Enrollment Trends Analysis the USA or California USA

Enrollment Trends Analysis the USA or California USA  Resource: University Library (below) Please use only the resources provided. Be sure to use 6 sources, and cite everything clearly. Complete a University Library search for a recent article, from 3 years or newer, related to enrollment trends in an adult education or training setting, such as community college, university, distance learning, workplace-specific training, community organizations, general educational development (GED) program, or adult basic education (ABE) program.  Write a 900- to 1,050-word paper that includes a two- to three-paragraph summary of the article and an analysis of the driving forces of the enrollment trend for that particular setting. • Format the paper according to APA standards. (I will attach copy of APA outline.) Please review all APA information. Do NOT use first person or passive voice.

Use the at lest 3 of the sources I provide for you.

Be sure to read all uploads.




GED and Socioeconomic Considerations

Jon Green

AET 510

December 10, 2009

Dr. Donna Rice


GED and Socioeconomic Considerations

In a review of the article, Evaluation of the Advancing Young Adult Learning Project written by Walter T. Boulden, I will explore a two-year evaluation of the Advancing Youth Adult Learning (AYAL) Project. Conducted in the greater Kansas City area, this project looked at factors that would help encourage students who dropped out of and then returned to school. The purpose of this paper is to describe and provide an analysis of the AYAL Project, the challenge, principles, and results.

The Project

The AYAL is a professional development program for teachers, staff, and administrators providing the skills and support needed by incorporating three separate learning principles designed to promote the preparation of teachers working with 16- to 24-year old students studying for their GED. The three principles used were Youth Cultural Competency (YCC), Project-Based Learning (PBL), and strengths-based Case Management (CM).

The Challenge

Educational resilience is the heightened likelihood of educational success despite vulnerabilities and adversities caused by environmental conditions and experiences. Several factors associated with drop out propensity include low academic achievement, repeating grades, negative experiences, and a belief that school personnel may not care. Dropping out of school has been tied to a higher risk of drug and alcohol abuse, unemployment, lower wages, and incarceration. The economic effects on society are evident, indicated by those same individuals receiving government assistance and welfare related benefits. Educational resilience and aspirations are defined throughout this article as a positive motivator when the appropriate programs to learning are applied to the adult learning style of each individual. Instituting such positive, effective interventions that genuinely provide educational resilience is the challenge.

The Principles

The concept of YCC was based on the work of Josh Weber and involves both a belief system and a set of programmatic strategies designed to help programs better engage, retain and educate youth, primarily between the ages of 16 and 24.  The three basic concepts of YCC are youth involvement, positive peer influence, and youth popular culture. The concept of PBL is that learning occurs through social interactions that encourage individuals to handle cognitive challenges that go beyond their current abilities. The concept uses a collaborative approach by encouraging problem solving between peers and teachers with active participation. The concept of CM addresses the real-life challenges that may have contributed to the students’ original barriers that precipitated the dropping out of school, and recommends that an on-site counselor provide support to their non-academic needs.

The Results

Prior to implementing the AYAL program, the percentage of 16 to 24 year old students who successfully completed the GED exam was 10 percent. During the 2004-2005 academic year, the results increased to 24 percent, and to 40.48 percent by 2006. Through a cooperative effort of teachers, staff and administrators’ daily commitment to creativity and openness to student preferences, the results showed a continuous improvement. Options used by teachers included hanging flyers, sending postcards, and making personal invitations to students to join the AYAL program. Peer accountability drove participation through word of mouth and encouragement as well.


When we hear the term “GED” we are often reminded of those classmates we knew in high school who never showed up for the graduation ceremony. We may know a family member who received a GED after working several odd-jobs or after a long struggle of unemployment. We often relate the term GED to someone who dropped out of school, or was underprivileged in our community. But the term GED stands for General Educational Development and sometimes is referred to as General Equivalency Diploma. Through community involvement and public awareness, programs such as AYAL can have continued success. Without programs like these and legislation such as the 1998 Workforce Investment Act, combining education with federal training and employment programs, our economy and corporate culture could be at risk (Donohue, 2008).

In 2006, the active labor force consisted of about 120 million adults aged 25-64. Of those, 51 million (42 percent) had a college degree at the associates, bachelors, or more advanced level. Another 21 million were identified by census surveys as having “some college, no degree.” Another 36 million people completed high school or its equivalent but did not attempt postsecondary study. Finally, about 12 million working adults failed even to complete high school. This data means that about 62 million adult workers lack a post secondary credential of any kind (Bowsworth, 2008).

So what does 12 – 62 million adult workers lacking a post secondary credential mean to our economy? With the fact baby boomers will be retiring at alarming rates over the next five to 10 years, and employment rates are growing at a slower rate than have been historically seen in the past, a shortage of 20 million workers to fill the vacancies left behind is expected. Re-creating a rigid, one-size-fits-all classroom model that did not work the first time around for many of these adults is not the solution. We must become better at learning how adults engage and persist with learning opportunities. Applied learning opportunities should take into account the variety of life experiences and expertise that adults bring to the new learning experience (Donohue, 2008). Programs like the AYAL incorporate these experiences, and recognize the andragogical differences economically speaking, and socially considering. These programs are working well to improve everyone’s lives.


The AYAL program makes recommendations to teachers on how to better equip themselves to meet the special requirements of students who have dropped out of and returned to school. Following these recommendations maximize the results of the program. This program uses strategies that improved and continue to improve the participation and test results of high school dropouts in the Greater Kansas City area. Much of the success of the program is due to the fact that it addresses the challenges facing the returning students. The committed teachers who used a collaborative, creative approach combined with adult learning strategies contributed greatly to the positive results realized by the program.





Boulden, W. T. (2008, Spring). Evaluation of the advancing young adult learning project. Adult Basic Education & Literacy Journal, 2 (1), 3-12. Retrieved from xxxx

Bowsworth, B. (2008, Summer). The crisis in adult education. Issues in Science & Technology, 24 (4), 73-80. Retrieved from xxxxx

Donohue, N. C. (2008, Spring). Adult education: From a terminal degree to lifelong learning. New England Journal of Higher Education, 22 (5), 22-23. doi: 10.1108/09596110410520




Note: Do not use Retrieved from EBSCO, Proquest, etc. – use the DOI record instead of the database or the URL of the site from which the reference was retrieved. No need to put the date.


Writing Assignment – Enrollment Trends
  Yes/No Points
Responded to question asked/used critical thinking and provided adequate information and sources (3) to address the requirement. Used recent article – Adult Education or Training setting (content).   3
Provided an overview of the paper in the introduction with a topic sentence (format).   1
Presented Rational Analysis of what shaped or created the enrollment trend in the body of the 700– 1050 word paper (content).   1
Expressed a synthesis in the conclusion without introducing new information (format).   1
Correctly cited and formatted paper in APA style – spacing, citations, etc. (format).   1
Remained impartial presenting all sides of the issue (content).   1
Appropriately organized paper using two levels of headings (format).   1
Used proper grammar, punctuation, word usage, and spelling, appropriate tone and varied sentence structure and paragraph transitions (format).   1
Total:      10
Comments: Rubric is adjusted for a 10 point paper.




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