Matriculation Rates of GED and HSED Students at Mid-State Technical College

Abstract

General Educational Development (GED) and High School Equivalency Diploma (HSED) students face unique challenges in accessing higher education, however, it is increasingly important for them to do so. By pursuing higher education, GED and HSED students can increase their earning potential, expand their career opportunities, and improve their overall quality of life. Using a qualitative approach to explore the motivating factors that influence GED and HSED completers at Mid-State Technical College (MSTC) to enroll in further academic programming, the findings of the study reveal the critical role of a support system, notably MSTC’s Academic Learning Center (ALC) staff, in motivating students. Challenges encompass work commitments, language barriers, childcare limitations, and transportation hurdles hindering their educational journey. The study identified crucial factors contributing to success including technology and financial resources, and external community programs. Based on these findings, recommendations are proposed to sustain support mechanisms. Suggestions include flexible class schedules to accommodate employment, early engagement with academic advisors, awareness of financial resources, mental health support services, exploring onsite childcare facilities, transportation assistance, and continued language assistance. These recommendations aim to foster a more inclusive and supportive environment empowering GED and HSED students to navigate educational challenges and succeed in their academic pursuits at MSTC. These results may not be generalizable to students outside of this specific area.