Standard Adult High School Diploma Task Force

Adult Diploma Task Force September Meeting Notes

Key Considerations

1. Setting “equivalent” requirements
2. Portability across programs
a. Universal student ID in MABE/MARCS (state ABE database)
b. Transcripts built into MABE/MARCS (state ABE database)
c. Data privacy laws
3. Consistency
4. Options
5. Funding
6. Comparing and including credits, projects, and/or competencies
7. Determining skills/knowledge through student performance

Deciding what goes into rulemaking (versus policy)

1. How specific would the rule need to be?
2. Would it include a minimum student literacy entry level? (Current state ABE policy dictates at least a 6th grade reading level as assessed by federally- and state-approved standardized assessments for adult basic education.)
3. Rubric? (By this, we mean more of a general or transcript list of competencies or subjects that need to be covered.)

State Model Investigations

Each task force member is investigating at least one state model for adult diplomas. They will complete a reflection worksheet that analyzes what the model is, how it is implemented, questions for follow up, and an individual evaluation.

Additional materials that go with this section include:

1. Four state briefs
2. Reflection sheet
3. PowerPoint presentation

The four state models include:

1. Connecticut
2. Vermont
3. Washington
4. Wisconsin

Connecticut (National External Diploma Program -NEDP)

Questions from initial discussion

1. How does rigor compare with the adult learner population?
2. Demographics: number served?
3. Evidence of effectiveness/alignment to postsecondary?
4. Entry cut scores and how do they work with those that are not ready?
5. Tracking graduate outcomes?

Task Force Members Investigating

1. Tamra Sieve
2. Kristine Kelly
3. Ginny Boyum

Vermont (Equipped For the Future - EFF)

Questions from initial discussion

1. Demographics: number served.
2. What is entry cut score? What test used? How do you work with those that don’t succeed?
3. How does rigor compare with adult learner population?
4. Tracking graduate outcomes?

Task Force Members Investigating

1. Karen Wolters
2. Kate Ronald
3. Jim Colwell

Washington

Questions from initial discussion

1. How has Pell’s “ability to benefit” change affected their paths?
2. Clarify standards for HS21+
3. Demographics: number served.
4. Tracking grads outcomes?

Wisconsin

Questions from initial discussion

1. How similar does Wisconsin’s Statute 5.09 option look statewide or across programs locally?
2. How much guidance is giving from state entities?
3. How well aligned to career pathway work?
4. Pell Grant’s “ability to benefit” change and its impact on diploma path with postsecondary degree?
5. Demographics: number served?
6. Tracking graduate outcomes?

Task Force Members Investigating

1. Judy Mortrude
2. Amy Walstein
3. Jim Colwell