Dropping back in: Navigating a path to a GED and toward a college degree

This study examines the educational experiences and choices of a group of students in a GED completion/college entry program called Middle College. Through interviews with students and personnel in the program, the processes of dropping out of high school and dropping back in to education are investigated, with significant focus on how the Middle College program serves to "warm up" students who have had challenges navigating a traditional path through secondary and into post-secondary education. Findings suggest that both dropping out and dropping in to school involve multiple, often interconnected factors. Social capital, cultural capital, and locus of control are primary concepts of focus in this research, and the interconnections between the three are highlighted. Findings indicate that school personnel can be an influential source of social and cultural capital, particularly for students who may lack those resources. Data also support recent research assertions that locus of control may be positively impacted by academic achievement and supportive relationships. Finally, this study provides preliminary evidence that there may be retention, completion, and transfer benefits of locating a GED completion program on a community college campus---particularly when that program incorporates cultural instruction and fosters strong, positive social networks.