Findings from the Field: Success in Contextualized Instruction for GED Preparation

1. Findings from the Field: Success in Contextualized Instruction for GED Preparation National College Transition Network Conference November 14, 2013 Joseph Broadus (MDRC) Amy Dalsimer & Wynne Ferdinand (LaGuardia Community College)

2. Why focus on the GED? Critical Need • ~40 million adults over age 16 lack a high school credential and are not enrolled in any educational program • Most dropouts will seek to continue their education • Most postsecondary degree programs (and Pell Grants) require HS credential • Majority of GED test-takers list accessing continuing education as their primary motivation

3. Why focus on the GED? Challenges to Overcome • The GED alone is not enough • Not as strong in the labor market as a HS diploma • 2/3rds of jobs in 2018 will require some college • Even one year of college makes a significant difference • Too few GED recipients persist in college • Weak linkages between GED and college

4. Why study the GED Bridge program? • Prior studies have focused on programs for youth and low-wage working adults with the GED as a componentrather than thefocusof the program • GED Bridge stands out among GED programs: • It centers on a strong, career-based GED curriculum • Links students with college and career training programs • Expands access by welcoming students with lower literacy levels • Important to determine if these differences are more effective than traditional GED instruction

5. www.laguardia.edu/pcap

6. LaGuardia’s Bridge Program Goals • Increase access to GED and post-secondary preparation for a broader spectrum of literacy proficiency levels • Improve alignment to students’ aspirations and post-secondary career sector pathways • Create a more effective springboard to post-secondary education

7. Intentional Program Design • Cohort model, semester long, part time, day and evening • Full-time staff, professional development • Continuous program improvement model, data-informed decision making • Early and ongoing focus on PSE transition • Integration of college knowledge and career awareness activities into coursework

8. Bridge Program Design • Managed enrollment • Intensive admissions process • 7thgrade reading level and above (TABE) • 14 week cycle with a year-long model • 110 hours of in-class instruction per semester; 9 class hours per week • Part time program for students • 19 and over • Career focused contextualized • curriculum

9. Contextualized Career Focused Curriculum:Raising Academic Rigor • Building transferable literacy and numeracy skills beyond high school completion test • Thinking in a discipline • Incorporate formal and informal assessment • Provide opportunities for academic self-evaluation and informed goal setting • Increase professional and college awareness

10. Components of Contextualized Instruction • Interdisciplinary instruction • Use of sector focused authentic materials • Academic reading and writing activities to deepen conceptual knowledge, analytic skills, and fluency • Project-based math assignments incorporating real world data

11. Bridge Curriculum Content

12. What Are the Benefits of Contextualized Instruction? • Student engagement • Skills development in context • College and career transitions • Ongoing advisement and support services

13. Alignment with Post-Secondary Systems • Faculty input for curriculum design • Social integration on campus • Alumni speakers & mentors • Cross-college initiatives to promote successful transitions • Fostering relationships with staff, faculty and service providers

14. The Evaluation Design • Pilot study, began in summer 2010 • Evaluation and program funded by the Robin Hood Foundation and MetLife Foundation • Studying the implementation and impacts of the GED Bridge program • Uses a random assignment research design, comparing Bridge to a traditional GED preparation class (GED Prep)

15. Target Population • 7th grade reading level or above on the TABE (Test for Adult Basic Education) • Income below 200 percent of the federal poverty level • 18 years of age or older

16. Recruitment and enrollment • Intensive, 3-day recruitment and enrollment process: • Day 1: TABE and written application • Day 2: Writing Sample and one-on-one interview • Day 3: Random Assignment Process usually takes about 3-5 weeks to complete

17. What is GED Bridge being compared to? GED Prep: Traditional GED class • No focus on career concepts • No transitional counseling • 60 hours of instruction (compared with 108 in Bridge) • Support services only at instructor’s discretion • No contextualized curriculum: “Teach to the test”

18. What is GED Bridge being compared to?

19. Research Sample • Enrolled four full cohorts of participants into the study: fall 2010, spring 2011, fall 2011, and spring 2012 • Total sample size is 369 (201 in Bridge group and 168 in Prep group)

20. Characteristics of Study Participants

21. Characteristics of Study Participants

22. Implementation Findings Strong program implementation—all key program components were in place • Close staff collaboration around curriculum development and instruction • On-going reference to the future: degree planning, course expectations, enrollment and financial aid requirements • Emphasis on engaging and building relationships with students and accommodating student schedules

23. Implementation Findings Dramatic differences in the reported experiences of Bridge and Prep students: • Personal attention from teachers and staff • Understanding of financial aid, pre-requisites, and career/college options • Confidence about taking and passing the GED • Intention to enroll in college and specificity of goals

24. Higher GED pass rates and college enrollment rates for those in GED Bridge 68% 53% 47% 24% 22% 12% 7% 3%

25. Looking Ahead • Findings indicate that there are ways to make the GED exam more relevant and a better conduit into college. • Follow-up analysis to examine whether these early findings translate into success in college • Further rigorous testing of similar models is needed in order to determine what works best for whom. • Policy brief available at www.mdrc.org.

26. Research and Professional Development Partner with MDRC Contact: Joseph Broadus (joseph.broadus@mdrc.org) or Vanessa Martin (vanessa.martin@mdrc.org) Partner with LaGuardia Community College Contact: Amy Dalsimer (adalsimer@lagcc.cuny.edu) or Wynne Ferdinand (wferdinand@lagcc.cuny.edu)