[AAACE-NLA] Longitudinal studies in AE; Cross-discipline approaches needed in AE? (Patricia Vanderloo)
Patricia C. Vanderloo
pvanderl at netdoor.com
Mon Mar 6 12:40:24 EST 2006
David,
It appears you are looking for longitudinal studies to supply data. I
don't have it but I agree that these adults need to be followed to degree
completion and beyond: job placement and/or further education. We're talking
about the overall population of GED and THS diploma students in these terms.
You seem to be talking about marginalized adults. As I understand the
problem you are describing, isn't it necessary to look at a cross-discipline
approach to adult ed? You seem to be describing a non-cognitive approach
which lies in the domains of psychology and social work to balance the
cognitive approach of AE. Are Adult Educators overall skilled in counselling
and motivation? (Of course, this could spin off to accreditation of adult
educators which I believe is another aproach to obtain funding. "Legitimize
the profession with credentials".)
From the literature we know that the cohort approach to adult education
is more successful than an individual approach. It has the effect of
establishing bonds between adults who have common goals of education,
employment an/or training, in effect providing a form of motivation. Data,
data, data. How many programs work in cohorts?What are the successful
programs doing? Have all of the adults in programs below the 10th grade
reading level been screened for vision and hearing loss and learning
disabilities? How about learning ability?
There are ethical problems associated with searches for funding. Can we
expect to take someone reading below a 6th grade reading level and
transition them to knowledge workers in the global workplace? Many doubt it.
Can they learn to program their computer on their automoblile assemly line?
What goals has AE set for them? In what way will they be productive
citizens? Important points to ponder......
Pat Vanderloo
----- Original Message -----
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Subject: AAACE-NLA Digest, Vol 34, Issue 21
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> Today's Topics:
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> 1. Re: Changing the end point of adult education (Andrea Wilder)
> 2. Re: What is purpose of AELS? (David Rosen)
> 3. Re: Definition of ABE in college transition; and GED study
> results (David Rosen)
> 4. Re: Changing the end point of adult education (Art LaChance)
>
>
> ----------------------------------------------------------------------
>
> Message: 1
> Date: Mon, 6 Mar 2006 08:19:34 -0500
> From: Andrea Wilder <andreawilder at comcast.net>
> Subject: Re: [AAACE-NLA] Changing the end point of adult education
> To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
> Message-ID: <13df07627fabf1a9eff77a45a90246ee at comcast.net>
> Content-Type: text/plain; charset=WINDOWS-1252; format=flowed
>
> David,
>
> I understand your point. Do you feel we should go with what we have
> now? Or how do you propose to make those links stronger? What do you
> see as changes within the adult education system? How do you see the
> program future?
>
> Thanks.
>
> Andrea
> On Mar 5, 2006, at 7:35 PM, David Rosen wrote:
>
> > Andrea and other AAACE-NLA Colleagues,
> >
> > On Mar 5, 2006, at 7:27 AM, Andrea Wilder wrote:
> >
> >> A shift to "more than high school" suggests that many adult literacy
> >> programs should be institutionalized, specifically by putting them
> >> into
> >> community colleges, following the line of research that CAAL has set
> >> out.
> >
> > Not necessarily. One might think that there would be advantages to
> > having students in a pre-college program on a community college
> > campus, and where the community college is especially welcoming and
> > thoughtful about how to provide these services, there are
> > advantages. However, there are community-based organizations and
> > public schools which offer good adult transition to higher education
> > programs, too, some which are better than those at community colleges.
> >
> >> In this way, adult education programs could be aligned with
> >> institutional goals and strategic state goals for economic
> >> development.
> >
> > The key alignments for transition to higher education programs, I
> > think, are with students' own goals, and with standards for college
> > success.
> >
> > David J. Rosen
> > Adult Literacy Advocate
> > DJRosen at theworld.com
> >
> >
> >>
> >>> Hello Pat,
> >>>
> >>> On Mar 3, 2006, at 4:09 PM, Patricia C. Vanderloo wrote:
> >>>
> >>>> Re: GED diploma graduates and achievment; and need for data (Pat
> >>>> Vanderloo)
> >>>>
> >>>> Where is your data coming from that led you to say that there is a
> >>>> small
> >>>> number of GED diploma graduates who succeed in post-secondary
> >>>> education?
> >>>
> >>> Research by Tyler, Murnane, Levy, and Reder all suggest that very few
> >>> of those GED students who say they want to go on to college actually
> >>> do. Fewer actually get through the first year. Still fewer get a
> >>> two-year degree, and so on.
> >>>
> >>> "only 11 percent of male GED recipients in the High School & Beyond
> >>> data set completed at least one year of college by age 27.? *
> >>>
> >>> "Returns on postsecondary education and training are as large for a
> >>> GED holder as for any high school graduate. However, GED holders
> >>> typically obtain very little postsecondary education or on-the-job
> >>> training, despite expressing a desire to do so.? **
> >>>
> >>> "...only 12% of the GED holders in their data completed at least 1
> >>> year of college, and only 3% acquired at least an associate?s degree.
> >>> Thus, although using the GED to gain access to academically oriented
> >>> postsecondary education is a good investment for dropouts, very few
> >>> actually use the GED for this purpose.?***
> >>>
> >>> "?OUTCOMES FOR ADULT EDUCATION STUDENTS IN POSTSECONDARY EDUCATION
> >>> If adult education students are to pursue postsecondary education and
> >>> training successfully after getting GEDs or equivalencies, they must
> >>> enter programs and then successfully complete them. There is
> >>> considerable evidence that adult education students neither enter nor
> >>> complete postsecondary programs at rates comparable with those
> >>> students earning high school diplomas or even at rates commensurate
> >>> with their own expectations stated at the time of GED preparation and
> >>> testing. This is particularly the case with respect to programs
> >>> awarding two- or four-year degrees.?****
> >>>
> >>> "?Although nearly 20 percent of students entering certificate
> >>> programs have a GED or equivalency, much smaller percentages of
> >>> students beginning postsecondary education in two- or four-year
> >>> institutions have a GED or equivalency certificate. About 2 percent
> >>> and 7 percent of students entering four-year and two-year
> >>> institutions, respectively, have a GED. Since 15 to 20 percent of all
> >>> high school credentials issued at that time were GEDs, this indicates
> >>> that relatively few GED recipients go on to postsecondary academic
> >>> education. This pattern is consistent with research that contrasts
> >>> the relatively large numbers of adult education students who report
> >>> planning to pursue college degrees with the small numbers who
> >>> actually enter or complete postsecondary academic programs.? ****
> >>>
> >>> ?The finding that relatively few of the adult literacy students who
> >>> obtain a GED eventually enroll in postsecondary education (given the
> >>> large number who express an interest in doing so) is a clear concern.
> >>> Even more troubling are the findings that the GED holders who do
> >>> enroll have dramatically lower rates of persistence and completion
> >>> within postsecondary programs.?****
> >>>
> >>>> If the population of interest marginally passed the GED, they may
> >>>> have
> >>>> difficulty achieving in post-secondary education. If the
> >>>> population of
> >>>> interest has a low socio-economic level they may not succeed in
> >>>> post-secondary education but that may be contextual or for non-
> >>>> cognitive
> >>>> reasons. They may just not have a good support network or can't
> >>>> make tuition
> >>>> payments or get a ride to class or obtian child care.
> >>>
> >>> There are many reasons, as you suggest, for this lack of GED holder
> >>> success in completing post-secondary education, but we know from the
> >>> work of the New England Literacy Resource Center's ABE to College
> >>> Transition program [ http://www.collegetransition.org/ctnetwork/ ]
> >>> and National College Transition Network [ http://
> >>> www.collegetransition.org/services.html ], that some of this has to
> >>> do with inadequate academic preparation for college, that people who
> >>> pass the GED (especially those who pass with low scores) often lack
> >>> the numeracy, academic reading and writing, and science background
> >>> knowledge that they need to succeed. They may also lack learning-to-
> >>> learn, self-management, and computer skills needed to succeed. An
> >>> adult secondary education program which includes these, beyond just
> >>> preparation for passing the GED tests would enable students to enroll
> >>> in college with fewer or no developmental study courses, and would,
> >>> very likely, result in an increase in the number of GED holders who
> >>> complete a degree program. This is important for economic as well as
> >>> academic reasons. Tyler's research, for example, shows that for GED
> >>> holders who make it through a degree program the earnings differences
> >>> with high school graduates disappear. That is, if a GED holder
> >>> succeeds in college, in terms of earning, on average s/he will earn
> >>> as much as a high school graduate with the same level of education.
> >>> That's good news -- for those that complete degree programs.
> >>>
> >>>> The GED is a valid academic certificate according to the research I
> >>>> undertook in comparing
> >>>> traditional diploma students with GED diploma students in the
> >>>> community
> >>>> colleges. There was no difference overall in achievement between
> >>>> the groups.
> >>>
> >>> If you mean that the GED is normed on graduating high school seniors,
> >>> yes, of course. This is what enables the GED "equivalency" claim.
> >>> But if you mean that GED holders who enter college are as prepared
> >>> for college level work as those who hold high school diplomas, I
> >>> would like to see your evidence. Of course, many high school diploma
> >>> holders, as NALS and now NAAL data show, are not well prepared for
> >>> college.
> >>>
> >>>> Hal, Re: the need for data. I start with the assumption that
> >>>> education is
> >>>> big business. It's certainly big business from K-12 and in higher
> >>>> education
> >>>> and from the discussion of 3-4 year olds we saw here with Heckman,
> >>>> it will
> >>>> grow bigger there. Yes, business and industry are bigger providers
> >>>> of adult
> >>>> education than "adult educators" but it seems to me that we will
> >>>> not be in
> >>>> the "big business" of educating adults until we can demonstrate in
> >>>> numbers
> >>>> that we are doing our job.
> >>>
> >>> This is a catch 22. If we don't have the resources to provide high
> >>> quality adult education we cannot do our job. But perhaps, in
> >>> instances where adult education does have reasonable funding and
> >>> models which appear to be successful we could study those, and
> >>> provide Congress with data about what works. The next catch 22 is
> >>> that Congress has eliminated the funding for an adult literacy
> >>> research center. After this year it will no longer fund NCSALL or
> >>> any other center whose mission is primarily adult literacy research.
> >>> Ironic in an administration that says it values "evidence-based"
> >>> practices.
> >>>
> >>>> Why should government funding for AE increase
> >>>> when we are not pressuring loud and long (lobbying) for more than
> >>>> level
> >>>> funding or merely make note of it and do not have students
> >>>> demonstrating the
> >>>> lack of social justice in funding?
> >>>
> >>> Well, actually we are. This year we are asking for a significant
> >>> increase. (See my next post.)
> >>>
> >>>> Do we have a right to expect support and
> >>>> funding without data? It might be said that only fools and saints
> >>>> give money
> >>>> away seeing results.
> >>>
> >>> We do have some state goal attainment/incentive data to support that
> >>> adult education has been moving in the right direction, but certainly
> >>> not anywhere need enough to make a convincing case. Congress needs
> >>> to acknowledge that there is a need and a demand for services, to
> >>> provide adequate funding as well as rigorous research to see what
> >>> models work for what populations under what circumstances. And I
> >>> think, with the help of adult learner leaders practitioners and other
> >>> advocates, and the organization and individual members of the
> >>> National Coalition for Literacy, we are making some gains.
> >>>
> >>> David J. Rosen
> >>> Adult Literacy Advocate
> >>> DJRosen at theworld.com
> >>>
> >>> * ?Who Benefits from Obtaining a GED? Evidence from High School and
> >>> Beyond? Richard J. Murnane, Harvard University, John B. Willett,
> >>> Harvard University, John H. Tyler, Brown University NCSALL REPORT,
> >>> January 2002 http://www.ncsall.net/?id=658
> >>>
> >>> ** "The Economic Benefits of the GED: A Research Synthesis," A NCSALL
> >>> Research Brief by John H. Tyler
> >>>
> >>> *** "The General Educational Development (GED) Credentiial: History,
> >>> Current Research, and Directions for Policy and Practice". John H.
> >>> Tyler (2004) (Review, Volume V: Chapter Three) P. 73 http://
> >>> www.ncsall.net/index.php?id=6
> >>>
> >>> ****"Adult Literacy and Postsecondary Education Students: Overlapping
> >>> Populations and Learning Trajectories," Volume 1: Chapter Four,
> >>> Stephen Reder
> >>> http://www.ncsall.net/?id=523
> >>>
> >>>
> >>>
> >>>
> >>>
> >>> _______________________________________________
> >>> AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> >>> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >>> LiteracyTent: web hosting, news, community and goodies for literacy
> >>> http://literacytent.org
> >>>
> >>
> >> _______________________________________________
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> >> http://lists.literacytent.org/mailman/listinfo/aaace-nla
> >> LiteracyTent: web hosting, news, community and goodies for literacy
> >> http://literacytent.org
> >
> > _______________________________________________
> > AAACE-NLA mailing list: AAACE-NLA at lists.literacytent.org
> > http://lists.literacytent.org/mailman/listinfo/aaace-nla
> > LiteracyTent: web hosting, news, community and goodies for literacy
> > http://literacytent.org
> >
>
>
>
> ------------------------------
>
> Message: 2
> Date: Mon, 6 Mar 2006 08:11:40 -0500
> From: David Rosen <DJRosen at TheWorld.com>
> Subject: Re: [AAACE-NLA] What is purpose of AELS?
> To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
> Message-ID: <651D5470-8F5B-4115-B05A-20828E5CFF71 at theworld.com>
> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
>
> Hello Merle,
>
> On Mar 5, 2006, at 5:18 PM, Merle Ayres wrote:
>
> > I always thought that adult ed. was to meet the most needed to get
> > into the
> > workforce. If its a stepping stone to college then we are catering
> > to a
> > select group.
>
> Why do you think these must be mutually exclusive, Merle? After all,
> for those who start with basic literacy needs and who also want to go
> to college, the ladder must be planted firmly in the ground _and_
> reach up to genuine college preparation. There is nothing in what I
> am arguing that implies fewer resources for basic literacy. I
> believe we need more resources for basic literacy as well as for
> transition to higher education and that we must not settle for less.
> The students we serve need both.
>
> > Not all kids want or can go to college as my neighbor reminded
> > me again and again. To be a good skilled worker is good enough goal
> > for
> > adult ed.
>
> I don't think it is enough. Not in the new economy. All the
> evidence points toward the need for at least one year of college for
> family-sustaining jobs. it's not good enough to say we are preparing
> people for college when they have barely passed the GED, knowing from
> the evidence that this isn't enough preparation for success. We must
> raise our expectations for our system and ourselves.
>
> > To go on to college is a personal choice and ok too.In my own
> > situation it was personal choice with help from Nixon with the G.I.
> > bill.
> > After Vietnam many colleges were full of ex servicemen. Some went to
> > technical school. some went to work. I think the goal whatever in this
> > democracy is to get on to self sufficiency. Not as some farmers
> > say. Quote "
> > what do I get" from the new farm bill that I overheard at a trackmeet.
> > Hopefully not all my farmer friends think this way as some do work
> > darn
> > hard. The government should be in the business to help people out with
> > funding, but make them a good taxpayer like they should be.
>
> But Merle, times have changed. There is no G.I. bill now. Low-
> skilled GED students and high school graduates who become
> developmental students in college too often use up their financial
> financial aid for developmental courses because they are not prepared
> for college level work, and never matriculate. We need to change
> that. One important way is by seeing to it that when they leave an
> adult secondary education program with the goal of attending college
> that they are prepared to do college level (not developmental
> studies) classwork.
>
> David J. Rosen
> Adult Literacy Advocate
> DJRosen at theworld.com
>
>
>
> ------------------------------
>
> Message: 3
> Date: Mon, 6 Mar 2006 08:44:26 -0500
> From: David Rosen <DJRosen at theworld.com>
> Subject: Re: [AAACE-NLA] Definition of ABE in college transition; and
> GED study results
> To: National Literacy Advocacy List sponsored by AAACE
> <aaace-nla at lists.literacytent.org>
> Message-ID: <B2AF527F-B7B0-4C82-910B-8957BF3C299E at theworld.com>
> Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
>
> Hello Patricia,
>
> On Mar 5, 2006, at 5:40 PM, Patricia C. Vanderloo wrote:
>
> >>> There are many reasons, as you suggest, for this lack of GED holder
> >>> success in completing post-secondary education, but we know from the
> >>> work of the New England Literacy Resource Center's ABE to College
> >>> Transition program [ http://www.collegetransition.org/ctnetwork/ ]
> >>> and National College Transition Network [ http://
> >>> www.collegetransition.org/services.html ],
>
> > David, please describe ABE student. Do you understand it to
> > achieving on a
> > 6th grade level or lower?
>
> In this context, the ABE-to College Transition program, I believe
> participants have a high school diploma or GED but lack the basic
> skills needed for college. Of course, that could cover a wide range
> of skills, as we cannot assume that those who earned a h.s. diploma
> many years ago got -- or still have -- the skills and knowledge
> needed for college success today. For more information on the range
> of students' skills upon entering the program, contact the New
> England Literacy Resource Center.
>
> >>> that some of this has to do with inadequate academic preparation
> >>> for college, that people who
> >>> pass the GED (especially those who pass with low scores) often lack
> >>> the numeracy, academic reading and writing, and science background
> >>> knowledge that they need to succeed. They may also lack learning-
> >>> to-
> >>> learn, self-management, and computer skills needed to succeed. An
> >>> adult secondary education program which includes these, beyond just
> >>> preparation for passing the GED tests would enable students to
> >>> enroll
> >>> in college with fewer or no developmental study courses, and would,
> >>> very likely, result in an increase in the number of GED holders who
> >>> complete a degree program. This is important for economic as
> >>> well as
> >>> academic reasons. Tyler's research, for example, shows that for GED
> >>> holders who make it through a degree program the earnings
> >>> differences
> >>> with high school graduates disappear. That is, if a GED holder
> >>> succeeds in college, in terms of earning, on average s/he will earn
> >>> as much as a high school graduate with the same level of education.
> >>> That's good news -- for those that complete degree programs.
> >>>
> >>>> The GED is a valid academic certificate according to the research I
> >>>> undertook in comparing
> >>>> traditional diploma students with GED diploma students in the
> >>>> community
> >>>> colleges. There was no difference overall in achievement between
> >>>> the groups.
> >>>
> >>> If you mean that the GED is normed on graduating high school
> >>> seniors,
> >>> yes, of course. This is what enables the GED "equivalency" claim.
> >>> But if you mean that GED holders who enter college are as prepared
> >>> for college level work as those who hold high school diplomas, I
> >>> would like to see your evidence.
>
> > David, The results of my study is based on enrollment records
> > furnished by
> > 11 community colleges (n=46747). Of those records described by
> > admission
> > credential, traditional high school diploma graduates comprised 74%
> > (n=34223) and GED diploma graduates 7% (n=2966). The students were
> > examined
> > for GPA overall and by institutional variables of full or part-time
> > enrollment; 1st time, 1st year enrollment or all other 1st year
> > enrollment;
> > curriculum of academic, technical, vocational, ADN, or LPN; and
> > personal
> > variables of racial origin described as black- non-Hispanic, American
> > Indian, Asian, Hispanic, and white; age described by socio-
> > historical cohort
> > as Bridgers:under 21, Busters: 12-36; Boomers: 37-54; Builders/GIs:
> > 55-67;
> > Befores: 68 and over; and gender.
> > Results were no difference in achievement measured by GPA for part-
> > time
> > enrollment; enrollment other than 1ft year, 1st time; all
> > curriculum except
> > vocational; all age cohorts except Boomers, and when men and women
> > were
> > compared by diploma. THS diploma graduates were significantly
> > higher than
> > GED in the Boomers category. GED diploma graduates were
> > significantly higher
> > overall, when enrolled full-time, in vocational programs; and of white
> > racial origin. This study replicated in the remaining 49 states
> > would be a
> > powerful aggregate national study.
>
> Thanks, Patricia, these are interesting and encouraging findings, and
> replicating the study in other states would be useful.
>
> Did your study measure attainment of certificate or degree? How did
> GED students fare as compared with h.s. diploma holders in
> attainment, the outcome that makes the most difference in earnings?
>
> Although, as I have pointed out already, several studies, using multi-
> state data, show that very few GED holders who say they want to
> attain a certificate or degree currently do so, my point is not to
> compare GED holders with h.s. diploma holders, but to argue that the
> adult education system, as a whole, does not have sufficient
> resources -- and in some cases commitment and expertise -- to prepare
> people to succeed in college, that is, to complete a one-year
> certificate, or a two-year or four-year degree. And we agree that
> "preparation" may include more than academic preparation.
>
> David J. Rosen
> Adult Literacy Advocate
> DJRosen at theworld.com
>
>
> ------------------------------
>
> Message: 4
> Date: Mon, 6 Mar 2006 10:18:31 -0500
> From: "Art LaChance" <ruhtratgillrnctr at ellijay.com>
> Subject: Re: [AAACE-NLA] Changing the end point of adult education
> To: "National Literacy Advocacy List sponsored by AAACE"
> <aaace-nla at lists.literacytent.org>
> Message-ID: <005201c64131$3a6e2de0$0a00a8c0 at gil01>
> Content-Type: text/plain; charset="Windows-1252"
>
> Indulge me for a minute here and let me tell you what can happen when the
> community colleges assume ownership and control of the community based
> literacy programs - simply based on the fact that they are big-brother.
>
> a) Some vague percentage of adult literacy funding is diverted so as to
> support big brother thereby cutting basic adult literacy staff and class
> availability.
> b) Literacy services are reorganized to fit more closely with "managed
> enrollment" - complete with mandated attendance requirements and progress
> standards without much regard for student needs.
> c) Computer based curriculum delivery systems designed for the low level
> learner are disabled - curriculum delivery is shifted to teacher led
> standard classroom scenario, with specific subjects only taught at
specific
> intervals.
> d) The structure of the classroom delivery is based on the "Quarter"
system
> further limiting class availability and setting a concrete progress system
> in place.
> e) Potential GED students must have the wherewithal and motivation to move
> on into credit course land and have designs on returning to work following
> completion of a course of study that leads to diploma.
> f) And for the prize winner: Literacy services, funded by federal funds,
> are no longer available for the "Low Level Learner", or more specifically:
> all applicants must be within 12 months of receiving the GED - as
determined
> by standardized assessment upon entry into the program.
>
> I could go on for a while but......These are the primary issues that have
> come about in this neck of the woods during the last 18 months.
> The changes were seen by staff and the local organization's board of
> directors as so out of touch with the original purpose of the community
> based literacy program/services that a divorce from that community college
> was highly encouraged and took place two months ago. Unfortunately and
> needlessly this 501C3 program was set back over 20 years in terms of
> material losses. BUT we've been able to continue services and currently
> have over 40 students since mid Jan - and the "low level learners" still
> love us, even tho they're sitting on the floor cause we ain't got no
> furniture.
>
> The clincher? Over the last 6 months everybody in the state chain of
> command up to/including senate and representative levels have been made
> aware of the happenings and to date no acknowledgement has been sensed.
>
> So ya'll be careful out there - y'hear ?
>
> Art
>
>
> Art LaChance
> Program Director
> Gilmer Learning Ctr Inc
> Ellijay, GA
>
>
> ----- Original Message -----
> From: "Andrea Wilder" <andreawilder at comcast.net>
> To: <corwins at literacypartners.org>; "National Literacy Advocacy List
> sponsored by AAACE" <aaace-nla at lists.literacytent.org>
> Sent: Sunday, March 05, 2006 2:36 PM
> Subject: Re: [AAACE-NLA] Changing the end point of adult education
>
>
> I think yours is the better idea,actually--having the community
> colleges reach out. We need these linkages.
>
> Andrea
> On Mar 5, 2006, at 12:54 PM, Corwin Spivey wrote:
>
> > This idea while an interesting approach jeopardizes smaller agencies
> > ability to obtain public funding to run their programs. Many adults
> > are intimidated by being in large classroom settings that would happen
> > in college settings like is suggested here. The better approach would
> > be to encourage community colleges to link with smaller agencies
> > providing an avenue for those adults who want to move on to post
> > secondary education the ability to transition smoothly.
> > Sent wirelessly via BlackBerry from T-Mobile.
> >
> > -----Original Message-----
> > From: Andrea Wilder <andreawilder at comcast.net>
> > Date: Sun, 5 Mar 2006 07:27:39
> > To:National Literacy Advocacy List sponsored by
> > AAACE<aaace-nla at lists.literacytent.org>
> > Subject: Re: [AAACE-NLA] Changing the end point of adult education
> >
> > David, others--
> >
> > A shift to "more than high school" suggests that many adult literacy
> > programs should be institutionalized, specifically by putting them into
> > community colleges, following the line of research that CAAL has set
> > out.
> >
> > In this way, adult education programs could be aligned with
> > institutional goals and strategic state goals for economic
> > development.
> >
> > Besides this gain, there are at least 2 others:
> > 1) an articulated system of adult education, linked up a chain;
> >
> > 2) economies of scale would help provide additional services like job
> > placement and child care on site.
> >
> > This would not mean cutting out other places where adult literacy is
> > taught--churches, community centers, job sites. But it would support
> > the idea that some people want to continue on in their own education,
> > past what can be obtained in smaller programs not linked to
> > institutions. It also supports the idea that people need retraining to
> > fit into a global environment..
> >
> > Andrea
>
>
>
> ------------------------------
>
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>
> End of AAACE-NLA Digest, Vol 34, Issue 21
> *****************************************
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