[NLA] 1999-2000 OVAE Report

[Art LaChance]

Andrea,

True, the job mkt is good in this particular area for the time being and promises
to open up even more with the coming super-center conglomeration.  BUT.
Throughout the industry here in GA, that I know for sure, many many sites have
experienced difficulty retaining students throughout the initial indoctrination
and assessment processes.  Some have had to resort to letting the student "visit"
for a while, receive instruction, go through the indoctrination process, and then
hope they come back to complete the assessment of skills via complete TABE or
some other mandated "standardized" instrument.  A good many clients simply take
the "info" and bolt at the suggestion of "test".  Especially the lower level
reading group.  "OK Mr Non Reader, the first thing we need to do is 'test' you to
find out how much you know".  And the come-back for that suggestion normally is:
"Can I come back tomorrow?"  End of discussion. Now trust me here, that's NOT an
accurate description of the verbal exchange, we're not that concrete, but it is
an accurate example of the result of even the most non-threatening verbal
exchange accompanied by thorough explanation of the "Why we need to know where to
start" issue.  This isn't seen as much at the upper end of the reading skill
scale, if the client is within academic range of the GED (Approx 9th grade
reading skills) it's much easier to hang on to them.  But from my understanding
of the funding issue, isn't about 80% dedicated to the below 8th grade levels?
Hmmmm appears to me that we've placed severe limitations on that group
specifically.  Wonder why that's being ignored.

In a recent post, Tom Sticht indicates there may be many factors involved that
could result in a decrease of participating students and community centers, but I
feel we need to evaluate the "why" issues here.  Why would a personal service
organization such as a literacy provider, already on short short budget simply
give up access to federal support $$?  How about: No staff or support $$ to
develop and maintain very time consuming and impractical data gathering?  Without
obvious benefit to be gained?
What happened to the volunteers?  Gone. Why? Strict procedural issues that
preclude and limit the personal touch offered by the 'volunteer' intent on
providing emotional support to those in need?  hmmmm

The American obsession to automate the process, much like the changes in k12 over
the past 50 years, have taken over the adult literacy scene.  At one time in the
not too distant past, community churches and local organizations accepted the
task of providing non-threatening reading and math remediation for residents.
Maybe the circle is coming back around?

Art


Art LaChance
Gilmer Learning Center
Ellijay,GA


AWilder106 at aol.com wrote:

> Art,
>
> Are there any other factors you can think of, like the economy?  If you
> aren't making it financially and you are poor, wouldn't you be likely to look
> for more work?...and there goes the time for adult literacy. I know the
> attendance figures are supposed to go up in hard times, but aren't we talking
> about marginally successful workers, here?
>
> Andrea
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