[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-264171-105":3,"detail-sidebar-cat-0-en-105":81,"doc-detail-264171-en":131},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":74,"head_meta":76,"extra_data":78,"updated_unix":80},105,"en","options-issues-and-improvement-strategies-may-2015-barry-shaffer","Options, Issues, and Improvement Strategies - May 2015 - Barry Shaffer","","Since January 2014, the U.S. high school equivalency (HSE) process and credential landscape has shifted, including changes to GED®. The report examines concerns about declining participation and lower pass rates, and explains why HSE access remains critical for low-income youth and adults seeking employment or postsecondary education. It identifies the most significant post-2014 changes, highlights challenges faced by low-income individuals, and summarizes findings from a state-by-state survey of implementation perceptions.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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after January 2014?","Question",{"text":63,"@type":64},"The report states that both the content and process for obtaining an HSE credential changed significantly, including new state-endorsed equivalency options and updates to the GED®.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Why does the report emphasize the importance of high school equivalency?",{"text":68,"@type":64},"Many out-of-school youth and adults without a diploma are economically disadvantaged, and HSE credentials are described as critical for employment and for further education and training.",{"name":70,"@type":61,"acceptedAnswer":71},"What does the report include to assess HSE implementation across states?",{"text":72,"@type":64},"A substantial part of the report is based on findings from a state-by-state survey that identifies perceptions about implementation of new or continuing HSE options in each 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decades, obtaining a General Educational Development (GED® ) certificate was the nationally recognized and widely available high school equivalency (HSE) option. However, since January 2014, the content and process for obtaining an HSE credential in the U.S. has changed significantly. There are new state-endorsed equivalency options for individuals, and these changes, coupled with changes to the GED®, have profound implications for persons seeking a high school equivalency credential as well as for postsecondary institutions and employers.  \nThere have been several media reports in the past six months that raise concerns over an alarming decline in highschool equivalency participation and a drop in the percentages of individuals passing HSE tests. Since a majority of out-of-school youth and adults who do not have a high school diploma are economically disadvantaged, the need to obtain high school equivalency to obtain employment or further education and training is critical.  \nThis report identifies and explores current HSE issues that affect the Center for Law and Social Policy's (CLASP) mission of promoting economic and career success for low-income youth and adults. More specifically, this report identifies the most significant changes that have occurred in high school equivalency since 2014 and explores challenges and issues that low-income individuals face as a direct result of these HSE changes. A substantial part of this report includes findings from a state-by-state survey to identify perceptions about the implementation of new or continuing HSE options within the state.  \nHigh school equivalency (HSE) is a term used to indicate that an individual has the same level of academic knowledge and skills as a person who graduates with a traditional high school diploma. Typically, attaining an HSE credential allows an individual to seek admission to postsecondary education or training or to seek employment for positions that require, at a very minimum, high school equivalency.  \nPrior to 2014, the GED® has been the dominant high school equivalency tool used in every state. Since its origin in 1942, there have been approximately 20 million GED® graduates. Over the past ten years the average age of GED® graduates has been twenty-six with slightly more males than females earning their GED® . The ethnic distribution of GED® graduates in the past ten years has been approximately 51 percent white, 21 percent Hispanic, 23 percent African American, and 5 percent other. GED® demographic data varies considerably by state and is available in the  \nAnnual Statistical Reports available online by the GED® Testing Service.i  \nThe GED® Testing Service reports that about two-thirds of all GED® candidates indicate that the reason they desire high school equivalency is either to enrol in postsecondary education or to access a better job. Postsecondary institutions and employers often use additional assessments, inventories or other screening tools that are required to further identify a candidate or applicant’s knowledge, skills and abilities.  \nEvery state has either legislation or policy which establishes that state’s role and administrative processes with regard to high school equivalency endorsement, support, and the array of options available in the state. That administrative authority in a state frequently resides with the adult basic education office within state government and the governing body for that office such as a board of regents or a state board of education. In some cases the HSE function in a state is separated from the state’s adult basic education office and resides within or is shared with the state’s K-12 agency. All states maintain their own website which describes the options for high school equivalency available in the state as well as other client and educator HSE-related information.  \nAs reported in the 2012 American Community","cbCaiowMumcxHX0c","https://ap.wps.com/l/cbCaiowMumcxHX0c","pdf",727674,17,"English","# Options and context for HSE changes\n## Report purpose and scope\n## Definition and typical outcomes of HSE\n# GED history and candidate motivations\n## GED demographics and national reporting\n## Reasons candidates pursue HSE and further screening\n# State roles and administrative structures\n## State legislation and website information\n## Placement within adult education and K-12 agencies\n# Population need and labor-market links\n## ACS and dropout-related figures\n## Pew research on achievement gaps\n## Labor statistics on earnings and unemployment\n# Evidence, concerns, and improvement strategies","[{\"question\":\"What changed in the U.S. HSE process after January 2014?\",\"answer\":\"The report states that both the content and process for obtaining an HSE credential changed significantly, including new state-endorsed equivalency options and updates to the GED®.\"},{\"question\":\"Why does the report emphasize the importance of high school equivalency?\",\"answer\":\"Many out-of-school youth and adults without a diploma are economically disadvantaged, and HSE credentials are described as critical for employment and for further education and training.\"},{\"question\":\"What does the report include to assess HSE implementation across states?\",\"answer\":\"A substantial part of the report is based on findings from a state-by-state survey that identifies perceptions about implementation of new or continuing HSE options in each state.\"}]","Options, Issues, and Improvement Strategies - May 2015 - Barry Shaffer | PDF",43]