[NLA] Info: Troubling Signs of Groups Being Left Behind

[Bickerton, Robert P]

David, et al,

I believe we will need to dig deeper into these numbers before accepting the
explanation that NCES provides.  Several states, including California,
reported reduced numbers of ABE students enrolled in ESOL, literacy to ASE
in program year 2000, but higher numbers of hours of instruction.  Even a
small shift in numbers of students served in California has a pronounced
effect on national totals and averages, particularly among Latino adults.
This list has debated the tension between "quantity" and "quality" of
services in the past.  I believe this may be a major factor in the shift
NCES has detected and am not prepared to lament this change until we can
understand it in more depth.

take care,
bob bickerton, MA director of adult ed

-----Original Message-----
From: David J. Rosen [mailto:DJRosen at theworld.com]
Sent: Sunday, March 31, 2002 12:07 PM
To: nla at lists.literacytent.org
Subject: [NLA] Info: Troubling Signs of Groups Being Left Behind


NLA Colleagues,

The National Center for Education Statistics released a report in 
February on participation rates in adult education from 1991-1999. The 
good news is that, overall, participation increased, but take a look at 
the summary below, especially the last sentence. There is troubling news 
for those who serve Latinos, adults with lower levels of education, 
and/or adults who are low-income.

Summary

The increase in participation in adult education found in this report is 
not new. What is new is evidence
of the breadth of this increase. Virtually every group of adults 
examined increased their participation in
adult education between 1991 and 1999, often in ways that reduced 
disparities in participation that had
existed in 1991. But a closer look at participation in specific 
activities reveals some troubling signs of
groups being left behind--especially Hispanics, those with lower levels 
of education, those with lower
status jobs, and those who are employed part time. Even after accounting 
for other factors, all of these
groups have relatively low rates of participation in work-related 
courses, an adult education activity
that is likely to have economic payoffs. Adults with lower levels of 
education also are less likely than
those with higher levels of education to participate in nonwork-related 
courses, after accounting for
other factors. Thus, although the widespread increase in participation 
in adult education has been accompanied
by an elimination of some inequities, in many cases the highly educated 
and high status
groups that have been the traditional beneficiaries of adult education 
remain the main beneficiaries
today."

Participation Trends and Patterns
in Adult Education: 1991 to 1999
N A T I O N A L C E N T E R F O R E D U C A T I O N STAT I S T I C S
Statistical Analysis Report February 2002
http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2002119

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