The Influence of Persistence on Literacy Learning in Adult Education

Abstract

Limitations in sampling and research design in past studies have hampered understanding of adult education's impact on the acquisition of basic skills. The present study used a selection bias weighting adjustment and ordinary regression techniques in a path analysis approach to identifying variables which directly and indirectly influence reading achievement in adult literacy programs. A major focus of the study was estimating the effect of student persistence (hours of instruction) on literacy outcomes in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE). Persistence was found to contribute positively to reading achievement only in ESL; negative persistence effects were actually observed for ABE classroom and lab instruction. Considering both direct and indirect effects, the data suggest that adult literacy education can generally be improved by greater investment in full-time staff. It was concluded that an emphasis on student persistence in ABE and ASE instruction may be misguided.

Supporting Persistence of Adult Basic Education Students

“…Rose and Wright (2006) examined the national reporting system (NRS) data of three states and found that at 100 to 110 hours of participation, 50% of students were likely to show a one NRS level 12 increase or pass the general equivalency diploma (GED) test. Fitzgerald and Young (1997) analyzed data on the 614 students (out of 22,000) in a Development Associates (1993) study who had both a pretest and a posttest reading score. They found a relationship between hours of instruction and learning gains for immigrants learning English, but not for adult basic education (ABE) and adult secondary education (ASE) students.…”

Reading practices among adult education participants

“…Prior studies indicated education and age were common predictors of learner outcomes in AE programs (e.g., Alamprese, 2003;Boudett & Friedlander, 1997;Edwards, 2003;Fitzgerald & Young, 1997;Moore & Stavrianos;Snow & Strucker, 2000;Wayman, 2001). Other studies associated adult literacy with other individual characteristics, such as socioeconomic status, employment, and earnings (e.g., Council for Advancement of Adult Literacy [CAAL], 2003;Kirsch, et al, 1993;Moore & Stavrianos;Snow & Strucker); learning disabilities (e.g., Alamprese;Corley & Taymans, 2002;Elliott & Hayward, 1996;Fowler & Scarborough, 1993;Moore & Stavrianos;Snow & Strucker) and gender (e.g., Beder, 1999;Smith, 1996;Wayman).…”

Family literacyùpredictors of program participation and goal attainment in Kentucky.

“…The reasons include work responsibilities and family responsibilities (AlBarwani & Kelly, 1985;Bean et al, 1989;Malicky & Norman, 1994). Program services and the way students are served are also issues (Fitzgerald & Young, 1997, Millar & So, 1998Purcell-Gates et al, 2000;Quigley, 2000).…”

“…Fitzgerald and Young (1997) found that initial ability, individualized curriculum, and the use of full time staff were the main influence on improving literacy of ABE students.…”

“…Students view their teachers as crucial (Malicky & Norman, 1995) and research has linked the employment status of staff to success of the students (Fitzgerald and Young, 1997). Teacher characteristics, such as educational attainment level, also have a bearing on goal attainment of the adult students (Kestner, 1994).…”