Upload
madeson-taylor
View
39
Download
2
Tags:
Embed Size (px)
DESCRIPTION
GEDTS and Correctional Education: Working Together for a Better Future. Correctional Education Association 2010 Leadership Forum March 29, 2010 Annapolis, MD Presented By: Nicole M. Chestang, Executive Director GED Testing Service. The GED Test: A Second Chance…. - PowerPoint PPT Presentation
Citation preview
1
GEDTS and Correctional Education:Working Together for a Better Future
Correctional Education Association 2010 Leadership Forum
March 29, 2010Annapolis, MD
Presented By: Nicole M. Chestang, Executive Director
GED Testing Service
2
The GED Test: A Second Chance…
• To be a high school graduate…• To go to college…• To prove yourself…• To be a role model…• To compete…• To realize your dreams for a better life…
3
Historical Timeline
1942 1945 1947 1959 1963 1973
First TestDeveloped
VTS est.
NYS tests non-
Veterans
Growth in non-Veteran testing
VTS -> GEDTS
CA adopts GED
4
American Council on Education’sGED Testing Service
• Develops the GED Test
• Leases the GED Test
• Establishes minimum age requirement
• Establishes minimum passing score requirements
States and Provinces (Jurisdictions)
• Award the diploma/certificate
• Establish compulsory school attendance age
• Establish locations and oversee official testing centers
• Determine testing fees
GEDTS: An International Partnership
From our mission statement: “In collaboration with key partners, we develop, deliver and safeguard our test, we analyze the testing program and its participants, and we develop policies, procedures and programs to ensure equal access to our test.”
5
GEDTS’ Reality: Reach
• An estimated 39 million Americans lack a high school credential.
• Annually, 1.3 million U.S. students drop out of high school.
• 10.5 million of these Americans are age 18-34.
• We serve only 778,000 test takers and only 493,000 receive credentials each year.
Your Reality
• Two million…and growing (2008)• The commitment: To prepare the incarcerated
for successful re-entry.• The reality: A full spectrum of needs—from
basic literacy to secondary education…and postsecondary education
The GED Test: At the Core of Correctional Education
Type of Educational Program
Number of Facilities Percent of All Facilities
Secondary Ed. or GED 1,399 77%
Literacy (1st -4th Grades) 1,299 67%
5th-8th Grades 1,203 66%
Vocational Training 956 52%
Special Education 667 37%
College Courses 642 35%
English as a second language 632 35%
Source: Census of State and Federal Correctional Facilities, 2005, p.5
8
Our Shared Reality: The Environment
• Economy uncertainty (lingering downturn)
• Globalization of the labor market
• Need for postsecondary training—correlating with employer demand for higher skill levels (READ: College & Career Readiness)
• Changing composition of the U.S. Labor Force
Strategic Drivers
•Skills
•Technology
•Information
Drivers & Realities
11
Our Shared Reality
• A pipeline that may not be ready for primetime
• Access that is constrained (shrinking budgets, maxed facilities, and testing capacity issues)
• Need for better tools and systems to support the diverse needs of incarcerated adult learners
• Need for greater understanding and awareness among members of the judicial system and among Federal & State policy makers
12
0
20
40
60
80
100%
Foreign-bornstatus dropouts
US-bornstatus dropouts
15M
Home-schooled
Our Reality: GED Target Adult Population
Potential GED candidate population
Homeschooled (~0.24M)- Includes homeschoolers between the
ages of ~16-18 (equivalent of grades 11-12)
US-born adults without a high school diploma or equivalent (~10M)
- Includes adults between the ages of 18-44 who have not attained a high school or equivalent credential
Foreign-born adults without a high school diploma or equivalent (~5M)
- Includes immigrants between the ages of 18-44 who have not received a high school or equivalent credential, regardless of whether or not they were naturalized as citizens or participated in the US school system
Our Reality: Proficiency Levels
• Less than 2% of the pool (11th to 12th grade) are close to the college-ready threshold
• Another ~15% of the pool (9th to 10th grade) could reach college-readiness level by investing significant time and having access to current accelerated learning programs
• For the remainder, achieving a 12th grade level of proficiency will be a more significant lift
13
The Population’s Proficiency
0
20
40
60
80
100%
Percent of populationby grade level proficiency
Adults without HS diploma orequivalent credential
9-10th grade
6-8th grade
5th grade orless
11-12th grade
EquivalentEFL levels
EFL 6
EFL 5
EFL 4
EFL 3 and below
14
Addressing the proficiency gap
College- and Career-ready
proficiency level(target grade
level proficiency)
=
Time investment
for preparation(total prep time)
X
Multiplier for accelerating proficiency (grade level
gain within total prep time)
Target proficiencyProjected proficiency
Starting proficiency level(current grade
level proficiency)
+
15
What We Need…Given The Realities
• A test that certifies preparedness
• An integrated approach in which testing is an important but transitional step
• Diagnostics and additional tools—to place candidates to produce the best outcomes
• Use of alternative delivery platforms to ease capacity/access issues
• Recognition that all of these things will take TIME to address effectively.
16
Your Concerns
• What increased rigor may mean
• Access
• How do we prepare incarcerated adult learners for a computer-based world?
• How to support “more is needed” given the resources likely to be available
• How to prepare—you need transition time—and as much as we can give you.
17
The Test that Almost Was: The 5th Edition
• The 5th Edition was based on content currently taught in high schools
• Any new GED test series must be aligned with Common Core national standards (ELA, math), + other career- and college-ready standards (Science, Social Studies)
18
The Shift We Experienced
• The 5th Edition Test wasn’t far-reaching enough.
• We acknowledged that there was a significant proficiency gap.
• We needed a bigger, bolder vision…and to focus on creating a program, rather than just an updated test.
19
The GED 21st Century Initiative: Primary Objectives
• To contribute significantly to the Obama Administration’s goal of significantly raising postsecondary completion rates
• To increase access to, and attainment of, postsecondary education (PSE) credentials for adults not currently enrolled in the traditional education system by:
1. Adopting a college/career-ready performance standard; 2. Facilitating the development of a stronger system of
educational supports for GED candidates; and3. Creating the PSE pathways that give meaning to a GED
“college-/career-ready certification”
To
• Content domain aligned to 1999 national curriculum and standards with passing threshold empirically set based on high school equivalency
• Non-standardized paper-based delivery channels
• Few instructional programs that demonstrate significant promise in accelerating proficiency gains
• Few individuals/organizations recognized as leading/coalescing the field
• More rigorous content domain aligned to Common Core with criterion-referenced performance standards for both high school and college/career readiness proficiency levels
• Standardized and modernized test delivery system with computer-based model
• Evidence-based practices in place to make knowledge accessible via accelerated learning
• Champions and exemplary organizations are leading the field
From
Evolution of the field
GEDTS’ Vision for the Field
21
Our goal is to facilitate pathways to achieve college/career-readiness and increase postsecondary attainment
Pathways for adults to college/career-readiness, PSE success, and beyond
Attract Accelerated LearningDemon-strate Connect
Ongoing formative
assessment
Academically prepared for PSE
Pathways to instructional
system
Attain
PSEattainment and
beyond
Pathways to PSE
Differentiated instruction
Customized curriculum
• Enroll in PSE and gain access to family supporting careers
• Receive information, counseling, or other supports to enroll in PSE
• Take formative assess-ment to tailor curriculum and instruction
• Access broad array of quality instruction tailored to specific needs
• Take assess-ment to diagnose
proficiency
• Reconnect to programs to identify long-term PSE/career goals and achieve proficiency gains
• Take and pass GEDTS 20/20 exam
Diagnostic assessment
• Receive customized curriculum based on current proficiency
The GED 21st Century Initiative
What’s Happening with the Current Test?
• The 2002 Series will remain in the market for the next three to five years; however, we will be:
1.Developing standards for the new test
2.Piloting Computer Based Testing (CBT)
3.Piloting accelerated learning tools in varied settings
22
23
What Can You Expect from GEDTS?
• We are committed to working with you and leveraging what you are already doing.
• We will strive to maintain open communication and dialogue with you.
• We understand that turning on a dime is hard—you will need transition time—and as much as we can give you.
Working Together to Transform Our Reality
Working Together: Sample Action Items
26
Why should society feel responsible only for the education of children, and not for the
education of all adults of every age?
Erich Fromm