NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1039] Re: What would hel
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Date: Wed Apr 06 2005 - 11:22:34 EDT
- Next message: Marie Cora: "[NIFL-ASSESSMENT:1040] Re: What would help more students achieve their GED?"
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Return-Path: <nifl-assessment@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j36FMYG06717; Wed, 6 Apr 2005 11:22:34 -0400 (EDT) Date: Wed, 6 Apr 2005 11:22:34 -0400 (EDT) Message-Id: <00b201c53abd$67a76220$0202a8c0@frodo> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-assessment@literacy.nifl.gov Originator: nifl-assessment@literacy.nifl.gov Sender: nifl-assessment@literacy.nifl.gov Precedence: bulk From: "Marie Cora" <marie.cora@hotspurpartners.com> To: Multiple recipients of list <nifl-assessment@literacy.nifl.gov> Subject: [NIFL-ASSESSMENT:1039] Re: What would help more students achieve their GED? X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas X-Mailer: Microsoft Outlook, Build 10.0.2627 Content-Transfer-Encoding: 7bit Content-Type: text/plain; Status: O Content-Length: 1830 Lines: 57 >===== Original Message From nifl-fobasics@nifl.gov ===== Michele, I like all your ideas, and I would like to add one more: Change the expectation of students, funders, and employers that a GED program should be short-term, under a year, and often under 50 hours of instruction. If the only meaningful earnings gains which result from the GED come when students: 1) enter at a low basic skills level, then we should expect those students to be enrolled for several years; or 2) enter at a higher skills level but then are prepared to do college=level work, those students should be expected to be in a program more than a year, and more than 3- 4 hours a week. They need an education that will prepare them to succeed in (not just enter) college. This includes algebra, academic reading and writing, good basic science, good study skills, and some other things. This is a policy issue, as well as a research and practice issue. The U.S. Department of Education has for many years allowed programs to count students as enrolled in federally-funded adult education programs who get at least 12 hours of instruction. This standard is very low, and far from a reasonable expectation of what the these two groups of students need. This policy should be examined in light of the research by John Tyler that I mentioned in my earlier message. Then, of course, if the policy were to change, let us say, to allow programs to count students enrolled for a minimum of 100 hours, Congress and state legislatures would need to pay for the increased hours of classes and related services. Now here's where the research rubber hits the road. What if solid research shows what needs to be done, and policy-making is heading the other direction? But that's a topic for another list. David J. Rosen djrosen@comcast.net
- Next message: Marie Cora: "[NIFL-ASSESSMENT:1040] Re: What would help more students achieve their GED?"
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