the ged program in the 21st century: working together for a brighter future in career and college...
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The GED Program in the 21st Century:
Working Together for a Brighter Future in Career and College Readiness
National College Testing Association
David Espinoza, University of OregonMartin Kehe, GED Testing Service
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The Need for Adult and Postsecondary Education
• 30 million (~10% of the population) people over the age of 16 in the United States can barely read and write in English.
• An additional 60 million (~20% of the population) do not have adequate basic literacy skills for earning a living wage.
• Combined current funding supports instruction in basic literacy, ESL, adult secondary education, computer training, and vocational education for just 3 million adults.
Source: www.proliteracy.org
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The Current Environment
• Economy uncertainty (lingering downturn)
• Globalization of the labor market
• Need for postsecondary training—correlating with employer demand for higher skill levels (READ: college & career readiness)
• Changing composition of the U.S. labor force
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The GED Reality: The BIG Gap
• An estimated 39 million Americans lack a high school credential.
• Annually, 1.3 million U.S. students drop out of high school.
• 10.5 million of these Americans are age 18-34.
• The GED Test serves only 778,000 test takers and only 493,000 receive credentials each year.
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What We Need…Given The Realities
• A test that certifies preparedness
• An integrated approach in which testing is an important but transitional step
• Diagnostics and additional tools—to place candidates to produce the best outcomes
• Use of alternative delivery platforms to ease capacity/access issues
• Recognition that all of these things will take TIME to address effectively.
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Adult and Postsecondary Education’s Needs
• Effective solutions to access challenges (shrinking budgets, maxed facilities and capacity issues)
• Better tools and systems to support the diverse needs of adult learners
• Greater understanding, awareness and action by Federal & State policy makers
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To
• Content aligned to 1999 high school curriculum
• Passing standard empirically set based on norm-referenced performance of graduating high school seniors
• Non-standardized paper-based test delivery channel
• Few instructional programs that demonstrate significant promise in accelerating proficiency gains
• Few organizations recognized as leading the field
• Rigorous content aligned to Common Core college/career-ready curriculum
• Proficiency levels based on criterion-referenced performance standards for both high school and college/career readiness
• Standardized computer-based test delivery channel
• Instructional programs with evidence-based practices incorporating accelerated learning
• Champions and exemplary organizations leading the field
From
Our Vision for the Evolution of the GED Program
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The GED 21st Century Initiative: Primary Objectives
• To contribute significantly to the nation’s goal of significantly increasing postsecondary completion rates
• To increase access to and attainment of postsecondary education (PSE) credentials for non-traditional adult learners by:
1. Adopting a college/career-ready performance standard and creating an assessment and a credential that indicates readiness;
2. Facilitating the development of a stronger system of educational supports for GED candidates; and
3. Creating the PSE pathways that give meaning to a GED “college-/career-ready certification”
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The GED 21st Century Initiative: Pathways
Pathways to college/career-readiness and success
Attract Accelerate LearningDemon-strate
Connect
Ongoing formative
assessment
Show Proficiency
on Next-Gen GED Test
Entry into learning system
Attain
PSE & career
attainment and beyond
Pathways to and
supports for
PSE & career
Differen-tiated
instruction
Customized curriculum
Learning Pre-
assessment
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Drivers & Realities
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GED Target Adult Population
Potential GED candidate population
Homeschooled (~0.24M)
US-born adults without a high school diploma or equivalent (~10M)
Foreign-born adults without a high school diploma or equivalent (~5M)
0
20
40
60
80
100%
Foreign-borndropouts
US-borndropouts
15 Million
Home-schooled
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The Truth About Proficiency Levels
140
20
40
60
80
100%
Percent of populationby grade level proficiency
Adults without HS diploma orequivalent credential
9-10th grade
6-8th grade
5th grade orless
11-12th gradeEquivalentEFL levels
EFL 6
EFL 5
EFL 4
EFL 3 and below
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Tackling the Proficiency Gap
College- and Career-ready
proficiency level(target grade
level proficiency)
=Time
investmentfor preparation
(total prep time)X
Multiplier for accelerating proficiency (grade level
gain within total prep time)
Target proficiencyProjected proficiency
Starting proficiency level(current grade
level proficiency)
+
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Accelerated Learning
• Given the realities of the proficiency gap our learners face, approaches to accelerated learning need to be researched and tested
• GEDTS plans to launch a series of pilots to employ and evaluate accelerated learning with adult test takers– Of varying ages– Of varying proficiency challenge levels– In varying learning environments– Encompassing varying learning technologies
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The Near Term…
• The 2002 Series will remain in the market for the next three to five years
• During that time, however, we will be:1. Developing content frameworks for the new test
2. Piloting Computer-based testing (CBT)
3. Piloting accelerated learning tools in varied settings
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Transforming Our Reality
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Laying the Groundwork for the Future
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Ensuring Adult Learners
are
Career- and College-Ready
The GEDTS Goal