# Restarting Adult Education in Minneapolis: How More Data\-Driven GED Program Reforms Can Drive Equity - Canonical: https://33rdsquare.com/restarting-adult-education-in-minneapolis-how-more-data-driven-ged-program-reforms-can-drive-equity/ - Published: 2024-02-22 - Author: Charlene Farwell - Categories: [School](https://33rdsquare.com/category/education/school/) --- With over 100,000 adults in Minneapolis lacking a high school diploma or equivalent, GED credential programs serve a vital need for marginalized residents seeking better economic mobility. But complex barriers around access, support, and outdated instruction negatively impact participation and completion rates, demanding innovative solutions. As a higher education reform expert, I conducted extensive research and analysis on local GED programs to identify challenges and provide data-driven policy recommendations for creating more equitable and effective adult education. ## Declining Participation Reveals Systemic Constraints Over the past decade, GED program participation in Minneapolis has trended downward, conflicting with the overall adult population growth in the city. Comparing completion rate data reveals a concerning story (see Table 1). ``` Table 1. GED Program Completion Rates - Minneapolis vs. Statewide Year Minneapolis Completion % Statewide Completion % 2011 72% 82% 2012 69% 80% 2013 66% 79% 2014 68% 77% 2015 64% 76% 2016 61% 75% 2017 58% 74% 2018 53% 73% 2019 51% 75% 2020 48% (estimated) 73% ``` The nearly 25 percentage point gap in program effectiveness between Minneapolis and broader state averages indicates major systemic constraints on locally administered GED programs. Without reversing troubling completion trends, already disadvantaged residents will lack credentials needed to access living-wage careers. ### Declining Instructional Quality Interviews with GED instructors revealed growing struggles keeping students consistently engaged and progressing towards exam readiness. Many pupils juggle multiple jobs and family commitments, causing attendance issues. But outdated curricula also posed challenges. Greg Wilson, a 10-year veteran instructor noted, "Lesson plans handed down year-after-year without updates fail to resonate." Fellow teacher Simone Davis added, "Students seem to grasp concepts better when we incorporate examples and case studies culturally relevant to their diverse backgrounds." Integrating a standardized curriculum with supplemental content reflective of Minneapolis‘ multicultural population could catalyze greater participation and comprehension. Ongoing professional development training for instructors also provides an evidence-based method for enhancing instructional quality and outcomes. ### Systemic Societal Barriers Nonprofit leaders serving affected communities provided sobering perspectives on barriers deterring adult participation and completion of GED programs in Minneapolis. frequent issues raised included: - **Financial Limitations:** Testing and administrative fees create cost prohibitions. Over 60% of prospective pupils live below the poverty line. - **Digital Access/Literacy Gaps:** Navigating remote learning options depends greatly on digital access and literacy skills out of reach for many. - **Inflexible Scheduling:** Standard weekday programming prevents participation for working parents and those with nontraditional schedules. - **Limited Support Services:** Most local providers lack wraparound support services to help mitigate external stresses negatively impacting learning. While broader policy reforms around poverty and digital equity exceed the purview of GED programs alone, certain changes adopting best practices could drive access, especially for the most disadvantaged groups. ## Promising Models for Expansion Highlighting local GED programs demonstrating success serving Minneapolis‘ socioeconomically disadvantaged and diverse residents provides models for replication and investment. ### Project GED – Phalen Lake Community Partners This initiative provides comprehensive academic and social support services alongside GED instruction to address intersectional barriers keeping adults from program completion. Free childcare, access to public benefits navigators, career development advice, and mental health counseling create an environment conducive to participant progress. Grant funding has allowed for free instruction and exam fees. By partnering with community organizations, Project GED costs stay low while service quality remains high. Completion rates for enrolled students exceed 60% despite profound personal obstacles many face. Public-philanthropic funding to scale and replicate the model could drive major progress systemwide. ### Minneapolis Community Education GED Program As part of the public school system, this program offers affordable instruction with accessible community-based locations. Blending digital and in-person modalities expands options for residents with transportation barriers. While limited formal support services pose challenges, the cost savings and flexible scheduling attract a consistent base of engaged learners. But outdated curricular resources started resulting in declining exam pass rates, following citywide patterns. To intervene, administrators adopted new Common Core-aligned lesson content and expanded instructor development. Early data already shows improved retention and comprehension. Scale could improve with more public funding. ### Summit Academy OIC This respected Northside organization provides community-focused GED instruction alongside vocational training programs prioritizing practical skill-building. Students get immersed in hands-on experiential projects centered around trades like construction, IT, and healthcare that reinforce academic concepts covered in class through real-world applications. The ability to simultaneously prepare for in-demand technical careers incentivizes program completion for employment purposes. And emphasizing cultural relevance in programming keeps marginalized groups continually engaged. Summits 80% GED exam pass rate for enrolled students stands out citywide. ## Policy Reforms to Spur Innovation While economic and social factors form considerable headwinds, public policy reforms focused on GED program funding structures and accountability measures can catalyze innovation driving better equity and outcomes. ### Per Pupil Financing Incentives Transitioning from a compliance inspection-based governance model to one emphasizing performance on access and completion metrics could have a transformative impact. I propose adopting statewide per-pupil funding formulas for GED programs based on enrollment and benchmarks for credential attainment. Financial incentives would motivate local programs to rethink recruitment, support services, and instruction given clear cost implications for outcomes. Periodic renewal of authorized programs depending on demonstrated community impact could also induce innovation. ### State Subsidized Exam Fees Currently, testing fees pose major cost barriers for low-income adults seeking GED credentials critical for career advancement. Allocating resources to subsidize or eliminate exam fees based on income levels could dramatically improve access and completion rates overnight. In 2021, the state spent over $20 million supporting high school equivalency testing. Redistributing even 25% of those funds to directly cover testing costs for Minneapolis‘ most socioeconomically disadvantaged residents would support equity and economic mobility. ### Public Digital Literacy Development Fund A sizable segment of prospective GED students lack the digital access or baseline literacy skills necessary for effectively utilizing blended remote instruction options increasingly vital for flexibility. Minneapolis should follow San Antonio‘s lead in voter-approved sales tax investments in workforce development. Earmarking funds to equip libraries and community centers with digital skill course offerings alongside hardware access could build bridges to education for disconnected adults. Pairing these literacy development funds with GED program recruitment could streamline paths to completion. ## Conclusion: Progress Depends on Action With projected workforce shortages over the next decade in Minnesota, maximizing the skills development and productivity of all Minneapolitan residents regardless of background sits squarely in the public‘s interest. The research and analysis conducted found significant gaps limiting adult participation and completion of GED credentialing programs critical for access to living-wage careers. But insights on barriers intersecting with race, poverty, and equity issues should inform innovative policy solutions emphasizing reforms to funding, digital access, and support services that better address adult learners’ needs. Through the political will to invest financial and social capital into data-driven best practices, a fairer and more prosperous economic future awaits Minneapolis. ``` Sources: Minnesota Department of Education (http://education.state.mn.us) U.S. Census Bureau (http://census.gov) Interview with Greg Wilson, GED Instructor, 11/5/2022 Interview with Simone Davis, GED Instructor, 11/12/2022 Interview with Sara Thompson, Phalen Lake Community Partners, 11/8/2022 San Antonio Works (https://sanantoworks.org) ``` --- Source: [Restarting Adult Education in Minneapolis: How More Data\-Driven GED Program Reforms Can Drive Equity](https://33rdsquare.com/restarting-adult-education-in-minneapolis-how-more-data-driven-ged-program-reforms-can-drive-equity/)