This applied dissertation was designed to identify the characteristics of students enrolled in a GED® preparation program who transitioned to postsecondary programs at the same institution after passing the GED® test. The characteristics studied included age; gender; ethnicity; prematriculation scores in reading, language, and math in the Test of…

America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions…

This booklet is both a description of activities to organize a General Educational Development program (GED) alumni association and a guide to starting an alumni group. It specifically focuses on "Operation Alumni," a project to establish a local GED alumni organization at Reading Area Community College that could serve as a state model…

The DeFord Theoretical Orientation to the Reading Process was administered to 148 ABE and GED instructors to determine how they viewed the reading process. (HOD)

This guide for administrators provides a model for linking adult basic education (ABE) programs--ABE, general educational development (GED), and English as a second language (ESL)--with a broad range of human service agencies. The linkage model depicts a process that is divided into three phases. Three chapters discuss in detail these phases.…

Examines knowledge, attitudes, and development requirements of adult basic education (ABE) and general equivalency diploma (GED) staff regarding students with learning disabilities. Reports that respondents generally held positive attitudes towards the learning disabled, but were not as knowledgeable about the learning disabled's legal rights.…

This paper describes the conduct and the results of an evaluability assessment of the Adult Education Program, PL 91-230. It presents the findings on the intended program, the actual program, the plausibility of the objectives, the measurement of the objectives, and the program evaluability and options for improvement. (Author/LMO)

This instructional module is intended to train adult educators in integrating competency-based education (CBE) and state-of-the-art instructional technology in their adult basic education (ABE) classrooms. It is divided into seven instructional units. The following topics are covered in the individual units: the tenets of CBE and its role in ABE,…

This booklet profiles the 10 recipients of the 1994 Secretary of Education's Award for Outstanding Adult Education and Literacy Programs. The following programs are profiled: Portland Adult Education (Portland, Maine); The Center for Literacy, Inc. (Philadelphia); James H. Groves Adult High School (Dover, Delaware); Adult Basic Skills Education…

This handbook was developed to provide adult educators in Texas with sufficient background in assessment models to ensure confidence in recognizing and/or selecting appropriate measurement techniques and in using evaluation results to individualize and improve instruction for adult students. The handbook is based on information derived from a…

This document details the Ohio Department of Education's Adult Basic Education and Literacy Education indicators of program quality. A chart details the measures and performance standards for the following quality indicators: learners will demonstrate progress toward attaining basic skills/competencies supporting their educational goals; learners…

The document provides a process model for a competency-based adult high school diploma program. Following an overview, the document is arranged into nine chapters. Chapter 1 focuses on starting such a program and gives suggestions for conducting needs assessment, setting up a planning group, implementing adult basic education awareness activities,…

In Pennsylvania where 30 percent of the adult population is functionally illiterate and another 24 percent has only marginal competence, no state funds are appropriated for adult basic education and general educational development (ABE/GED) programs. All programs are supported by federal aid. Information shows that economic revitalization and a…

A study was conducted to analyze the impact of adult basic education (ABE) in New Jersey. Following an extensive review of previous ABE impact studies, data were gathered from a specially selected sample of adult ABE students through an open-ended questionnaire administered by telephone interviews. Students were questioned about their reasons for…

This paper is a descriptive presentation of the state-of-the-art of competency-based adult education (CBAE). Readers are provided first with a brief history of the development of the concept and are presented with basic terminology. Then, because CBAE is multi-dimensional, varied notions of functional adult education are discussed and major…