Enhancing GED Instruction to Prepare Students for College and Careers: Early Success in LaGuardia Community College's Bridge to Health and Business Program

Martin, Vanessa; Broadus, Joseph

doi:10.2139/ssrn.2265891

Cited by 5 publications

(8 citation statements)

References 2 publications

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“…In fact, evidence of successful programs that help students earn a GED credential and enroll in college are beginning to emerge. For example, a study of the Bridge to Health and Business program, which offers students a career-related GED curriculum, found that one year after enrolling in the program, Bridge students were much more likely than those pursuing traditional GED programs to have finished the course, passed the GED exam, and enrolled in college (Martin & Broadus, 2013). Future research should also study the postsecondary experiences of GED recipients in the ELS cohort to describe the range of options high school dropouts take advantage of and to what extent parental involvement may play a role in their success (or lack thereof).…”

Section: Discussionmentioning

confidence: 99%

The differential effects of parental involvement on high school completion and postsecondary attendance

Ross

2016

EPAA

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Previous studies have shown the impact of parental involvement on a number of student achievement, motivation, and engagement outcomes, but the extent to which parental involvement influences high school completion and postsecondary attendance has received less attention in the literature. Filling that gap, this study replicates and extends previous research (Fan & Williams, 2010) by examining the influence of various dimensions of parental involvement on high school completion and postsecondary attendance (with particular interest in dropouts who later earned GEDs and went on to college). Results show that parents’ educational expectations for their children play a significant role in whether students from all backgrounds persist toward completion of high school and whether they attend a postsecondary institution. This study also finds parent participation in school functions to be a significant positive predictor of both high school completion and postsecondary enrollment, while communication between parent and school about children’s school problems is negatively associated with both outcomes. The implications for expanding developmentally appropriate and culturally sensitive policies for family and school engagement are discussed.

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Section: Discussionmentioning

confidence: 99%

The differential effects of parental involvement on high school completion and postsecondary attendance

Ross

2016

EPAA

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“…College readiness is defined as “the level of preparation a student needs to enroll and succeed—without remediation—in a credit-bearing, general education course at a postsecondary institution” (Kallison, 2017, p. 304). The research also tends to focus on the outcomes for lower-skilled students, including students with GEDs, over the outcomes of more college-ready adult learners (see Alamprese, 2005; Bragg, 2010; Martin & Broadus, 2013; Rutschow & Crary-Ross, 2014). There is a need to explore how different program types impact student populations at various levels of readiness (Rutschow & Crary-Ross, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

Exploring the experiences of adult learners in a transition program

Karmelita

2018

Journal of Adult and Continuing Education

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Transition programs have emerged as a support for adult learners seeking college education. Adult learners' perspectives are missing in the literature on transition programs. To better support adult learners in transition programs, it is essential to understand their experiences and perspectives. Using Schlossberg's Transition Theory (Anderson, Goodman, & Schlossberg, 2012) and Cross's (1991) student barrier categorizations as a framework, this narrative study investigates the experiences of five adult learners enrolled in a transition program. The findings indicate that the relationships the participants formed through the program served as a support system, and that participation in the program led to a shift in self-perception. The participant narratives also highlight barriers to college enrollment for adult learners, such as difficulty using technology and health related issues.

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“…Unlike the K-12 standards-based curricula, the content in many adult education and literacy programs can be anomalous, varying from instructor to instructor (Rutschow & Crary-Ross, 2014). In addition, some programs have based their instruction on test preparation materials—an unsound educational practice (Beder & Medina, 2001; Martin & Broadus, 2013). Many adult college readiness transition programs, however, have recently based their curricula on a set of standards that identify the knowledge and skills graduates of the programs need to know to be successful in college or a career (Rutschow & Crary-Ross, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Advisers can help students with college enrollment and with course selection based on student interest and test scores. While the literature on the efficacy of these activities in adult transition programs is limited mostly to anecdotal information, reports on these endeavors are positive (Engle & Tinto, 2008; Martin & Broadus, 2013; personal communications with site managers of the Texas IP-AES programs, 2014).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Content-pertinent instruction has been a long-held tenet of adult education learning theory (Sticht, 1997), as this approach is thought to provide more curricular relevance for the learner. Furthermore, more recent research (Martin & Broadus, 2013) suggests that contextualized instruction produces greater student engagement in the learning process and results in increasing the rate of students entering and succeeding in college. Yet contextualized adult education transition programs often presuppose that students already have a strong desire to enter a particular career.…”

Section: Career Guidancementioning

confidence: 99%

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The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners

Kallison¹

2017

Adult Education Quarterly

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Postsecondary transition programs have emerged to prepare adult learners to enter college with either limited or no remediation work needed in developmental education. This article examines the results of a pilot study, in which participants (ages 20 years and older who held GED® credentials or high school degrees) received accelerated instruction in reading, writing, mathematics, learning framework, and college knowledge. These transition programs, which took place at five sites in Texas, used a short-term (10 weeks or fewer) but intensive (at least 120 contact hours) cohort intervention model. Of the 20 pairs of pre- and postprogram assessments, which evaluated student achievement gains in reading, writing, and, mathematics, 18 resulted in statistically significant increases. However, many participants who realized achievement gains did not reach the college readiness benchmarks (as measured by the assessment instrument) in all three subject areas. However, evidence suggests that these students are better prepared academically than before the program.

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Enhancing GED Instruction to Prepare Students for College and Careers: Early Success in LaGuardia Community College's Bridge to Health and Business Program

Cited by 5 publications

References 2 publications

The differential effects of parental involvement on high school completion and postsecondary attendance

The differential effects of parental involvement on high school completion and postsecondary attendance

Exploring the experiences of adult learners in a transition program

The Effects of an Intensive Postsecondary Transition Program on College Readiness for Adult Learners

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