Identifying ways to improve learner persistence in GED programs

Access restricted to the OSU CommunityThe purpose of this multiple case study was to identify ways to improve learner persistence in General Equivalency Diploma (GED) programs in the U.S. The participants in this multiple case study were GED instructors and adults without high school diplomas who were enrolled in two GED programs were located in the Southern and Southwestern U.S. where the dropout crisis has been the highest in the nation. The GED programs in this study were sponsored by ABE Adult Learning Centers in Tulsa, Oklahoma and Charlottesville, Virginia. Data was collected from 45 adults and 10 GED program instructors. This study answered the following central research question: How can learner persistence in GED programs in Tulsa, Oklahoma and Charlottesville, Virginia be improved? The following sub-questions were also answered in this study. Why a significant portion of GED students do not finish their programs. What are the characteristics of GED students who succeed in their programs? What are the characteristics of GED students who do not succeed in their programs? What are the circumstances of GED students who succeed in their programs? What are the circumstances of GED students who do not succeed in their programs? Specific ways for improving learner persistence in GED programs in the United States were identified. For example, this research study demonstrated that a lack of transportation was a primary issue affecting learner persistence in GED programs. Also low self-efficacy and poor math and reading skills significantly affected the performance, beliefs, attitudes, and motivation of many adult learners participated in this research project. In addition, not having a Learning Disabilities or Learning Disorders Tester on site at Adult Based Education (ABE) centers created a dilemma for many instructors and adults in GED programs. Findings from this study will enable the Department of Education and GED policymakers, and adult educators in the U.S. to understand the challenges and needs of adults in ABE GED programs, and to increase funding to adult learning centers to help meet the needs and challenges facing adults attempting to earn their GED