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The first post this morning was about Daniel McGraw’s astonishing discovery that the pass rates on the GED literally crashed after Pearson aligned the GED with the Common Core. He wrote:
The numbers are shocking: In the United States, according to the GED Testing Service, 401,388 people earned a GED in 2012, and about 540,000 in 2013. This year, according to the latest numbers obtained by Scene, only about 55,000 have passed nationally. That is a 90-percent drop off from last year.
Daniel McGraw posted a comment later.
One thing I left out of this story, but wish I had put in. Many of the high academic folks I interviewed about the process in changing the GED all said the changes were made because the old test “wasn’t fair” to HS graduates. They explained saying that if a HS senior had to know a certain amt. to graduate, it wasn’t fair to them if someone passing a slightly lower standard GED got into college as well. I then said for something not “to be fair” to a party, you must prove that that party had been harmed in some way. They couldn’t pinpoint any real harm, and were sort of disgusted by that line of questioning. But their thinking was very real in that every one of them had the same talking point: that somehow a 2013 HS grad college freshman and their parents would experience some harm if they went to college and their kid was sitting next to a GED grad. The problem here is that we do not make education/economic policy based on whether some group “thinks” that policy is fair or not. We look at the bigger picture. And in this case, the college presidents and administrators overseeing this change were thinking more along the lines of fairness to their perceived constituency rather than a policy for the greater good of the country. BTW, thanks for all the comments.