Beyond the GED: Preparing for College and a Career in the 21 st Century

1. Beyond the GED: Preparing for College and a Career in the 21st Century January 24, 2014 @AYPF_Tweets #aypfevents

2. A Very Brief History of Second-Chance Education Programs in the U.S Richard J. Murnane Harvard University January 24, 2014

3. The Changing Landscape of Second-Chance Education Programs in the U.S. • In the 1930s there were many programs that taught high school curriculum to adults. • GED was introduced in 1942 to provide returning WWII veterans with a HS completion credential. • In 1947 New York allowed non-veterans to acquire the GED. • By 1974 all states provided open access to the GED. • During the period 1970-1995, the number of GED recipients grew enormously. • In 2011, 12% of HS completion credentials were awarded to GED recipients (down from 17% in 1995). • Recently a number of states including NY have moved to alternative credentialing exams in anticipation of the new, more expensive computer-based set of GED exams.

4. Concerns about Alternative HS Completion Credentials • Recipients do not fare as well in labor markets or in post-secondary education and training as conventional high school graduates. • Increasing availability (especially to 16 and 17 year-olds) induces some struggling HS students to drop out. • Use of alternative HS completion route is especially prevalent among black and Hispanic students.

5. Why GED Recipients do not Fare Well • Problem is not weaker academic skills than terminal HS graduates. • Problem is that credential signals a history of inconsistent attendance and a lack of reliability. • The credential does not measure the attributes employers look for in entry-level hires. • Most GED preparation programs are test-prep, and do not develop or signal critical soft skills. • 40% of GED recipients start a post-secondary education or training program within 6 years. Only 12% of those who start a program complete it within 6 years of GED receipt.

6. The Challenge • One-in-five U.S. students leave HS without a diploma. • Many immigrants arrive in US without a HS diploma. • There is a pressing need for second-chance programs that develop the skills needed for success in post-secondary education and training and that signal acquisition of these skills to employers. • Changing economy means that reliability needs to be accompanied by skill in identifying and solving new problems, often while working in groups, and communicating effectively – the new Artizans’ jobs.

7. Questions • How to minimize displacement effects from second-chance program? • Increasing minimum age for alternative programs helps • Developing programs with real curriculum may help as well. • Can programs be designed that appeal to former students who did not thrive in high school? Would context-based curriculum improve outcomes? • Would better designed second-chance programs increase life chances of participants? (Need to both develop skills that improve post-secondary outcomes and signal these skills to employers) • Would such programs be good social investments?

8. LaGuardia Community College The power of using High School Equivalency as a bridge to college

9. JOHNNY • Dropped out of high school to work to support his child • Decades later, enrolled in GED Bridge program when his teenage son said “I’m going to drop out of high school just like you!” • Enrolled at LaGCC, graduated in 2 years, Psychology major, with honors • Full scholarship to NYU • Son and daughter now college students at LaGCC, his brother just completed GED Bridge program

10. GERALDINE • Teenage mother of 2 • Struggled with attendance but supported by program staff • Earned GED in Bridge to Health & then graduated from LaGuardia’s 6 month Community Health Worker Training Program • Working as Community Health Worker, educating at-risk communities about diabetes awareness and prevention • Now enrolled as Health and Human Services Degree major at LaGCC

11. JUAN • Earned his GED diploma in Bridge to Health, working full-time during GED classes in his family's store • Entered LaGCC, 3.5 GPA , completed biology degree to prepare for dental studies • Transferred to BS at SUNY Stony Brook University this spring, hoping to toenroll at dental school after BS degree

12. NAYLYNN • No interest in college at onset of GED Bridge to Science program • Goal was high school diploma and continue work at drugstore • College and career workshops led her to discover her passion for marine biology • Enrolled at LaGCC, Biology major, ended first semester with 3.7 GPA

13. KABHIR • Earned his GED diploma through the Bridge to Health Program • Worked F/T at UPS and became a father to twin daughters during the semester • Applied and entered the EMTprogram at LaGCC • Was in the top 25% of students enrolled in classes • Earned his EMT-B certification and is now working as First Responder in New York City

14. KALIN AND MARI • Sisters originally from Peru • First languages were Chinese and Spanish • 2nd language English, did not start learning English until they were teenagers • Earned GED in Bridge Program and entered LaGuardia • Kalin – computer science major – 3.97 GPA • Mari – communication studies – 3.87 GPA

15. Themes and Next Steps Beyond the GED: AYPF Forum Dr. Elizabeth Zachry Rutschow January 24, 2014

16. Where does LaGuardia Bridge fit among GED reforms? • Revising the standards • Instructional standards • Credentialing standards • GED-to-college bridge programs • Rigorous curricula • Transition supports • GED-then-college sequential enrollment • Concurrent enrollment program • GED-to-college bridge with direct college enrollment

17. What do we know? Currently, the most promising programs… ….contextualize in careers …provide enhanced transition supports …offer direct connections to postsecondary education What changed? • Program persistence • High school credentialing • College enrollment and persistence • College credits earned

18. The 2014 GED: Part of the way there? Aiming higher… • Aligned to the Common Core State Standards • Assess high completion and college-readiness • Pushes for computer literacy But… • Will students pass? • Only 60% pass the current test • Can programs prepare students? • Few current investments • What are the outcomes? • Which programs improve college success and employment?

19. Future considerations • Accelerating instruction and creating better milestones • Which outcomes are most important for students success in college and careers?? • Earning college credits before the GED • Do concurrent enrollment programs provide more success? • Federal financial aid and policies • The removal of the “ability to benefit” from federal financial aid • The barriers of developmental education • Lower skilled students • How can we help the 75% of adults with below 9th grade skills?

20. Richard J. Murnane, Harvard Graduate School of Education richard_murnane@gse.harvard.edu Gail O. Mellow, LaGuardia Community College gmellow@lagcc.cuny.edu Vanessa Martin, MDRC Vanessa.Martin@mdrc.org Elizabeth Zachry Rutschow, MDRC Elizabeth.Zachry@mdrc.org Questions? @AYPF_Tweets #aypfevents