Bridging
the Gap Between Adult Education
and Post-Secondary
by Angela Johnson-Hagins
As a member of the ABE/ASE writing team, I was responsible for working
with adult education practitioners from around the state to develop benchmarks
for two of the adult education content standards that Texas adopted from
Equipped for the Future (EFF). These two standards were Read
with Understanding and Convey Ideas
in Writing. After a great deal of study and discussion,
the Texas benchmark writing teams decided to create benchmarks that would
describe students’ skills upon exiting one level and moving on
to the next level.
As we began to write the benchmarks, some important issues regarding
the transitions across levels became more prevalent. The reading and
writing team focused on these concerns and revisited the benchmarks to
ensure a continuum. In June of 2006 and in conjunction with the ESL listening
and speaking teams, the reading and writing teams convened for a special
session to ensure congruence of the benchmarks between the levels for
ESL and ABE/ASE students. We examined the benchmarks of the other teams
and adjusted the benchmarks to increase in difficulty from listening
and speaking through the end levels of reading and writing.
Working on this portion of the project also helped us to realize that
some benchmarks exceeded the skills required to attain the GED. It became
clear that the transition between levels five and six reflected the transition
between adult education and post secondary. This realization allowed
new dialogue around an old issue. Should the benchmarks focus only on
what is required to attain the GED or should it also prepare students
for life after adult education? Where does the responsibility of adult
educators begin and the responsibility of post-secondary programs begin?
Should our goals include college readiness?
Undoubtedly, adult education is a bridge for students to enter college,
but practitioners in adult education can attest that often students are
not fully prepared for college. Students who are not prepared suffer
the consequences in a higher number of remedial classes which add time
and expense to their educational goals. More often than not, GED graduates
become disillusioned as a result of the gap between adult education curriculum
and what is required to enter college successfully. While it is true
that the same can be experienced by high school graduates, I would argue
that an even larger portion of GED graduates lack the needed skills as
well as confidence in their ability to transition.
Amazingly, despite the dedication and rigor that is required to earn
a GED, many students lack confidence and do not feel that they are college
material. Many GED students describe feeling the stigma that has been
erroneously attached to earning a GED and begin to fulfill destructive
self-prophecies of not being able to “measure up.” The usual
obstacles experienced during registration or a mix-up with financial
aid can discourage a student, causing them to give in to their doubts
and insecurities. The result is always lost hope, effort, and potential.
Studies have shown (Tyler, 2001) that students often do not realize
the value of earning a GED without subsequent education opportunities
and training programs. While our work as practitioners in adult education
has helped many people to improve the lives of their families for generations
to come, a GED alone is not as competitive as it once was in the workforce.
Labor market demands and the increased use of technology to conduct business
have limited the immediate tangible benefits of earning a GED while requiring
higher skill levels. Adult education programs should not assume that
students will be able to make a smooth transition and should assist in
bridging the gap. More students will be able to rise to the challenge
and realize their goals of attending college and successfully entering
four year institutions.
To help meet the needs of our post-GED students, teachers can continue
to work with students during the same fiscal year, even after students
have received their GED. Students can receive additional instruction
on the skills found in levels five and six of the ABE/ASE content standards:
Use Math to Solve Problems and Communicate; Read
with Understanding;
and Convey Ideas in Writing. These levels contain skills that
are required to enter college level courses and will translate into increased
skills and confidence for our students. Students also need coaching to
minimize some of the usual obstacles that can impede their ability to
navigate through the initial nightmare of paperwork during the enrollment
process.
Harris County Department of Education supports GED graduates in their
transition into post-secondary education. Graduates are encouraged to
return to instructors for placement test preparation and assistance with
the registration and financial aid applications. Students are allowed
access to the computer labs as well as to placement preparation books.
While there are countless tools that can be used to meet the ever-increasing,
complex needs of our students, we can all begin in this effort by continuing
with the instruction through the final levels of math, reading and writing
as they are listed in the new content standards. They should not be overlooked
as they are critical to the success of our students in their life after
adult education.Students will probably be able to earn their GED without
them, but they will pay a high cost to fill-in this very important educational
gap without us.
Reference
Tyler, J. (2001). What
do we know about the economic benefits of the GED: A synthesis of the
evidence from recent research, Brown University
and National Bureau of Economic Research.
About the Author
Angela Johnson-Hagins has an earned MBA and is an instructor with Harris
County Department of Education. She currently teaches a daytime GED
class in the Katy area. She has worked in adult education since 2001.
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