Latest GED Stats Alarm, Confuse Experts

Update: Please be advised that this was an April Fool’s post!

Released today, the latest statistical information produced by the GED Testing Service indicate that the severe downturn in the number of people taking the GED in 2014 has only been getting worse during the first quarter of 2015. In some states, the number of test-takers have slipped below zero for the first time, with Rhode Island reporting -2,177 people signing up to take the test in February alone. “If this trend continues,” said an unidentified source inside the Rhode Island Department of Education, “we’ll need to average at least 200+ new test takers per month over the next three quarters to have any hope of getting our total number of testers back to zero by the end of the year.”

Other states, including Maryland, Nevada, and Georgia, are experimenting with a new program called “Multiplying Success,” in which students who previously applied to take the GED are encouraged to apply again – in some cases as many as a half-dozen times – even if they have previously passed all of the sections of the test. As a result, these states are among the few experiencing dramatic growth in their numbers. Traditionally, students who have passed the test have been discouraged from applying to take it again, which critics say results in artificially depressed demand numbers. As one Nevada official noted, “while conventional wisdom—some might even say common sense—suggests that it makes little to no sense to sign up to take a test again after you have already passed it, it’s not the government’s role to decide. Limiting people to taking and passing the test just once is blatantly discriminatory.”

Again, I want to emphasize that all of this new information emerged just today. It’s too early to tell how seriously to take it.

See also More April Fool’s posts:

ISTE Advocacy Platform Now Includes Support for Adult Education

I’m not sure when this was officially unveiled but I thought it was worth noting here that ISTE’s Advocacy Platform now includes support for adult education:

“ISTE supports adult education policy that leverages digital tools to support adult learners and assist them in acquiring the skills and knowledge they need to work and participate successfully in today’s high-tech society.”

Obviously that’s very broadly worded so as to include adult learners at all levels, (which makes sense) but taken together with ISTE’s digital equity position, it doesn’t seem like a stretch to envision an emphasis on low-income, lower-skilled, and underserved populations. This is new and potentially significant, as ISTE has significant advocacy influence in the ed-tech policy space.

(Very) Long Awaited “Making Skills Everyone’s Business” Report Is Finally Released

making-skills-coverThe Office of Career, Technical, and Adult Education (OCTAE) at the U.S. Department of Education has released a new report, Making Skills Everyone’s Business: A Call to Transform Adult Learning in the United States. The report, originally slated to be released in April of 2014, offers seven strategies, “grounded in evidence and informed by effective and emerging practices,” that hold promise for “improving the conditions that create and perpetuate poor literacy, numeracy, and problem solving.”

OCTAE has also produced a recorded video announcement about the report from Acting Assistant Secretary Johan E. Uvin.

GED Attainment Higher for Adults Who Participate in an Adult Education Program

Impact of ABS Program ParticipationThis report was released in December but I just caught notice of it this week. The third in a series of research briefs that utilize data from the Longitudinal Study of Adult Learning (LSAL)*, which compared adult literacy development among adults who participated in adult education programs and those who did not over a lengthy period of time, this analysis of the data found that the rate of GED attainment was higher among individuals who participated in programs (35%) than those who did not (25%). This may seem like an unsurprising finding, but unsurprising or not, it’s important to be able to point to evidence that participating in a program makes a difference. You can download the entire brief here.

*LSAL randomly sampled about 1,000 high school dropouts and followed them for nearly a decade from 1998–2007. LSAL followed both participants and nonparticipants in Adult Basic Skills (ABS) programs, assessing their literacy skills and skill uses over long periods of time, along with changes in their social, educational, and economic status, offering a rich picture of adult literacy development.