[AAACE-NLA] Transition Programs for Adults, Tomorrow's Collegiates
andresmuro at aol.com
andresmuro at aol.com
Fri Jan 27 12:32:28 EST 2006
We have been systematically transitioning students from our literacy
programs to college since 93. We developed a highly succesful model
called STEP that people can read about on ERIC Clearinghouse reference
# ED 431-338. Our students that go to college tend to do very well.
Please take a look at my artwork: www.geocities.com/andresmuro/art.html
From: Hal Beder <hbeder at rci.rutgers.edu>
To: National Literacy Advocacy List sponsored by AAACE
<aaace-nla at lists.literacytent.org>
Sent: Fri, 27 Jan 2006 09:42:39 -0500
Subject: Re: [AAACE-NLA] Transition Programs for Adults, Tomorrow's
This is a very important topic. Consider the following.
Very credible studies by economists such as
Cameron, Heckman, Murnane and Tyler show that
while the incomes of GED holders are meager and
flat over time, only a little bit of post
secondary education has a large payoff in terms of income.
About 2/3 of GED recipients say they want to go
on to postsecondary (GED Testing Service, 2004)
but only 30% earn as much as 1 post secondary
credit by age 27 (Murnane et.al.: 2000) .
In public 2 year colleges, 34% of GED graduates
who enrolled in 1995-96 earned certificates by
2001, 60% never obtained a certificate or degree
and were not enrolled (BPS, 2001).
While the mean age for traditional high school
graduates enrolled in postsecondary education is
26, the mean age for GED graduates is 32. GED
graduates begin postsecondary education later
than traditional graduates. While the mean age
that traditional graduates begin postsecondary
education is 21, the mean age for GED graduates is 27 (NPSAS 2004).
Thirty-two percent of GED graduates enrolled in
postsecondary education are married compared with
20 percent for traditional high school graduates.
Forty nine percent of GED graduates have
dependent children; twenty-three percent of
traditional high school graduates have dependant
children; While on the average traditional high
school graduates receive $857 in financial aide,
the figure for GED graduates is only $165 (NPSAS,
2004). If you are married, have children and have
to make ends meet, of course postsecondary education is a struggle.
Conclusion: We must not think of successful
completion of adult literacy education as an
ending. We must think of it as a beginning and
then provide the means for a successful next step.
At 09:13 AM 1/27/2006, you wrote:
>Today's Boston Globe carries an op ed piece entitled "Tomorrow's
>Collegiates: adult students" by Silja Kallenbach, Director of the New
>England Literacy Resource Center and Cynthia Zafft, Coordinator of
>the National College Transition Network, both at World Education in
>Boston. You'll find it at:
>It's a terrific argument for a federal investment in adult basic
>education, in particular for adult transition to college programs.
>Do these work? Consider that since the New England ABE-to-College
>Transition project was launched in 2000:
>? 2,353 adults have participated
>? 67% have completed the programs
>? 80% of those who complete have entered postsecondary education
>? This is nearly double the national college matriculation rate for
>At a time when many higher education institutions are eager to
>recruit new students, higher education institutions should advocate
>for college transition program funding to prepare adults to enter and
>succeed in college. While many transition programs might be located
>on college campuses, successful transition programs are also offered
>by public schools and community-based organizations. College
>transition programs are good for adult education and literacy, higher
>education, and especially for adult learners.
>David J. Rosen
>Adult Literacy Advocate
>DJRosen at theworld.com
>AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
>LiteracyTent: web hosting, news, community and goodies for literacy
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