In January, the GED (General Education Development) a 71-year-old test many equate to a high school diploma was overhauled to align with rising high school standards and college and career readiness expectations.

Developers say the new exam will better prepare test takers for today’s job market, but critics worry the latest modifications may further discourage dropouts from taking the test and getting back on track.

Whether or not one welcomes the changes, our concern as a social service provider lies in education standards, including those of the GED and the traditional four-year high school route, adapting to the needs of Hawaii’s disadvantaged youth and young adults.

The GED represents hope. It’s a second chance to apply for college and to access the three out of four higher-paying jobs that require at least a high school diploma or equivalent, according to the U.S. Bureau of Labor Statistics.

The new GED exam has a rigorous format with more science and writing questions, can only be taken on a computer and costs substantially more for the test taker. In Hawaii, the GED exam fee is $150. Also, the scoring will now identify whether the students who pass are "high-school equivalent" or are at a new higher standard of "college- and career-readiness."

In the developers’ admirable attempt to make the GED more meaningful and no longer be dismissed as the "Good Enough Diploma," we worry these changes will create additional barriers for individuals who already face challenging circumstances.

According to the most recent Superintendent’s Annual Report (2012), approximately 16 percent of Hawaii’s high school students dropped out during the 2011-2012 school year. This brings us to the question: "Are we doing all we can to provide youth and young adults, especially those at-risk of dropping out or falling behind, the knowledge and skills they will need to succeed? Are we embracing alternatives from the one-size fits all norm of education that could improve learning for not only at-risk but all students?"

Currently, Hale Kipa and like-minded organizations are introducing alternative models of education that incorporate competency-based and experiential learning. Instead of relying solely on conventional education, which requires passing grade levels and accruing seat time, programs are exploring the notion of evaluating students based on their proficiency in a subject. For those falling behind in school and faced with endless hours of seat time equating to a total of 24 credits, this approach makes graduating a realistic and achievable goal.

Hawaii Board of Education policy 2131 mandates the Department of Education to provide services that help alienated and at-risk students graduate. We are making strides toward improving the education curriculum for this population, but more can be done to address causes of dropout rates and the fact that only around 80 percent of high school students are graduating.

Like the past GED exam, this is not good enough for today’s employers and educators. It is critical that we continue to keep our minds open to alternative education models and focus on the evolving needs of our at-risk youth and young adults without compromising the educational rigor or expectations that will help ensure their future success.