Now and Tomorrow Excellence in Everything We Do Comparison of College Performance of General Educational Development (GED) and High School Diploma Students in Nova Scotia and PEI Dr. Audrey J. Penner January, 2011 Learning Policy Directorate Strategic Policy and Research Human Resources and Skills Development Canada SP-978-01-11E Comparison of College Performance of General Educational Development (GED) and High School Diploma Students in Nova Scotia and PEI Dr. Audrey J. Penner January, 2011 Learning Policy Directorate Strategic Policy and Research Human Resources and Skills Development Canada The views expressed in papers published by the Learning Policy Directorate are the authors’ and do not necessarily reflect the opinions of Human Resources and Skills Development Canada or of the federal government. Note: the departmental catalogue number is placed on the front cover, bottom left hand side. You can order this publication by contacting: Publications Services Human Resources and Skills Development Canada 140, promenade du Portage Phase IV, 12th Floor Gatineau, Quebec K1A 0J9 Fax: 819-953-7260 Online: http://www12.hrsdc.gc.ca This document is available on demand in alternate formats (Large Print, Braille, Audio Cassette, Audio CD, e-Text Diskette, e-Text CD, or DAISY), by contacting 1 800 O-Canada (1-800-622-6232). If you have a hearing or speech impairment and use a teletypewriter (TTY), call 1-800-926-9105. © Her Majesty the Queen in Right of Canada, 2010 Paper Cat. No.: HS18-15/2011E ISBN: 978-1-100-17756-4 PDF Cat. No.: HS18-15/2011E-PDF ISBN: 978-1-100-17829-5 Abstract The purpose of this study was to identify differences in performance if any, between learners with a high school diploma, and those with a GED credential, at two postsecondary institutions, Holland College on Prince Edward Island (PEI) and Nova Scotia Community College in Nova Scotia (NS). Of interest is how these adults perform in a postsecondary environment as little is known about GED learner performance in Canadian community colleges, and in particular how these learners compare to the traditional high school to postsecondary learning trajectory. Adults who obtain a GED credential need opportunities to bridge to postsecondary education and/or work, thus enhancing long term employment options. Eighteen percent of the working population do not have a high school diploma in both provinces demonstrating a human capital deficit in the labour force, thus a demonstration of higher need in these two provinces. The hypothesis that there was a statistically significant difference in performance between high school learners and those who obtained a GED was analyzed through three research questions: 1) How does the GED credential compare to a high school diploma as a predictor of grade performance in college? 2) How is performance influenced by age, gender, or program type for GED credentialed learners compared to high school diploma learners? 3) Is there a difference between outcomes in PEI and NS? Results were dependent upon variables such as gender, age, and admission processes of the individual institution. There was no difference in overall performance comparisons however, the hypothesis was supported in specific circumstances, for example younger males with a GED and within certain program clusters. Females and older learners performed well regardless of program of study or diploma credential. Certain programs of study influenced performance however different ratios of age cohorts and male/female participation existed within program clusters. Learners at greatest risk for poor performance were males under age 25 with a GED. Policy implications for postsecondary educational institutions include GED as a valid credential for access to postsecondary, support requirements in specific cases for GED learners, and additional supports for identified at-risk learners. Policies should support opportunities for adults with a GED as a bridge to postsecondary education, thus increasing both human capital gain through postsecondary education leading to improved labour market outcomes. Table of Contents 7 Introduction 7 Policy Issues 8 Study Rationale 9 Methodology 9 Limitations of the Study 10 General Education Development (GED) 11 Literature Review 12 Results 24 Discussion 27 Summary 28 References 31 Appendix A List of Tables 12 Table 1 Learner Distribution by Diploma Credential for Academic Years 2005 – 2008 13 Table 2 Gender Distribution by Credential (4 Year Average) 15 Table 3 Diploma Category by Program Cluster NSCC 15 Table 4 Performance Means by Institution and Diploma Category 21 Table 5 NSCC Gender Distribution by Program Cluster 31 Appendix A Table 1 NSCC Program Clusters List of Figures 13 Figure 1 Holland College Diploma Distribution by Age Cohorts 2005 – 2008 14 Figure 2 NSCC Diploma Categories by Age Cohort 2005 – 2008 16 Figure 3 Holland College Performance Distribution 2005 – 2008 17 Figure 4 NSCC Performance Distribution 2005 – 2008 18 Figure 5 Holland College Means by Age Cohort and Year of Study both Diploma Categories 18 Figure 6 Holland College Performance Averages by Gender, Diploma Category and Year 19 Figure 7 NSCC Means by Age Cohort and Year of Study both Diploma Categories 20 Figure 8 NSCC Distribution of Performance by Four Youngest Age Cohorts, 2005 – 2008 21 Figure 9 NSCC Performance Averages by Gender, Diploma Category and Year 22 Figure 10 Performance Averages by Gender and Age Cohort 22 Figure 11 NSCC Program Clusters by Age Cohorts 2005 – 2008 23 Figure 12 NSCC Age 16 – 25, Averages by Diploma Category, Gender, and Program Introduction of human capital supply to match labour force demand is critical. Projections for the jobs of the N ot all learners in today’s society fit future show a high school diploma as a minimal the traditional learning trajectory of high requirement for long term employment stability school graduation to college/university and labour force attachment, with postsecondary programs (Brimelow, 2001). Many learners do not education required where job creation and growth complete high school instead opting to go directly to is expected (Office of Secretary of State for Business work, and are attached to the labour force without Innovation and Skills, 2009; President’s Council of a high school credential. Career options for these Economic Advisors, July, 2009). Obtaining the GED, learners can be limited given increased demand as an entry credential to access postsecondary for highly skilled labour with a postsecondary education, is a realistic alternative for learners education credential (George & Schaefer, 2002; who want to improve postsecondary opportunities Kurlaender, 2005). For adults without a high school and employment prospects. Thus, supporting GED diploma, one option is to obtain a credential through education promotes accessibility to postsecondary the General Education Development (GED) test, education and skills training. Supporting second accepted at many colleges and universities chance pathways to high school diploma certifica- as a high school equivalent (Baycich, 2003; tion is a policy concern for governments to assure Brimelow, 2001; Fratt, 2004). GED standardized access and opportunity for anyone who did not tests are administered in state and provincial follow a traditional high school to postsecondary jurisdictions across North America. learning trajectory. Access to a second chance credential is a necessary step for postsecondary Policy Issues education to improve future labour market outcomes. Understanding how GED graduates Policy issues regarding the GED relate to perform also has policy implications if performance labour force development and human capital in college programs is different relative to high gain. According to the 2006 Census, more than school graduates. two million Canadians between the ages of 26 – 64, Perceptions exist that the GED is not a true do not have a high school diploma, representing equivalent to a high school diploma (Golden, 2003; approximately 15% of Canada’s workforce. The economic climate of the 21st century requires a Tokpah & Padak, 2003; U.S. Depart ment of Educa- tion, 2005). The roots of such a perception can supply of highly skilled workers, particularly with arise due to differences in academic acceptance higher education. Identification of the distribution 7 Comparison of College Performance of General Educational Development (GED) and High School Diploma Students in Nova Scotia and PEI Comparison of College Performance of General Educational Development (GED) and High School Diploma Students in Nova Scotia and PEI in post secondary education (Bozick & DeLuca, 2005; raised. Empirical evidence about GED performance Song & Hsu, 2008; Zhang, Han, & Patterson, 2009), or in postsecondary education is needed to assess how GED students perform compared to high school ladders of opportunity for disadvantaged adults graduates in post secondary education (PSE). requiring second chance opportunities. The performance of GED learners is important Study Rationale given the mandate of community colleges to sup- port low skilled, disadvantaged learners and labour In order to determine human capital gains force development. for training development dollars it is necessary to measure learning outcomes. Disadvantaged The purpose of this study was to identify learners with low skills, who are unemployed or differences in performance, if any, between those under employed are supported in GED attainment with a high school diploma following the traditional through Human Resource and Skills Development learner trajectory to second chance learners with Canada’s (HRSDC) Skills Development Program. a GED credential in programs at two postsecondary In addition, policies to support GED programs institutions, Holland College on PEI and Nova Scotia and adult learning exist in both provinces. In both Community College (NSCC) in NS. Both institutions Prince Edward Island (PEI) and Nova Scotia (NS), are provincial community colleges in their adult education programs which include prepara- respective provinces. tion for the GED are sponsored through federal and Based upon these policy concerns, the following provincial cost sharing agreements. For example, hypothesis was posed: ”there is a statistically sig- at Holland College, 60% to 80% of adult learners in nificant difference in performance between learners GED preparation classes, from 2005 to 2008 were with a GED credential compared to high school typically funded through HRSDC Skills Development learners with a traditional high school diploma”. Program (Institutional Research, 2006; Institutional The research questions to examine this Research, 2007; Institutional Research, 2008). hypothesis were: These two provinces have similar rates of the 1) How does the GED credential compare working population (18%) without a high school to a high school diploma as a predictor diploma, which is higher than the 15% national of grade performance in college? average (Statistics Canada, 2009-12-11). 2) How is performance influenced by age, gender, Therefore, support for GED attainment leading or program type for GED credentialed learners to postsecondary education is a labour force compared to high school diploma learners? development issue. Furthermore, if the GED is con- 3) Is there a difference between outcomes sidered an academic equivalent to a high school in PEI and NS? diploma for entry to post secondary institutions and the academic performance is poorer, issues of work and higher education competency are 8