African-American Adult Males in GED Programs

GED Programs

Education is an essential component of having a successful and prosperous life. However, in many cases students drop out of high school and never receive the diplomas that they need to better their lives. Fortunately there are programs that will provide these individuals with GED's which are equivalent to high school diplomas. The need to acquire a GED is of particular importance to the African-American male. The purpose of this discussion is to examine the research pertaining to the success of this population in such programs. We will also review which programs are the most successful and what element of the programs work the best. We will conclude by discussion the funding that is available for such programs.

What do we know about this population's performance in such programs?

According to the National Center for Education Statistics, approximately 830,000 individual took the GED in 2000. There were 719,000 that completed the test and 501,000 that were issued the General Education Development Certificate. ("General Education Development...) The NCES also explains that, black-white gap in high school/GED completion rates (in the range of 2 to 8 percentage points) was evident in the 1983-1989, 1986-1992, and 1992 samples. For young adults with similar levels of prior educational achievement, blacks received high school diplomas or GED certificates at a rate similar to or higher than whites." ("General Education Development...)

An issue of ERIC Digest explains that 60.5% of black men that participate in the labor force are high school dropouts while 85.9% of black men in the labor force are GED holders. (Batiz) Twenty Five percent of all the GED's earned by black men are received in prison. (Tyler) This demonstrates a dire need for the GED program and how effective it is in aiding individuals in becoming productive members of society.

What programs have been successful in improving the performance of African-American adult males and what the elements that made these programs successful

In all actuality some of the most effective literacy programs take place inside of prisons. An article entitled "An Examination of the Effectiveness of GED Programs within the Oklahoma Department of Corrections" explains that GED programs have been successful in preventing recidivism. (Brewster & Holley) The journal concedes that there were approximately 7371 black inmates,4490 had high school diplomas and 278 received their GED's while in prison. (Brewster & Holley) The researchers explain that the most successful programs implemented the following elements;

Separation of Inmates

Set specific standards for admittance

Provided prisoners with follow up after being released

Employs extensive components

Another article in the journal Adult Learning explains that the most successful programs in an urban setting are those that help students to set goals. The article explains,

In an urban literacy program, goal-setting is an integral part of the learning process and begins in an orientation session. A pre-project survey of students who had gone through orientation revealed that the majority did not know how to set realistic goals, differentiate between long- and short-term goals or use the provided goal-setting materials. The action research intervention was to revamp the orientation without adding time to it. By reworking the orientation, the participant was able to insert a 20-minute presentation on goal setting. With this change, every student participated -- a sharp contrast to the past when no one spoke. She kept track of student discussion with field notes and reported reactions of the students in a journal. Final data came from a second interview with students who had attended the revised orientation after the three-month trial period. A full 91% used the revised handouts, compared to 24% before. Students stayed after the orientation to talk with others. Before this new intervention, students would leave immediately." (Kuhne & Weirauch 2000)

Additionally, the mark of a successful program is dependent upon the dedication and persistence of instructors.

Instructors must understand the needs of the students that they are teaching. They must also be sensitive to the issues that face black men in particular if they are to be successful at receiving their GED's.

Class size can also have a profound impact on the success of the GED student. As with any other class, the student to teacher ratio is essential to successful learning. GED classes with fewer students are more likely to produce students that receive the GED certificate.

What funding is available for such programs?

The funding that it requires to initiate and maintain a GED program can be substantial. According to the Center for Adult Learning there are several ways that GED programs can be funded. One of the most popular ways to fund a program is through the Workforce Investment Act of 1998. The act was signed into law in July of 1998 by President Clinton. The center asserts that the purpose of the act was to connect the workforce to adult education programs. The act allows states to present five-year plans for spending and allotment pertaining to adult education programs. The funding provided by the act can be used at the state level for Family Literacy Programs and Adult Education. (Adult Education Legislation)