A Teacher's Words Are Tremendously Powerful: Stories from the GED Scholars Initiative

The American Council on Education reports that more than 945,000 US adults took the General Education Development (GED) test in 2001, an increase of nearly 32% from 2000. Golden et al stress that research into why students drop out of school has focused primarily on demographic characteristics like...

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Bibliographic Details
Published in:Phi Delta Kappan 2005-12, Vol.87 (4), p.311-315
Main Authors: Golden, Sandra, Kist, William, Trehan, Dawn Marie, Padak, Nancy
Format: Article
Language:English
Subjects:
Adult Learning
Adult Literacy
Adult Reading Programs
Adults
College Environment
College students
Colleges
Dropout Rate
Education
Educational Development
Educational Experience
Equivalency Tests
Evaluation
Family Income
Focus Groups
Former Dropouts Remembered
Graduates
Group Discussion
High school equivalency
High school equivalency certificates
High school equivalency programs
High School Students
High schools
Higher Education
Influence
Interviews
Learning Experience
Mathematics Instruction
Methods
Motivation in education
Politics of Education
Pregnancy
Public Schools
Qualitative Research
Reading Instruction
School counselors
School dropouts
School environment
Secondary school teachers
Stress
Student motivation
Student retention
Teachers
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Summary:The American Council on Education reports that more than 945,000 US adults took the General Education Development (GED) test in 2001, an increase of nearly 32% from 2000. Golden et al stress that research into why students drop out of school has focused primarily on demographic characteristics like race and family income. After interviewing college students who had dropped out of high school, they argue that, regardless of background, what happens to students in school influences whether they will stay and graduate.
ISSN:0031-7217
1940-6487
DOI:10.1177/003172170508700411