1

Identification of Key Factors of Retention of GED/HSED Students at

Chippewa Valley Technical College

By Molly Alm Craker

A Research Paper

Submitted in Patiial Fulfillment of the

Requirements for the·

Education Specialist Degree

111

Career and Technical Education

( ) Ms. Joan Thomas

The Graduate School

University of Wisconsin-Stout

July, 2010

Author:

Title:

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Craker, Molly A.

Identification of Key Factors of Retelltion of GEDmSED Students at

Chippewa Valley Tecllllical College

Graduate Degree/ Major: Ed.S in Career and Technical Education

Research Adviser: Dr. Carol Mooney

Month/Year: July, 2010

Number of Pages: 65

Style Manual Used: American Psychological Association, 6th edition

Abstract

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This project aspired to identify strategies to help retain GED/HSED students at Chippewa Valley

Technical College (CVTC) in Eau Claire, Wisconsin. The study addressed questions regarding

why students dropped out of high school, why they attempted to earn their GED/HSED, and

what factors made them succeed or fail in their goal. This study also examined demographic

trends of local GED/HSED students in comparison to state and federal statistics. The students

were adults who attended the GED/HSED orientation in November of2009. The project

involved contacting students either through face-to-face interactions while the student was in

class or through the telephone if a student stopped attending class. When contact by phone was

not successful, letters were mailed to the student. The interventions were successful and

provided a 78 percent retention rate compared to a similar group that did not receive

interventions and obtained only a 26 percent retention rate. This suggests that personal contact

by an instructor on a regular basis does improve retention rates of GED/HSED students.

The Graduate School University of Wisconsin-Stout

Menomonie, WI

Acknowledgements

I would first like to thank Dr. Carol Mooney for her insight, direction, and guidance

throughout this project. I would also like to thank Dr. Pamela Holsinger-Fuchs and Ms. Joan

Thomas for serving as members of my research committee. Finally, I would like to thank my

loving husband, Eric, who provided me the encouragement to recognize that I could complete

this goal.

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Table of Contents

......... ... ... ... .. . ...... . ................................................................................. Page

Abstract .......................... ...... . .. ........ ......... ........ ..... .................................... 2

List of Tables ................................................... . ... ............... .. ............. ... ... . ... 6

List of Figures .................. . ....... .. ......... .. . . . . .. .. ......... ..... . ... ........... .. .... . ........... 7

Chapter I: Introduction ......................... ... ............... .... .. .. . ........... ....................... 8

Statement of the Problem .......... .. . . ............. .. . .. . . ............. .. ... ............ ... . ... 10

Definition of Terms .............................................. . ............. .. . .. . . ........... 11

Limitations of the Study ........................................................................ 12

Assum pti ons ..... . ............... .... . . ... . ....... ... ..... ... .... . .. .. ................ .. .......... 12

Chapter II: Literature Review ... .................................. . .......... . ........... ... . .. ........... 14

Reasons Students Drop Out of High School.. ......................................... ...... . 14

History of the OED . .... .......... ....... .......... ..... ........ ... ... . .......................... 15

Reasons Students Drop Out of High School Equivalency Programs ...................... 18

Economic Effects of Obtaining a OED ............ .. ......................................... 19

Demographics of OED Students ........ ......... .............. ... ................. .. ............ 21

Previous Attempts to Improve Retention ofOED/HSED Students ....................... 22

Summary ............ . . .... ............. .. ............ . .. .... ............ . ... ... ........... ....... . 24

Chapter III: Methodology ......................... .... . ..... ............ .. ............. .. ................. 25

Research Design .................................................................................. 25

Population/Sample .... . . . ............ ..... ............. ..... ........ . .... .. . . ................... 26

Instrumentation .............. . . .. ............ . . ... ............. ...... ................... .. ........ 27

Data Collection Procedure .......... . . ... .............. ... .............. .. .................. .. .. 28

Data Analysis ...... .. .................................. ........ ........ ... .... ... . .... ..... .... ..... 28

Chapter IV: Results .. . .... .......... . . .. .............. .. . .... ................ .. .............. ...... ....... 30

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Factors that Contributed to a Student Not Earning their High School Diploma ......... 31

Decisions to Begin a GED/HSED program ................................................... 34

Factors that Contributed to a Student's Ability of Earning a GED/HSED ............. .. 37

Factors that Contributed to a Student's Decision Not to Complete their GED/HSED .39

Demographics ..................................................................................... 41

Comparisons ........................... . .................................... .... .................. 48

Summary ...................................... . ................................................... 50

Chapter V: Discussion ........ ........ . .. ... .. ....... ....... .. ... ......... ........ . ... . ............ ......... 52

Summary ........................................................................................... 53

Conclusions ............... .. ................ .. .............................................. .... ... 54

Recommendations ............................................................................... 55

Dissemination Plan ............................................................................. . 56

References ............................................ ... . ... ................ ..... .......................... 57

Appendix A: Initial Survey ............................. .... ............................................. 61

Appendix B: Student Contact Form ............................................................... ... .. 62

Appendix C: Student Letter .............................................................................. 63

Appendix D: Consent to Participate in UW-Stout Approved Research .......................... 64

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List of Tables

Table 1: Completed GED Tests for the October Orientation Group .......... ..... ... .... ..... 27

Table 2: Survey Responses ........................................................................... 31

Table 3: T ABE Scores .............................................. ..... .. .............. .............. 32

Table 4: 'Other" Reasons Students Dropped out of High SchooL .............................. 34

Table 5: Decisions to Begin A GED/HSED Program .................... . ...... . ................. 37

Table 6: Completed GED Tests ............................... . .. .. .. .... ....... ......... ............ 39

Table 7: Decisions Not to Complete Their GED/HSED ................ .. . . ..................... .41

Table 8: Ethnicity ...................................................................................... 42

Table 9: Single Parent Status ............................................ ... ......... ................ .43

Table 10: Highest Grade Completed ............................................................... .43

Table 11: Citizenship .................................................................................. 44

Table 12: Marital Status ............................................................................. .44

Table 13: Work Status ...................................................................... ......... .45

Tablel4: 2009 HHS Poverty Guidelines ............................................. . .... ......... .46

Table 15: Economically Disadvantaged .................................................. ...... ... .47

Table 16: Comparison of Completed GED Tests ................................................. 50

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List of Figures

Figure 1: Number of GED Test Takers by year, 1954-2001 ... . . .. . ...... . .. ...... ... .. ... ........ 18

Figure 2: Number of Hours Spent in Class ............................................................ 38

Figure 3: Comparison of Demographic Information between October and November GED

Orientation Groups ........................................................................... 48

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Chapter 1: Introduction

Most people who possess a high school credential take it for granted; however, those who

do not have this credential often believe it is an unobtainable goal. The 2000 census indicates

that more than 40 million adults in the United States do not have a high school diploma. In

Wisconsin for the 2005-2006 school year, only 82 percent of students graduated from high

school with a regular diploma in four years (Alliance, 2009). Yet, between 2001 and 2005, only

2.2 million of those 40 million people actually received a high school credential by passing the

General Educational Development (GED) exams (Gopalakrishnan, 2008). People without a high

school credential have limited employment options, therefore, greatly reducing their earning

potential. "Approximately 50 % of welfare recipients do not have a high school diploma nor a

GED" (Cope, Ziegler, & Brian, 2001, p. 3). This leaves the high school dropout struggling to

provide a decent standard of living for themselves and their families. For people who do manage

to secure employment without a high school diploma their jobs tend to be umewarding, dead­

end, and tedious. In Wisconsin, the earning gap between a high school graduate and a dropout is

nearly $10,000 annually (Alliance, 2009).

Many factors contribute to students dropping out of high school. Jerald (2006) indicates

that the dropout rate was attributed to economic factors, such as familial income, parental

support, and the adult responsibilities teenagers often assume such as single parenting and

working rather than going to school. He also believes that failure to achieve proficient reading

and math levels contributes to a student's decision not to finish high school. Other factors that

contribute to students dropping out of school include disabilities, race-ethnicity, absenteeism,

and problems with the law (Alliance, 2007). As described, it is often difficult to determine

exactly why a student drops out of high school because there are so many contributing factors

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and we depend on self disclosure to collect data.

In Wisconsin there are three ways to obtain a high school credential. One way is to

obtain a General Educational Development (GED) celtificate by passing a test in five different

subject areas: mathematics, reading, writing, social studies, and science. A student could also

choose to get a High School Equivalency Diploma (HSED), which requires passing scores on the

five GED tests in addition to completing coursework in the areas of health, civics, and

employability. A student can meet the health and civics requirements by passing an exam or

completing state approved coursework. Students must complete job search coursework, create a

resume and cover letter, and palticipate in a mock interview to fulfill the employability

requirement. The third option available to Wisconsin residents is to earn high school credit.

This option requires students to obtain a contract between the last high school they attended and

a providing agency. Students must complete 30 hours of coursework for every quarter credit

earned; the coursework can be in any subject area in which the student is deficient. When all

credits are earned, the student will receive a diploma from their original high school (Wisconsin

Legislature, n.d.).

Gopalakrishnan (2008) demonstrated approximately 5.5 percent of adults in need of a

secondary credential earned one. Many students have identified health problems, family

emergencies, or the need for employment as reasons for dropping out of GED programs

(Franl<enburger, 1999). All of these barriers seem like they could be easily conquered if the

student really wanted to complete a program. Perhaps the reason students do not complete the

program is that they do not have the appropriate support they need to obtain their high school

credential. This study aspires to determine what strategies positively impact retention of students

by working with a group of students enrolled in CVTC' s GED/HSED program.

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Statement of the Problem

Students drop out of high school for a variety of reasons that range from economic

hardships and dysfunctional family situations to a lack of academic skills. Once a student does

not complete their secondary education, research shows it is a very large obstacle to overcome.

Students have the option of "leveling the playing field" with their classmates by obtaining a

GED/HSED. A large number of students begin the initial process of obtaining a GED/HSED,

but the majority does not complete this goal. Maria Kefallinou, the program manager for the

Adult Community Learning Center in Quinsigamond Community College, describes the same

situation at her institution. She states that their ABE/GED program has historically experienced

low retention rates and that students often left the program prior to completing their goals;

furthermore, the students often did not let the staff know they were not planning to return (2009).

In Eau Claire, WI, Chippewa Valley Teclmical College facilitates GED/HSED programs.

Over the last several years, a variety of strategies to increase retention of students emolled in the

GED/HSED program have been implemented. This study aspires to identify strategies that

positively impact the retention of students emolled in CVTC's GED/HSED program.

The research will address the following questions:

1. What factors contributed to a CVTC GED/HSED student not earning their high school

credential?

2. What influenced individuals decisions to begin a GED/HSED program at CVTC?

3. What factors contribute to a student's decision to complete their goal of earning a

GED/HSED at CVTC?

4. What factors contribute to a student's decision not to complete their GED/HSED at

CVTC?

5. Are there trends in the demographics of these high school drop outs?

Definition of Terms

Below are definitions of area specific terms:

Adult Basic Education (ABE). A partially state funded program available to all

community members in the eleven county district that is served by Chippewa Valley Teclmical

College (CVTC). It is a free program to students and provides education in the areas of math ,

reading, writing, employability skills, study skills, computer literacy, and OED/HSED

preparation.

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Chippewa Yalley Technical College (CYTC), 620 W. Clairemont Avenue, Eau Claire,

WI 54701

General Educational Development (GED). This is a national series of five tests that

includes reading, writing, math, science, and social studies that students must pass to obtain a

OED certificate which qualifies as a high school credential (Burmaster, 2004).

High school credential. A high school credential is a high school diploma, a OED, or a

HSED (Burmaster, 2004) .

High School Equivalency Diploma (HSED). This diploma requires students to pass the

same five national tests as the OED with the addition of meeting three state requirements in the

areas of civics, health, and employability. This is another option for students who wish to earn

their high school credential and it is viewed as equivalent to a high school diploma (Burmaster,

2004).

Student retention is determined by one of the tlu-ee following criteria:

1. A student earns a OED/HSED celiiflcate.

2. A student passes some but not all of the requirements to earn their high school credential

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they are actively preparing to complete the additional requirements .

3. A student has not yet passed any GED/HSED exams, but they have advanced at least one

grade level as determined by the T ABE.

Test of Adult Basic Education (TABE). A standardized test developed by the McGraw

Hill/Wright Group to determine grade level equivalency for basic skills in the subject areas of

math, reading, and language (CTB/McGraw-Hill, 2009).

Limitations of the Study

The findings of this research are based on a specific case study that includes eighteen

GED/HSED students who attended a GED/HSED orientation at Chippewa Valley Technical

College in Eall Claire, Wisconsin, in November of 2009. The retention results will be compared

to the seventeen students who attended the GED/HSED orientation at Chippewa Valley

Technical College in Eau Claire, Wisconsin, in October of2009. The group of students that

attended the October orientation will not receive any of the interventions that are applied to the

November group as part of this case study. Even though the case study has a relatively small

sample size, based on the collected data, the results can be generalized beyond the scope of this

study.

Assumptions

This case study acknowledges the following assumptions:

1. The TABE tests developed by McGraw-Hill/Wright Group is a valid testing instrument

that accurately measures students ' reading, writing, and math grade levels and accurately

diagnoses specific areas in which the student lacks ability .

2. Students who attend a GED/HSED orientation have intentions of completing the entire

program and receiving a high school credential.

3. Students who do not enter the program with existing academic skills to pass the

GED/HSED exams will receive instruction and remediation to improve their academic

skills.

4 . Students who enter the GED/HSED program at CVTC have equal access to the same

instructors and supplies.

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Chapter II: Literature Review

Reasons Students Drop Out of High School

Many factors contri bute to students dropping out of high school. Brouillette (1999) states

that students identified both external factors and internal feelings as reasons for not completing

their high school education. The external factors included a family'S need for another paycheck,

an unplanned pregnancy, and even threats of violence. The internal feelings that Brouillette

(1999) identifies includes things that are somewhat situational as well: they did not know where

to go to receive assistance or they felt there was no way out of their current situation. "Many

students described alternating between feelings of lethargy and desperation" (Brouillette, 1999,

p. 314). Many of the same external factors were identified by Jerald (2006) in the aJ1icle,

"Identifying Potential Dropouts". It indicates that the dropout rate was attributed to economic

factors, such as familial income, parental support, and the adult responsibilities teenagers often

assume such as single parenting and working rather than going to school.

Golden, Kist, Trehan, and Padak (2005) state that "specific experiences, policies, and

individuals in high schools have a profound impact on students' decisions to leave high school"

(p. 312). There are several studies that use demographics and external factors such as those

identified above but Golden, et. al. (2005) were amazed by the numerous and emotional accounts

of specific high school experiences and challenges. A negative interaction with teachers and

administrators has a profound impact of students' lives. This is reinforced by Schreiner's (2009)

who concluded that increasing student satisfaction in the area of campus climate can increase the

odds of persisting. Campus climate is comprised of a sense of belonging and having positive

experiences with staff members in the institution.

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History of the GED

The General Educational Development tests were developed for the U.S. Army during

World War II. Many returning service members did not have the high school diploma necessary

to enter college. After World War I, the granting of diplomas was tried but many colleges and

universities opposed the practice. In 1942, the Army selected five tests from the Iowa Test of

Educational Development that focused on everyday life rather than formal academics. From the

beginning, the GED test battery has contained five different exams: writing, reading, math, social

studies, and science. To earn a GED a student must pass a 290-item exam that requires over 7

hours to complete (Boesel, Alsalam, & Smith, 1998).

In the 1940s, GED test takers were mainly veterans and service members, but by 1959

civilian test takers outnumbered service members (Boesel, Alsalam, & Smith, 1998). In the

years immediately following the war, an overwhelming majority of veterans who took the GED

passed it and for examinees who took the test between 1974 and 1995, the median yearly pass

rate was 71.5 percent. Depending on an individual's academic skills, little or no classroom time

may be required (Entwisle, Alexander, & Olson, 2004). Critics charged that passing the tests was

too easy and did not reflect the skills of a high school graduate (Boesel, Alsalam, & Smith,

1998).

The American Council for Education's (ACE) GED Testing Services produces and

administers the tests, its Commission on Educational Credit and Credentials sets the minimum

passing standard. Individual states are free to set their own passing standards for the GED and

awarding credentials as long as it is above the minimum (Boesel, Alsalam, & Smith, 1998). The

GED tests are normed on a random sample of graduating high school seniors, and the passing

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standard is set so that approximately one third of the sample would meet the passing score

(Tyler,2005).

There have been four generations of OED exams; the original that was released in 1942,

the 1978 series, the 1988 series, and the current series which was released in 2002. In 1997, the

ACE raised the required minimum score. If a student does not receive a passing score on an

exam they are allowed to retake the test. Each year since 1980, between 400,000 and 500,000

individuals have passed the tests and received their OED (Tyler, 2005).

According to the official OED Examiner's Manual (2002), a student can take anyone

OED test three times during any calendar year. This rule is in place because there are three

different versions of each exam. There is no limit to how many times a student can take an exam

in their lifetime but the student does need to repay each time they take an exam. CVTC has

added additional requirements to this re-take policy to ensure best practice. For a student who

needs to re-test, the following rules apply:

1. There is a 90 day waiting period to re-take one of the five OED tests. However, if an

instructor believes that an individual has done an adequate amount of remediation,

this waiting period can be waived. Keep in mind: there are only three forms of the

OED test available each year, so an individual can not attempt the same test more

than three times.

2. There is a 60 day waiting period to re-take Health or Civics, with no exceptions.

Keep in mind: there are only three forms of the OED test available each year, so an

individual can not attempt the same test more than three times (CVTC OED/HSED

Manual, 2009).

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Funding for the GED exams involves millions of dollars a year. According to Tyler

(2005), in the fiscal year 2000-2001, federal grants to the individual states for adult basic

education programs totaled more than $460 million, and these grants were matched by additional

hundreds of millions of state dollars directed toward adult education. "Approximately 25% of

these funds were targeted to adult secondary education programs that are largely GED

preparation programs provided by public high schools, community colleges, etc ... " (Tyler, 2005,

p.46).

The chatt below illustrates the growth in the number of GED testers from 1954 through

2001. The base in 1954 is about 42,000 and that chart demonstrates a stable increase until about

1963, when the number of dropouts increased dramatically. In 1963, 88,000 attempted the GED

exams; and by 1970 more than 300,000 individuals attempted the GED tests. An additional

factor that led to such a large increase in the number of GED testers in the 1960s is that the

federal government became increasingly involved in the fight against illiteracy earmarking large

amounts of money to be used for ABE programs (Tyler, 2005).

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1,Oe+06 '

~, c ~

8000DO c· C {j (,' : ) .J ,; ')

~ I' e C

III '.:' ,' :. ;"

'~, ;1 (;. "

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V ...-0 6000DO . , w I:';

(9 4-0 L

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~OOOOO r-G :J Z (;

200000 ','

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'._' c, :' (~ . ~, rJ :j C ~~ ['.

O ' T-- I I I I I I

1955 1960 1965 1970 1975 1980 1985 1990 1995 2000 Year

FlO. 1 Number of OED Test Takers by Year, 1954-2001.

Source: Tyler, 2005, p. 49

Reasons Students Drop Out of High Schoo) Equivalency Programs

A OED is vital to improve students' lives and the lives of their families. Yet, there are

ample studies that show that the retention rates of these programs are not very high. Several

studies demonstrated that students drop out of OED programs for an alTay of problems or

reasons that affected their absenteeism but very few had to do with academic ability (Jones,

1998). This research is reinforced by Frankenburger (1999) who conducted a survey of students

who stopped attending OED class. He compiled a list of reasons why students stopped

attending. The list identified reasons such as health problems, family emergency, car problems,

employment, etc ... However, no one stated any academic reason for their lack of attendance.

Hayes and Darkenwald' s (1990) indicate that 60 percent of their studied population

identified "external factors" as being barriers that kept students from participating in a OED

program. This was confirmed by Ellsworth, Person, Wellborn and Frost (1991) who classified

their list of external factors into four categories: lack of confidence, family responsibilities,

institutional encouragement, and time. Kist (2005) strengthens this theme by stating that many

of the paliicipants in his study commented on non-academic challenges posed by their family

obligations. He categorizes external factors as: university bureaucracy/logistics, learning to

work with others, and economic and family pressures.

King (2002) conducted a study to determine what barriers to participation in OED

programs existed among high school dropouts. He concluded that detelTents to patiicipation in

OED programs are multidimensional and that an analysis of barriers among subgroups is

necessary to fully comprehend the construct. He did identify family constraints as the primary

, barrier to paliicipating in a OED program.

Economic Effects of Obtaining aGED

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Caputo (2005) found a significant relationship between educational level and the

correlation to poverty. His study showed that 40.4 percent of high school dropouts who did not

obtain their OED lived in families whose income fell below the poveliy threshold, compared to

22.6 percent of OED recipients and 13.1 percent of conventional high school graduates. In

addition, OED recipients had a higher annual income than high school dropouts by 36 percent

($34, 415 vs. $25, 222). King (2002) identified that 48 percent of the participants in his study

who were without a high school credential repOlied a household income of less than $20,000 per

year.

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These findings are reinforced in part by Mumane & Tyler (2000) who found that

dropouts with poor academic skills (below 10th grade level) earned 15 percent less than dropouts

with high academic skills (above 10th grade level). They went on to find that when dropouts with

poor academic skills earned their OED, they had the same eaming potential as dropouts without

a OED but left school with high academic skills. Dropouts with high academic skills who

obtained their OED did not demonstrate an improved outcome in the labor market or repolied

income levels (Mumane & Tyler, 2000).

Over the last 20 years, the annual earnings of young adults have declined at rates related

to educational attainment. The high school dropouts, with the least education, are losing ground

most quickly (Boesel, Alsalam, & Smith, 1998). Wages of male OED recipients were 6 to 12

percent higher than male high school dropouts and wages of female OED recipients were up to

13 percent higher than female high school dropouts (Boesel, Alsalam, & Smith, 1998). Mumane

and Tyler (2000) concur with Boesel, Alsalam, & Smith's findings stating that over the last 20

years the economy has been very unfavorable for dropouts. The earnings of male dropouts fell

by 28 percent and the earnings of female dropouts fell by 7 percent in that same timeframe.

Local data indicates that in Wisconsin high school dropouts earn $10,000 less each year

when compared to high school graduates. Dropouts from the class of2008 will cost the state of

Wisconsin almost $3.9 billion in lost wages over their lifespan (Alliance, 2009). It is apparent

that obtaining a OED is financially beneficial; however, all studies indicate a high school

graduate earned more than a OED recipient.

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Demographics of GED Students

The U.S. Depaliment of Education (2009) repOlied that in the 2005-06 school year, the

United States averaged a high school graduation rate of only 73.2 percent. Fourteen states

achieved graduation rates higher than 80 percent with Wisconsin leading the way at 87.5 percent.

Of those students who did not graduate from high school , but did go on to receive their OED,

49.9 percent of those who were male and 50.1 percent were female. The report also indicates

that the most popular age to complete a OED is between 22-24 years of age. The most

significant statistic is that second generation or higher non-Hispanics are 65 percent more likely

to complete their high school credential than their first generation counterparts.

The U.S. Department of Education's statistics are very similar to King's demographic

findings. King (2002) found that 49 percent of students who obtained their OED were female

while 51 percent was male. He also indicates that the most common age for students to obtain a

OED was 22 years of age with the average age of this population being 18.6. Entwisle,

Alexander, and Olson (2004) also found a nearly 50 to 50 split between males and females.

When broken down by race, they found that African American males were 6 percent more likely

to complete their OED than African American females and nearly the opposite is true with

students who identified themselves as white. White females are 5 percent more likely to

complete their OED than white males.

The Wisconsin Depaliment of Public Instruction (2009), reported that in 2008, 9,660

students completed the entire OED test battery. Unlike the national statistics, only 38 percent of

Wisconsin testers were female and 62 percent male. The repOli also indicated that 26 percent of

the OED testers were white, 10 percent were African American, and 55 percent either refused to

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specify a race or were not given an appropriate option. In Wisconsin, 20 percent of all recipients

receive their ce11ificate at age 18.

Wisconsin's male dominated GED testing statistics are in direct correlation with the

results Greene and Winters (2006) report that states female students graduate high school at a

higher rate than male students. Nationally, 72 percent of female students graduated, compared

with 65 percent of male students. Interestingly enough, when the data was analyzed by state,

Wisconsin indicated that females are only 5 percent more likely to graduate than their male

counterpat1s.

In 2008, Chippewa Valley Technical College (CVTC) had 229 students completed the

entire GED test battery. Forty-three percent of CVTC' s testers were female and 57 percent were

male. The repo11 also indicates that 67 percent of the examinees were white, less than 1 percent

were African American, and 28 percent either refused to specify a race or weren't given an

appropriate option. At CVTC, the most common age to receive the GED is 18 which constitutes

34 percent of all recipients (Wisconsin, 2009).

Previous Attempts to Improve Retention of GEDIHSED Students

Many different strategies have been used to improve retention of students in GED/HSED

programs with varying success rates. GED preparation courses come in various formats that

include online, open labs, and traditional classes. The studies identified below include

information about retention projects for GED preparation classes that occurred in either the open

lab or traditional classroom format.

Frankenburger (1999) reports that the Pennsylvania Department of Education conducted

a study where students who attended at least one GED class but then stopped attending class

23

were contacted. Students were first contacted by telephone and then through the mail. Students

who were personally contacted had a 25 percent return rate of at least one class

period (Frankenburger, 1999).

Jones (1998) conducted a similar study to increase retention rates by interviewing

students upon entry of the OED program and identifying reasons why they dropped out of high

school and how it had affected them. Instructors had students write essays in hopes to identify

the reasons students had not succeeded academically in the past. Students were then refelTed to

social services who could assist them as well as build a bond between the teacher and the

students. Students who had patiicipated in interviews and the creative writing assignments,

achieved a retention rate of 82 percent compared to students who did not participate in the

interviews and writing assignments. That group of students only managed a retention rate of 40

percent. Retention was defined as either obtaining their OED or advancing at least one or more

grade levels on the Test of Adult Basic Education (TABE) (1998).

In addition, Kelly (1997) conducted a study attempting to improve retention rates of OED

students by utilizing cooperative learning techniques. She tried to atiificially replicate the

behaviors she observed in her most successful OED class, which was students problem solving

with other students, encouraging each other, building self-esteem, and building their own suppOli

system. "If students invested not only their time, but also attempted personal commitments with

other students in the class, the perhaps completion of the 12-week course would be more

realistic" (p. 4). Kelly's study of cooperative learning effects on OED retention demonstrated a

28.4 percent increase. Yet, in the surveys only 50 percent felt that group work was an effective

tool in learning new material and the students with the lowest attendance records liked this

method of learning the least.

Quinsigamond College in Massachusetts attempted to implement a new "persistence

orientation" to improve the retention of their ABE/GED students (Keffallinou, 2009, p.l 06).

24

The new orientation included questions to stimulate lively discussion regarding motivation and

goals as well as realistic expectations. Counselors at the college regularly visit their classes and

meet one-on-one with students to discuss ball'iers the students were facing and ways to overcome

these barriers. Keffalinou's project had a huge impact on students' completion rates improving

them from 46 to 65 percent (Keffalinou, 2009).

Summary

Literature was reviewed on the following topics: (a) reasons why students dropped out of

high school, (b) history of the GED, (c) reasons why students dropped out of high school

equivalency programs, (d) the economic effects of obtaining a GED, (e) demographics ofGED

students, and (f) previous attempts to improve retention of GEDIHSED students.

Studies proved that students drop out of high school and high school equivalency

programs for many of the same reasons and rarely is it just one reason. It tends to be a

com bination of factors that finally push the student into deciding that they can no longer

continue their education. Various attempts have been made to try to retain GED/HSED students

with varying degrees of success but studies have proven that personal contact does make a

difference.

The GED became an option for United States high school dropouts in 1942 and the

number of people taking advantage of this opportunity has increased steadily since that time

(Boesel, Alsalam, & Smith, 1998). Studies have proven that people who obtain their GED make

more money than high school dropouts that do not earn a high school credential.

25

Chapter III: Methodology

This study aspired to identify strategies that positively impact the retention of students

enrolled in the GED/HSED program at Chippewa Valley Technical College. The objectives of

the study are to show the relationship between personal contact by an instructor and retention

rates of GED/HSED students. The research identified why the students dropped out of high

school, why they decided to begin a GED/HSED program, and what factors contributed to

completing or not completing their GED/HSED. Student demographic information was also

analyzed for trends. The collected data will then be compared to the data of a similar group that

attended the GED/HSED orientation in October of 2009 but received no interventions.

The research addressed the following questions:

I. What factors contributed to a CVTC GED/HSED student not earning their high school

credential?

2. What influenced individuals decisions to begin a GED/HSED program at CVTC?

3. What factors contribute to a student's decision to complete their goal of earning a

GED/HSED at CVTC?

4. What factors contribute to a student's decision not to complete their GED/HSED at

CVTC?

5. Are there trends in the demographics of these high school drop outs?

Research Design

This study utilized both qualitative and quantative methods to collect data. The

researcher used a survey, personal interviews, review of personal daily and permanent folders,

and follow-up phone calls to collect data. Demographic information was collected on a standard,

state-approved intake form. The purpose of this study was to determine whether or not personal

26

contact by an instructor will increase retention rates of GED/HSED students at Chippewa Valley

Technical College in Eau Claire, Wisconsin.

Population and Sample

The researcher studied eighteen adult GED/HSED students who attended an orientation

for the program on November 2,2009. The group included ten males and eight females, and the

students ranged in age from 19 to 54. The students did their GED/HSED preparation work in an

open lab setting at CVTC. This open lab setting allowed students to attend when it was

convenient for them. CVTC's Academic Services department in Eau Claire, Wisconsin, was

open Monday through Thursday from 9:00 a.m. to 7:00 p.m. and on Friday from 9:00 a.m. to

3:00 p.m.

The data collected by the researcher will be compared against the retention of a similar

group of students that attended the GED/HSED orientation in October of 2009. The October

group included nineteen students, eleven male and eight female. The age range was from 18 to

42. The group contained five students who were economically disadvantaged, ten who were

single, and two single parents. None of the students identified any physical, mental, or learning

disabilities. The October orientation group included two people who dropped out of high school

after the ninth grade, two that dropped out after the tenth grade, and the rest dropped out after

completing the eleventh grade. The ethnicity of the group was identified as one member being

of Hispanic descent and the rest of the cohort was white. Three of the students had regular class

attendance and the progress of completed GED tests is listed in Table I below. Two GED

completers and the three students who attended class within the last six months provided a

retention rate of five out of nineteen students or 26 percent.

Table 1

Completed GED Tests For The October Orientation Group

Number of students

Completed I Completed 2 Completed 3 Completed 4 GED test GED tests GED tests GED tests

o o

Instrumentation

Completed their GED

2

Have not taken any GED tests

15

27

The researcher collected the initial data through a survey handed out at orientation regarding

why the student did not complete their high school credential and why the student decided to

stat1 a GED/HSED program (See Appendix A). The survey was chosen as a means to collect

data because it not only provided the researcher with needed information, but it also caused the

students to reflect on two things: (a) why they did not complete their high school credential at

the same time as the rest of their classmates, and (b) why they have chosen to change their lives.

The researcher then conducted an interview, either in person or by phone, featuring a series of

open-ended questions that were designed to gather infOlmation about the progress the

GED/HSED student had made and if obstacles slowed or stopped their progress to identify the

obstacles and to discuss ways to overcome them.

The researcher gathered this information by asking the following questions (See Appendix

B):

1. What progress have you made toward earning your GED/HSED?

2. Why have you stopped attending GED/HSED class?

3. What can you do to be sure you reach your goal?

4. What date to you intend to return to class?

*If student was attending class regularly only ask question # 1, encourage student to

continue, and end the call.

*If student was not attending class regularly, ask all four questions, discuss options,

encourage student to return to class, and then end the call.

The questions were read to the student and their responses were collected by the

researcher on individual "Student Contact Forms" (See Appendix B).

The researcher also frequently reviewed each student's daily folder to verify the reported

progress.

Data Collection

28

The data was collected through an initial survey given to students at their orientation on

November 6, 2009. After the initial survey, data was collected through a personal interview or

monthly phone calls to the student. The researcher read the standardized questions to the student

and recorded their responses. The researcher made three attempts per month to contact the

student; if contact was not made a general letter of encouragement was mailed to the student (See

Appendix C). The researcher tracked the students through the end of May 2010, which was six

months from the orientation date.

Data Analysis

Data analysis for this study entailed collecting data regarding why each individual student

dropped out of high school and why they chose to begin a GED/HSED program.

The data that was collected was examined for similarities that could be grouped into categories.

29

The students were T ABE tested to determine their beginning academic levels. Based on

the information provided by the pre-test, students were given appropriate instruction to build

their reading skills to a level so that they could successfully pass the reading OED exam.

Instruction was delivered on an individualized basis in an open lab that was open 46 hours per

week. Students were encouraged to attend on a regular basis and there was not a limit regarding

how often or how much they could attend. Unfoliunately, there was no recourse if students

chose not to attend or did not attend often enough to make academic gains. After completing the

reading OED exam, students worked on the science and social studies exams as they required

significant amounts of reading. The next exam that students were encouraged to attempt was the

writing exam, which has two parts: (a) a multiple-choice section that tested grammatical

awareness, and (b) a second part that required students to write a five paragraph essay. Upon

completion of the writing exam, students are encouraged to attempt the math OED test. The

math test also has two parts: one that allows the use of a calculator and one section that requires

computations to be done manually.

Once a month, the researcher contacted each participant through a face-to-face interview

when students came into the Academic Services lab or by phone. Information regarding

progress and/or lack of progress was collected through a series of standardized questions. The

data that was collected was then examined for similarities that could be grouped into categories.

Demographic information that was collected on a standardized, state-approved intake

form was then reviewed. The information was examined for trends and compared to local, state,

and nation demographic data.

All collected data was then compared to the progress of a similar OED/HSED cohort that

did not receive any interventions to improve retention.

30

Chapter IV: Results

This study aspired to identify strategies that positively impact the retention of students

enrolled in the GED/HSED program at Chippewa Valley Technical College. The objectives of

this study were to show the relationships between personal contact by an instructor and retention

rates of GED/HSED students. The research identified why the students dropped out of high

school, why they decided to begin a GED/HSED program, and what factors contributed to

completing or not completing their GED/HSED. Student demographic information was also

analyzed for trends. The students involved in this study had their progress analyzed for six

months, and each student had a signed consent form on file (See Appendix D).

The subjects in this study were adults who wished to earn either their GED or HSED

from CVTC in Eau Claire, Wisconsin. The eighteen students whose progress was evaluated

range in age from 19 to 54; ten students were male and the other eight participants were female.

All eighteen students attended the orientation for the GED/HSED program in November of2009.

The orientation class held eighteen pmticipants and was conducted on consecutive Monday and

Wednesday evenings from 4:00 to 7:00 p. m. The first session included filling out entrance

paperwork, examination of credential options, development of a Personal Education Plan, tests to

determine appropriate level of T ABE assessments, tour of the facility, and the writing of a letter

to themselves about the importance of earning their high school credential. The first evening

was facilitated by an instructor and, in this instance, the researcher. The second evening

consisted of T ABE tests conducted at the students' individual ability level in the areas of math,

reading, and language. The second session was conducted by an Instructional Assistant (IA)

from the Academic Services department at Chippewa Valley Technical College.

31

Factors that contributed to a student not earning their high school diploma

The first research question that this study addressed dealt with what factors contributed to

the student not completing their high school credential. This data was obtained through a simple

survey that was conducted during the first session of the student orientation. The survey

question was stated, "Why didn't you finish high school?" The survey provided four answers to

this question: (a) No one cared whether or not you finished high school. (b) Academically it was

too difficult. (c) You needed to get a job to earn money to support your family and/or yourself.

(d) Other- Please explain. Students were allowed to select more than one response. The results

are listed in the table below:

Table 2

Survey Re:,ponses Preset responses

No one cared whether or not you finished high school

Academically it was too difficult

You needed to get a j ob to earn money to support your family and/or yourself

Other- Please explain

Number of students selecting each response

2

5

8

13

Grade level equivalency for each of the eighteen students is listed in Table 3 for the areas

of reading, math computation, and language using a random number to anonymously identify

each student. The grade level equivalency was identified by a decimal number where the first

number indicates the grade level equivalency; the number after the decimal lists the months at

that grade level. For example, a 6.7 grade level equivalency represents a student who was

performing at a 6th grade, i h month ability level (McGraw-Hill, 2006).

32

Student's TABE scores and overall averages are listed in the table below.

Table 3

TABE Scores Reading Grade Level Math Computation Grade Language Grade Level

Equivalency Score Level Equivalency Score Equivalency Score Student 1 10.5 8.8 9.9

Student 2 7.4 5.4 5.6

Student 3 12.9 6.7 12.9

Student 4 3.8 5.0 3.0

Student 5 10.9 8.0 9.5

Student 6 5.4 5.0 4.9

Student 7 2.7 4.6 2.8

Student 8 12.9 7.0 12.9

Student 9 12.9 11.0 12.9

Student 10 8.0 4.3 4.7

Student 11 9.0 7.7 7.5

Student 12 9.0 2.7 8.2

Student 13 12.9 5.5 8.4

Student14 12.9 9.2 11.1

Student 15 11.2 9.7 12.7

Student 16 12.9 7.5 12.9

Student 17 10.7 4.5 7.8

Average 9.2 6.3 8.2

The five students who indicated that they dropped out of high school because it was

academically too difficult averaged an 8.5 grade level equivalency for reading, a 7.0 for

language, and a 6.5 for math computation.

The thirteen "other" responses on the survey are verbatim and anonymously repOlted. They

included the following:

• Racial tensions

• Just wanted out of high school, wanted to work

• Started dating an older man and partied a lot, nothing else mattered

• Home schooled

33

• My mother pulled me out of high school and wanted me to do online school, it wasn't my

choice. Online school wasn't for me and I wasn't able to do sPOlts like I wanted.

• I tried for two years in my own country but I couldn't finish my last year.

• Got a job that paid really well so I wanted to put in more hours and make more money.

School got in the way.

• I got kicked out of private school and tried public school but it didn't work out.

• Didn't want to do the work, just wanted to make money

• Family problems, mom was suicidal

• Got pregnant

• My last year my father went to prison, home life wasn't so great.

• Nobody at home would help me.

• I was rebellious and angry. I thought I was hurting my parents when I really just hurt

myself.

34

The table below illustrates these reasons utilizing the following themes: FamilylRelationship

Problems, WantedlNeeded Money, Bullying, Homeschooledl Change in Schoolsl Foreign

Student.

Table 4

"Other" Reasons Students Dropped auf of High School Reasons Family/Relationship WantedlNeeded Bullying Students Problems Money Dropped out of High School Number of Students

6 3

Decisions to Begin a GED/HSED Program

Homeschooledl Change in

Schools

3

Foreign Student

The second research question that this study addressed dealt with the factors that led

students to decide now was the right time to begin the process of obtaining their GED/HSED.

This information was obtained through a simple survey that was conducted during the first

session of the student orientation. The survey question was open-ended and asked, "Why did

you choose to begin the process of obtaining a GED/HSED now?"

Students were identified by an alphabetic letter to ensure anonymity; verbatim responses

demonstrated the writing abilities of the students. The elTors in spelling, capitalization,

punctuation, and sentence structure were indicative of future challenges students had to address

once they were preparing for the writing pOltion of the GED. The writing exam contained two

parts: a mUltiple choice portion and an essay.

Student A responded: I have two young children that are now in school. I want to set a

good example for them and I now have time to do so. Also, I want to obtain a career as a

35

medical assistant.

Student B responded: I want to get a jobs. Also I want to become a medical assistant. Or

work at the hospital.

Student C responded: I see you can't make it in life without a OED or high school

diploma, and I can ' t continue to go on in my life doing nothing.

Student 0 responded: The job I have was supposed to be secure. Layoffs are becoming

an everyday thing. Hopefully I will be able to find a good paying job with a OED

Student E responded: I got into Autobody repaire and refinishing when I was 17. I have

been doing it ever since. I made really good money but now I'm laid off, and I don ' t want to do

cars for the rest of my life. It is helpful that I've been in the Auto industry for so long! But I

need a OED and would like to take some classes to better my education and get a great job.

Student F responded: To better myself, is why I'm here. To help my self confidence.

Hopefully gain more of an education to get a better paying job. My daughter is in sixth grade,

lord if she graduates before me, I would like to be a better role model.

Student 0 responded: My dad died of cancer January 26-09. Brother-in-law died open

day of fishing 09. Lifes to ShOli not to at least try to be somebody who can be better than what I

am.

Student H responded : I am a father now who is doing construction, who needs to take

charge of his life to become a better parent. I would like to have a career I can't be doing

construction my whole life, I have more potential to be someone special and bring something

special to this world whatever it may be.

Student I responded: To get a better life & good job

Student J responded: I have a family now and need a career.

36

Student K responded: It hard to obtain a job without GED and want to go back to school

to become a mechanic. To suppOli my new family with a kid on the way into the world. So

basically I want to be able to support myself and my family.

Student L responded: I was thinking about it for 3 months, then my work aproached me.

They explained that they would love to advance me but they can't turn down people for the job

that have better qualifications than me.

Student M responded: The option for career's are limited without a GED/HSED and I

want to be what I'm capable of achieving without stops.

Student N responded: I chose now cuz I want to get a better job and be able to do

different jobs an tell people I went an got an education.

Student 0 responded: I need some kind of high school education so I can pursue what I

want to be in this life.

Student P responded: Need one for college

Student Q responded: Having a hard time finding work. and I really want to go back to

school to find a career. That I will and can stick with til I can retire.

Student R responded: Family and girlfriend pushed me

Student S responded: Hit rock bottom and trying to make my life better.

The responses were grouped into three categories: (a) family pressures or the desire to be

a good role model and provider for their children, (b) they wanted to either attend college to get a

better job or just find a better job than they currently have, and (c) they wanted to improve their

life. There are duplicated numbers because students whose responses indicated more than one

category were included in all appropriate areas.

37

Table 5

Decisions To Begin A GEDIHSED Program Decisions to Begin a Family GED/HSED Program

Want to attend college/Get a better

job

Want to improve my life

Number of Students 4 13 7

Factors that Contributed to a Student's Ability of Earning a GEDIHSED

The next research question that this study addressed examined what factors contributed to

the student's ability to achieve their goal to earn their GED/HSED. The information to address

this question was obtained from the Academic Services time clock and the personal contact made

by the instructor. Student information on progress was verified by the instructor/researcher by

review of the student's daily folder in the classroom.

The amount of time students spent in class ranged from 8 to 61 hours. Four students only

completed 8 hours, and during that time they attended the two pal1 orientation. These students

were not considered retained and will be addressed in the following section.

The remaining f01l11een students were attended to enhance their academic skills to a level

for successfully completing a GED test. The amount of time that students spent in class is

identified in the figure below.

Vl .... c: Q) "0 ::J .... Vl .... 0 ..... Q) .!l

E ::J Z

10

9

8

7

6

5

4

3

2

1

0

10-19 20-29 30-39 40-49 50-59 60-69 Over

70

l\Iumber of Hours Spent in Class

Number of Students

FIG. 2: Number of Hours Spent in Class

Tlu'oughout a six month period, the researcher contacted 8 of the 14 students by

telephone because of their lack of attendance. The students indicated that they had become

frustrated andlor just got busy with life, but the phone call inspired them to return to the

program. Six out of the 8 students that were contacted indicated that it was "nice to know

38

someone was watching out for them." Four out of the 8 students that were contacted stated that

they were glad "someone cared about their success."

Students with regular attendance were also interviewed by the researcher but it was face-

to-face rather than over the telephone. Students had very similar comments to those interviewed

on the telephone. They were glad that someone was "watching out for them" and made the

following comments:

• I won ' t let you down.

• I' ll show up next week or I lmow you ' ll be calling me.

• How did you know I passed my test? You're watching out for me. I like that.

• I told my husband that I had to come to school or you'd be hounding me.

39

The researcher also noticed that students were pleased when the instructor/researcher was

present and made it very clear that they wanted to study with the same instructor each week.

They did not work as hard or accomplish as much when a different instructor was scheduled.

The students seemed to form a very strong connection with the instructor who conducted the

orientation.

One student had demonstrated that he or she was both academically and mentally

prepared for several OED tests but had not completed any of the exams. When the researcher

asked about the lack of follow through, the student identified the problem as financial. Each

OED tests costs $15.00 which must be paid prior to taking the exam.

Retention of fourteen out of eighteen students established a 78 percent retention rate.

Table 6 indicates the progress of students who have successfully completed one or more of the

OED tests.

Table 6

Completed GED Tests

Number of students

Completed 1 GED test

Completed 2 GED tests

o

Completed 3 GED tests

3

Completed 4 GED tests

3

Completed their GED

o

Have not taken any GED tests

7

Factol"s that contributed to a Student's Decision Not to Complete their GED/HSED

Four students attended the orientation in November of2009 but have not completed any

coursework to build skills, and they have not completed any of the five OED tests. Attempts

were made to contact each of the four students, and the following information was obtained

through telephone interviews.

40

Student A had only been in the United States for a short period of time (five months) and

even though the ultimate goal was to obtain a GED and then attend college, the student' s English

skills were not at a level where obtaining a GED was a realistic goal. This student was referred

to the English Language Learners (ELL) depaliment at CVTC and had been making steady

progress. For the purposes of this study, Student A was not retained as a GED student but made

significant gains in learning the English language. The student hopes to attempt the GED/HSED

program again in the near future.

Student B achieved very high TABE scores in 2 out of the 3 assessments. UnfOitunately,

all attempted contacts were unsuccessful because the telephone had been disconnected. The

generic form letter (Appendix C) from CVTC's Academic Services department and the personal

letter that this student wrote during orientation had been mailed but no return response was

received.

Student C achieved very high scores on all three T ABE assessments. This student was

homeschooled and had aspirations of attending college upon completion of a GED. During the

telephone contact to this student, the student indicated that he or she had received a new job that

pays well and thus a GED was no longer needed. Student C stated that he or she only wanted to

go to college to get a job that would allow financial independence from parents, and that had

now been achieved. Student C also identified the fact that he or she has no interest in

"pretentious titles or achievements". The student stated that they would not be returning to work

on a GED unless the current job was lost or if obtaining a new one required the credential.

Student D achieved a seventh grade level equivalency or above on all three of the T ABE

assessments, which indicated strong academic skills. This student identified that he or she

wanted to get a GED to prove a point and then to obtain a job. This student also indicated a fear

41

of being laid off from their current position. Upon telephone contact, Student D indicated that he

or she had survived all layoff threats and that business had picked up. The student said this

greatly reduced any determination to obtain a high school credential, but he or she would slowly

continue to work towards the degree. After the student did not return for another month, contact

was again attempted but failed and so the personal letter the student wrote to themselves was

mailed. Telephone contact was again attempted and the student identified that with their current

job, they simply did not have the time to pursue the credential.

The students' responses were grouped into three categories in the table below: (a) The

student is not from this country and did not have the English skills required to pursue a GED, (b)

The student either obtained or retained employment, and (c) The telephone contact information

that the student provided was no longer in service.

Table 7

Decision Not to Complete Their GEDIHSED

Decision Not to Complete their GED/HSED

Number of Students

Demographics

English Language Skills

Obtained or Retained Employment

2

Could Not Contact

Demographic information was obtained through a state approved intake form and was

used in CVTC's client reporting. All information was kept in a personal folder and only CVTC

staff members have access to the information.

The ethnic codes identified in the table were defined by the Wisconsin Technical College

System in the Client Reporting System Users' Guide (2009) as follows :

42

Hispanic-A person of Mexican, Puerto Rican, Cuban, Central or South American, or others

Spanish culture or origin, regardless of race.

American Indian/Alaskan Native- A person having origins in any of the original peoples of

NOlth America, and who maintains cultural identification through tribal affiliation or community

recognition.

Asian- A person having origins in any of the original peoples of the Far East, Southeast Asia or

the Indian subcontinent. This area includes, for example, China, India, Japan, and Korea.

Black- A person having origins in any ofthe black racial groups of Africa.

White- A person having origins in any of the original peoples of Europe, North Africa, or the

Middle East.

Native Hawaiian/Pacific Islander- A person having origins in any of the origins in any of the

original peoples of Hawaii, the Philippine Islands, Guam, Samoa and other Pacific Islands.

The table identified the number of students in the control group that belonged to each

identified category.

Table 8

Ethnicity

Ethnicity Hispanic American Asian Black White Native Client Indian! Alaskan Haw/Pac Refused

Native Islander

Number of 2 0 13 0 1 Students

Students who are unmarried or legally separated and have custody or joint custody of one

or more minor children or who are pregnant may self-identify themselves as a single parent

43

(Client Reporting System Users' Guide, 2009). The table indicates the number of students in the

control group that belong to each identified category.

Table 9

Single Parent Status

Single Parent Yes

Number of Students 4

No

12

Client Refused

2

The table below identifies the last grade each student completed prior to enrolling in

CVTC's GED/HSED pro gram. The 1 i h grade implies successful completion of high school

with the receipt of a diploma (Client Reporting System Users' Guide, 2009).

Table 10

Highest Grade Completed

Highest Grade Below 8th 8th Grade 9th Grade 10th Grade 11 th Grade Completed Grade Number of 0 2 3 12 Students

For both Tables 11 and 12, explanations of the categories are based on the state of

Wisconsin's definitions and are not specifically defined by the Wisconsin Technical College

System. Table 10 indicates the citizenship status and Table 11 identifies the marital status of the

students in the researched group.

44

Table 11

Citizenship Citizenship US Eligible Refugee, Foreign Immigrant Other Client

Citizen Legalized Immigrant Student Refused Alien

Number of 16 1 0 0 0 0 Students

Table 12

Marital Status

Marital Status

Single Married Separated Legally Divorced Widowed Separated

Client Refused

Number of

Students

17 o o o o o

The next table identifies the student ' s employment status at the time of entry into the

GED/HSED program. Employed means that the student is working for compensation and does

not include volunteer activities. Underemployed means that the student is employed either full

or pa11 time but the job duties are materially below his/her qualifications. A dislocated 'rl'orker

was defined as a student who has been terminated or laid off and is eligible for or has exhausted

entitlement to unemployment benefits and the student is unlikely to return to his/her previous

occupation (Client Reporting System Users' Guide, 2009).

45

Table 13

Work Status

Employed, Employed, Under Unemployed, Not in Dislocated Client Work Status Full-time Part-time Employed Seeking the Worker Refused

Number of Students

4 3 o 8

Labor Market

o o

According to the Client Repol1ing System Users' Guide (2009), students who were

o

economically disadvantaged included any individual or member of a family who received need-

based financial assistance, or whose income was at or below the povel1y level as defined by the

U.S. Department of Health and Human Services. The U.S. Department of Health and Human

Services used the following table to determine povel1y.

46

Table 14

2009 HHS Poverty Guidelines (Annual Income)

Size of Family 48 Contiguous Alaska Hawaii Unit States and D.C.

$10,830 $13,530 $12,460

2 14,570 18,210 16,760

3 18,310 22,890 21,060

4 22,050 27,570 25,360

5 25,790 32,250 29,660

6 29,530 36,930 33,960

7 33,270 41,610 38,260

8 37,0 I 0 46,290 42,560

For each 3,740 4,680 4,300 additional

person, add

Six out of the 18 students (33 percent) who attended the November GED/HSED

orientation of 2009 identified themselves as being economically disadvantaged as defined by the

Depatiment of Health and Human Services. Table 14 indicates the number of students in the

group that are identified as economically disadvantaged.

Table 15

Economically Disadvantaged

Economically Di sadvantaged

Number of Students

Yes

6

No Client Refused

11 1

Students were also asked to identify if they had any documented disabilities such as the

following :

• Deaf

• Deaf-blind

• Hard of Hearing

• Mentally handicapped

• Multi -disabled

• Ol1hopedically impaired

• Other health impaired

• Seriously emotionally disturbed

• Specific learning disability

• Speech or language impaired

• Visually impaired

• Autism

• Traumatic brain injury

47

48

None of the students identified themselves as having any of the above disabilities, and therefore

none of the students were eligible for testing accommodations on their GED/HSED exams.

Comparisons

The demographic makeup of the students who attended the November GED/HSED

orientation was different from the October orientation cohort. The figure below illustrates these

differences in the areas of marital status, economic disadvantage, single parenthood, and sex.

12

III 10 -.... c:: Q)

"C 8 :l .... Vl .... 6 0

-

... Q)

..c 4 E -

:l Z

2 -

1 0

Married

_r

Econ. Disadv.

,-

-L Single Parent

Male

Demographic Categories

• October

November

7'

Female

FIG. 3: Comparison of Demographic Information between October and November GED

Orientation Groups

The two groups varied in age range as well. The October group had members that varied

in age from 18 to 42 providing a 24 year age range. The November group had members that

varied in age from 19 to 54 providing a 35 year range.

The two groups were similar in that the most typical time for a student to drop out of high

school was after completion of the eleventh grade, and the dominant ethnic makeup of both

groups was white. Additionally, none of the students in either group identified any physical,

mental, or learning disabilities.

The retention rates of the October and November groups were statistically very

significant. Retention is defined on the following criterion:

1. A student earns a OED/HSED certificate.

2. A student passes some but not all ofthe requirements to earn their high school

credential and they are actively preparing to complete the additional requirements.

49

3. A student has not yet passed any OED/HSED exams, but they have advanced at least

one grade level as determined by the T ABE.

The October group had two OED completers and two others that had completed at least

some of the requirements to obtain a OED but they were not actively preparing to complete the

additional requirements . This means that they had not attended class in the last six months.

Three other students were yet to pass a OED test, but they are actively working to increase their

skills and had advanced at least one grade level as determined by the T ABE on pre and post

tests. This means that five out of nineteen students were retained which established a 26 percent

retention rate.

The November group did not have any OED completers to date but had seven students

who had completed partial requirements to earn a OED and were actively preparing to complete

the additional requirements as indicated by class attendance. Seven other students were yet to

pass a OED test but are working to increase their skills and had advanced at least one grade level

as determined by the T ABE on pre and post tests. This means that 14 out of 18 students were

retained and establishes a 78 percent retention rate in comparison to October's 26 percent

retention rate.

50

The retention rates are statistically very significant and can only be justified through the

success of the interventions, namely the personal contact by the instructor. The groups were

close in number of participants and demographics with the main difference being that he

November group received interventions throughout the six month period of this study and the

October group did not receive any interventions. GED/HSED students are considered an at-risk

group and determination and motivation may get the students to the orientation but persistence

was greatly affected by the contact from the instructor.

Table 16 illustrates the progress of GED test completion between the October and

November orientation groups.

Table 16

Comparison o/Completed GED Tests

Have not Completed Completed 2 Completed Completed Completed taken any 1 GED test GED tests 3 GED tests 4 GED tests their GED GED tests

October 15 0 0 2 Group

November 7 0 3 3 0 Group

Summary

In conclusion, the students dropped out of high school for a variety of reasons that fell

into the following general categories: (a) no one cared about their success, (b) it was

academically too difficult, and/or (c) they needed to earn money to support themselves or their

family. For most students, it wasn't just one of these things but rather a combination of factors

that led them to the decision to drop out of high school. The majority of students dropped out of

51

high school after completing their eleventh grade year and decided it was time to begin a OED

program because of family influences, the desire for a better job, and/or a desire for a better life.

Much like the reasons to drop out of high school, there was rarely one factor that caused students

to try to improve their lives through education.

The students who had decided not to continue the pursuit of their OED had similar

reasons as the students who dropped out of high school with the exception of the foreign student.

The students identified reasons such as the need to work to SUppOit themselves and family. The

foreign student will hopefully attempt to earn a OED after increasing their English language

skills.

The students in the cohort group were very responsive to the personal contact conducted

by the instructor/researcher. The students had much better retention rates than their counterparts

who attended the OED orientation one month prior to the group that received interventions . The

students commented that they felt cared about and wanted to succeed in order to gain favor with

the instructor, leading to a positive educational experience that many of these students have

never experienced.

52

Chapter V: Discussion

The purpose of this study was to identify strategies that positively impact the retention of

students enrolled in the GEDIHSED program at Chippewa Valley Technical College. The

objectives of this study were to show the relationships between personal contact by an instructor

and retention rates of GED/HSED students. The research identified why the students dropped

out of high school, why they decided to begin a GED/HSED program, and what factors

contribute to completing or not completing their GED/HSED. Student demographic information

was also analyzed for trends. The students involved in this study had their progress analyzed for

six months and each student had a signed consent form on file (See Appendix D).

The subjects in this study were adults who wish to earn either their GED or HSED from

CVTC in Eau Claire, Wisconsin. The eighteen students whose progress was evaluated range in

age from 19 to 54, ten students were male and the other eight participants were female. All

eighteen students attended the orientation for the GED/HSED program in November of 2009.

The five research questions this study attempted to answer are the following:

1. What factors contributed to a CVTC GED/HSED student not earning their high school

credential?

2. What influenced individuals decisions to begin a GED/HSED program at CVTC?

3. What factors contribute to a student's decision to complete their goal of earning a

GED/HSED at CVTC?

4. What factors contribute to a student's decision not to complete their GED/HSED at

CVTC?

5. Are there trends in the demographics of these high school drop outs?

53

Summary

The students dropped out of high school for a variety of reasons and/or a combination of

reasons such as family problems, bullying, and wanting and/or needing money. These reasons

were in direct correlation to what Brouillette (1999) and Jerald (2006) discovered in their

research. Brouilette (1999) identified both internal and external factors as reasons for not

completing high school. The external factors that the author identified---such as a need for more

money or an unplanned pregnancy---were some of the same reasons identified by the November

orientation group as reasons to drop out of high school. Jerald (2006) identified teen pregnancy

and familial income as factors contributing to students dropping out of high school again

reinforcing the contributing factors of dropping out of high school identified by the researched

group.

The students who chose not complete their goal of earning a OED/HSED stated reasons such

as securing stable employment as a basis for not continuing their program, which again is in

direct correlation with the literature. Frankenburger (1999) compiled a list of reasons why

students dropped out of their OED program, and identified employment as one of main reasons

for students not following through with their goal.

Six out of the eighteen students (33.3 percent) identified themselves as economically

disadvantaged. Caputo (2005) found that 40.4 percent of high school dropouts who did not

obtain their OED lived below the povel1y threshold. Even though Caputo 's results demonstrated

a slightly higher percentage of povel1y, the results were statistically very similar.

The November orientation group contained ten males (55 percent) and eight females (45

percent). King (2002) found nearly a fifty-fifty split when comparing males to females , as did

the U.S. Department of Education (2009). However, in contrast, the Wisconsin Department of

54

Public Instruction (2009) reported that in 2008 only 38 percent of the testers were female and 62

percent were male. In 2008 , CVTC repOlied 43 percent of its testers to be female and 57 percent

to be male.

In 2008, CVTC reported that 67 percent of the GED testers were white and thilieen out of

the eighteen (72 percent) researched students identified themselves as white. This is in direct

contrast with state and federal data that repOlied approximately 26 percent white ethnicity. This

makes complete sense when considering that the Eau Claire area is predominately white.

Frankenburger (1999) attempted a similar intervention as this study of contacting students

who stopped attending their GED/HSED preparation courses and found a 25 percent return rate

of students. This study found significantly better results with a retention rate of 78 percent.

Within the last year, CVTC has implemented a much more intense group orientation process

than it had previously utilized. The new orientation is eight hours in length and is spread over

two evenings whereas the previous orientation was approximately three hours in length. We

have found greater dedication and success from our students after implementing this new process .

and this is reinforced by the literature. Keffallinou (2009) implemented a new orientation

process in an attempt to improve retention of G ED students and found that retention rates

increased by 19 percent.

Conclusions

Based on the findings of this study and the alignment with previous studies, the following

conclusions were drawn:

• Students drop out of high school for a variety of reasons that included the following:

family or relationship problems, academically it was too difficult, bullying, wanting

55

or needing money, and not fitting into new school systems.

• Students decided to try to obtain their OED/HSED because of family pressures, they

want to make their life and the lives of their family members better, or they want a

better job.

• Students who did not complete their OED/HSED found stable employment or needed

to improve their English skills.

• Students that are contacted by an instructor have a greater chance of completing their

OED/HSED goals than those that are not contacted.

• Students form an attachment to the instructor that conducts their orientation.

• The typical OED student at CVTC was a single, white person who dropped out of

high school after their eleventh grade year.

Recommendations

Based on the findings and conclusions of this study, the following recommendations are made:

• Students need to have consistent access to the instructor who conducted the

orientation tlu'oughout the program as the student becomes attached to that first

instructor they encounter and want to please them.

• Students need to be contacted on a monthly basis to be sure students know that their

progress is being monitored and that someone cares about their success.

• Attention needs to be paid to bullying at the high school level to reduce the number of

dropouts.

• A mentoring or support program should be developed for high school students to

reduce the number of dropouts due to family and relationship problems.

• A scholarship fund should be developed to assist students in paying for their OED

tests.

• Additional studies should be conducted to determine if open lab or scheduled OED

courses produces higher retention rates.

Dissemination Plan

56

The information gathered from this case study will be shared with other OED preparation

programs within the Wisconsin Technical College System. This information will be distributed

at the beginning of the 2010 school year.

The information from this research will also be shared with CVTC Academic Services

(AS) instructors responsible for helping adults prepare for OED tests. The research-based

interventions described in this research can benefit these students by helping them realize that

their education is important and that people care about their success. This will help them pass

the OED tests, and possibly have the confidence to attempt post-secondary education courses.

Finally, this study will be shared with the Wisconsin DepaJiment of Public Instruction in

hopes to help all Wisconsin citizens in need of a high school credential.

57

References

Boesel , D. , Alsalam, N., & Smith, T. (1998) . Educational and labor market performance of OED

recipients. Retrieved January 27, 2010, from http://www2.ed.gov/PDFDocs/OED/

gedfront.pdf

Burmaster, E. (2004). Opening Doors: High school equivalency Diploma or OED celtificate.

Wisconsin Department of Public Instruction. Retrieved February 1, 2010 from

http://dpi.wi.gov/ged_hsed/pdf/gedhsed.pdf

Brouillette, Liane. (1999). Behind the statistics. Phi Delta Kappan, 81 (4), 313. Retrieved from

Academic Search Premier database.

Caputo, R. (2005). The OED as a predicitor of mid-life health and economic well-being. Journal

of Poverty, 9(4), 73-97.

Cope, O. Ziegler, M., & Brain, D. Tennesse Department of Human Services (2001).

Economic benefits of the OED. Retrieved October 18,2009 from

http://www.c1s.utk.edu/pdf/Economic Beneflts of the OED2.pdf.

CTB/McOraw-Hill. (2009).Tests of adult basic education (TABE). Retrieved March 24, 2010,

from http://www.ctb.com/products/product detail.jsp?FOLDER%3C%3Efolder

id=1408474395247195.

Ellsw011h, P., Pierson, M., Welborn, R., & Frost, C. (1991). Typology of factors that deter

pal1icipation with an educational institution. Journal of Adult Education, 20(1), 15-27.

Entwisle, D., Alexander, K., & Olson, L. (2004). Temporary as compared to permanent high

school dropout. Social Forces, 82(3),1181-1205.

Frankenburger, L. (1999). Contacting GED Students to Raise Retention Rates. N011h East:

Pennsylvania Action Research Network.

GED/HSED Manual (2009). Chippevva Valley Technical College.

General Educational Development (2002). GED examiner's manual for the tests of general

educational development.

Greene, J. & Winters, M.(2006). Leaving boys behind: Public high school graduation

rates. Manhattan Institute for Policy Research. Civic Report, 48.

Golden,S., Kist, W., Trehan, D., & Padak, N. (2005). A teacher's words are tremendously

powerful: Stories from the GED scholars initiatve. Phi Delta Kappa, 87(4), 311-315.

Retrieved from Academic Search Premier database.

Gopalakrishnan, A. (2008). Learner retention in adult secondary education: A

comparative study. Adult Basic Education and Literacy, 2(3), 140-150.

http://search.ebscohosLcom.

Hayes, P. & Darkenwald, G.(1990). Attitudes toward adult education: An empirically

based conceptualization. Adult Education Quarterly, 40 (3), 158-68.

Jerald, C.D. (2006). Identifying potential dropouts: Key lessons for building an early warning

data system. Carnegie Corporation. Retrieved November 22, 2009 from

http://wwvv.achieve.orgifiles/FINAL-dropouts_O.pdf

58

Jones, J. D. (1998). Retention and the GED. National Centerfor the Study of Adult Learning and

Literacy, Volume 2, Issue B.

Kefallinou, M. (2009). The Learner Persistence Project at Quinsigamond. Adult Basic

Education and Literacy Journal, 105-109.

Kelly, M. J. (1997). Will Cooperative Learning Affect GED Retention? North East: Pennsylvania

Action Research Network.

King, Craig. (2002). Barriers affecting OED pmiicipation among recent high school dropouts .

Adult Basic Education, 12 (3), 145-156.

Kist, W. (2005). Non-academic challenges faced by OED scholars: A report of the OED

scholars initiative. Adult Learning, 14(3), 11-13.

Murnane, R., & Tyler, 1. (2000). The increasing role of the OED in American education.

Education Week, 19(34),64. Retrieved January 10,2010, from Academic Search

Premier database.

Schreiner, L. (2009). Linking Student Satisfaction and Retention. Noel-Levitz, Inc. Retrieved

March 20, 2010, from http://www.noellevitz.com

Tyler, 1. (2005). The general education (OED) credential: History, CUlTent research, and

directions for policy and practice. Retrieved April 20, 2010 from

http://www.ncsall.netl?id=778

Wisconsin Department of Public InstlUction (2009). 2008 State"wide and Test Center

Statistical Worksheets.

Wisconsin Technical College System (2009). Client Reporting System Users} Guide.

Understanding High School Graduation Rates in Wisconsin. (2007, July). Retrieved April 18,

2009, from Alliance for Excellent Education:http://www.a1l4ed.org/publications/

wcwclindex

59

Understanding High School Gmduation Rates in Wisconsin. (2009, July). Retrieved November

1,2009, from Alliance for Excellent Education:http://www.a1l4ed.org/files/

Wisconsin_ we.pdf

U.S. Depmiment of Education. National Center for Education Statistics (2009). Dropout rates in

the United States: 2007. Retrieved January 5, 2010, from www.ed.gov/stats.htm

60

Wisconsin Legislature. (n.d.). Retrieved October 27, 2009, from High school equivalency

diploma based on attainment of high school credits. :

http://nxt.legis.state.wi.us/nxt/gateway.dll?f=templates&fn=default.htm&d=code&j d=5.0

6

Name

Appendix A: Initial Survey

This project has been reviewed by the UW-Slout IRI3 as required by Ihe Code of Federal Regulalions Tille 45 Part 46

Initial Survey

Date ------------------------------------- ------------------

Address

61

--------------------------------------------------------------------

Phone ------------------------------ Best time to reach you ____________________ _

Why didn't you finish high school? (Check one)

_____ No one cared whether or not you finished high school

_____ Academically it was too difficult

__ You needed to get a job to earn money to support yourself and/or a family

__ Other-Please explain.

Why did you choose to begin the process of obtaining a GED/HSED now?

62

Appendix B: Student Contact Form

Student Contact Form Name -------------------------

Phone (H) _ ________ _

(C) ________ _

Contact Attempts

Date: Time: ----------------- -------------

Date: Time: ----------------- -------------

Date: Time: ------------------ -------------

Best Time to Call: Letter sent: ----------------- ---------

*If student is attending class regularly, ask question 1, encourage student to continue, and end call.

* If student has not been attending class regularly, ask questions 2-4, encourage student to return, and end call.

Question I: What progress have you made toward earning your OED/HSED?

Question 2: Why have you stopped attending OED classes?

Question 3: What can you change to help you reach your goal?

Question 4: What date do you anticipate returning to OED/HSED class?

Date of first return

Date

Student name Student address Student address

Dear student,

Appendix C: Student Letter

This letter comes to you from your friends in the Academic Services lab. We noticed that you statied the process to earn your GED/HSED within the past year, but have not completed. We would like to invite you to come back to complete this goal.

As you are probably aware, earning your GEDIHSED can open many doors for you. As a GED/HSED recipient you may be eligible to attend a college or university to fUiiher your education. Also, earning your GED/HSED may lead to a better paying job as well as the self satisfaction of knowing you completed something that you statied.

We would welcome the opportunity to once again work with you to achieve your goals . Our spring semester statis on January 16 and our hours will be:

Monday Tuesday Wednesday Thursday Friday

9:00 a.m. to 7:00 p.m. 9:00 a.m. to 7:00 p.m. 9:00 a.m. to 7:00 p.m. 9:00 a.m. to 7:00 p.m. 9:00 a.m. to 3:00 p.m.

63

If you have any questions or your plans have changed, please call us at (715) 833-6400. We look forward to working with you again.

Sincerely,

JIcad'emic Services Staff

Appendix D: Consent to Participate In UW-Stout Approved Research

This projcct has been reviewed by the UW-StoutlRI3 as required by the Code of Federal Regulations Title 45 Pan 46

Title: Identification of key factors of retention of GED/HSED students at Chippewa Valley Technical College

Investigator: Molly Craker Office: BEC 231 Phone: 715-858-1882 mcraker6@cvtc.edu

Description:

Research Sponsor: Dr. Carol Mooney Phone: 715-232-1444 mooneyc(@,uwstout.edu

64

The study will be conducted on 18 GED/HSED students that attended an orientation at CVTC to begin their program and progress towards their goal of obtaining a high school credential. A survey will be distributed to find out why students dropped out of high school and why they decided now was the time to begin the process of earning their GED/HSED. After the orientation, an instructor will touch base with the student on a monthly basis through personal interviews while the student is in class, phone calls, and/or mail if the student hasn't been attending class. The amount of time each student spends in class as well as student progress will be analyzed to determine why students reach their goal and obtain GED/HSED or what factors attributed to their failure.

Risks and Benefits: The risks involved in this study are very minimal but precautions that will be taken

include: no student names will be used in the report, all data will be presented in aggregate form, all data will be kept in the student's personal folder that is kept in a locked file cabinet, and these students are protected under FERPA. The researcher will provide every reassurance to the students that this study will in no way influence the impression that the instructor has of the student or the education they will receive.

The benefit of this study is that the students will know that their instructor is carefully monitoring their progress and cares about their success.

Time Commitment and Payment: Your progress will be monitored through the end of May 2010 at which time I will use the collected data to create a report. Even though this study will end this in no way will affect the education you will receive.

Confidentiality:

65

Your name will not be included on any documents. We do not believe that you can be identified from any of this information. This informed consent will not be kept with any of the other documents completed with this project in your personal folders that are in a locked file cabinet.

Right to Withdraw: Your participation in this study is entirely voluntary. You may choose not to participate without any adverse consequences to you. Should you choose to pmticipate and later wish to withdraw from the study, you may discontinue your participation at this time without incurring adverse consequences.

IRB Approval: This study has been reviewed and approved by The University of Wisconsin-Stout's Institutional Review Board (IRB). The IRB has determined that this study meets the ethical obligations required by federal law and University policies. If you have questions or concerns regarding this study please contact the Investigator or Advisor. If you have any questions, concerns, or repOlts regarding your rights as a research subject, please contact the IRB Administrator.

Investigator: Molly Craker Office: BEC 231 Phone: 715-858-1882 mcraker6@cvtc.edu

IRB Administrator Sue Foxwell , Director, Research Services 152 Vocational Rehabilitation Bldg. UW-Stout Menomonie, WI 54751 715-232-2477 foxwells@uwstout.edu

Statement of Consent:

Advisor: Dr. Carol Mooney Phone: 715-232-1444 mooneyc@uwstout.edu

By signing this consent form you agree to paJticipate in the project entitled, Identification of key factors of retention of GED/HSED students at Chippewa Valley Technical College

Signature Date