GED Programs and African-American Male Success

Introduction

Education is an essential component of living a successful and prosperous life. However, many students drop out of high school and never receive the diplomas they need to better their lives. Fortunately, programs exist that provide these individuals with a GED (General Educational Development) credential, which is equivalent to a high school diploma. The need to acquire a GED is of particular importance to African-American males. The purpose of this discussion is to examine research pertaining to the success of this population in GED programs, review which programs are the most successful and what elements make them effective, and conclude by discussing the funding available for such programs.

African-American Male Performance in GED Programs

According to the National Center for Education Statistics, approximately 830,000 individuals took the GED in 2000. Of those, 719,000 completed the test and 501,000 were issued the General Education Development Certificate. The NCES also explains that the 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, Black students received high school diplomas or GED certificates at a rate similar to or higher than their white peers.

An issue of ERIC Digest explains that 60.5% of Black men participating 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 GEDs earned by Black men are received while in prison (Tyler). This demonstrates a dire need for GED programs and illustrates how effective they can be in helping individuals become productive members of society.

Successful GED Programs and Their Key Elements

Some of the most effective literacy programs take place inside prisons. An article entitled "An Examination of the Effectiveness of GED Programs within the Oklahoma Department of Corrections" explains that prison-based GED programs have been successful in preventing recidivism (Brewster & Holley). The study notes that of approximately 7,371 Black inmates, 4,490 had high school diplomas and 278 received their GEDs while in prison (Brewster & Holley). The researchers identify the following elements as central to the most successful programs:

• Separation of inmates
• Set specific standards for admittance
• Provided prisoners with follow-up services after release
• Employed extensive program components

An article in the journal Adult Learning explains that the most successful programs in urban settings are those that help students set goals. The article describes an action research intervention as follows:

"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 student reactions 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 success of a GED program depends significantly on the dedication and persistence of instructors. Adult education instructors must understand the needs of the students they are teaching. They must also be sensitive to the particular challenges facing Black men if those students are to successfully earn their GEDs.

Class size can also have a profound impact on GED student success. As with any academic setting, the student-to-teacher ratio is essential to effective learning. GED classes with fewer students are more likely to produce students who earn the GED certificate.

Conclusion

The purpose of this discussion was to examine research on the success of African-American males in GED programs. We found that approximately 25% of GEDs received by Black males are earned in prison. We also reviewed which programs were the most successful and what elements made them effective. Our investigation concluded that prison-based programs that provide inmates with structured follow-up services after release are among the most successful models. In urban settings, programs centered on goal-setting instruction during orientation showed markedly improved student engagement and completion rates. Finally, we discussed the funding available for GED programs and found that the Workforce Investment Act of 1998 is a primary mechanism used to finance such programs at the state level.

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