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The study describes program coordinators’ perceptions on how to categorize potential alternative credential completers. Using a phenomenological approach with semi-structured interviews of 12 adult education administrators, thematic analysis identifies distinct learner categories, informing more targeted recruitment and program design.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/optimal-ged-student-recruitment-perceptions-of-program-directors/264400/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/optimal-ged-student-recruitment-perceptions-of-program-directors/264400.png","ImageObject",300,407,{"name":92,"@type":93},"Mimi","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-08","2026-09-14",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address about GED and other equivalency programs?","Question",{"text":112,"@type":113},"The study highlights limited understanding of who enters and completes alternative high school completion programs and how adult learners who do not finish high school can be characterized.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the study conducted?",{"text":117,"@type":113},"It used a phenomenological framework with semi-structured interviews of 12 adult education program administrators.",{"name":119,"@type":110,"acceptedAnswer":120},"What categories of adult learners were identified?",{"text":121,"@type":113},"Thematic analysis produced categories including opportunists, exceptionals (e.g., disabilities that hindered traditional completion), immigrants, and those who have been reformed in some way (e.g., prior legal difficulties).","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},264400,1789381119,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":129,"read_time":41},2336477974920,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","International Journal of Educational Leadership and Management Volume 12, Issue 1, 16th January, 2024, Pages 1 – 12  \n The Author(s) 2024  \n[http://dx.doi.org/10.17583/ijelm.12002](http://dx.doi.org/10.17583/ijelm.12002)  \nOptimal GED Student Recruitment: Perceptions of Program Directors  \nMichael T. Miller 1  \n1) University of Arkansas, United States  \nAbstract  \nMuch is unknown about those who do not finish high school and there is a need to understand who enters and completes alternative high school completion programs, such as the HiSet (High School Equivalency Test), GED (General Education Development Test), or growing number of state sponsored high school equivalency programs. The purpose for conducting the study was to describe the perceptions of adult education program coordinators about how to best categorize potential high school credential alternative completers. Using a phenomenological framework and semi-structured interviews, 12 adult education program administrators were interviewed about who enrolls in and completes their programs. A thematic analysis of these responses indicated distinct categories of individuals including opportunists (those looking for better opportunities), exceptionals (those with exceptionalities such as a disability that prevented the individual from completing a traditional high school diploma), immigrants (those validating learning in another country or language learners), and those who have been reformed in some way (eg, those with a history of difficulty with legal situations) . By identifying these initial categories of adult learners taking part in high school equivalency programs, recruitment efforts as well as the programs themselves might be better structured to correspond to learner needs.  \nKeywords  \nHigh school equivalency programs, adult learners, non-traditional students, high school completion, GED programs.  To cite this article: Miller, M. (2024) . Optimal GED student recruitment: Perceptions of program directors. International Journal of Educational Leadership and Management, 12(1), pp. 1-12 [http://dx.doi.org/10.17583/ijelm.12002](http://dx.doi.org/10.17583/ijelm.12002)  \n[Corresponding author](Corresponding author)([s](s)) [:](:) Michael T. Miller  \n[Contact address:](Contact address: mtmille@uark.edu)[ mtmille@uark.edu](Contact address: mtmille@uark.edu)  \nInternational Journal of Educational Leadership and Management Volumen 12, Número 1, 16 de enero, 2024, Páginas 1 – 12  \n Autor(s) 2024  \n[http://dx.doi.org/10.17583/ijelm.12002](http://dx.doi.org/10.17583/ijelm.12002)  \nReclutamiento Óptimo de Estudiantes para Obtener el GED: Percepciones de los Directores  \nMichael T. Miller 1  \n1) Universidad de Arkansas, Estados Unidos  \nResumen  \nMucho se desconoce sobre aquellos que no terminan la escuela secundaria y es necesario comprender quiénes ingresan y completan programas alternativos de finalización de la escuela secundaria, como el HiSet (Examen de Equivalencia de la Escuela Secundaria), el GED (Examen de Desarrollo de Educación General) o el creciente número de programas estatales de equivalencia de la escuela secundaria. El propósito de llevar a cabo este estudio fue describir las percepciones de los coordinadores de programas de educación para adultos sobre cómocategorizar mejor a los posibles completadores alternativos de la credencial de la escuela secundaria. Utilizando un marco fenomenológico y entrevistas semiestructuradas, se entrevistó a 12 administradores de programas de educación para adultos sobre quiénes se inscriben y completan sus programas. Un análisis temático de estas respuestas indicó distintas categorías de individuos, incluyendo oportunistas (aquellos que buscan mejores oportunidades), excepcionales (aquellos con excepcionalidades, como una discapacidad, que les impidió completar un diploma de escuela secundaria tradicional), inmigrantes (aquellos que validan suaprendizaje en otro país o estudiantes de idiomas) y aquellos que han sido reformad","cbCainjhxC8UdmUE","https://ap.wps.com/l/cbCainjhxC8UdmUE","pdf",187831,12,"English","# Abstract\n## Purpose and approach\n## Participant insights and thematic categories\n## Implications for recruitment and program structure","[{\"question\":\"What problem does the study address about GED and other equivalency programs?\",\"answer\":\"The study highlights limited understanding of who enters and completes alternative high school completion programs and how adult learners who do not finish high school can be characterized.\"},{\"question\":\"How was the study conducted?\",\"answer\":\"It used a phenomenological framework with semi-structured interviews of 12 adult education program administrators.\"},{\"question\":\"What categories of adult learners were identified?\",\"answer\":\"Thematic analysis produced categories including opportunists, exceptionals (e.g., disabilities that hindered traditional completion), immigrants, and those who have been reformed in some way (e.g., prior legal difficulties).\"}]","Optimal GED Student Recruitment - Perceptions of Program Directors | PDF"]