Bridging the Gap: GED and Accuplacer Tessa McDonnell Dean of Learner Services Granite State College tessa.mcdonnell@granite.edu

GED Profiles: High school dropouts Unforeseen circumstances Lack of interest Lack of motivation Weak skills

Reasons to take GED Economic benefit Getting a job or a better job Preparing for college More motivated to do well More employable Less motivated – just pass

Nontraditional Adult Learner Working Has children Out of formal education for a period of time Often first generation

GED Recipients who Gain admission to college Have equal or higher GPA than high school graduates Take less credits per term/semester Have a significantly higher drop out rate during the first year of attendance

Factors to Consider High school students - 400 hours of instruction GED – 100 hours GED = Non-traditional All the demands of adult life Anxiety Lack of understanding of higher ed expectations

Study Results Comparison of GED and Accuplacer Assessments Arithmetic and Algebra Reading

Proactive Interventions Caring Freedom to Fail Functional Support Friendship Fun

What Next? Consider transitions Academic Supports Personal connections