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Mingle, James; Chalous, Bruce; Birkes, Angela – Southern Regional Education Board (SREB), 2005
Most of us realize that increasing the education of adults who did not complete high school is good. Fewer of us realize just how good. This report on one of the Southern Regional Education Board's (SREB) Challenge to Lead Goals for Education focuses on the considerable impact of closing the education gap for these adults in SREB states. The…
Descriptors: High School Equivalency Programs, Postsecondary Education, Adult Education, Adult Learning
Steinberg, Adria; Almeida, Cheryl – Jobs for the Future, 2004
The number of high school age students who do not complete high school is receiving increased attention as a serious challenge facing the educational system. This is happening for several reasons. New research estimates that about 30 percent of high school students fail to earn a diploma in the standard number of years, a higher figure than state…
Descriptors: Dropouts, Dropout Prevention, Dropout Rate, High School Students
Kaplan, Jan – Issue Notes, 2001
Older teens living in families receiving Temporary Assistance to Needy Families (TANF) face serious sociodemographic disadvantages. When combined with the characteristic risk-taking behaviors of adolescence, these disadvantages pose a threat to TANF teens' immediate and future physical, psychological, and emotional health and to their long-term…
Descriptors: Adolescents, At Risk Persons, Career Academies, Community Programs
Jensen, Jane; Haleman, Diana; Goldstein, Beth; Anderman, Eric – 2000
The reasons why undereducated individuals choose not to participate in adult education were examined in a comparative, qualitative case study that was conducted in eight nonmetropolitan sites (including the pilot site) in diverse economic regions across Kentucky. Data were collected from the following sources: in-depth interviews with 84 adults…
Descriptors: Adult Education, Adult Learning, Adults, Age Differences
Peer reviewed Peer reviewed
Quigley, B. Allan – Adult Basic Education, 1991
Primary differences between U.S. and Canadian use of General Educational Development Tests are as follows: Canada developed French version and uses metrics in math tests; some provinces use grade-level certification, not used in the U.S.; Canadian-content social studies test was developed; most provinces/territories set uniform pass levels; and…
Descriptors: Access to Education, Adult Basic Education, Centralization, Educational History