New GED Requirements: What are the Implications on Working Poor Families?

For many of us, a new year offers new opportunities, possibilities, and a fresh start. But, for many low-skilled adults, the 2014 New Year may bring in more challenges in gaining the education and skills that are necessary for today’s economy and work-force. This is due chiefly to the significant changes to the General Education Development (GED) test, which is scheduled to be in effect January 1, 2014.

According to The Working Poor Families Project policy brief, “Preparing for the New GED Test: What to Consider Before 2014,” Carol Clymer highlights some of the concerning challenges this new update could potentially pose for working poor adults without a high-school diploma or GED. Carol points out the changes that could impact individuals who take and pass the GED test include, but are not limited to:

·        Increased test costs, which include costs to the examinee, costs for diplomas and transcripts, and costs for preparation or instructional delivery services.

·        A shift to computerized tests which change may present challenges in effectively serving test takers that lack access to and proficiency with computers.

·        In many states, a reduction in the number of test centers. It is expected that the number of test sites (currently 3,400 worldwide) will be reduced, resulting in more limited accessibility.

·        Progressing to postsecondary education may become more difficult for many low-income students due to Congress’ July 2012 elimination of the Pell grant “ability to Benefit” regulation—which made those without a high school diploma or equivalent ineligible for federal financial aid.

Interfaith’s Better Educational and Employment Opportunities

While many of the changes were necessary, it is apparent that the preparation programs and social service centers will also need to be “revamped” to provide low-skilled adults with the necessary services to battle with such changes.  For instance, most GED preparation centers do are not currently providing computer skills, which would be necessary to help students register and complete GED testing. This is Why We Do What WE Do. By providing comprehensive programming, we are able to prepare well-rounded adults better educational and employment opportunities. This fiscal year alone, we have had a 100% GED success rate. One resident, in particular, passed the official test with flying colors! It was a complete milestone event for him as it will give him the opportunity to apply for full-time, long term employment in the Telecom industry.  This is a giant step towards self-sufficiency for his family.

Read More: Preparing for the New GED Test 

Written by: Stephanie McNeil

Poverty and Poor Educational Outcomes – Is there a correlation?

The impact that homelessness has on children has been the subject of much debate and rhetoric over the last decade. According to the National Center on Family Homelessness’s most recent report, “America’s Youngest Outcasts,” on a scale from 1 (best) to 50 (worst), Texas ranks #38 when taking into account child homelessness, child well-being, rick of child homeless and state planning and policy. 

Most research suggests that poverty and homelessness is strongly correlated with poor educational outcomes. In fact, the report highlights the following staggering statistics:

• Proficiency rates for homeless children in reading and math fall on average 16% lower than the scores for all students.
• Less than one in four homeless children graduates from high school.

Hope through Learning: IHC’s Approach to Combatting Academic Statistics

Can you imagine how hard it is to learn without a home? Or taking it a step further, without a stable living environment and life’s basic necessities? This is Why We Do What We Do. 

We know that education is the key to breaking intergenerational cycle of poverty and homelessness. We not only provide a stable living situation, but we are the only transitional housing agency that has a comprehensive Children & Teen’s Program. This program provides academic assessments using an adaptive diagnostic assessment tool that determines student proficiency and achievement in reading and math. This tool also provides each child with a personalized learning prescription and a curriculum that targets areas of deficiency and fill-in any learning gaps. Likewise, we have a Tutoring Program that provides one-on-one reading and math tutoring to all children, regardless of their academic proficiencies.

The outcomes of our program have proven to be effective. Last year, 58% of the children improved by one grade level or more in reading and 73% in math!

Read More: Homeless American Children

                State Report Card on Child Homelessness

Written by: Stephanie McNeil