[NLA] NLA Low Expectations for Adult Learners

[Nashansen@aol.com]

To Catherine, Art and other NLA lurkers:

I printed Catherine's email message at the end of my workday yesterday and 
carried it home with me.  And, sorry.  It did get a little long.

First, Catherine, one of the reasons I "pushed myself away from the NLA 
table", so to speak, was because I felt I had become opinionated, and 
secondly, felt that I no longer wanted to have to defend my views.  But, here 
I am again.  Feeling as though I have to defend my thoughts.  

If I'm not misreading the email, Catherine, I *think* in *essence* you and I 
are of the same mind, but I'm really not sure, to be honest.  There are a 
couple points in your email that I feel need my comment.  (One of them you 
even (?) whether I agreed or not.)

The following point (and taken out of context, I realize):
<< …. If so, the notion of 'low expectations' in adult learners should come 
under a different light.  That is, as Nancy and Art would probably agree (?) 
the adults who show up in their programs are not there for a handout for 
which they need to produce a statistical tradeoff.  They come there to 
improve themselves - why else would they come?" >>

It is not accurate to believe, in my opinion that the adult learner comes to 
"these programs" for a "handout".  Neither do they want to "increase a level" 
in their skills for the sake of a "level" NOR to be "a statistical 
tradeoff"!?!?  The statement is abrasive and should make New Reader/adult 
learner lurkers reading this NLA listserv angry!  Never mind.  I'm angry 
enough for both of us.

This portion of the second paragraph also begs response:
<< I am not saying that all statisticians are not humanistic, least of all 
Tom Stitcht whose posts clearly reveal him to be on the side of educational 
advocacy for all adults. … >>

Let me ask this then:  If this is true, why did this statistical 
data-gathering article not compare data from the prior reporting year (The 
B.C. of the NRS) rather than headline the data as "Why Such Low Expectations 
for Adult Learners in the Adult Education and Literacy System (AELS) of the 
United States?"  

Obviously research was done to show the percentages, as detailed for each 
reporting state.  However, if the statistician takes a humanistic view, what 
statistical data would be revealed if his studies included the enrollment of 
literacy level adults in the prior reporting period (BC NRS)?  Did the number 
enrolled increase from one reporting period to the most current of the NRS 
record keeping system? Did the number stay static?  Did that demographic 
group disappear off the radar screen?  What are we advocating for here?  

I personally would like to know *those* numbers.  Did the NRS hold water as a 
means by which to gather accurate data about the 'hardest to reach' and 'most 
literacy needy' adults?  I predicted a year ago that there would be a drop in 
numbers of adults served even though they never left any programs - they just 
aren't being reported.  Thus they also are not receiving appropriate funding 
to give them the BEST of programming.  Where are those statistics?

A Word of Caution:  When a researcher/statistician is viewed as an authority 
in decision-making circles of power, they best speak total truth, don't you 
think?

The last point - Catherine's concluding paragraph:
<< Adults, and their decisions to educate themselves in any way, ARE the 
goods.  Their coming to adult programs, and their own qualifications of our 
programs should constitute a good amount of how we qualify them. >>

Upon this point we agree.  I feel that the "purely statistical point of view" 
is wrong to use with "current policy-makers" - particularly if it is an 
inaccurate portrayal of the adult learners served in our country.  It's 
exactly why the NRS will never show the *real* picture of adult literacy 
programs in our country.  

A question:  If all the "elected officials" are interested in are numbers, 
then why were they willing to sign a letter to show support for adult 
literacy in the NIFL?  Is that not a humanitarian gesture rather than a 
statistical viewpoint?

As an advocate for adults in a likely insignificant rural part of our big 
nation, I hope that statisticians will take caution about portraying adult 
learners inaccurately.  Let's not JUST, as Catherine wrote, "be glad that 
people show up at these programs" at all, but instead show the learners 
respect and support their life goals as more than a statistic.  

Sorry.  I believe that to an adult learner worthwhile literacy education is 
far more than "just showing up"!  They screw up the courage to open the 'In 
Door' out of deep personal need.  ASK them.  They'll tell-ya!

Nancy Hansen
E.D. of a community-based literacy council in
Sioux Falls, SD

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