NLA Discussion: Teenagers in ABE

[Hal Beder]

>From what we have observed in our classroom dynamics study,having teenagers
in the classroom can be a significant problem.  It's not that they are
teenagers, it is that they often exhibit the same beaviors that caused them
to dropout in the first place.  Incidence of class disruption were quite
common in the classes we observed with teenagers and disruption was
virtually non-existent in classes with all adults.  Having teenagers in
class places a burden on teachers who are already overburdened with mixed
levels of instruction, open enrollments and large classes.  Adult literacy
may be functioning as the safety valve for states who are dropping out
large numbers due to more stringent requirements.  Shouldn't K_12 be
meeting is own responsibility for education instead of making it our
responsibility?

Hal Beder

At 03:12 PM 11/8/99 EST, you wrote:
>
>Several states have been fortunate to secure funding for out-of-school youth.
>With alternative or out-of-school youth funding, special initiatives have
>been created to reach the 16 - 21 year old age group.  For sure, this age
group
>brings a unique set of needs that have to be addressed if the program is
>to provide successful learning experiences.  
>
>Combining "over 21" adults and youth in the same classrooms posed some
problems
> and resolved others.   The positive result was that the "older" adult  had a
>calming effect on the youngert students.
>
>Dr. Fran Tracy-Mumford
>State Director of Adult Education, DE
>302.739.3743
>http://ftracy-mumf@state.de.us
>---------- Original Text ----------
>
>From: <Dwyoho at aol.com>, on 11/8/99 1:58 PM:
>
>
>As a former high school principal, I have to bite at this one.  The problem 
>is indeed a lack of programs for teens who won't or can't be helped in the 
>high school but who are not well served in an adult ed classroom either. 
>
>Let me offer this story:  One afternoon a gentleman came into our office, 
>located within walking distance of the adult ed center, and specifically 
>requested enrollment in a GED preparation class, which we don't offer.  He 
>had been studying in Tennessee, knew his own needs, and wanted to continue 
>where he left off.  We enthusiastically and cordially referred him to the 
>adult ed center.  An hour later, he came back.  He had walked to the center, 
>took one look FROM THE OUTSIDE, and walked back to our office. 
>
>We asked him what happened.  His reply, and I pretty well quote, was this:  
>"I'm not interested in going to a school where teenagers are hanging outside 
>the doors playing their boom boxes".
>
>Some adult ed centers have been so flooded with teens aged 16-19 that older 
>learners are turning away.   One of the reasons for this is the failure of 
>the high school system and the lack of an alternative.  As a principal, I'm 
>sorry to say I actually had the birthdays of certain students written on my 
>calendar.  When they turned 17, mandatory attendance regulations no longer 
>applied to them.  I would call these select few into my office, hopefully 
>with their parents, and strongly suggest adult ed.  Usually I was successful 
>in frankly, getting rid of disruptive, frustrated, sometimes criminally 
>delinquent troublemakers in this way.  I felt I had no other alternative, 
>other than expulsion, whereby the teen would be barred from attending any 
>district program, including adult ed.
>
>Most of these "pushouts" never show up at the adult ed program, but some
do.  
>I talked once with an adult ed instructor who told me she was scratching her 
>head trying to figure out why she had to send learners "to the office" and 
>use her lunch hour to hold detention hall in an adult ed center.
>
>That is not to say all teens in adult ed programs represent this type of 
>population with many, many needs far beyond an education.  But here in SC, 
>the legislature has invested, again, in an alternative school program now 
>being piloted.  But guess what?  Many alternative school programs for older 
>at-risk teens are being housed in adult ed centers, and the adult ed
director 
>is assigned as the ultimate administrator.  Oh, there is usually an 
>"assistant director" who does the on line work with the program, but the 
>administrative headaches of accountability and the out and out security 
>problems of troubled teens are in the lap of the adult ed director.
>
>High quality, highly specialized alternative programs for these teens are
the 
>answer.  But they are expensive.  The bottom line is,  the "system" will not 
>make a sustained investment in these young adults.  So we see an erosion of 
>resources in the adult ed sector, already disgracefully under supported, and 
>more generally the continued phenomenon of young adults 16-25 running amok 
>all over the country.
>
>Does adult ed bear the moral responsibility to take on this cause?  I think 
>not.  But I predict the problem will fall to us by default.  Debbie Yoho, 
>Columbia, SC
>
>
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