NLA Discussion: Next Step Programs

[Sheryl Gowen]

I'd like to respond to David Rosen's thoughtful observations on Bridge =
programs for adults who wish to attend college.  The often unacknowledged =
problem of Developmental Education is, indeed, the stigma associated with =
the students and often, too, the faculty who teach the courses--even when =
the programs are the "cash cow" of the budget.  GSU lost approximately =
$1.55 million in credit-hour generation this year by not admitting any =
Developmental students and is willing to take the hit to "improve its =
image."  Reconceptualizing Developmental programs as the "Bridge" to a =
higher level would remove some of the stigma and shift the focus away from =
remediation and toward life-long learning.  Union programs are problematic =
in that many southern states are still "right-to-work" states.  these are =
the same states with the lowest levels of educational attainment, =
especially for minorities.

Sheryl Gowen
>>> David J Rosen <DJRosen at world.std.com> 08/26 11:41 PM >>>
NLA Colleagues,

I think adult College Prep, Next Step or Bridge programs should be located
primarily on college campuses and sponsored by colleges, especially
community colleges.  I prefer college prep to developmental education
models, however, for two reasons:  1) on many college campuses,
because they usually do not count toward a degree program, developmental
courses are understood by faculty and students to be addressing learning
deficits. The same course content in a GED/college prep context usually
does not imply that one is lacking, and not a first class college student,
but rather that one is simply preparing to succeed in college; 2) although
I wholeheartedly agree that adult literacy education should guarantee free
opportunities for  basic level students, I also think that it should be
comprehensive, from so-called zero level literacy and beginning ESOL up
through college preparation.  I believe we can convince legislators to
provide the funds for a comprehensive system.

Why college readiness rather than just high school completion?  Because
the economic standard for functional literacy has now changed in many
parts of North America, and at least some college-level courses are often
needed to qualify for good jobs (those which pay a fair wage, have health
and education benefits and advancement opportunities.)  I also think that
many adult learners want a seamless system that enables them to begin with
ESOL, learning to read, or strengthening basic skills, and which also
guarantees opportunities to prepare well for success in college.  To make
a comparison with public elementary and secondary education, parents of
students in U.S. public schools would not be satisfied with an
excellent K-6 or K-8 system.  They expect a system which leads to the
opportunity for success in higher education.  I think that is a reasonable=
=20
expectation for an adult literacy education system, too.  GED and Adult=20
Diploma programs' focus has been on secondary level completion, not
always on preparation for success in college.  I think it's time to
strengthen Adult Secondary Education so that it leads to a diploma -- and
for those who want it -- to preparation for success in College.
I think that strengthening should include: academic reading and writing
skills; a good general, hands-on science course (not just reading about
science;) computer skills; and a strong vocational, academic and
personal counseling component. I wonder what other elements might be
needed for a successful Bridge or College Prep program

Such a model could be jointly funded by the adult literacy education and
higher education systems, and could be a collaborative effort since it
would benefit the clients of both systems.  I wonder if such
jointly-funded adult Bridge or College Prep models (higher education and
adult literacy education) already exist somewhere in North America.

David J. Rosen
<DJRosen at world.std.com>