED programs have begun creating clear, effective pathways to postsecondary education, preparing their students for college and careers.
This white paper by John Garvey and JFF’s Terry Grobe shares lessons from “best in class” GED to College programs that show early, positive results in preparing youth for college and helping them persist once there. It also explores key issues connected to the growth of this programming within the field and lays out a framework for leaders and program staff looking to transform short-term GED programs into more intensive, college-connected designs.
This report is a follow-up to California’s Basic Skills as a Foundation for Student Success initiative and provides an overview of practices and strategies for transitioning adult education students to postsecondary education. A series of literature reviews began in 2007 with the publication of Basic Skills as a Foundation for Student Success in California Community College (Center for Student Success, 2007). This report is one of a number of follow-up projects to the initial literature review.
The report begins with an overview of educational levels and enrollment of students in adult education, GED, and community colleges. The author discusses advantages of additional educational achievement, the role of community colleges in serving adult education students, and the importance of collaboration among adult education and community colleges.
Strategies and practices in transitioning students from adult education to postsecondary education were identified and are described in four areas: organizational and administrative practices; program component practices; staff development practices; and instructional practices. Practices and models from adult education programs throughout the United States provide practitioners with an array of strategies and examples that could be implemented in adult education and community colleges.