Beyond the GED: Preparing
for College and a Career in
the 21st Century
January 24, 2014
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A Very Brief History of
Second-Chance Education Programs in the U.S
Richard J. Murnane
Harvard University
January 24, 2014
The Changing Landscape of Second-Chance
Education Programs in the U.S.

In the 1930s there were many programs that taught high school curriculum to adults.

GED was introduced in 1942 to provide returning WWII veterans with a HS completion
credential.

In 1947 New York allowed non-veterans to acquire the GED.

By 1974 all states provided open access to the GED.

During the period 1970-1995, the number of GED recipients grew enormously.

In 2011, 12% of HS completion credentials were awarded to GED recipients (down from
17% in 1995).

Recently a number of states including NY have moved to alternative credentialing exams in
anticipation of the new, more expensive computer-based set of GED exams.
Concerns about Alternative HS Completion Credentials

Recipients do not fare as well in labor markets or in
post-secondary education and training as
conventional high school graduates.

Increasing availability (especially to 16 and 17 yearolds) induces some struggling HS students to drop
out.

Use of alternative HS completion route is especially
prevalent among black and Hispanic students.
Why GED Recipients do not Fare Well

Problem is not weaker academic skills than terminal HS
graduates.

Problem is that credential signals a history of inconsistent
attendance and a lack of reliability.

The credential does not measure the attributes employers look
for in entry-level hires.

Most GED preparation programs are test-prep, and do not
develop or signal critical soft skills.

40% of GED recipients start a post-secondary education or
training program within 6 years. Only 12% of those who start a
program complete it within 6 years of GED receipt.
The Challenge

One-in-five U.S. students leave HS without a diploma.

Many immigrants arrive in US without a HS diploma.

There is a pressing need for second-chance programs that
develop the skills needed for success in post-secondary
education and training and that signal acquisition of these skills
to employers.

Changing economy means that reliability needs to be
accompanied by skill in identifying and solving new problems,
often while working in groups, and communicating effectively –
the new Artizans’ jobs.
Questions

How to minimize displacement effects from second-chance program?
– Increasing minimum age for alternative programs helps
– Developing programs with real curriculum may help as well.

Can programs be designed that appeal to former students who did not
thrive in high school? Would context-based curriculum improve
outcomes?

Would better designed second-chance programs increase life chances of
participants? (Need to both develop skills that improve post-secondary
outcomes and signal these skills to employers)

Would such programs be good social investments?
LaGuardia Community
College
The power of using High School
Equivalency as a bridge to
college
JOHNNY

Dropped out of high school to work to support his child

Decades later, enrolled in GED Bridge program when his
teenage son said “I’m going to drop out of high school just like
you!”

Enrolled at LaGCC, graduated in 2 years, Psychology major,
with honors

Full scholarship to NYU

Son and daughter now college students at LaGCC, his brother
just completed GED Bridge program
GERALDINE
 Teenage mother of 2
 Struggled with attendance but supported by program staff
 Earned GED in Bridge to Health & then graduated from LaGuardia’s 6 month
Community Health Worker Training Program
 Working as Community Health Worker, educating at-risk communities about
diabetes awareness and prevention
 Now enrolled as Health and Human Services Degree major at LaGCC
JUAN

Earned his GED diploma in Bridge to Health, working
full-time during GED classes in his family's store

Entered LaGCC, 3.5 GPA , completed biology degree to
prepare for dental studies

Transferred to BS at SUNY Stony Brook University this
spring, hoping to to enroll at dental school after BS degree
NAYLYNN

No interest in
college at onset of
GED Bridge to
Science program

Goal was high
school diploma
and continue
work at drugstore

College and
career workshops
led her to
discover her
passion for
marine biology

Enrolled at
LaGCC, Biology
major, ended
first semester with
3.7 GPA
KABHIR

Earned his GED diploma through the
Bridge to Health Program

Worked F/T at UPS and became a
father to twin daughters during the
semester

Applied and entered the EMT
program at LaGCC

Was in the top 25% of students
enrolled in classes

Earned his EMT-B certification and is
now working as First Responder in
New York City
KALIN AND MARI

Sisters originally from Peru

First languages were Chinese and Spanish

2nd language English, did not start learning English until they
were teenagers

Earned GED in Bridge Program and entered LaGuardia

Kalin – computer science major – 3.97 GPA

Mari – communication studies – 3.87 GPA
Themes and Next Steps
Beyond the GED: AYPF Forum
Dr. Elizabeth Zachry Rutschow
January 24, 2014
Where does LaGuardia Bridge
fit among GED reforms?
1.
Revising the standards


2.
GED-to-college bridge programs



3.
Instructional standards
Credentialing standards
Rigorous curricula
Transition supports
GED-then-college sequential enrollment
Concurrent enrollment program
 GED-to-college
enrollment
bridge with direct college
What do we know?
Currently, the most
promising
programs…
….contextualize in careers
…provide enhanced
transition supports
…offer direct connections
to postsecondary
education
What changed?
 Program persistence
 High school
credentialing
 College enrollment
and persistence
 College credits earned
The 2014 GED:
Part of the way there?
 Will

Aiming higher…



Aligned to the
Common Core
State Standards
Assess high
completion and
college-readiness
Pushes for
computer literacy
But…
students pass?
Only 60% pass the current test
 Can
programs prepare
students?

Few current investments
 What

are the outcomes?
Which programs improve
college success and
employment?
Future considerations

Accelerating instruction and creating better milestones


Earning college credits before the GED


Do concurrent enrollment programs provide more success?
Federal financial aid and policies



Which outcomes are most important for students success in
college and careers??
The removal of the “ability to benefit” from federal financial
aid
The barriers of developmental education
Lower skilled students

How can we help the 75% of adults with below 9th grade
skills?
Questions?
Richard J. Murnane, Harvard Graduate School of Education
richard_murnane@gse.harvard.edu
Gail O. Mellow, LaGuardia Community College
gmellow@lagcc.cuny.edu
Vanessa Martin, MDRC
Vanessa.Martin@mdrc.org
Elizabeth Zachry Rutschow, MDRC
Elizabeth.Zachry@mdrc.org
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