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This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

The Office of Postsecondary Education (OPE) formulates federal postsecondary education policy and administers programs that address critical national needs in support of our mission to increase access to quality postsecondary education.

From CLASP: Beyond Basic Skills describes strategies that can be used to strengthen connections between basic skills education and postsecondary education to help lower-skilled adults and out-of-school youth attain the postsecondary credentials they need to advance in the labor market. This includes state-level innovations such as: instructional strategies that provide a strong foundation in occupational skills required for jobs in the local economy; acceleration strategies that help students progress further and more quickly in education and training programs in a shorter period of time than traditional approaches, and funding formulas, assessment policies, and other administrative policies that support a statewide vision to provide adults and youth with pathways to better jobs through postsecondary education. The report also includes examples of states and local institutions that are effectively implementing one or more of these innovations.

Report from CLASP for policymakers on how to link basic skills instruction to postsecondary attainment

How the Effects of Postsecondary Remedial and Developmental Courses Vary by Level of Academic Preparation Paper by Angela Boatman and Bridget Terry Long from Harvard for the National Center for Postsecondary Research. The paper shows that in some instances remedial education does benefit students whose academic preparation is assessed at lower levels

"The Learning Assessment in Missouri Postsecondary Education (LAMP) Advisory Council was created to consider statewide issues surrounding learning assessment in Missouri and to make policy recommendations. "

Provides a comprehensive overview on the presence of remedial education at postsecondary institutions. Included are statistics on institutions that provide remedial education and the percentage of students who enroll in remedial courses. (Basmat Parsad and Laurie Lewis, National Center for Education Statistics, 2003)

The Joyce Foundation initiative is designed to help the workforce in Illinois, Indiana, Minnesota, Ohio and Wisconsin develop skills and credentials essential for twenty-first century jobs. These states are re-engineering adult education, workforce development and postsecondary education policies to support economic growth and expand job opportunities for low-skilled workers in the Midwest.

Shifting Gears web site funded by the Joyce Foundation. Initiative funded to help 6 midwestern states address how to increase worker skills and certificate and degree completion in postsecondary ed.

This brief addresses the current and projected need for skilled workers and the skills immigrants will need to be able to take these positions. These skills are based in academic and higher level thinking skills. The authors provide the rationale and research underlying the need to incorporate these skills into ESL classes, regardless of the level or purpose of the courses (e.g., beginning, life skills). These skills will assist them in transitioning to postsecondary work training, academic settings, or navigating life in general. They address the following skills as being essential to incorporate into the classroom: reading and listening, note taking and organizing information, and critical thinking.

Urges states to track how well high school graduates perform in college so that the schools can better prepare students for and succeed in postsecondary education. States should track postsecondary enrollment, remediation and credit accumulation. Recommends four actions for states to take to track and publish these data. (J.B. Schramm and E. Kinney Zalesne, October 2011)

Summarizes states' efforts to provide information on success of K-12 students after high school, such as postsecondary enrollment, remediation, persistence and degree completion. (Data Quality Campaign, December 2011)

New blog for Parents, teachers of, and students with LD/ADD online resource for postsecondary transition news

This report, commissioned by the Lumina Foundation, measures national and state-by-state progress on the "Big Goal," an initiative calling for 60% of Americans to hold a high-quality postsecondary credential by 2025. Individual state pages contain an attainment narrative and several data graphics, disaggregated by ethnicity, attainment level, and county, where available. The report uses National Higher Education Management Systems and American Community Survey data to show current attainment rates and the gap between present rates and the 60% goal.

Provides an analysis of over 50 state and postsecondary system reports on remedial education that the Getting Past Go project reviewed. Overall, GPG found that data contained in the reports fell into three main categories: participation of students in developmental education; success of developmental education students; and cost of developmental education. (Mary Fulton, Education Commission of the States, April, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

Provides examples of state and postsecondary system reports that include estimates of remedial education costs. Some of the reports reviewed by Getting Past Go offer general expenditures, while others provide more a detailed examination of the costs of delivering remedial education.(Mary Fulton, Education Commission of the States, July, 2010)

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010

A one page summary of the Florida Postsecondary Readiness Test (PERT).

An overview of the Florida Postsecondary Education Readiness Test (PERT) as published in the November, 2010 edition of the Florida Community College System Zoom newsletter

The process used to set interim cut scores for Florida's Postsecondary Readiness Test (PERT)

The Louisiana Postsecondary Education Review Commission's final report with recommendations on reforming the state's higher education system and increasing graduation rates to include admission standards, performance funding and developmental education reform.

Examines the current policy challenges that impede access to postsecondary education for adult students who require English language training, GED or Adult Basic Education training. The report offers several recommendations to improve adult basic education and track student results.(Julie Strawn, Center for Law and Social Policy, National Commission on Adult Literacy, 2007)

The CCPE serves independently within Nebraska's higher education system to promote sound policies for Nebraska's state and community colleges and the University of Nebraska.