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Adult Education
State Directors
Adult Education
State Directors11
We All Know The Issues…We All Know The Issues…
Here today, gone tomorrow!
Why don’t our students
stick around longer?
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What do you think?What do you think?
With your table partners,share one reason
why you think students leave your program early.
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The Bottomline…The Bottomline…
There is no ONE reason why they leave.
That’s what makes student persistence such a challenge.
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So how important is student So how important is student persistence?persistence?
Relationship of CASAS Reading Scale Score Gains with Instructional Time
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Data Check …Data Check …When You Return HomeWhen You Return Home
On average, how long is it taking your learners to complete and/or advance to a higher functioning level?
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Intensity and DurationIntensity and Duration
The data tell us we need:
– intensity (hours/month) and
– duration (months/year)
for many adult learners to
succeed.
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So what does persistence look So what does persistence look like?like?
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What does the research tell us?What does the research tell us?
Latest Research - Learner Persistence Study– John Comings et al., NCSALL,
2004• [email protected]• http://www.ncsall.net/fileadmin/
resources/research/report12.pdf– Surveyed 150 adult learners– Observed 9 programs that were
trying to improve persistence
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Student PathwaysStudent Pathways
Long-TermLong-Term: highly motivated, few barriers, older, slow progress
MandatoryMandatory: poor motivation
Short-termShort-term: project learners
Try-outTry-out: fairly large, too many barriers, drop out
IntermittentIntermittent: largest group, motivated, participate, barrier emerges, stop-out, return later
Comings, 2004
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Activity 1: Activity 1: Indicators of PersistenceIndicators of Persistence
Which of these do you think characterizethe “persistors” in the NCSALL study?
GenderImmigrant statusAge of childrenEmployment statusWorking hoursGoalNegative school experienceParent’s educationInvolvement in previous trainingSingle parent status
Pg. 73
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Adult Student CharacteristicsAdult Student CharacteristicsThat Support PersistenceThat Support Persistence
Immigrant status, age over 30, and parent of teen or adult children
Involvement in previous efforts at basic skills education, self study, or vocational skill training
Specific goal
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Adult Student CharacteristicsAdult Student CharacteristicsThat Did Not Influence PersistenceThat Did Not Influence Persistence
Gender and ethnicity
Single parent status
Employment status/working hours
Negative school experience
Parent’s education
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Persistence SupportsPersistence Supports
ManagingPositive and
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
Self management to overcome barriers to persistence
Feeling that student will be successful in adult education and obtain his/her goal
With instructional objectives that must be met to reach that goal
Measures that are meaningful to the student
John Comings et al. (2004)
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Program ImprovementProgram Improvement
When programs improved services,– Months of engagement did not increase
but hours of participation did.
Learner Persistence Study
Comings et al., 2004
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New England New England Learner Persistence ProjectLearner Persistence Project
18 action research projects
5 New England states
755 adult learners
One semester
Implemented strategies in:– Intake and Orientation– Instruction– Counseling and Peer Support– Re-engagement
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New England New England Learner Persistence ProjectLearner Persistence Project
Persistence strategies derive their powerfrom the fact that they meet these affectiveneeds of adults:
Sense of belonging and community Sense of belonging and community Clarity of purposeClarity of purpose
Agency Agency CompetenceCompetenceRelevance Relevance
StabilityStability
Page 23Page 23
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Stop Outs, Not Drop OutsStop Outs, Not Drop Outs
Alisa Belzer (1998)
Leavers don’t consider themselves “drop-outs”Stop attending but plan on returning later– Stop out for reasons “beyond their control”
Departure from a program not viewed as a “negative” or “failure,” but rather as a temporary hiatus
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Persistence Should Be…Persistence Should Be…
“Adults staying in programs for as long as they can,
engaging in supported self study or distance education when they must stop
attending program services, and
returning to program services as soon as the demands of their lives allow.”
John Comings, 2004
20
Three Barriers to PersistenceThree Barriers to Persistence
SituationalSituational InstitutionalInstitutional DispositionalDispositional
Examples:Examples:•Transportation
•Family Responsibilities
•Financial Obligations
Examples:Examples:•“Red Tape”
•Scheduling Problems
•Intake Procedures
Examples:Examples:•Learners’ Attitudes
•Values
•Perceptions
B. Allan Quigley (1993)The Critical First Three Weeks
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Classroom DynamicsClassroom Dynamics
Hal Beder and Patsy Medina _ Instruction focuses on basic skills, not higher-level
abilities.– Teachers are not student-centered.– Class composition and enrollment turbulence shape
classroom dynamics. – Continuous enrollment and mixed skill levels are
serious and understated problems in the adult literacy classroom.
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Turbulence and FocusTurbulence and FocusThomas Sticht et al. (1998)
Open-entry/continuous enrollment makes it harder for students to stay in the program.
Multi-focused/multi-level classes
make student persistence more
difficult.
Persistence rates increase in classes where the focus of students and classrooms are more closely aligned (e.g., job readiness, GED).
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Research ImplicationsResearch Implications
From an accountability perspective– Participation ends when an adult drops
out of a program
From a student’s perspective– Participation may continue after leaving
the program through self study or distance learning
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Research ImplicationsResearch Implications
New definition values self-study, transfer, re-entry into a program
Increased need for programs to stay connected and offer alternative services
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Impact of PersistenceImpact of Persistence
Learner persistence impacts everything we do.
The Three P’sThe Three P’sPractice
(instructional delivery and program structure)
Policy and Procedures
Professional Development
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Activity 3: What are you doing Activity 3: What are you doing now?now?
Complete the Activity 3 Chart by responding to these questions:
• What practices are you doing right now to promote learner persistence?
• What policies or procedures do you have that support learner persistence?
• What professional development do you have access to that provides tools and strategies for increasing student retention?
• You will continue to add to the chart throughout the workshop. Pg. 79Pg. 79
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Persistence SupportsPersistence Supports
ManagingPositive and
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
Self management to overcome barriers to persistence
Feeling that student will be successful in adult education and obtain his/her goal
With instructional objectives that must be met to reach that goal
Measures that are meaningful to the student
John Comings et al. (2004)
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Four Supports and Sample Four Supports and Sample Strategies for Learner PersistenceStrategies for Learner Persistence
Managementof Positive &
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
• Student Needs Assessment
• Sponsorship
• Sense of Community
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Management of Management of Positive and Negative ForcesPositive and Negative Forces
Strategy 1:Strategy 1: Student Needs Assessment Student Needs Assessment
Involving students in examining their supporting and hindering forces to achieving their goals
Sample needs assessment processes– Brainstorming and prioritizing– Acting it out– Classroom discussion– Snowball consensus– Affinity diagramming– Learner-to-learner interviews
Pg. 9 - 20Pg. 9 - 20
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Management of Management of Positive and Negative ForcesPositive and Negative Forces
Sponsorship StrategiesSponsorship Strategies– Identify sponsors during intake process.– Discuss with student the sponsor’s role.– Help students identify sponsors if they don’t have
any.– Ask student’s permission.– Other Strategies:
• Employ a Student Persistence Coordinator (paid or volunteer) to support students.
• Form a Student Retention Team to contact and support at-risk students.
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Management of Management of Positive and Negative ForcesPositive and Negative Forces
– Managed intake and managed enrollment classes (students begin and progress together)
– Field trips, potluck dinners, etc. that bring learners together in different ways
– Student-run activities (e.g., Second Chance Prom)
Strategy 3:Strategy 3: Building a Sense of CommunityBuilding a Sense of Community
Strategy 3:Strategy 3: Building a Sense of CommunityBuilding a Sense of Community
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Management of Management of Positive and Negative ForcesPositive and Negative Forces
Strategy 3:Strategy 3: Building a Sense of Building a Sense of CommunityCommunity– Class ground rules set by
students– Buddy system for new and
returning students– Group activities and projects
(e.g., Dear Abby)– Learning communities
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Four Supports and Sample Four Supports and Sample Strategies for Learner PersistenceStrategies for Learner Persistence
ManagementOf Positive &
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
• Student Leadership
• Assessment
• Recognition
• Learner-generated Materials
• Learning Styles and Special Learning Needs
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Building Self-EfficacyBuilding Self-Efficacy
A belief by learners that they can be successful when attempting new activities as learners.
What do some teachers think about their role in building self efficacy?
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Building Self-EfficacyBuilding Self-Efficacy
Strategy 1: Student LeadershipStrategy 1: Student Leadership– Peer orientations– Peer teaching– Advisory board members– Student Advisory Board– Student Retention Team– Student-led projects
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Building Self-EfficacyBuilding Self-Efficacy
Strategy 2: AssessmentStrategy 2: Assessment– Begin with informal non-academic measures
before using formal (TABE, CASAS) measures– Begin standardized testing with the student’s
greatest comfort area – Involve learners more in assessment process
• Portfolio assessment• Conferencing
– Student Teacher Evaluation Process (STEPS)
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Strategy 3: Recognition and IncentivesStrategy 3: Recognition and Incentives
– National Adult Student Honor Societyhttp://www.naehs.org/Default.htm
– Student of the Month– Family of the Month– Graduation Ceremonies– Perfect Attendance Recognition– Incentive Store– Other
Building Self-EfficacyBuilding Self-Efficacy
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Strategy 4: Authentic Resources for Strategy 4: Authentic Resources for instruction instruction
– Learner generated materials, e.g. student newsletter, class anthology, interactive journals, cookbooks
– Relevant content from career/technical textbooks or manuals
– Relevant documents from children’s school, political campaigns, transportation schedule, etc.
Building Self-EfficacyBuilding Self-Efficacy
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Strategy 5: Addressing LearningStrategy 5: Addressing Learning
Styles and Special Learning NeedsStyles and Special Learning Needs– Learning style inventories– Special learning needs screening instruments– Special equipment– Quiet work space– Work load– Repetition and variety
Building Self-EfficacyBuilding Self-Efficacy
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Four Supports and Sample Four Supports and Sample Strategies for Learner PersistenceStrategies for Learner Persistence
ManagementOf Positive &
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
• Intake Process
• Bridge to Next Steps
• Goals in Envelopes
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Clear GoalsClear Goals
Most adults are motivated to enroll by the desire to reach a specific goal.
How can you use that to your advantage?
How can you use that to your advantage?
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Clear GoalsClear Goals
Identify what’s important to them– Show the student how the class/program will help
them reach their goals– Understand the difference between student and
NRS goals
Important to:– Help them determine realistic goals (short-term
and long-term)– Set interim success benchmarks– Regularly review progress to those goals
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Strategy 1: Intake ProcessStrategy 1: Intake Process– Do not focus on academic goal setting only.
• “What do you want to do that you cannot do now?”
• If he/she wants a GED, “What will the GED do for you that you cannot do now?”
– ESL (LA Unified School District)• What do you want to say?• To whom do you want to say it?• Where do you want to say it?
Clear GoalsClear Goals
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Strategy 1: Intake ProcessStrategy 1: Intake Process– Begin with a preliminary goal
setting activity.
– Complete academic assessments before finalizing NRS goals.
Clear GoalsClear Goals
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Strategy 1: Intake ProcessStrategy 1: Intake ProcessSchedule regular teacher/student conferences – discuss short-term and long-term goal attainment,
realistic timelines, and interim success benchmarks
Discuss the reality of “episodic participation” and available support
For NRS goals, refer to the handout Considerations for Setting Realistic NRS Goals.
Pg. 48Pg. 48
Clear GoalsClear Goals
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Strategy 2: Bridge to Next StepsStrategy 2: Bridge to Next StepsBroaden their horizons– “You don’t know what you don’t know.”– Reality Check– http://www.cdr.state.tx.us/realitycheck/ – Expected earnings by educational level
http://www.bls.gov/emp/ep_chart_001.htm
– Career pathways don’t end with GED—they start thereDemystify postsecondary education and training– Field trips to community colleges– Job shadowing opportunities with local employers– Guest speakers from local workforce centers or
community colleges
Clear GoalsClear Goals
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Strategy 3: Goals in EnvelopeStrategy 3: Goals in EnvelopeGoals can change over time.
Once the initial goals are determined, have the student write them down.
Place the goal sheet in an envelope.
Explain to the student that you will mail the envelope to the student in six weeks as a reminder and to determine if the goals need to be changed/adjusted.
Clear GoalsClear Goals
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Four Supports and Sample Four Supports and Sample Strategies for LearnerPersistenceStrategies for LearnerPersistence
ManagementOf Positive &
Negative Forces
BuildingSelf-
Efficacy
ClearGoals Progress
• Assessment Strategies
• Conferencing
• Dialogue Journals
• Portfolios
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ProgressProgress
Strategies Strategies – Assessment– Conferencing and advising– Dialogue Journals– Portfolios
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Discussion PointDiscussion Point
What are you doing now to make sure that students are experiencing progress and seeing the results?
Examples on pg. 31Examples on pg. 31
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Episodic Learning and Episodic Learning and Re-engagementRe-engagement
Set the expectation at intake– Acknowledge the need for regular attendance
BUT acknowledge the possible reality of episodes of participation
– Review available non-instructional support and distance learning opportunities to keep them engaged
– Review re-entry procedures– Review transitions to other programs and post
secondary
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Episodic Learning and Episodic Learning and Re-engagementRe-engagement
Set the expectation during class or small group instruction– Acknowledge re-
entering students
– In group discussions, include re-entry and transitions
