[AAACE-NLA] Over what period of time should we measure level gains and learner goals achieved?
jfritsch at roe17.k12.il.us
Wed Oct 11 15:22:50 EDT 2006
David and all,
I quite agree that we need to look at adult learning over a longer period
of time to see the real gains. Too many things can interrupt an adult's
time in classes. As Patricia mentioned, we gave many students who return
again and again to improve their reading or English skills or to earn a GED.
In Illinois we have been able to have a wider window for GED attainment for
our state performance funding. It is either 18 months or 2 years.
GED/Adult Literacy Program
905 N. Main St. Suite #2
Normal, IL 61761
At 08:03 PM 10/10/2006 -0400, you wrote:
>Here's an opportunity to think about a policy question. It was
>stimulated by Patricia DeFerrari who posted the message (below mine)
>to the AALPD Discussion list. I would like to know if you agree with
>her (and me) that measuring student progress within a one year span
>is inappropriate for adult literacy education, and if so, whether or
>not you think we can change the policy, and if so, how.
>David J. Rosen
>Adult Literacy Advocate
>DJRosen at theworld.com
>Begin forwarded message:
> > From: David Rosen <djrosen at comcast.net>
> > Date: October 10, 2006 6:29:19 PM EDT
> > To: patricia at aohdc.org, The Adult Literacy Professional Development
> > Discussion List <professionaldevelopment at nifl.gov>
> > Subject: Re: [ProfessionalDevelopment 609] Re: What changes adult
> > literacy education?
> > Patricia and others,
> > If we had to pick a period of time during which to measure student
> > achievement, I think almost no one would pick one year. Some would
> > pick six-nine months (September to June), some would pick annually
> > over three-five years, and some might pick annually over ten
> > years. We have one year performance measurements because that is
> > the way Congress -- and states -- appropriate funds, a year at a time.
> > But if, as you suggest, one year is not enough time to measure
> > progress for adult learners, if as a field we agree that this is
> > the wrong timeframe, I believe we could unhitch assessment from one-
> > year funding cycles, just as K-12 and higher education do. I
> > believe we could persuade Congress -- and could then re-design the
> > NRS to capture a student's learning over multiple years. After
> > all, that would provide greater, not less accountability.
> > However, then we would have a new set of problems: follow-up.
> > This may not be the forum to discuss this, but I wanted to say that
> > I think that you have put your finger on an extremely important
> > problem. I'll cross post this to the AAACE-NLA discussion list to
> > see if anyone is interested in discussing it there -- those who
> > are interested here can log-in over there to see what happens. [Go
> > to aaace.org and select AAACE-NLA )
> > David J. Rosen
> > djrosen at comcast.net
> > On Oct 9, 2006, at 4:30 PM, Patricia DeFerrari wrote:
> >> As we discuss standards and performance measurements in adult
> >> education, I think it important to recognize that adults often
> >> make educational gains and achieve educational goals in time
> >> periods that extend well beyond the fiscal year, not uncommonly to
> >> years. In both of our most recent graduations (September 2006 and
> >> November 2005), we counted among our graduates students who spent
> >> six years studying to earn their high school credentials. Every
> >> term we welcome back students who attended Academy of Hope in a
> >> previous term or year or even decade. If we extended our time-
> >> frame for measuring educational gain to two or three years, we
> >> might gain a better perspective on successes in the field.
> >> Patricia DeFerrari
> >> Academy of Hope
> >> patricia at aohdc.org
> >> ----------------------------------------------------
> >> National Institute for Literacy
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> >> ProfessionalDevelopment at nifl.gov
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> >> Professional Development section of the Adult Literacy Education Wiki
> >> http://wiki.literacytent.org/index.php/
> >> Adult_Literacy_Professional_Development
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