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Browsing by Subject "GED"

Now showing 1 - 2 of 2
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    The decision to pursue postsecondary education for women who hold GED credentials.
    (2011-11) Goff, Emily L.
    Although they are increasing in absolute and relative numbers among degree seekers, few adult women GED holders successfully complete 4-year degrees. In order to develop a more complete picture of the postsecondary education experiences of adult women GED holders who seek 4-year degrees, an understanding of the experience of deciding to pursue a 4-year degree is needed. This research studied the experience of deciding to pursue postsecondary education for adult women GED holders entering postsecondary education for the first time later in life. The guiding questions were: Why do adult women who earned their GED credentials choose to pursue postsecondary education? What is the process of choosing to engage in postsecondary education for female GED holders? Descriptive case study interviews with seven women who held GED credentials and who had completed at least one year of study were used to develop a Grounded Theory of the decision to pursue postsecondary education. The salient themes that emerged from this research were: self-efficacy, life change, external support, aspiration and opportunity, short-term goals, and information seeking. Situating these findings into a visual Grounded Theory model provided the framework for a model of the decision to pursue postsecondary education for women with GED credentials. The findings indicate that successful interventions for increasing the number of women who choose to pursue postsecondary education after attaining GED credentials include strategic outreach during life-changing events and the use of stackable credentials at every level of postsecondary education.
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    Rethinking Adolescence and Education Policy
    (2024-05-01) Piper, Lauren; Leopold, Melanie; Reese, Sophie; Trueblood, Isabelle
    We were commissioned to conduct the research for this report by an organization called The Civic Affairs Trust, or TCAT. TCAT is a Minnesota-based trust whose purpose is to facilitate the redesign of community services and systems so they are self-improving. To date, TCAT's focus has been the K-12 public education system. TCAT approached the Humphrey School with the hypothesis that current policies governing eligibility for two alternative pathways programs, Postsecondary Enrollment Options (PSEO) and the General Education Development test (GED), are creating barriers for students because these policies limit participation based on age. We used qualitative research methods to answer three research questions: 1. What is adolescence? 2. Are age-restricted education policies creating unnecessary barriers to GED and PSEO programs in Minnesota? 3. If age is not a useful measure of readiness for PSEO and GED programs, what alternative measures might we consider? Our conclusions and recommendations around these three questions are based on our qualitative research findings.