Enrollment Trends Analysis the USA or California USA
Enrollment Trend Analysis the USA or California USA
In a review of the article General Educational Development (GED) Program in the Encyclopedia of American Education, there is a plan to explore a two-year analysis of the general educational development project. Conducted in the United States of America, the project will look at factors that would assist in motivating students who dropped out of school but returned later. It is clear that this paper’s purpose is to describe and provide a clear trend analysis of the general educational development program.
The GED syllabi offer the individuals who could not finish their high school qualifications the ability to do so. This type of program provides education to both men and women attending common classes who study individual materials suited to his or her personal educational levels and speed of learning (Stephen & Beaudet, 1998). In this program, teachers always offer the students a test. Any student preparing to take the General Educational Development program normally receives clear instructions in reading, writing, mathematics, social studies, and science.
General Educational Development programs give each learner adequate time because not all individuals have similar progressive levels. For instance, some learners may only require minimal preparation for their examinations whereas others may take a full year in the same class. Consequently, it is necessary that learners take a section of the test whenever they and their teachers realize that the results will be positive. To achieve better results, instructors may apply three principles including youth cultural competency, project-based learning, and strength-based case management.
Currently, most schools have their main priority as that of closing the success gap between academic achievers and those individuals at risk of failing in their education. Therefore, educational resilience is the major factor that schools apply to meet this objective. The signs that indicate students at risk of failing academically include poor performance academically and low reading scores. These usually stem from poverty, abuse, and family problems that make learners vulnerable to academic failure (MacDonald, 2003). Resilient learners are those who succeed despite the above-mentioned factors. Dropping out of school may be a result of drug abuse, unwanted pregnancies, lack of finances, and incarceration. Therefore, educational resilience in this article implies a positive motivator obtained when each individual receives the right programs of learning suited to his or her learning styles.
Youth cultural competency is an empowering program for the youth that organizes programs based on the requirements of the most pressured assets, which is the youth. It aims at increasing the school’s ability to relate to the youth through peer influence and youth participation to produce positive results. Another concept is project-based learning. This is an instructional method created to involve learners and to develop interest and motivation in them. The motivational activities are in most cases designed in a way that could help either answer a question or solve an issue (Smith & Wolf-Wendel, 2005). In addition, this concept helps in reflecting the kind of learning and work individuals do in their daily lives outside study rooms. Finally, case management is an approach that helps in dealing with the daily life challenges that could have been the major contributors to the learners’ dropping out of school in the first place. Through this principle, an onsite counselor is always present to help talk to the learner and solve his or her issues, which are not academic.
Because of the implementation of the enrollment trend analysis of the General Educational Development Program, a good number of school dropouts could complete their test and examinations as required. For instance, the percentage of students aged 16 to 24 who successfully achieved their academic desires was about 25%. The approaches applied throughout the process were very beneficial to both learners and their instructors, hence leading to positive improvement.
General Educational Development is an approach used by anyone of any age to obtain a high school diploma. This type of learning offered and administered exists in almost all states through the efforts of the GED test services (DeBell & Mulligan, 2005). Often, the high school equivalency test program is the name given to this type of learning. The learners receive a certificate at the end of the study to show their performance. The qualification certificate may also be vital when searching for a job or acquiring a position in a college or technical school for admission purposes.
Researchers have noted that various organizations employ a good number of workers averaging to about 500,000 million adults aged 24 to 65. Out of those, about 40% own college degrees, but about 20% have a college certificate. However, the remaining 40% do not even have the high school certificate (Carnevale, 2002). This is a clear indication of the need for action, as the entire society would benefit from an educated workforce to the proper standards. Therefore, for the safety and progress of the country economically, people need to be educated on the importance of acquiring knowledge at all levels. The government should aim at helping those people unable to fund their studies at high school level or beyond as well as providing better learning programs to motivate learners into acquiring their education successfully.
DeBell, M., & Mulligan, G. (2005). Reasons for adults’ participation in work-related courses, 2002-03. National Center for Education Statistics, 4.
Carnevale, D. (2002, October). Missed connections. Chronicle of Higher Education, 49(8), A35.
Encyclopedia of American Education (June 27, 2011). General Educational Development (GED) Program. Retrieved from http://american-education.org/906-general-educational-development-ged-program.html
MacDonald, G. J. (2003, July 22). Adult education enrollment dips. Christian Science Monitor, 95(165), 14.
Merriam, S. B., Courtenay, B. C., & Cervero, R. M. (Eds.). (2006). Global issues and adult education: Perspectives from Latin America, Southern Africa, and the United States. San Francisco: Jossey-Bass.
Smith, D. G., & Wolf-Wendel, L. E. (2005). The challenge of diversity: Involvement or alienation in the academy? [Monograph]. ASHE Higher Education Report, 31(1).
Stephen, J., & Beaudet, G. (1998). Survey of trends in adult education 1985-1995 and perspectives for the twenty-first century. Canadian Woman Studies, 17(4), 143.