UTEC’s mission and promise is to ignite and nurture the ambition of our most disengaged young people to trade violence and poverty for social and economic success. UTEC measures the social and economic success of its mission through Reduced Recidivism, Increased Employability, and Increased Educational Attainment.
This report from MDRC presents the interim impact findings from an ongoing evaluation of YouthBuild, a program that employs at-risk youth in the construction field, teaching them marketable skills while also supporting them to earn their high school diploma or GED. Many of the reported impacts from this randomized control trial were positive, and each is examined in the report.
For several decades, obtaining a General Educational Development (GED) certificate was the most commonly recognized and widely available High School Equivalency (HSE) option in the U.S. But since January 2014, the content and process for obtaining an HSE credential in the U.S. has changed significantly. There are new state-endorsed equivalency options for individuals, and these changes, along with modifications to the GED, have profound implications for individuals seeking an HSE credential, as well as for postsecondary institutions and employers.
A growing body of research suggests there is a high economic return to participation in Adult Basic Skills (ABS) programs. This research brief, from Portland State University, is the first of a series of Research Briefs that utilize data from the Longitudinal Study of Adult Learning (LSAL) to examine long-term impacts of ABS program participation on a range of outcome measures. This first report considers the impact on their earnings.
This research brief, from Portland State University, uses data from the Longitudinal Study of Adult Learning (LSAL) to determine the impact of participation in adult basic skills (ABS) programs on General Educational Development (GED) attainment. The study found that GED attainment rates for all groups surveyed appear to have been elevated substantially by program participation.
MDRC released a brief on the GED Bridge to Health and Business Program. This program was developed to better understand how adult education programs might strengthen pathways to college and careers. The GED Bridge program represents a new approach to GED instruction, as it aims to better prepare students not only to pass the GED exam, but also to continue on to college and training programs. This brief details some of the key findings from this study as well as their implications for future research and for the development of stronger GED and adult education programming.
ProLiteracy and its publishing division New Readers Press released their latest white paper, "The 2014 GED® (General Equivalency Diploma) Test and Its Impact on Adult Literacy Providers." The white paper addresses the core challenges adult literacy and basic education programs face in trying to prepare students for the new test, which launches in January 2014.
CLASP released an article discussing the new changes that will occur in 2014 to the General Equivalency Degree (GED) test. This change will impact roughly 25.7 million people between the ages 18 and 64 who are without a high school diploma. A major change includes a redesign of the subject-matter tests to incorporate more college readiness standards, as well as moving the test to a computerized-only format. The new GED test will also consider five primary issues that have implications on the youth and young adults participating in the test.
This article appears in an annual report compiled by the Center for Early Childhood Development at the University of Minnesota on coordinating systems for better child outcomes. It highlights a partnership that Ramsey County, Minnesota developed between their TANF program and their existing public health nurse home visiting program. The subsequent program model streamlines the TANF system for teen parents and provides for in-home and school- based services and supports for teen parents as they plan to attend higher education or enter the workforce after graduation or GED completion.
Question / Response(s)
The Peer TA Network would like to know what strategies States are using to improve low literacy levels among TANF participants in a short amount of time? How are programs structured and what curriculum is being used for participants with or without a high school diploma or G.E.D., but still test at a low literacy level?