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Date: Mon, 22 May 2000 10:19:33 -0400 (EDT)
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From: "Judy Hubble" <hubble@gtwn.net>
To: Multiple recipients of list <nifl-ld@literacy.nifl.gov>
Subject: [NIFL-LD:2848] Results of Survey
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I would like to thank all of you who responded to my request for =
information for my Masters Thesis survey. I have attached the results =
for your information because you provided me an email address. I also =
wanted to include the nifl listserv because members have been very =
helpful and encouraging during my thesis work. If you cannot open this =
rtf attachment and would like the information, please notify me and I =
will provide you a copy through snail mail.
What a relief! Hope you can use some of this data.
Judy Hubble
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<DIV><FONT face=3DArial size=3D2>I would like to thank all of you who =
responded to=20
my request for information for my Masters Thesis survey. I have =
attached=20
the results for your information because you provided me an email =
address. =20
I also wanted to include the nifl listserv because members have been =
very=20
helpful and encouraging during my thesis work. If you cannot open =
this rtf=20
attachment and would like the information, please notify me and I will =
provide=20
you a copy through snail mail.</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D2>What a relief! Hope you can use =
some of this=20
data.</FONT></DIV>
<DIV> </DIV>
<DIV><FONT face=3DArial size=3D2>Judy Hubble</FONT></DIV>
<DIV> </DIV>
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\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\qc\sl480\slmult1{\b\f7\fs24 DEDICATION}{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\sl480\slmult1{\f7\fs24 =
\par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
This work is dedicated to Jolinda, and to all the Student S}{\f7\fs24 =0A=
upport Staff at Central Texas College, Killeen, Texas. It is through =
their experience and wisdom that I came to see how taking an =
indiv}{\f7\fs24 idual interest in each student can make the difference =
in a person\'92=0A=
s life. Jolinda, severely dyslexic, taught me that there is always a =
way around a disability}{\f7\fs24 . With her hard work and S}{\f7\fs24 =
tudent Support Services}{\f7\fs24 =0A=
, she earned a Certificate in Child Development which enabled her to =
provide a living wage }{\f7\fs24 =0A=
for her family. It is through her that I gained a burning desire to =
specialize in learning disabled adults, and to continue my own education =
at Southwest Texas State University.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1=0A=
\qc{\b\f7\fs24 \par}=0A=
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\sl480\slmult1\qc{\b\f7\fs24 \par}=0A=
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\sl480\slmult1\qc{\b\f7\fs24 \par}=0A=
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\sl480\slmult1\qc{\b\f7\fs24 =0A=
\par}=0A=
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\sl480\slmult1\qc{\b\f7\fs24 \par}=0A=
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\sl480\slmult1\qc{\b\f7\fs24 \par}=0A=
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=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
ACKNOWLEDGMENTS}{\cf6\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 I would like to express my sincere appreciation to the =
following people:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24 Dr. Emily Miller }{\f7\fs24 Payne}{\f7\fs24 for her =
patience, guidance, expertise, and support as my thesis committee chair; =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Dr. Barbara G. Lyman and Dr. }{\f7\fs24 Ross-Gordon}{\f7\fs24 for their =
encouragement and great assistance as committee members;}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
the professional librarians at Southwest Texas Sta}{\f7\fs24 te =
University who gave me unrelenting support;}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Mrs. Scholley }{\f7\fs24 Bubenick}{\f7\fs24 =0A=
of the T}{\f7\fs24 aylor Even Start Program for her support and =
encouragement;}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Drs. Terry and Olivia White of Dallas, Texas, who helped plant the seed =
of curiosity in me; and}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 most of all to Wayne, Tim, and }{\f7\fs24 =
Bernie}{\f7\fs24 =0A=
who have supported me in this effort.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
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\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
vi}{\b\f7\fs24 \par}=0A=
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\sl480\slmult1\qc{\b\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7=0A=
\fs28 TABLE OF CONTENTS}{\b\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 Page}{\f7\fs24 =
}{\f7\fs24 \par}=0A=
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\slmult1{\f7\fs24 DEDICATION . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . . . . . . . . =
v}{\f7\fs24 \par}=0A=
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ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . vi}{\f7\fs24 \par}=0A=
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TABLE OF CONTENTS . . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . . vii}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
LIST OF TABLES . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . . x}{\f7\fs24 =
}{\f7\fs24 \par}=0A=
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ABSTRACT . . . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . }{\f7\fs24 .}{\f7\fs24 =
}{\f7\fs24 xi}{\f7\fs24 \par}=0A=
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\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
C}{\f7\fs24 HAPTER 1}{\f7\fs24 INTRODUCTION TO THE STUDY .}{\f7\fs24 =
. . . . . . . . . . . . . . . . 1 =
\tab\tab\tab}{\f7\fs24 =0A=
Purpose of the Study . . . . . . . . . . . . . . . . . =
. . . . }{\f7\fs24 . . . . }{\f7\fs24 5}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Research Questions . . . . . . . . . . . . . . . . . . =
. . . . 6}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Operational Definitions . . . . . . . . . . . . . . . . =
. . . . 6}{\f7\fs24 \par}=0A=
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\tab\tab\tab}{\f7\fs24 Delimitations}{\f7\fs24 =0A=
. . . . . . . . . . . . . . . . . . . . . . . . =
. 9}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Significance of the Study . . . . . . . . . . . . . . . =
. . . . . 9}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Summary . . . . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . 13}{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
CHAPTER 2 }{\f7\fs24 REVIEW OF LITERATURE . . . . . . . . =
.}{\f7\fs24 . . . . . . .}{\f7\fs24 . . . . . . =
}{\f7\fs24 15}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 Range of Causes for Retention Problems . . . . =
. . . . . . . . . . }{\f7\fs24 }{\f7\fs24 . }{\f7\fs24 =
15}{\f7\fs24 \par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 Situational}{\f7\fs24 Barriers . . . . =
. . . . . . . . . . . . . . . . }{\f7\fs24 =
19}{\f7\fs24 \tab\tab\tab}{\f7\fs24 Dispositional}{\f7\fs24 =0A=
Barriers . . . . . . . . . . . . . . . . . . . . =
20}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Institutional Barriers . . . . . =
. . . . . . . . . . . . . . . .}{\f7\fs24 24}{\f7\fs24 =
\tab\tab}{\f7\fs24 Nature of Intake Procedures . . . . . . . . =
. . . . . . . . . . . }{=0A=
\f7\fs24 . . 28}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 To Identify Barriers . . . . }{\f7\fs24 =
}{\f7\fs24 . . . . . . . . . . . . . . . . . }{\f7\fs24 =
. 28}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Systematic Barrier Alerts . . . . . . =
. . . . . . . . . . 28\tab\tab\tab\tab\tab}{\f7\fs24 =0A=
Examples of Barrier Alert Questions . . . . . . . . . . =
29}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 To Address Barriers to Attendance . . . . . =
. . . . . . . }{\f7=0A=
\fs24 . 31}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Situational}{\f7\fs24 Barriers . . . . =
. . . . . . . . . . . . . . 32}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Dispositional}{\f7\fs24 Barriers . . . . =
. . . . . . . . . . . . . 32}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Self-esteem I}{\f7\fs24 =
ssues}{\f7\fs24 . . . . . . . . . . . . . . . =
32}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Support G}=0A=
{\f7\fs24 roups}{\f7\fs24 . . . . . . . . . . . . . . . =
. 33}{\f7\fs24 \par}=0A=
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\tab\tab\tab\tab\tab}{\f7\fs24 Meta-cognit}{\f7\fs24 =0A=
ion Skills . . . . . . . . . . . . . . 34}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Institutional Barriers . . . . . . . =
. . . . . . . . . . . 35}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
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. . . . . . 35}{\f7\fs24 \par}=0A=
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. . . . . . . . . 37}{\f7\fs24 \par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
vii}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Satisfaction with Teachers . . . . . =
. . . . . . 38}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Staff Development . . . . . . . . =
. . . . . . . 39}{\f7\fs24 \par}=0A=
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\fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Use of Stop-out Period . . . . =
. . . . . . . . . 39}{\f7\fs24 \par}=0A=
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\tab\tab\tab\tab\tab}{\f7\fs24 =0A=
Meeting Students Needs . . . . . . . . . . . . 40}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 Summary of Literature Review . . . . . . . . =
. . . . . . . . . . . }=0A=
{\f7\fs24 .}{\f7\fs24 }{\f7\fs24 42}{\f7\fs24 \par}=0A=
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\par}=0A=
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\slmult1{\f7\fs24 CHAPTER 3 }{\f7\fs24 }{\f7\fs24 METHODS . . . . =
. . . . . . . . . . . . . . . . . .}{\f7\fs24 . . . =
. . . . . . }{\f7\fs24 44}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 \tab\tab}{\f7\fs24 Introduction . . . . . . . . . . =
. . . . . . . . . . .}{\f7\fs24 . . . . . . . . . =
}{\f7\fs24 44}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7=0A=
\fs24 Research Questions . . . . . . . . . . . . . . . =
. . . . . . . . . . 44\tab\tab\tab}{\f7\fs24 Instruments and =
Procedures}{\f7\fs24 . . . . }{\f7\fs24 . . . . . . . . . =
. . . . . . .}{\f7\fs24 =0A=
. 45}{\f7\fs24 \par}=0A=
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\tab\tab}{\f7\fs24 Subjects . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . . . =
50\tab\tab\tab}{\f7\fs24 =0A=
Description of Survey . . . . . . . . . . . . . . . . . =
. . . . .}{\f7\fs24 . . .}{\f7\fs24 }{\f7\fs24 51}{\f7\fs24 =
\par}=0A=
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\tab\tab}{\f7\fs24 =0A=
Design and Analysis . . . . . . . . . . . . . . . . . =
. . . . . . . }{\f7\fs24 . 52}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
}{\f7\fs24 }{\f7\fs24 Summary}{\f7=0A=
\fs24 . . . . . . . . . . . . . . . . . . . . . . =
. .}{\f7\fs24 . . . . . . . 5}{\f7\fs24 3 }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 CHAPTER =
4\tab}{\f7\fs24 PRESENTATION OF THE DATA}{\f7\fs24 }{\f7\fs24 . . . =
. . . . . . . . . . . . . . . }{\f7\fs24 54}{\f7\fs24 =
\tab\tab}{\f7\fs24 Introduction . }{\f7\fs24 =0A=
. . . . . . . . . . . . . . . . . . . . .}{\f7\fs24 =
. . . . . . . 54}{\f7\fs24 \tab\tab}{\f7\fs24 S}{\f7\fs24 =
ection 1}{\f7\fs24 : Identifying Data }{\f7\fs24 }{\f7\fs24 =0A=
. . . . . . . . . . . . . . . . . . . . . 55 =
\tab\tab\tab}{\f7\fs24 Who Responded . . . . . . . . . . . . =
. . . . . . . . . . . 55}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab\tab\tab}{\f7\fs24 Who is Served . . . . . =
. . . . . . . . . . . . . . . . . . . 56}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Funding Sources . . . . . . . . . . . . . . . . . . . =
. . . . . 57}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 Section II: Institutional Barriers to =
Attendance}{\f7\fs24 =0A=
, RQ 1 . . . . . . . . 57}{\f7\fs24 \tab\tab\tab}{\f7\fs24 =
Determining Instructional Methods . . . . . . . . . . . . =
. 57}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7=0A=
\fs24 Program Policies . . . . . . . . . . . . . . . . =
. . . . . . . 60}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Program Practices . . . . . . . . . . . . . . . . . . =
. . . . 64}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
}{\f7\fs24 \tab\tab}{\f7\fs24 Section III: }{\f7\fs24 =
Dispositional}=0A=
{\f7\fs24 Barriers to Attendance, RQ 2}{\f7\fs24 . . . . . . =
67}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Attitude, Personality, Ability to Learn. . . . . . . . . . . =
. . 67\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \tab}{\f7\fs24 Section IV: }{\f7\fs24 =
Situational}{\f7\fs24 =0A=
Barriers }{\f7\fs24 to Attendance}{\f7\fs24 , RQ 2 . . . . . . . =
. 70}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Child Care and Transportation . . . . . . . . . . . . . . =
. . 70}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Section V: Closing Comments Regarding Barriers to Attendance . . =
70}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Summary . . . . . . . . . . . . . =
. . . . . . . . . .}{\f7\fs24 . . . . . . =
72}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
C}{\f7\fs24 HAPTER 5 }{\f7\fs24 DISCUSSION AND CONCLUSIONS}{\f7\fs24 =0A=
. . . . . . . . . . . . . . . . 73 =
\tab\tab}{\f7\fs24 Introduction . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . . 73 \tab\tab}{\f7\fs24 =0A=
Summary and Discussion of Results . . . . . . . . . . . . =
. . . . . 73}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
RQ 1: What is the nature of intake procedures? . . . . . . . =
74}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Program Policies for Intake Procedures. . . =
. . . . . 74}{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Interviewing Practices . . . . . . =
. . . . . . . 74}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Use of Intake Data . =
. . . . . . . . . . . . . . 75}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 =0A=
Program Policies for Intake Assessments . . . . . . . . =
76}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Informal Assessments . . . . . . . =
. . . . . . 76}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
viii}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 Standardized Assessments . . . . . =
. . . . . . .77}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab\tab}{\f7\fs24 RQ 2: How }{\f7\fs24 =
do}{\f7\fs24 the intake data identify and address =
\tab\tab\tab\tab\tab\tab}{\f7\fs24 }{\f7\fs24 barriers to attendance? =
. . . . . . . . . . . . . . 78}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Institutional barriers . . . . . . . =
. . . . . . . . . . . 78}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Program Structures . . . . =
. . . . . . . . . . .78}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 =0A=
Handling Stop-outs . . . . . . . . . . . . . . . =
80}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Dispositional}{\f7\fs24 =0A=
barriers . . . . . . . . . . . . . . . . . .81 =
\tab\tab\tab\tab}{\f7\fs24 Situational}{\f7\fs24 barriers . . . . =
. . . . . . . . . . . . . . 82\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 Closing Comments Regarding =
Barriers to \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab}{\f7\fs24 =0A=
Attendance . . . . . . . . . . . . . . . . . . . =
82}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Findings Consistent with Past Research . . . . . . . . . . . =
. . . . . 83 \tab\tab\tab}{\f7\fs24 To}{\f7\fs24 Identify =
Barriers. . . . . . . . . . . . . . . . . . . . . =
. .83}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 To}{\f7\fs24 Address Barriers . . . . . . =
. . . . . . . . . . . . . . . . 83}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 Institutional Barriers. . =
. . . . . . . . . . . . . . . . 83}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Dispositional}{=0A=
\f7\fs24 Barriers}{\f7\fs24 . . . . . . . . . . . . . =
. . . . 86}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24 Situational}{\f7\fs24 =0A=
Barriers . . . . . . . . . . . . . . . . . . =
87}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Limitations of the Study . . . . . . . . . . . . . . . =
. . . . . . . . 88}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Response Rate . . . . . . . . . . . . . . . . . . . =
. . . . . . 88\tab\tab\tab\tab}{\f7\fs24 Questions Regarding =
Populations Served . . . . . . . . . . . 89}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 Questions Regarding the Use of Intake Data . . =
. . . . . . . 90}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{=0A=
\f7\fs24 Questions Regarding How Program Structure }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 Decisions Are Made . . . . . . . . . =
. . . . . . . . . . . . 90}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 Questions Regarding Stop-Out Periods . . . . =
. . . . . . . . 91}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab\tab\tab}{\f7\fs24 Value of Other Response for =
Supplementary }{\f7\fs24 \par}=0A=
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\tab\tab\tab}{\f7\fs24 }{\f7\fs24 Instruction}{\f7\fs24 =0A=
. . . . . . . . . . . . . . . . . . . . . . . =
. . 91}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Conclusions . . . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . 92}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Implications for Future Practice and Research . . . . . . . . . =
. . . 93}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Possible Future Practice . . . . . . . . . . . . . . . . =
. . . 93}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab}{\f7\fs24 =0A=
Possible Future Research . . . . . . . . . . . . . . . . =
. . . 95}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab}{\f7\fs24 =0A=
Summary . . . . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . 96}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 REFERENCES . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . . . . . . . =
}{\f7\fs24 . 97}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
APPENDICES\tab}=0A=
{\f7\fs24 . . . . . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . . }{\f7\fs24 =
108\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs28 =
\tab}{\f7\fs24 =0A=
Appendix A - Prior Schooling . . . . . . . . . . . . =
. . . . . . . . . }{\f7\fs24 108\tab\tab}{\f7\fs24 =
}{\f7\fs24 Appendix B - Pilot Study Participants . . . . . . . . =
. . . . . . . . . . .}{\f7\fs24 =0A=
}{\f7\fs24 109}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Appendix C - Survey of the Nature of Intake =
Procedures . . . . . . . .}{\f7\fs24 110\tab\tab}{\f7\fs24 =
}{\f7\fs24 =0A=
Appendix D - Survey Question Design . . . . . . . . . . . . =
. . . . . . 116\tab}{\f7\fs24 \tab}{\f7\fs24 }{\f7\fs24 =
Appendix}{\f7\fs24 E - }{\f7\fs24 Intro}{\f7\fs24 ductory Letter and =
}{\f7\fs24 Informed Consent Agreement }{\f7=0A=
\fs24 .}{\f7\fs24 . 118}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 =
Appendix F - Closing Comments Regarding Barriers to Attendance =
. . . . 120}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 VITA}{\f7\fs24 =
\par}=0A=
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ix}{\f7\fs24 \par}=0A=
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\par}=0A=
=0A=
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LIST OF TABLES}{\f7\fs24 \par}=0A=
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Page}{\f7\fs24 \par}=0A=
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\slmult1\qr{\f7\fs24 Table }{\f7\fs24 1:}{\f7\fs24 }{\f7\fs24 =
Identifying}{\f7\fs24 Barriers to Attendance for At-Risk Students . . =
. . . . . . . . . 29 \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7=0A=
\fs24 Table 2: }{\f7\fs24 Intake Factors Influencing Program =
Design}{\f7\fs24 . . . . . . . . . . . . . . . . . =
.58}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
Table 3: Content Areas Supplementing Basic Skills . . . . . . . =
. . . . . . . . . . 60}{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
Table 4: Policies for Collecting and Analyzing }{\f7\fs24 =
Intake}{\f7\fs24 }{\f7\fs24 Data}{\f7\fs24 =0A=
. . . . . . . . . . . . . . }{\f7\fs24 62}{\f7\fs24 \par}=0A=
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\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
Table}{\f7\fs24 =0A=
5: Stop Out Policies . . . . . . . . . . . . . . . . =
. . . . . . . . . . . . . . 64}{\f7\fs24 \par}=0A=
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\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 Table 6: =
Uses of Intake Data from High (1) to Low (5) . .}{\f7\fs24 . . . =
. . . . . . . . . . 65}{\f7\fs24 \par}=0A=
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{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
Table 7: Information Collected R}{\f7\fs24 egarding}{\f7\fs24 =
Potential }{\f7\fs24 Dispositional}{\f7\fs24 Barriers. . .}{\f7\fs24 =
. . . 68}{\f7\fs24 \par}=0A=
=0A=
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\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
Table 8: How Information is Collected Regarding Potential }{\f7\fs24 =
Dispositional}{\f7=0A=
\fs24 Barriers . .}{\f7\fs24 69}{\f7\fs24 \par}=0A=
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Table}{\f7\fs24 =0A=
9: Closing Comments Regarding Barriers to Attendance . . . . . =
. . . . . . 71}{\f7\fs24 \par}=0A=
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\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
x}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs28 =
ABSTRACT}{\f7\fs28 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 INTAKE =
PROCEDURES}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 AS A FACTOR IN =
IDENTIFYING AND ADDRESSING}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 BARRIERS TO =
ATTENDANCE}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 OF ADULT =
EDUCATION STUDENTS}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 by}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Judy =
}{\f7\fs24 Hafley}{\f7\fs24 }{\f7\fs24 Hubble,}{\f7\fs24 B. S. =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \tab}{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Southwest =
Texas State University}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 2000}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 SUPERVISING =
PROFESSOR: Dr. Emily Miller }{\f7\fs24 Payne,}{\f7\fs24 }{\f7\fs24 =
Ed.D}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 =
This thesis explores the nature of intake procedures of }{\f7\fs24 Texas =
}{\f7\fs24 =0A=
Adult Education programs of study. Research on barriers to attendance =
and strategies for retention are reviewed. An overview of the current =
use of intake procedures to identify and address barriers to attendance =
is provided through the survey method of 374 =0A=
}{\f7\fs24 Literacy, Even Start Family Literacy, }{\f7\fs24 =
ABE}{\f7\fs24 ,}{\f7\fs24 and }{\f7\fs24 GED}{\f7\fs24 programs in =
Texas}{\f7\fs24 . }{\f7\fs24 =0A=
It was found that respondents may not use the intake process to counter =
barriers to attendance as effectively as they could, and some current =
practices revealed in this study seem to be contributing }{\f7\fs24 =
to}{\f7\fs24 ins}{\f7\fs24 titutional}{\f7=0A=
\fs24 barriers to attendance. The study revealed that there may be a =
need for future research into the areas of a dynamic intake =
approach}{\f7\fs24 ,}{\f7\fs24 the use of the stop-out period, and the =
act of gathering intake data. }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
xi}}
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Text;}}{\info{\author HRC Welding}{\doccomm 3-17-00}{\*\category =
Miscellaneous}}\widowctrl \fet2=0A=
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\margl2160\margr1440\sectd \headery180\footery72\pard\plain \s82 =
\sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 =0A=
CHAPTER ONE}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\sl240\slmult1{\f7\fs28 =
INTRODUCTION TO THE STUDY}=0A=
{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\sl240\slmult1{\f7\fs28 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
This}{\f7\fs24 research examine}{\f7\fs24 d}{\f7\fs24 the issue of =
barriers to completion for }{\f7\fs24 Texas Adult Education programs =
serving students at the literacy level, }{\f7\fs24 Adult Basic =
Education (ABE) }{\f7\fs24 =0A=
level, and Adult Secondary Level (ASE), who have the goal of obtaining a =
General Education Development certificate, often referred to as a =
}{\f7\fs24 GED.}{\f7\fs24 This research also}{\f7\fs24 =
review}{\f7\fs24 ed}{\f7\fs24 =0A=
the nature of current intake procedures in these programs, =
review}{\f7\fs24 ed}{\f7\fs24 =0A=
the use of intake data to counter barriers to attendance, and presents =
the results of a survey of intake procedures used in Texas Adult =
Education programs. This study focused on the nature of intake =
procedures and the extent to which those procedures allow program=0A=
}{\f7\fs24 staff}{\f7\fs24 to identify and address barriers to =
attendance. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 If people must compete in a global economy, survive in =
the }{\f7\fs24 =0A=
expanding }{\f7\fs24 information age, and achieve Dewey\'92s (1916) goal =
of possessing the capacity for education}{\f7\fs24 al}{\f7\fs24 =0A=
growth, adults need a foundation of basic education. Each year Adult =
Education programs serve as the starting point towards this basic level =
for many adults who have had their education interrupted; however, less =
than half who begin studies attend until they complete the program (Kim =
& Collins, 1997). Program directors often try to find economical and =
efficient ways to counter barriers to attendance once =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
students have started, especially for low level}{\f7\fs24 ,}{\f7\fs24 =
or at-risk }{\f7\fs24 ABE }{\f7\fs24 students. Intake data}{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 1}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
2}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
might be used to identify and address the types of barriers a student =
may encounter which might have an impact on retention.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Tracy-Mumford et}{\f7\fs24 =0A=
al. (1994) believes that program administrators must be willing to =
incorporate retention strategies within existing programs, and to devote =
human and fiscal resources to the potential dropout, or at-risk ABE =
student, because these adult learners will leave a program if it does =
not meet their needs. The personal cost to a student to come to a =
program can be immense, and =0A=
\'93when the cost of participation outweighs the benefits, education =
loses its priority in their [students\'92] lives\'94 (Tracy-Mumford et =
al., p. 4).}{\f7\fs28 }{\f7\fs24 Compounding the barriers to =
attendance for }{\f7\fs24 Adult Education}{\f7\fs24 =0A=
students is the unwillingness of the U. S. Congress to \'93commit funds =
that are commensurate to the magnitude of the problem\'94 (Eurich, 1990, =
p. 232), even though they acknowledge the implications of a workforce =
that is educationally handicapped. }{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
An historical review of funds for adult education services for 85 =
programs in 12 federal agencies FY1986 through FY1988, and 84 programs =
in 11 agencies FY1989 revealed that most monies for adult education =
come from the U. S. Department of Education funded under the Adult =
Education Act (Alamprese & Sivilli, 1992). Alamprese and Sivilli (1992) =
state that a =0A=
\'93reliable calculation of these monies was impossible because of the =
lack of data reporting requirements...and the unavailability of data =
that have been collected\'94 (p. 9). Alamprese and Sivilli\'92s (1992) =
report uses estimates because oftentimes =0A=
\'93monies allotted for adult education activities were not tracked =
separately for those that had been distributed through a grant, =
contract, or other }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
3}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
funding mechanism\'94 (p. 13). They were able to show a trend =
}{\f7\fs24 of}{\f7\fs24 =0A=
increase}{\f7\fs24 d}{\f7\fs24 funding for these 84 Federal programs =
that include adult education during the four years covered by}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
the study, i.e., compare $132,402,845 FY1986 to $247,090,059 FY1989 =
(Alamprese & Sivilli, 1992, p. 14). Alamprese and Sivilli (1992) =
announce this disclaimer several times in the study which reflects the =
complicated nature of adult education funding: =0A=
\'93=0A=
Federal programs authorizing multiple activities do not require that =
obligations or expenditures for adult education activities be reported =
separately, which has resulted in limited available data on adult =
education...and therefore, the amount of Federal funding spent on adult =
education can only be reliably verified as a low-end estimate=0A=
\'94 (p. 23).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The National Center for Education Statistics (NCES) also shows a trend =
of increased funding for adult education programs in the form of grants =
to states; for example, in 1980 the amount was $153,724 compared to 1997 =
at $370,000 (Snyder, Hoffman, & Geddes, 1997, p. 403). However, Texas =
received only $99,930 in Federal funds in 1995 for Vocational and Adult =
Education programs which was allocated between Basic Grants to States, =
State Councils, Tech-Prep Education, Adult Education State Administered =
Basic Grant Programs, and State Literacy Resource Centers to serve =
207,921 ABE and ASE students (Snyder, Hoffman, & Geddes, 1997, p. =
404-406).=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Eurich (1990) reported that while states have funded more =
programs than the }{\f7\fs24 =0A=
federal government, they have historically under-invested in literacy =
education, producing a catch-up situation.}{\f7\fs28 }{\f7\fs24 =0A=
Eurich (1990) also noted that basic education programs throughout the =
United States are characterized by small, under-funded programs =
implemented by part-time teachers, often }{\f7\fs24 =
under-educated}{\f7\fs24 in adult learning practices, }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
4}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
and volunteers directed by overlapping organizations that compete for =
funds based on completion statistics. \'93The adult education and =
training system is fragmented by the }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 competing eligibility and performance requirements of multiple =
state and federal funding }{\f7\fs24 sources\'94 (Brown, }{\f7\fs24 =
Gallaher}{\f7\fs24 =0A=
& Harris, 1995, p. 2). Eurich (1990) holds little hope that adult =
basic education programs and funding will ever change from this =
situation. Quigley (1992a) feels that}{\f7\fs24 greater }{\f7\fs24 =
resources must be }{\f7\fs24 allocated to }{\f7\fs24 =0A=
areas of greatest need Adult Basic Education students (ABE), and not by =
the most efficient completers, Adult Secondary Education students (ASE). =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Adults will }{\f7\fs24 re-enter}{\f7\fs24 the education arena and =
persist in attaining goals only when they believe that education is a =
way out and up, and that their efforts will lead to a }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 better position, as well as if they believe that =
they can learn what is required (Garrison 1997, Long 1992; Tracy-Mumford =
et al., 1994). Adults will persist in learning past the crucial =
\'93three week period\'94=0A=
[two or three classes] if they feel that they are achieving success, =
and if they feel that they have the potential to }{\f7\fs24 continue to =
}{\f7\fs24 achieve success (Quigley, 1993, p. 1). }{\f7\fs24 =0A=
Garrison places great importance on the level of a student\'92s entering =
motivation, referred to as \'93motivation fuel\'94=0A=
(p. 27), and feels effort and persistence during later stages of the =
learning process (task motivation) is influenced by entering motivation =
(1997). }{\f7\fs24 Garrison (1997) assert}{\f7\fs24 s}{\f7\fs24 =0A=
that the motivation for continuing, or persisting, is reflected in a =
student\'92s \'93perceived value and anticipated success of learning =
goals at the time learning is initiated\'94 (p. 26). }{\fs24 }{\f7\fs24 =
Garrison (1997) explains that Rubenson\'92=0A=
s expectancy-valence paradigm that deals with adult education =
recruitment practices influenced his belief of the importance of =
establishing high entering motivation }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =0A=
5}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
through valence (the attractiveness of a goal) and expectancy}{\f7\fs24 =
(assumption that}{\f7\fs24 }{\f7\fs24 achieveme}{\f7\fs24 =0A=
nt is possible). The initial establishment of a student\'92=0A=
s goals and the amount of control a student has over the learning =
process establishes entering motivation which is crucial to persistence =
(Garrison, 1997). The procedures used by a program to help a student =
develop his/her goals and type of learning process may become an =
institutional barrier to attendance.=0A=
}{\fs24 }{\f7\fs24 This, again, reinforces how crucial the intake =
procedures can be to addressing barriers to attendance which is =
reflected in Quigley\'92s body of work (1987, 1992a, 1992b, 1993, 1995, =
1997). \tab}{\f7\fs24 }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 As with other lifestyle change initiatives, the critical =
time period for dropping out seems to be }{\f7\fs24 soon }{\f7\fs24 =
after a student\'92=0A=
s commitment to a program of study, and before significant gains in =
ability are achieved. This study assume}{\f7\fs24 d}{\f7\fs24 =
}{\f7\fs24 program}{\f7\fs24 staff}{\f7\fs24 }{\f7\fs24 may =
be}{\f7\fs24 successful in recruiting }{\f7\fs24 a}{\f7\fs24 =0A=
dult education}{\f7\fs24 students, overcoming situational barriers to =
attendance (i.e., transportation, child care), and yet hav}{\f7\fs24 =
e}{\f7\fs24 difficulty retaining students until they}{\f7\fs24 =
}{\f7\fs24 see}{\f7\fs24 the possibility of }{=0A=
\f7\fs24 success, }{\f7\fs24 experienc}{\f7\fs24 e}{\f7\fs24 success, =
or }{\f7\fs24 realize }{\f7\fs24 the}{\f7\fs24 value of persistence =
which usually }{\f7\fs24 happen}{\f7\fs24 s}{\f7\fs24 within the first =
three weeks of classes. }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1{\b\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Purpose of the Study}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \tab}{\f7\fs24 The purpose of this study }{\f7\fs24 wa}{\f7\fs24 s =
to examine the nature of intake procedures in }{\f7\fs24 Texas =
}{\f7\fs24 Adult E}{\f7\fs24 ducation Programs}{\f7\fs24 (literacy, =
ABE, or ASE)}{\f7\fs24 =0A=
and to determine to what extent they }{\f7\fs24 assist}{\f7\fs24 =
}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 to =
identify and address barriers to attendance for students }{\f7\fs24 with =
the goal of obtaining a }{\f7\fs24 GED}{\f7=0A=
\fs24 certificate}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
6}{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24\ul =
R}{\f7\fs24\ul esearch Questions}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 This study address}{\f7\fs24 ed}{\f7\fs24 =0A=
two research questions (RQ) regarding the nature of intake =
procedures:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 RQ =
1 - What is the nature of intake procedures?}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 RQ 2 - How =
}{\f7\fs24 do}{\f7\fs24 the intake }{\f7\fs24 data}{\f7\fs24 =
identify}{\f7\fs24 and address barriers to attendance?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\b\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul O}{\f7\fs24\ul perational =
Definitions}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
In order to determine the nature of intake procedures }{\f7\fs24 used by =
statewide programs}{\f7\fs24 a}{\f7\fs24 nd how the}{\f7\fs24 ir =
procedures}{\f7\fs24 =0A=
might identify and address barriers to attendance for Adult Education =
students, definitions as used in this study are necessary. For the =
purpose of this study, terms below are used. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Adult Basic Education (ABE) }{\f7\fs24 =0A=
- refers to the programs originating from mid-sixties legislation =
intended to help people aged 15 and over get the equivalent of an =
eighth-grade education (Eurich, 1990). The typical ABE student has a =
N}{\f7\fs24 ational }{\f7\fs24 A}{\f7\fs24 dult }{=0A=
\f7\fs24 L}{\f7\fs24 iteracy }{\f7\fs24 S}{\f7\fs24 urvey =
(NALS)}{\f7\fs24 score in the range of high 1, 2, or low 3 =
(}{\f7\fs24\ul National Adult Literacy Survey}{\f7\fs24 , 1992, p. =
3).}{\b\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Adult}{\f7\fs24\ul Education}{\f7\fs24 - in this =
study refers to }{\f7\fs24 instruction with the goal of }{\f7\fs24 the =
student }{\f7\fs24 obtaining a General Education }{\f7\fs24 =0A=
Development certificate}{\f7\fs24 . }{\f7\fs24 Adult Education includes =
adults at the functional literacy level, ABE, or ASE level of =
instruction. }{\f7\fs24 =0A=
In Texas, these students are usually served through adult education =
centers administered by cooper}{\f7\fs24 - }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
ative}{\f7\fs24 agencies of ten to fifteen centers}{\f7=0A=
\fs24 each (Payne et al., 1998). Family literacy}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
7}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
programs are often part of the Federal program including Even Start, =
whose philosophy is that as much as possible, the whole family should be =
included in literacy education}{\f7\fs24 }{\f7\fs24 (}{\f7\fs24\ul =0A=
National Evaluation of the Even Start Family Literacy Program}{\f7\fs24 =
, 1998).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Adult Secondary Education (ASE) }{\f7\fs24 =0A=
- refers to the 1969 expansion of the ABE program to help adults earn =
the high school equivalency diploma (Eurich, 1990). The typical ASE =
student has a NALS score in the range of high 3, 4, or 5 (National Adult =
Literacy Survey, 1992, p. 3). }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul At-risk ABE student}{\f7\fs24 =0A=
- a term used by Quigley (1993) to identify those students who may =
drop out before completing their goals, usually within a three-week time =
perio}{\f7\fs24 d.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab=0A=
}{\f7\fs24\ul Class Setting}{\f7\fs24 - r}{\f7\fs24 efer}{\f7\fs24 s to =
placement of the student into group, individual, computer-based, or =
other instructional setting.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \tab}{\f7\fs24\ul Delivery System}{\f7\fs24 - refers to =
curriculum transmittal decisions, i.e., oral, visual, direct teach =
instruction, prerecorded lessons, etc.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24\ul Direct Service Provider}{\f7\fs24 - refers to the =
person directly facilitating learning activities (not prerecorded or =
distance education).}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{=0A=
\f7\fs24\ul Dispositional}{\f7\fs24\ul Barriers to =
Participation}{\f7\fs24 - reasons for non-attendance stemming from =
psychological, personality, attitude, beliefs about ability to learn =
(Sticht, McDonald & Erickson, 1998).}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul GED}{\f7\fs24 - General Educational Development =
(American Council on Education, 1998).}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A=
1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
8}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Institutional Barriers to}{\f7\fs24\ul =
Participation}{\f7=0A=
\fs24 - reasons for non-attendance stemming from instructional methods, =
policies, practices, requirements of programs }{\f7\fs24 (Sticht, =
McDonald & Erickson, 1998).}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24\ul Intake Procedures}{\f7\fs24 - refers to any action, =
spoken or written, that a program uses to introduce the program\'92=0A=
s policies, practices, or requirements for entry. Included in intake =
procedures are the methods used to establish a prospective student\'92s =
academic or psycho-social level.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 \tab}{\f7\fs24\ul Literacy}{\f7\fs24 - is defined as =
\'93using printed and written information to function in society to =
achieve one\'92s goals, and to develop one\'92s know}{\f7\fs24 ledge and =
}{\f7\fs24 potential\'94=0A=
(National Literacy Act, Public Law 102-73, 1991).}{\f7\fs24 In this =
study, literacy refers to functioning in the English language.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul =0A=
National Adult Literacy Survey}{\f7\fs24 (NALS) - This annual report =
to Congress on the \'93condition and progress of education\'94 began in =
1870 (National Adult Literacy Survey, }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 1992, p. 1). The current survey procedure determines =
the population\'92s prose, document, and quantitative literacy abilities =
by their consistent success at an 80 percent }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 criterion.}{\f7\fs24 The survey rates scores =
into five levels, or scales of literacy ability \'93ranging from 0 to =
500\'94 (National }{\f7\fs24 Adult Literacy Survey}{\f7\fs24 , 1992, p. =
2).}{\b\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul NALS Scales }{\f7\fs24 - The levels that reflect =
survey participants\'92=0A=
degree of literacy ability within prose, document, and quantitative =
tasks. The levels represents level cut points }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
50 points apart along the continuous scale of 0 to 500: Level 1 =
(0-225), Level 2 (225-275), Level 3 (275-325), Level 4 (325-375), Level =
5 (375-500)}{\f7\fs24 , (National }{\f7\fs24 Adult Literacy =
Survey}{\f7\fs24 , 1992, p. 3).}{\b\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
9}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Retention and Completion rate}{\f7\fs24 -}{\f7\fs24 =
in this study }{\f7=0A=
\fs24 means the proportion of students}{\f7\fs24 staying long enough to =
accomplish student oriented goals.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Situational}{\f7\fs24\ul =0A=
Barriers to Participation}{\f7\fs24 - reasons for non-attendance =
stemming from childcare issues, conflicting work schedules, and lack of =
transportation (Sticht, McDonald & Erickson, 1998).}{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Stopping Out}{\f7\fs24 - in this study means a =
student not attending for a period of time and then returning at a later =
date to start again.\tab}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\b\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul D}{\f7\fs24\ul elimitations}{\b\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \tab}{\f7\fs24 This study is delimited to adult education programs =
that serve students who are func}{\f7\fs24 tional}{\f7\fs24 ly =
literate}{\f7\fs24 in the English language}{\f7\fs24 , =
\'93comp}{\f7\fs24 et}{\f7\fs24 =0A=
ent to meet the requirements of adult living and working\'94 (Eurich, =
199}{\f7\fs24 0, p. 226}{\f7\fs24 )}{\f7\fs24 , yet do not have a high =
school diploma }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
and need to earn a }{\f7\fs24 GED}{\f7\fs24 certificate}{\f7\fs24 . =
This study is delimited to }{\f7\fs24 programs that serve}{\f7\fs24 =0A=
voluntary adult education students. Students in the programs may be =
court-ordered to improve reading, or to obtain a }{\f7\fs24 =
GED}{\f7\fs24 certificate}{\f7\fs24 , }{\f7\fs24 =0A=
but the programs are not in a prison setting, nor are they workplace =
only sites.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1{\b\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul =0A=
Significance of the Study}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The 1992 National Adult Literacy Survey (NALS) =
estimate}{\f7\fs24 s}{\f7\fs24 that }{\f7\fs24 =0A=
roughly 45% of the adult population tested has less than average in =
skills of prose, document, and quantitative proficiencies}{\f7\fs24 =
(}{\f7\fs24 L}{\f7\fs24 evels 1 and 2). A greater concern is the =
\'9321%- 23% of the }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
10}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
adult population, more than 40 million Americans over the age of 16, who =
performed at the lowest level of prose, document, and quantitative =
proficiencies (}{\f7\fs24 L}{\f7\fs24 evel }{\f7\fs24 1}{\f7\fs24 =0A=
), which means that they had only rudimentary reading and writing =
skills\'94 }{\f7\fs24 (Kirsch, Jungeblut, Jenkins & Kolstad, 1993, p. =
7).}{\f7\fs24 =0A=
Kirsch et al. (1993) reported that 40 million represents an =
improvement for 1992 from the 1985 NALS report by 10 to 11 points =
across the three scales, adding that, \'93=0A=
this comparison was possible because the same definition of literacy was =
used in describing a common set of prose, document, and quantitative =
literacy tasks administered in both assessments\'94 (p. 5). }{\f7\fs24 =
The NALS Report confirms that \'93=0A=
nearly two-thirds of those in Level 1 (62 %) had terminated their =
education before completing high school\'94 (Kirsch et al.}{\f7\fs24 , =
1993, p. 7)}{\f7\fs24 .}{\f7\fs24 =0A=
In a report ordered by the National Center for Education Statistics =
(NCES) for the years 1994-5, the lowest level of proficiency included 31 =
million adults (Kim & Collins, 1997). Again, an improvement in =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 the}{\f7\fs24 =
}{\f7\fs24 number scoring at the lowest level}{\f7\fs24 , but also =
illustrating the need for adult basic education programs, and for =
students to persist in those programs.}{\f7\fs24 =0A=
}{\f7\fs24 =0A=
It may be that intake data could be considered not only a mechanism for =
statistical information, but could become a means to increase =
persistence by designing intake questions that could alert staff to =
barriers to attendance. The role of the intake process could be the =
vital link between the needs of the students and countering =0A=
}{\f7\fs24 barriers}{\f7\fs24 to attendance.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 GED}{\f7\fs24 programs}{\f7\fs24 , which often encompass =
ABE and }{\f7\fs24 GED}{\f7\fs24 learners,}{\f7=0A=
\fs24 are reported as serving only a small portion of those in need of =
adult education, estimated to be 3% to 7% (Reder, 1992; Sticht et al., =
1998). }{\f7\fs24 The }{\f7\fs24 small proportion }{\f7\fs24 =0A=
of eligible adults entering programs of study could be due to their not =
perceiving a need for a}{\f7\fs24 further}{\f7\fs24 =
education.}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
11}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Of those who are being served, the persistence rate is typically 30%-50% =
nationwide (Kim & Collins, 1997). Some programs report a drop out rate =
as high as 60-70% (Quigley, 1992b, 1993, Kerka, 1995). }{\f7\fs24 =0A=
The National Center for Education Statistics }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
(NCES) reports that credentials were issued to 513,000 }{\f7\fs24 =
GED}{\f7\fs24 =0A=
to the 803,000 test takers in 1995 (Snyder, Hoffman, & Geddes, 1997, =
Table 102, p. 111). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Sticht et al. (1998) found that 17% leave =
before}{\f7\fs24 =0A=
rece}{\f7\fs24 iving any instruction, 36% leave before =
completin}{\f7\fs24 g 12 hours of study, \'93and most leave their =
programs with too few hours of instruction to }{\f7\fs24 make =
th}{\f7\fs24 em much more proficient than before\'94 (p. 15). }{\f7=0A=
\fs24 =0A=
The San Diego Consortium for Workforce Education and Lifelong Learning, =
Inc. (CWELL) student action research study shows that situational =
barriers to attendance are the most difficult to overcome (48%) followed =
by dispositional barriers (36%), with institutional barriers (16%) =
mentioned as the least difficult (Sticht et al., 1998). St=0A=
}{\f7\fs24 icht et al. (1998)}{\f7\fs24 went beyond the statistics to =
conclude that \'93people\'92s self-perceptions of need are better =
indicators }{\f7\fs24 of persistence }{\f7\fs24 than estimates of test =
scores\'94=0A=
(p. 16). The need to retain those who have crossed the threshold to =
more education is apparent.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 One group that is reported to be crossing over }{\f7\fs24 =0A=
in greater number }{\f7\fs24 a}{\f7\fs24 re}{\f7\fs24 the adolescent =
dropouts from public schools. }{\f7\fs24 NCES reports the national drop =
out rate in 1996 was 11.1% (Snyder et al., 1997, Table 103, p. 111). =
The 1997}{\f7\fs24 =0A=
Interim Report on Texas Public Schools reports total student drop out =
number in 1995-96 as 29,207 students, and 26,901 students in 1996-97 =
(Texas Education Agency, 1997, p. 17). The }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 significance of public school dropouts could be =
indicated by the number of adult education participants in 1996-97 aged =
16-24, 82,374 , out of a total }{\f7\fs24 served of 228,723 }{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 12}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
(TEA, Adult Education Performance Report, 1998, p. 14). The number of =
recruits from this sector for adult education programs is expected to =
increase. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
However, for all age groups the number of students in Texas completing =
an adult high school diploma or passing the }{\f7\fs24 GED}{\f7\fs24 =0A=
test in 1996-97 was only 15,473, although 207,755 report making =
progress or moving up in their functioning level (TEA, Adult Education =
Performance Report, 1998, p. 18). These numbers show a significant =
group of students did not obtain a }{\f7\fs24 GED}=0A=
{\f7\fs24 during the year they began their studies.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 In comments about completion statistics, }{\f7\fs24 =
Beder}{\f7\fs24 =0A=
(1991) stated that the workplace demands and environmental demands for =
literacy will continue to increase rapidly, and literacy program =
approaches and settings must be constantly reviewed and developed so =
that students can succeed with this difficult endeavor. The cost of 40 =
million Americans falling in Level 1 and 50 million in Level 2 of the =
National Adult Literacy Survey (NALS, 1992) not only affects the United =
States=0A=
\'92 economic position, it is a \'93deficit in human resources that =
requires remedy...for the sake of our future}{\f7\fs24 }{\f7\fs24 =
well-being as a society\'94 (Eurich, 1990, p. 228). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 As daunting a task as completing a =
}{\f7\fs24 GED}{\f7\fs24 is for low functioning adults, the General =
Education Development Testing Service }{\f7\fs24 recently }{\f7\fs24 put =
new demands on }{\f7\fs24 GED}{\f7\fs24 =0A=
candidates (American Council on Education, 1998). In April of 1998, =
the Specifications Committee upgraded the level of competence needed to =
pass the tests, reorganized some of the tests, and changed criteria =
needed to pass the mathematical portion, after raising =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 the =
level of score needed to pass in 1997. Additionally, the Testing =
Service decided that a}{\f7\fs24 s of}{\f7\fs24 =0A=
January 1, 2001, whichever test a student has passed will be voided if =
he/she has }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
13}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 not finished the complete battery of tests (American Council on =
Education, 1998). They will not allow a mixing of old and new test =
scores. This decision has some }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
program directors concerned about the retention rates for low level =
reading students who must move up in their reading ability before they =
can even attempt a }{\f7\fs24 GED}{\f7\fs24 test.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 A number of situational, dispositional, =
or institutional barriers to attendance can possibly be }{\f7\fs24 =
addressed at intake}{\f7\fs24 and the efforts made to }{\f7\fs24 create =
a us}{\f7\fs24 able, fluid intake}{\f7\fs24 =0A=
process are relevant to increasing retention. Well-planned intake =
interactions can possibly enhance recognition of potential barriers and =
allow timely implementation of intervention strategies. S}{\f7\fs24 =0A=
creening procedures can place a student on the correct path to =
completion, or }{\f7\fs24 might }{\f7\fs24 become another negative =
association with organized education. }{\f7\fs24 The research on the =
nature of intake procedures and the}{\f7\fs24 }{\f7\fs24 =0A=
d}{\f7\fs24 egree to which intake}{\f7\fs24 }{\f7\fs24 data}{\f7\fs24 =
}{\f7\fs24 address}{\f7\fs24 barriers to attendance contained in this =
study may be useful for }{\f7\fs24 literacy, }{\f7\fs24 ABE}{\f7\fs24 =
,}{\f7\fs24 and}{\f7\fs24 /or}{\f7\fs24 =0A=
GED providers. This research may benefit program directors who want to =
better utilize their intake data. Possible users of this data are =
ABE/GED Centers, }{\f7\fs24 Evenstart}{\f7\fs24 Programs,}{\f7\fs24 =0A=
Literacy Providers, High School Alternative Education programs, =
Workplace Literacy Providers, and Teacher Education Providers.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qr{\b\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qr{\b\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 =
Summary}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 This chapter investigated the need for =
an educated workforce, the funding for adult education programs, and the =
state of education levels in America. }{\f7\fs24 =0A=
Literature was reviewed concerning the impact of the number of Americans =
in the lowest levels of }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7=0A=
\fs24 14}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
functioning on the NALS (1992) report}{\f7\fs24 =0A=
, and the significance of the lack of achievement of these ABE students. =
Research was previewed regarding the importance of retention }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
efforts and certain studies were highlighted that have shown how crucial =
the intake period is for these students. The purpose of the study was =
outlined, research questions were delineated, and operational =
definitions were given. }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\par}
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Text;}}{\info{\author HRC Welding}{\*\category Miscellaneous}}\widowctrl =
\fet2=0A=
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\margl2160\margr1440\sectd \headery648\footery648{\headerr \s82 =
\sl240\slmult1\sb0\sa0\fs24 \tqc\tx4320\tqr\tx8640{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \par}\pard\plain \s82 =
\sl240\slmult1\sb0\sa0\fs24 \qc{\b\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 CHAPTER TWO}{=0A=
\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\qc{\f7\fs28 LITERATURE REVIEW}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 There is a range of causes of retention problems for Adult =
Education students. Retention statistics at the national and state =
levels reveal that retaining }{\f7\fs24 a student long enough to earn a =
}{\f7\fs24 GED}{\f7\fs24 =0A=
certificate is difficult, and retaining }{\f7\fs24 ABE}{\f7\fs24 =
student}{\f7\fs24 s}{\f7\fs24 , often referred to as at-risk or =
high-risk students, through a program}{\f7\fs24 is even more =
difficult.}{\f7\fs24 A review of }{\f7\fs24 =0A=
literature highlight}{\f7\fs24 s}{\f7\fs24 the exchange of data during =
intake procedures used to identify different barriers to =
attendance}{\f7\fs24 in successful programs}{\f7\fs24 . Retention =
practices were studied }{\f7\fs24 with an emphasis on}{\f7=0A=
\fs24 students with initial }{\f7\fs24 NALS}{\f7\fs24 Levels of high =
}{\f7\fs24 1, 2, and l}{\f7\fs24 ow 3. After examining the range of =
causes for retention problems, this study examined the }{\f7\fs24 =0A=
use of intake data to reveal potential barriers to attendance}{\f7\fs24 =
, and the use of intake data }{\f7\fs24 to respond to those =
barriers.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 Range of =
Causes for Retention Problems}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Providers of }{\f7\fs24 adult}{\f7\fs24 =0A=
education face difficult operating conditions due to funding agency =
differences, conflicting mandates, and community demands (Brown et al., =
1995). }{\f7\fs24 The continued need for adult education was confirmed =
in the 1992 }{\f7\fs24 NALS}{\f7\fs24 =0A=
Report which placed 21% to }{\f7\fs24 23%, some 40 to 44 million of the =
191 million adult}{\f7\fs24 s in this country}{\f7\fs24 , at the lowest =
level of proficiency}{\f7\fs24 . }{\f7\fs24 There were 25% to 28%, =
about 50 million adults, in the }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
15}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
16}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
next higher level. Roughly 45% of the adult population performed at =
less th}{\f7\fs24 an average }{\f7\fs24 levels }{\f7\fs24 in skills of =
prose, document, and quantitative proficiencies which was comprised of =
the categories low Level }{\f7\fs24 =0A=
1, 2, and h}{\f7\fs24 igh 3. The }{\f7\fs24 NALS}{\f7\fs24 Report =
(1992) stated that \'93nearly two-thirds of those in Level }{\f7\fs24 =
1}{\f7\fs24 (62 percent) had terminated their education before =
completing high school\'94 (}{\f7\fs24 p. 7). }{\f7=0A=
\fs24 It is reasonable to expect that the majority of Level 1 students =
are the least prepared to enter a }{\f7\fs24 GED}{\f7\fs24 program of =
study. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The research literature suggests that Literacy and }{\f7\fs24 =
ABE/GED}{\f7\fs24 programs serv}{\f7\fs24 e a small p}{\f7\fs24 =
rop}{\f7\fs24 ortion }{\f7\fs24 of those in need of adult education, =
with estimates ranging from 3-7% }{\f7\fs24 (Reder, 1992).=0A=
}{\f7\fs24 Of those who are being served, the completion rate =
}{\f7\fs24 i}{\f7\fs24 s typically 30-50%}{\f7\fs24 resulting in a =
50-70% drop out rate}{\f7\fs24 (Kim & Collins, 1997). }{\f7\fs24 =
O}{\f7\fs24 ther }{\f7\fs24 =0A=
researchers report a drop out rate as high as 60-70% }{\f7\fs24 as well =
}{\f7\fs24 (Kerka, 1995, Quigley, 1992b, 1993).}{\f7\fs24 }{\f7\fs24 =
Comparatively,}{\f7\fs24 the Texas public university student drop out =
}{\f7\fs24 =0A=
rate ranges between 31-34% since tracking began in 1985 with the most =
common factor listed for drop outs as students not being well-prepared =
for college studies (TEA, Higher Education in Texas: 1998 Status =
Report, 1999c). Barriers to attendance appear to e=0A=
}{\f7\fs24 xist in all levels of education and impact retention rates =
for all programs of study. }{\f7\fs24 Persistence rates }{\f7\fs24 =0A=
might increase if program staff could use the intake data to reveal =
possible barriers so that a response could be initiated at =
intake.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The}{\f7\fs24 =0A=
Texas Adult Education Annual Performance Report for year 1996-1997 =
(1998) summarized demographic characteristics of the population that =
this }{\f7\fs24 study is}{\f7\fs24 concerned with as Beginning and =
Intermediate }{\f7\fs24 ABE}{\f7\fs24 =0A=
students (p. 1). Of the 228,723 students reported as starting a =
program of study, 80,146 students were categorized as }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
17}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 ABE}{\f7\fs24 =
students. Of those 80,146 students, 31,563 completed the entering level =
of study, 41,185 were in the same level at year-end, 7,398 left before =
making progress, and }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
16,760 moved }{\f7\fs24 to}{\f7\fs24 =0A=
the next higher level of study (Texas Education Agency, Annual =
Performance Report 96-97, 1998, p. 16). The report indicated that =
15,473 students obtained an adult high school diploma or passed the =
}{\f7\fs24 GED}{\f7\fs24 =0A=
test during 1996-1997, but the }{\f7\fs24 data do}{\f7\fs24 not =
reflect how many of these students were }{\f7\fs24 ABE}{\f7\fs24 =
students when they started (TEA, 1998, p. 18). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Cohen}{\f7\fs24 , Golonka, Ooms, and =
Owen (1995) refer to current }{\f7\fs24 programs for adult education as =
a \'93=0A=
patchwork: disorganized, poorly funded; failing to produce gains, and =
failing to address other barriers to...success\'94 (p. 8). Texas Adult =
Education }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
programs fund $85.00 per student per year (TEA, 1998, p. 2) which could =
be a factor in low completion and retention rates. Texas programs rely =
on 3,611 part-time per}{\f7\fs24 - }{\f7\fs24 sonnel,}{\f7\fs24 =
}{\f7\fs24 =0A=
338 full-time personnel (106 are teachers),}{\f7\fs24 and 2,509 =
volunteers to administer and teach the 228,723 students in 199}{\f7\fs24 =
6-1997 (TEA, 1998, p. 22). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24 Adding to these problems is often the issue of retaining =
}{\f7\fs24 ABE}{\f7\fs24 students until progress to the next level of =
functioning is reached, or until a student completes his/her }{\f7\fs24 =
GED.}{\f7\fs24 =0A=
Research by Daines (1993) reported the }{\f7\fs24 majority}{\f7\fs24 =
of reasons for dropping }{\f7\fs24 out }{\f7\fs24 were}{\f7\fs24 =0A=
attributed to personal causes, course expectations, mismatch of tutor =
and/or material, although some declined to indicate a reason. Reasons =
for dropping out or barriers to attendance have been categorized by =
Cross (as cited in Sticht, McDonald, & Erickson, 1998) as either =
situational (child-care, work, transportation), dispositional (psycho- =
logical, personality, attitude, ability to learn perceptions), or =
institutional =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
18}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
(method of instruction, policies, program requirements). One study =
organized around Cross\'92=0A=
categories found student self-reports for causes of non-attendance as =
reliable as those in similar research studies, rating situational =
barriers as the most often cited reason, dispositional next, and =
institutional last (Sticht et al., 1998). }{\f7\fs24 =0A=
}{\f7\fs24 The combination of a fluid, usable intake process to reveal =
possible barriers and careful consideration of student self-reports for =
reasons for non-attendance might facilitate effective program design and =
higher retention rates.}{\f7\fs24 \par=0A=
}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The }{\f7\fs24 Texas}{\f7\fs24 Education =
Agency}{\f7\fs24 }{\f7\fs24 conducted a Student Evaluation of Adult =
Education Survey of}{\f7\fs24 its adult students }{\f7=0A=
\fs24 (ABE,}{\f7\fs24 }{\f7\fs24 GED,}{\f7\fs24 ESL)}{\f7\fs24 , =
and}{\f7\fs24 in }{\f7\fs24 FY 199}{\f7\fs24 7}{\f7\fs24 }{\f7\fs24 =
was able to gather 37,975 student-completed exit questionnaires from the =
228,723 students enrolled. }{\f7\fs24 }{\f7=0A=
\fs24 ABE}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
student responses numbered 28% (10,633) (TEA, 1998, p. 30-31). The =
}{\f7\fs24 twenty-four question evaluation}{\f7\fs24 included twelve =
}{\f7\fs24 =0A=
items}{\f7\fs24 }{\f7\fs24 t}{\f7\fs24 hat}{\f7\fs24 were concerned =
with barriers to attendance: dispositional barriers (3}{\f7\fs24 =
)}{\f7\fs24 and institutional barriers (9) (TEA, 1998, p. 31-32). =
\tab}{\f7\fs24 =0A=
If they know a student is exiting the program, }{\f7\fs24 Texas program =
directors routinely ask exiting students to complete a form called the =
\'93Reason for Separation\'94 question}{\f7\fs24 - }{\f7\fs24 =
naire}{\f7\fs24 which is inclu}{\f7\fs24 =0A=
ded in their Annual Performance Report data}{\f7\fs24 . Students have =
ten categories to choose from as the reason for separation. In the 1997 =
year-end report}{\f7\fs24 (TEA, 1998, p. 21)}{\f7\fs24 =0A=
, six exit interview categories could be considered as reflecting =
situational barriers to attending}{\f7\fs24 : health problems, child =
care problems, transportation problems, family problems, left area, =
to}{\f7\fs24 o}{\f7\fs24 k a job, }{\f7\fs24 =0A=
(23,511 responses)}{\f7\fs24 . O}{\f7\fs24 ne category could be =
considered a dispositional barrier}{\f7\fs24 : lack of interest, or =
instruction not helpful to participant}{\f7\fs24 (3,112 =
responses)}{\f7\fs24 . T}{\f7\fs24 =0A=
wo categories could be considered institutional }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
19}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
barriers}{\f7\fs24 =0A=
: location of class}{\f7\fs24 }{\f7\fs24 and}{\f7\fs24 scheduled time =
of class}{\f7\fs24 (12,376 responses) (TEA, 1998, p. 21). }{\f7\fs24 =
Often the staff is not aware }{\f7\fs24 that }{\f7\fs24 a student will =
be exiting the program}{\f7\fs24 =0A=
; the student just stops attending. It is cost prohibitive to mail an =
exit questionnaire with return postage to students}{\f7\fs24 . In these =
cases, after a period of time determined by each site, staff will =
complete the \'93Reason for Separation\'94 =0A=
}{\f7\fs24 form }{\f7\fs24 for the student marking the }{\f7\fs24 =
category }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
called \'93other\'94 which contains the }{\f7\fs24 box}{\f7\fs24 =
\'93unknown}{\f7\fs24 ,}{\f7=0A=
\fs24 \'94 and this category comprise}{\f7\fs24 s}{\f7\fs24 15,220 =
responses}{\f7\fs24 (TEA, 1998, p. 21). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1\qc{\f7\fs24\ul Situational Barriers}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Those responsibilities and life issues that become barriers to attending =
a program of study are called situational barriers and are often =
identified at the intake }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
period. Included in this category are transportation issues, =
conflicting work schedules, obtaining a job, and baby-sitting =
problems}{\f7\fs24 (Sticht et al}{\f7\fs24 .}{\f7\fs24 , =
1998)}{\f7\fs24 =0A=
. Kerka (1988) suggests organizing a program around the needs of the =
majority of attendees. If the majority come from a particular =
neighborhood, the center needs to be housed in that neighborhood, easily =
accessible by public transportation. If the majority have child care =
issues, those have to be dealt with by the center, either by providing =
it or coordinating a car pool program (Kerka, 1988). The literature =
reveals that these same problems create situational barriers for=0A=
}{\f7\fs24 }{\f7\fs24 current programs, but it was shown that =
}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 =
that provided support in these areas tended to retain students more =
}{\f7\fs24 effectively}{\f7\fs24 =0A=
(Soifer et al., 1990). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
20}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1\qc{\f7\fs24\ul Dispositional}{\f7\fs24\ul =
Barriers}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Cross (as cited in Sticht et al., 1998)\tab}{\f7\fs24 =0A=
defines dispositional barriers as those that \'93stem from the =
psychological, personality, and attitudinal make-up of the student, and =
their beliefs about their abilities to learn\'94 (p. 20). }{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Many researchers have found that at-risk }{\f7\fs24 ABE}{\f7\fs24 =
students have shared affective attributes towards learning which =
manifest themselves as dispositional}{\f7\fs24 =0A=
barriers to attendance (}{\f7\fs24 Goertzel & Keeley}{\f7\fs24 , 1992; =
Guisier & Molek, 1992; Marshall, 1992). Quigley\'92s (1993) study of =
personality traits among at-risk }{\f7\fs24 ABE}{\f7\fs24 students =
listed the need to belong, }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
need for peer acceptance, and low-self-esteem as common attributes. =
Cohen\'92s (1997) work on }{\f7\fs24 transformative}{\f7\fs24 learning =
found that people often have a \'93=0A=
distorted idea of their personal inadequacy...their test score often =
becoming their self-image\'94=0A=
(p. 61-2). Thiel (1985) described the characteristics of public school =
drop outs in 1984, and fourteen years later, these characteristics =
resemble the adult at-risk }{\f7\fs24 ABE}{\f7\fs24 students of =
today:}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \'93}{\f7\fs24 =
..}{\f7\fs24 poor social adjustment, inability to relate to =
aut}{\f7\fs24 hority figures, lack of future}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 orientation, inability to tolerate structured activities, =
battered self-image, \tab}{\f7\fs24 fear of taking risks, and deficient =
in skills needed for survival in today\'92s technological society\'94 =
(p. 3).}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Quigley (1992a, =
1993) asserted that similar characteristic behaviors and attitudes =
persist into adulthood, and if }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 =
s}{\f7\fs24 taff}{\f7\fs24 =0A=
do not acknowledge or possibly address these}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
past needs, then this could be a factor in the high drop out rates of =
}{\f7\fs24 ABE}{\f7\fs24 students. }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Just as they were often alienated from peers and teachers =
in prior school settings, at-risk }{\f7\fs24 ABE}{\f7\fs24 =0A=
students are often socially isolated in adult programs (}{\f7\fs24 =
Thiel, 1985;}{\f7\fs24 Vann & Hinton, 1994). At-risk }{\f7\fs24 =
ABE}{\f7\fs24 students may lack the self-confidence to join either =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 21}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
formal or informal support groups which might help them to persist. =
At-risk }{\f7\fs24 ABE}{\f7\fs24 =0A=
students are often in the programs many months or years, and strategies =
to deal with affective elements of learning such as creating =
self-awareness, trust, and acceptance are recommended by Ferro (1993) if =
students are expected to stay. Baldwin (1992) =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
acknowledged that }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 =0A=
may not be able to address all negative dispositional factors that lead =
to dropping out, so the importance of community collaboration is vital. =
Students do not often expect a program to solve their problems, but =
getting referral information and empathy might promote retention at =
crucial times. =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Ziegler and Sussman (1996) noted that programs are now =
\'93=0A=
much more amenable to change aspects of programs that would better meet =
the affective nature of the learner\'94=0A=
than in the past (p. 20). Tracy-Mumford et al. (1994), however, cited =
numerous studies showing that literacy and basic skills programs do not =
address the affective area of learning in their program structure. =
Awareness and flexibility may be the keys to overcoming dispositional =
barriers to participation. Low reading and numeracy skills hinder =
completion and could =0A=
}{\f7\fs24 contribute to}{\f7\fs24 dispositional barriers to =
attendance.}{\f7\fs24 Embarrassment and the social stigma of low =
academic skills often inhibit students from starting a program. =
}{\f7\fs24 =0A=
In contrast to Adult Secondary Students (ASE) whose reading and critical =
thinking skills range in the }{\f7\fs24 NALS}{\f7\fs24 }{\f7\fs24 =
(National Adult Literacy Survey, 1992)}{\f7\fs24 high 3, 4, and 5 =
categories, at-risk }{\f7\fs24 ABE}{\f7\fs24 =0A=
students are in the }{\f7\fs24 NALS}{\f7\fs24 low 1, 2, and low 3 =
categories. These low level readers are able to decode words (reading =
word-by-word), but they are unable to comprehend the knowledge they need =
to complete a }{\f7\fs24 GED}{\f7\fs24 =0A=
program as quickly as they would like. Marter (1989) stated that even =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
22}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
if students participate in a remedial phonetic program, \'93no amount of =
decoding strategy or linguistic reasoning will resolve the comprehension =
problem\'94 (p. 158). Many at-risk }{\f7\fs24 ABE}{\f7\fs24 students =
secure jobs with }{\f7\fs24 GED}{\f7=0A=
\fs24 completion as a requisite for continued employment, but their =
inability to comprehend material on standardized tests such as =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 the =
}{\f7\fs24 GED,}{\f7\fs24 =0A=
keeps them from becoming permanent employees with benefits, or from =
getting promotions (Jacobson, 1997). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 An at-risk }{\f7\fs24 ABE}{\f7\fs24 =0A=
student may have a sense of frustration regarding the amount of time it =
will take to complete a program of study. Bean\'92s study (as cited in =
Brod, 1990) }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
listed lack of progress, real or perceived, as the major cause for =
dropping out. This frustration can lead to depression, feelings of =
failure and eventual dropping out (Brod, 1990; Zieglar & Sussman, =
1996). One project found 67% of the dropouts had \'93=0A=
unrealistic expectations\'94=0A=
regarding attaining their goals within the time frame they planned =
(Zieglar & Sussman, 1996, p. 11). Other dispositional reasons for low =
retention rates are hard to pinpoint at times as experienced by Beder =
(1991) when his study found that 87% of students dropped out within the =
first eight months citing various reasons, one not more illuminating =
than the other. Other studies showed that even though the majority of =0A=
}{\f7\fs24 ABE}{\f7\fs24 students drop out early in programs, many =
within the first }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
three weeks, 73% of the students report that they would go back to =
classes eventually (}{\f7\fs24 Malicky & Norman, 1994;}{\f7\fs24 =
Quigley, 1992b, 1993). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 Through a survey of at-risk students completed by Belzer (1998), =
it was discovered the majority of subjects did not feel like failures =
for \'93stopping out\'94=0A=
of a program (9 out of 10 had been a part of some kind of adult =
education at least once). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
23}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 She followed ten students from entry until drop out or =
4 months. \'93While they had stopped coming, their intentions to =
participate had not ended...they attributed this [dropping out] to =
factors beyond their control...\'94=0A=
(Belzer, 1998, p. 2). Belzer (1998) contended that stopping out =
reflects a sense of powerlessness and that these learners }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
needed help in getting around barriers to education that others may be =
able to negotiate for themselves. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Quigley (1993) found that low performing students who had dropped out of =
school frequently had a negative attitude towards further education, =
just as Kerka\'92s}{\f7\fs24 }{\f7\fs24 =0A=
(1988) study found that previous educational attainment was indicative =
of persistence. Many at-risk }{\f7\fs24 ABE}{\f7\fs24 students have =
been retained one or more grades in public school}{\f7\fs24 ,}{\f7\fs24 =
which could impact a student\'92=0A=
s belief that they are unable to benefit from education at the adult =
level. \'93Grade}{\f7\fs24 }{\f7\fs24 level retention produces little =
improvement in student achievement and is one of the leading causes for =
high school drop outs,\'94=0A=
noting with disdain that }{\f7\fs24 ABE}{\f7\fs24 programs are rife =
with adults who were retained at least once (Sherwood, 1993, p. 12). =
The usual educational settings reflect middle-class American values, so =
many clients are at odds with }{\f7\fs24 =0A=
ABE}{\f7\fs24 programs from the beginning (Beder, 1991; Imel, 1996; =
Long, 1992; Quigley, 1992a). Long (1992) called this attitude or =
feeling of }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 not =
belonging \'93=0A=
cultural dissonance\'94 (p. 12) and believes our public education system =
pushed these students out rather than their dropping out. Reder (1992) =
asserted that at-risk }{\f7\fs24 ABE}{\f7\fs24 =0A=
students do not perceive they had a need for completing an education, =
have an unfavorable perception of the time and effort required to =
develop literacy, and have a \'93strong dislike for the school-like =
design of most adult literacy programs\'94=0A=
(p. 2). \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
24}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Malicky and Norman (1994) felt drop out numbers are related to past =
educational experience, but D\'92Amico-Samuels }{\f7\fs24 cited =
}{\f7\fs24 in Kerka (1995) }{\f7\fs24 declared}{\f7\fs24 learners more =
at-risk of dropping out who have experienced \'93=0A=
culturally insensitive teachers or have been exposed to racism, who had =
been labeled failures, or whose family and community }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
circumstances demonstrated that education did not necessarily improve =
mobility\'94 (p. 6).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24=0A=
\ul Institutional Barriers}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Students who have maneuvered around situational and dispositional =
barriers, often face obstacles within program structures called =
institutional barriers to attendance. Institutional barriers are =
composed of those instructional decisions and program practices that run =
counter to the perceptions and needs of at-risk =0A=
}{\f7\fs24 ABE}{\f7\fs24 students (Sticht et al., 1998). }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Kerka (1995) felt that program directors often overlooked the idea that =
where adults are voluntary participants, the student role is one of many =
roles, and adult responsibilities compete with }{\f7\fs24 ABE}{\f7\fs24 =0A=
programs. This finding may suggest that every effort must be made =
within program structure to anticipate and attempt to meet the needs of =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
ABE}{\f7\fs24 =0A=
students. A positive learning climate can influence student learning =
(Knowles, 1984), but it may have a greater effect for at-risk }{\f7\fs24 =
ABE}{\f7\fs24 students who need a consistent, }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 supportive environment in order to be successful =
(Knowles, 1996). The study by }{\f7\fs24 Sticht et al. (1998)}{\f7\fs24 =
reported some adult students felt \'93the school environment was not =
welcoming\'94 (p. 23).}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
25}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Other studies reported}{\f7\fs24 }{\f7\fs24 assessment issues troubling =
for teachers and students alike because the assessment practices and =
}{\f7\fs24 chosen}{\f7\fs24 =0A=
instruments could become institutional barriers to attendance (Metz, =
1989, Sticht, et al., 1998). Metz (1989) criticized the practice of =
testing students as they walk in the door, and instead recommended =
assessment be done on an informal basis in which the cultural, =
physiological, =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
psychological and education characteristics of the learner be noted =
through a series of interviews over a period of several sessions. =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Assessment for multiple }{\f7\fs24 intelligences}{\f7\fs24 =0A=
was found in several programs through the use of standardized tests as =
well as portfolios, but they were usually given at the beginning of a =
program of study, which might be intimidating to some students. Kasworm =
and Marienau (1997) suggested that when adult assessments reflect =
affective outcomes, self-directed learning skills, and the student=0A=
\'92s ability to respond to adult life, that there would be gains in a =
student\'92s positive attitude about learning as well as gains in a =
student\'92=0A=
s belief that they could learn. This type of assessment practice or =
routine might counter one kind of dispositional barrier to attendance. =
It was suggested that when students saw that intelligence is made up of =
various strengths, and that they already possess some of those =
strengths, they were better able to see persisting as worthwhile =
(Sticht et al., 1998).=0A=
}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The literature about barriers to attendance attributed =
some causes to program structure and delivery methods.}{\f7\fs24 =0A=
Solorzano (1993) pointed out that the choice of}{\f7\fs24 }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
26}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
instructional delivery must be based on adults\'92 strengths and =
weaknesses, not the program\'92s routine. He attributed some =
persistence to individualized study}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
programming. Even though the most efficient use of staff and budget =
dollars might be the self-directed model, Quigley (1993) called this a =
\'93}{\f7\fs24 =0A=
sink or swim approach whose time has come and gone\'94 (p. 17). =
}{\f7\fs24 Alter}{\f7\fs24 natively,}{\f7\fs24 }{\f7\fs24 Quigley =
(1993, 1995) asserted that at-risk }{\f7\fs24 ABE}{\f7\fs24 students =
need small}{\f7\fs24 =0A=
, teacher-directed classes of five or six students, and this idea was =
confirmed by adult students participating in the }{\f7\fs24 Sticht et =
al. (1998)}{\f7\fs24 study. Quigley\'92s work (1992 a, b) proposed the =
importance of smaller classes because}{\f7=0A=
\fs24 lack of}{\f7\fs24 teacher interaction or \'93lack of adequate =
attention from teachers\'94 (p. 26) ranked highly on exit interviews as =
a}{\f7\fs24 }{\f7\fs24 reason for dropping out from public schools as =
well as from }{\f7\fs24 ABE}{\f7\fs24 =0A=
programs}{\f7\fs24 . Th}{\f7\fs24 e small class size could allow more =
individual }{\f7\fs24 =0A=
attention to students, and could also give instructors structured time =
to review and assess progress, not only for program staff reports, but =
for the self-esteem of the student (Solorzano, 1993). }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Institutional barriers to attendance were reflected in a study by Hayes =
and Valentine (1989) regarding educational needs of }{\f7\fs24 =
ABE}{\f7\fs24 =0A=
students. These researchers found that providers and students have =
very different views about what }{\f7\fs24 ABE}{\f7\fs24 =0A=
students need to learn and in what order. Self-reports from students =
regarding literacy needs were compared to program curriculum. Hayes and =
Valentine (1989) said the self-reports }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \'93revealed a striking tendency for students [to =
think they}{\f7\fs24 ] learn most of what they needed least and to learn =
least about what they needed most\'94=0A=
(p. 11). Learning that is perceived as relevant by the students met =
the needs of adult }{\f7\fs24 ABE}{\f7\fs24 }{\f7\fs24 students, and =
this,}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
27}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
according to a study by Sticht et al. (1998), may be a factor in =
retaining students. Some students attributed non-participation to the =
perceived irrelevance of learning to real }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A=
1{\f7\fs24 world settings in programs even when students acknowledge a =
need for further education (Adult Education Through Technology Project, =
1991; Imel, 1996 ). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab=0A=
}{\f7\fs24 The literature review revealed that control and management of =
learning tasks, evaluation, delivery methods, content, and timeline for =
completion is determined by teachers alone, students alone, or both. =
Garrison\'92=0A=
s (1997) research, however, tied }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
control and choice to motivation, persistence and retention. His study =
concluded that genuine student-centered delivery programs }{\f7=0A=
\fs24 allow}{\f7\fs24 students to know why the exact requirements, or =
objectives, are in place and also }{\f7\fs24 allow}{\f7\fs24 =
self-sel}{\f7\fs24 ection of relevant}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
objectives and the choice of approaches to learning. Garrison (1997) =
defined self-directed learning as an approach that lets students =
\'93assume personal responsibility and collaborative control of =
cognitive (self-monitoring) and contextual (self-}{\f7=0A=
\fs24 }{\f7\fs24 management) processes in constru}{\f7\fs24 cting and =
confirming meaningful and worthwhile learning outcomes\'94 (p. 18). As =
students collaborate with teachers to design their program of study, =
called collaborative constructiv}{\f7\fs24 =0A=
ism, persistence would be built in (Garrison, 1997). }{\f7\fs24 Tice =
(1997) supp}{\f7\fs24 orted Garrison, saying }{\f7\fs24 =0A=
that the debate between who should control program structure is =
irrelevant because adult programs need both student and teacher input. =
}{\f7\fs24 }{\f7\fs24 It appears that any method of program structure =
designed }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 to produce a =
less school-like setting allows students to feel in control and =
promote}{\f7\fs24 s}{\f7\fs24 retention }{\f7\fs24 (Horton, 1996; =
Pratt, 1988; Reder, }{\f7\fs24 1992;}{\f7\fs24 =0A=
Tracy-Mumford}{\f7\fs24 et al., 1994).}{\f7\fs24 }{\f7\fs24 Intake =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
28}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
data might be utilized to reveal situational, dispositional, or =
institutional barriers to attendance as well as to aid in the design of =
successful programs of study.}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Nature of Intake Procedures}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1=0A=
{\f7\fs24 \tab}{\f7\fs24 The intake procedures of some successful =
programs help}{\f7\fs24 }{\f7\fs24 to identify possible }{\f7\fs24 =
barriers to attendance, and that allows }{\f7\fs24 =
administrators}{\f7\fs24 to structure a program}{\f7\fs24 }{\f7\fs24 =0A=
of study based on the unique needs of those students (}{\f7\fs24 =
Goertzel & Keeley}{\f7\fs24 , 1992; }{\f7\fs24 Guisier & Molek, 1992; =
Quigley, 1993).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul To}{\f7\fs24\ul Identify =
Barriers}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Systematic B}{\f7\fs24\ul arrier}{\f7\fs24\ul A}{\f7=0A=
\fs24\ul lerts}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Successful }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 =
s}{\f7\fs24 taff}{\f7\fs24 =0A=
include questions on their intake questionnaires that would alert staff =
to possible barriers to attendance}{\f7\fs24 (}{\f7\fs24 Goertzel & =
Keeley}{\f7\fs24 , 1992; }{\f7\fs24 Guisier & Molek, 1992; Quigley, =
1993).}{\f7\fs28 }{\f7\fs24 =0A=
Whether using oral}{\f7\fs24 interviews}{\f7\fs24 or written intake =
forms, succes}{\f7\fs24 s}{\f7\fs24 ful}{\f7\fs24 program staff have =
devised systems }{\f7\fs24 to}{\f7\fs24 alert staff to }{\f7\fs24 =
those}{\f7\fs24 students}{\f7\fs24 =0A=
who are more at risk of dropping out, on the assumption that }{\f7\fs24 =
academic test scores alone are not }{\f7\fs24 reliable =
indicators}{\f7\fs24 , a combination of test scores and probing intake =
questionnaires are often used }{\f7\fs24 (}{\f7\fs24 =0A=
Goertzel & Keeley}{\f7\fs24 , 1992; Guisier & Molek, 1992; Quigley, =
1993).}{\f7\fs24 In order to signal the }{\f7\fs24 intake review =
staff}{\f7\fs24 at }{\f7\fs24 Project Drop In}{\f7\fs24 =0A=
, a job training center in Lewistown, Pennsylvania, to place the student =
in the program\'92s support network system, intake questions were =
created to reveal dispositional and institutional barriers to attendance =
}{\f7\fs24 (}{\f7\fs24 Guisier & Molek,}{=0A=
\f7\fs24 1992)}{\f7\fs24 . Situational barriers are most obvious to =
probe }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
29}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
for and }{\f7\fs24 are}{\f7\fs24 addressed upon intake by staff, =
}{\f7\fs24 whil}{\f7\fs24 e dispositional barriers are anticipated when =
responses to questions are more negative than positive regarding belief =
}{\f7\fs24 in one\'92s }{\f7\fs24 ability,}=0A=
{\f7\fs24 prior experience with education, meta-cognitive skills, =
self-esteem, interest or }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
motivation, and support from family. Institutional barrier questions =
profile the student according to learning }{\f7\fs24 }{\f7\fs24 =
preferences, acceptable class convenience, and perceived need for =
individual attention (G}{\f7\fs24 uisier & Molek}{\f7=0A=
\fs24 , 1992). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Examples of B}{\f7\fs24\ul arrier}{\f7\fs24\ul Alert =
Questions}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24 A summary of intake questions }{\f7\fs24 in }{\f7\fs24 =
two}{\f7\fs24 successful programs used to probe for dispositional and =
institutional barriers to attendance is shown in Table 1. These =
questions are part of the intake procedures at }=0A=
{\f7\fs24 Project Drop}{\f7\fs24 In}{\f7\fs24 (}{\f7\fs24 Guisier & =
Molek}{\f7\fs24 ,}{\f7\fs24 }{\f7\fs24 1992)}{\f7\fs24 and Settlement =
House (}{\f7\fs24 Goertzel & Keeley, 1992)}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Table 1}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul Identifying =
Barriers to Attendance for At-Risk Students}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Barriers}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Dispositional}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 1. Why did you decide to come to school?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
2. Do you have support for taking these classes? From whom? Is =
anyone\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
discouraging you from taking classes?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
3. How did you feel at registration? During the introduction? During =
the test?}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{=0A=
\f7\fs24 4. What are your goals? How long will it take you to achieve =
your goals?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 5. Wh}{\f7\fs24 a}{\f7\fs24 t are your expectations for the =
class? What do you think the program\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 can do about your expectations?}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 6. What is your living situation? }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 30}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Table 1, continued}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 7. What is your overall reaction toward prior school =
experiences? }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 8. Is this the first adult program you have ever =
attended?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
9. Were you ever in special education programs at public =
school?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
10. Who were your best and worst teachers? Why?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
11. What are your strengths and weaknesses?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 12. Tell me about your job =
history? Why did you leave?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\tab}{\f7\fs24 13. What are your interests and hobbies?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 14. Do you have tim}{=0A=
\f7\fs24 e to study and a place to study?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Institutional}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 15. How do you feel about your teacher? Do you feel =
like you may need to talk\tab}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 about personal problems with your teacher? Would =
you be able to?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 16. Do you feel like you could talk to your teacher if =
there was a problem\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab=0A=
}{\f7\fs24 in class? }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
17. Do you like the other people in the class? Has the teacher done =
anything}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 to help everyone feel comfortable =
together?}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 18. How do you think you learn best? From =
what?}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 19. Are you involved with other social service agencies? =
List them.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 20. Describe the class setting that you would be =
comfortable in.}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 21. What problems do you think this center has that will =
interfere with you?}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =
______________________________________________________}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Note.}{\f7\fs24 Questions 1-5 and 15-17 are from =
}{\f7\fs24\ul Project: Drop In. Final report}{\f7\fs24 (1992). =
\tab}{\f7\fs24 =0A=
TIU Adult Education and Job Training Center, Lewistown, PA. Pennsylvania =
State \tab}{\f7\fs24 Dept. of Education: Div. of Adult Basic and =
Literacy Education Programs.}{\f7\fs24 }{\f7\fs24 (ERIC =
\tab\tab}{\f7\fs24 =0A=
Document Reproduction Service No. ED 352 534)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
31}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Table 1, continued}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Questions 6-14 and 18-21 are from }{\f7\fs24\ul Towards =
the ABE promised land: }{\f7\fs24=0A=
\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Creating a successful learning environment by =
examining retention rates, final}{\f7\fs24 \tab\tab}{\f7\fs24\ul =
report, Settlement House.}{\f7\fs24 =0A=
(1992). Lutheran Social Mission Society, Philadelphia. =
\tab\tab}{\f7\fs24 }{\f7\fs24 (ERIC \tab}{\f7\fs24 Document =
Reproduction Service No. ED 352 538)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Quigley (1993) used }{\f7\fs24 an}{\f7\fs24 =0A=
intake procedure to determine the degree of negative feelings from =
prior schooling (see Appendix A for prior schooling intake form). =
Negative reaction to prior schooling, a dispositional barrier, appears =
to affect retention rates. Kerka\'92=0A=
s (1988) retention strategy study suggests that previous educational =
attainment is indicative of persistence; those most dissatisfied with =
school dropped out }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
the earliest, attaining few years of schooling. Quigley (1995) wants =
program directors to not only make teachers aware of how important the =
knowledge of a student\'92s past educational experience is, }{\f7\fs24 =
but }{\f7\fs24 he }{\f7\fs24 also}{\f7\fs24 =0A=
}{\f7\fs24 wants them to create an \'93unlearning component to overcome =
previous negative associations with schooling\'94=0A=
(p. 6). The learning design should be made more effective and promote =
retention if for no other reason than reflecting respect for individual =
preferences and aversions (Quigley, 1993). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul To Address Barriers to =
Attendance}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
In several studies it was noted that a}{\f7\fs24 s intake data =
}{\f7\fs24 a}{\f7\fs24 re reviewed, often by a variety of staff, the =
most obvious barriers to attendance are}{\f7\fs24 usually}{\f7\fs24 =
addressed first (}{\f7\fs24 Goer}{\f7\fs24 =0A=
tzel & Keeley}{\f7\fs24 , 199}{\f7\fs24 2;}{\f7\fs24 Guisier & Molek, =
1992; Marshall, 1992). }{\f7\fs24 Obvious barriers are }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
32}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 most often =
situational barriers}{\f7\fs24 , but many dispositional barriers, and =
sometimes institutional barriers become apparent at the first meeting =
between student and staff.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Situational Barriers}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Situational barriers to }{\f7\fs24 attendance }{\f7\fs24 =0A=
revealed at intake}{\f7\fs24 }{\f7\fs24 are often }{\f7\fs24 addressed =
}{\f7\fs24 by}{\f7\fs24 programs that}{\f7\fs24 }{\f7\fs24 =
provid}{\f7\fs24 e}{\f7\fs24 =0A=
transportation through program vehicles, public transportation, or peer =
support; additionally, }{\f7\fs24 program}{\f7\fs24 s}{\f7\fs24 =
}{\f7\fs24 provide}{\f7\fs24 on-site child-care, arrange care through =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 local =
providers, or facilitate peer and family support systems to overcome =
these barriers to attendance }{\f7\fs24 (}{\f7\fs24 Goer}{\f7\fs24 tzel =
& Keeley}{\f7\fs24 , 199}{\f7\fs24 =0A=
2; Guisier & Molek, 1992; Marshall, 1992). \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Dispositional}{\f7\fs24\ul B}{\f7\fs24\ul arriers}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Dispositional barriers to attendance, =
those relating to personality and attitude, are more difficult to =
pinpoint, yet the }{\f7\fs24 literature }{\f7\fs24 review}{\f7\fs24 =
indicates that }{\f7\fs24 program}{\f7\fs24 =0A=
staff}{\f7\fs24 are addressing these problems when the }{\f7\fs24 =
systematic }{\f7\fs24 review of intake data }{\f7\fs24 alert staff that =
there is}{\f7\fs24 a need}{\f7\fs24 }{\f7\fs24 (}{\f7\fs24 =
Goer}{\f7\fs24 tzel & Keeley}{\f7\fs24 , 199}{\f7\fs24 =0A=
2; Guisier & Molek, 1992; Marshall, 1992}{\f7\fs24 ). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Self-esteem issues}{\f7\fs24\ul .}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
In Cohen\'92=0A=
s (1997) work with students, much emphasis was placed on students =
reassessing themselves: work, personal, future. Cohen (1997) helped =
students to see how smart they were then, before he tried to build upon =
knowledge bases. This valuing of different kinds of knowledge and =
skills resulted in tremendous gains in self-esteem which were reported =
in self-reports or teacher anecdotal journals (Cohen, 1997; Goertzel & =
Keeley, 1992). The literature reflects the difficulty in assessing =
progress in improved self-esteem, but acknowledges that more funding =
sources are using improved =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
33}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
self-esteem as a program}{\f7\fs24 quality}{\f7\fs24 =0A=
indicator. Cohen et al. (1995) described low self-esteem as a =
\'93barrier to employability\'94=0A=
(p. 1), and noted that some programs do not include sessions in =
building self-esteem. Low self-esteem is tied to the absence of an =
internal locus of control in research by Brookfield (1986) and Long =
(1992). An internal locus of control would reflect success as a result =
of personal effort, instead of luck. An=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
external locus of control would attribute success to teachers, peers, or =
other externally controlled event. Long (1992) asserted that repeated =
teaching of the power of an internal locus of control could lead to =
increased self-esteem and to generalization of successes into other life =
areas. Furthermore, several studies tied improved self-esteem to high=0A=
}{\f7\fs24 er}{\f7\fs24 attendance rates (}{\f7\fs24 Garrison, 1997; =
}{\f7\fs24 Goertzel & Keeley}{\f7\fs24 , 1992).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Support groups}{\f7\fs24\ul .}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 One method the Lutheran Settlement House of Philadelphia =
(Goertzel & Keeley}{\f7\fs24 =0A=
, 1992) used to maintain their 75% retention rate was to establish a =
network of support for adult learners. The lack of support is often =
cited as a dispositional barrier to attendance throughout the =
literature. The source of support for the Settlement House (Goertzel & =
Keeley,1992) took various forms: family and friends, the local =
counseling =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
center, the area employment agency, a program staff member. The =
Settlement House (Goertzel & Keeley,1992) administrators felt strongly =
that even one supporter, or mentor, could keep the student from dropping =
out because the support secured the \'93=0A=
perception that they were achieving their goals\'94 (p. 7). }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Another support system was devised by the TIU Adult Education and Job =
Training Center, Lewistown, Pennsylvania, called the Speaker\'92s Bureau =
(Goss, 1992). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
34}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 The =
project team decided to help students build their speaking skills before =
audiences, not only to increase students\'92=0A=
grammatical skills, but to increase public awareness of the program as =
well. The speeches were taped and made available to the other =
students. This self-esteem building project became a system of support =
and a motivation tool. }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Peer support was documented as a retention tool in several studies =
(Imel, 1994; Quigley, 1993). An in-place support network seems to =
counter some dispositional }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
reasons for attri}{\f7\fs24 tion because students feel they have help in =
reaching goals, and }{\f7\fs24 the }{\f7\fs24 literature =
review}{\f7\fs24 =0A=
shows that feeling successful is directly related to student retention =
(Garrison, 1997; Long, }{\f7\fs24 1989; Tracy-Mumford et al., =
1994).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Meta}{\f7=0A=
\fs24\ul -}{\f7\fs24\ul cognition}{\f7\fs24\ul skills.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 An often }{\f7\fs24 frustr}{\f7\fs24 a}{\f7\fs24 =
ting}{\f7\fs24 =0A=
dispositional barrier to attendance is the students\'92 feeling of =
inability to learn new material. }{\f7\fs24 Program}{\f7\fs24 =
}{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 might offset this by helping =
students be }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
successful in content areas through the teaching of how to learn skills. =
Wagner (1995) proposed that adults retain knowledge longer if original =
learning includes strategies for remembering. Garrison (1997) stated =
that all students could learn, no matter their age, if students were =
taught meta-cognitive strategies. Students who learn skills in =
self-monitoring, attention to locus of control, and volition, or ways to =
sustain =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
motivation, would then become self-directed learners (Garrison, 1997). =
Blair (1996) insisted that \'93=0A=
our educational aim must be to move the adult from dependence to =
independence to }{\f7\fs24 interdepe}{\f7\fs24 n}{\f7\fs24 =
denc}{\f7\fs24 e...by}{\f7\fs24 teaching people how to learn\'94=0A=
(p. 40). He suggested that most learning takes place out of the =
classroom, and in his Freire-like }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr=0A=
{\f7\fs24 35}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
voice says \'93if we don\'92t focus on teaching people how to teach =
themselves, we not only shortchange the individual, we shortchange =
society as well\'94=0A=
(p. 41). }{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Institutional Barriers}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
The research shows that sound intake procedures could alert staff that =
there might be institutional barriers to attendance, and that }{\f7\fs24 =
staff}{\f7\fs24 need}{\f7\fs24 s}{\f7=0A=
\fs24 to guide a student into}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 the =
appropriate program of study for his/her success. Intake =
questionnaires, similar to those in Table 1, help}{\f7\fs24 s}{\f7\fs24 =0A=
taff anticipate institutional barriers to attendance and }{\f7\fs24 =
are}{\f7\fs24 frequently coupled with academic assessment methods to =
profile the needs of students (}{\f7\fs24 Goertzel & Keeley, =
1992}{\f7\fs24 =0A=
; Guisier & Molek, 1992; Marshall, 1992). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Assessment procedures}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Academic }{\f7\fs24 =
assessments}{\f7\fs24 are administered with respect for students\'92=0A=
time and prior schooling experience, once a student is identified at =
the intake as at-risk of dropping out due to situational or =
dispositional barriers }{\f7\fs24 (}{\f7\fs24 Goertzel & Keeley, =
1992}{\f7\fs24 ; Guisier & Molek, 1992; Marshall, 1992).}{=0A=
\f7\fs24 The assessment procedure itself has been cited as a reason =
for dropping out in some cases. Metz (1989) acknowledged that =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
determining }{\f7\fs24 =0A=
assessment results quickly is important, but warned that the need for =
efficiency might replace accuracy, and that the type of test =
administered might drive away students before they begin a course of =
study. }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =0A=
Successful programs are moving from grade level indicators to assessment =
tools based on the National Adult Literacy Survey (NALS, 1992). Some =
programs use student portfolios to supplement standardized testing. =
Stein (1997) and the National Institute }{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
36}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 for =
Literacy (NIFL}{\f7\fs24 =0A=
) would like to see assessment of adult learners revolve around their =
perceived adult role maps as outlined in their Equipped for the Future =
program. Even when}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 =0A=
use a multiple indicator system for assessing gains}{\f7\fs24 , =
Venezky, Bristow, and Sabatini (}{\f7\fs24 1994) sa}{\f7\fs24 =
y}{\f7\fs24 it }{\f7\fs24 i}{\f7\fs24 s logical to think a student who =
has low level reading abilities w}{\f7\fs24 ill}{\f7\fs24 =0A=
need more time to gain strengths, and would be more at risk of dropping =
out. In the Dirkx and Jha (1994) study of attrition using age and =
academic ability as predictors, it was found that reading and math =
scores are the most salient predictors for completion and further =
support the observation that =0A=
\'93prior academic preparation was }{\f7\fs24 associated with =
completion\'94 (p. 282). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Appropriate standardized tests for at-risk ABE students measure a broad =
range of skills, or multiple intelligences. The Career Ability =
Placement Survey (CAPS) evaluates mechanical reasoning, spatial =
relations, verbal reasoning, numerical ability, }{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
language usage, word knowledge, perceptual speed and accuracy, as well =
as manual speed and dexterity (Frazee, 1996). Another appropriate test =
of a student\'92=0A=
s abilities is }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 the =
Comprehensive Adult Student Assessment System (CASAS) test which is =
}{\f7\fs24 now}{\f7\fs24 }{\f7\fs24 linked directly to the Secretary\'92=0A=
s Commission on Achieving Necessary Skills (SCANS) table, }{\f7\fs24 and =
to Workforce}{\f7\fs24 2000 goals (CASAS, 1998). CASAS tests indicate =
ability across a continuum of difficulty to reveal strengths and =
weaknesses in all ranges of }{\f7\fs24 =0A=
functional, context-based literacy skills}{\f7\fs24 . }{\f7\fs24 These =
tests are relevant to real-world applications by being tied to job =
skills, and their use might counter the institutional barrier of lack of =
school relevance reported in the }{\f7\fs24 =0A=
Sticht et al}{\f7\fs24 . (1998) study. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
37}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Program }{\f7\fs24\ul design}{\f7\fs24\ul .}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Research on methods to counter student frustration with program =
environments, a type of institutional barrier to attendance, suggests =
that goal }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
management, learning methods, evidences of success, of overall course =
design should be}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
a collaborative effort, routinely assessed for at-risk ABE students =
(Garrison, 1997; Quigley, 1993, Tracy-Mumford et al., 1994). Retention =
rates are low for at-risk ABE students according to Pierce, Harper, =
Hensley, Grubb, and Hall (1993) due to the way project directors =
approach ABE learners - as a homogeneous group. =0A=
\'93There are numerous subgroups or }{\f7\fs24 subpopulations}{\f7\fs24 =
within the identified ABE population; each differs from the other in =
important ways and should thus be approached with different strategies =
in both recruitment and retention\'94=0A=
(Pierce et al., p. 20). }{\f7\fs24 The intake process could help to =
identify subgroups of populations and allow timely implementation of =
intervention strategies.}{\f7\fs24 =0A=
Quigley (1993) believed these at-risk students need small group =
teaching or one-on-one tutoring situation, with the teacher directing =
learning. The students in his ideal program would move to self-directed =
study and computer-assisted study after certain levels of progress were =
seen in basic skills. =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The }{\f7\fs24 U. S}{\f7\fs24 =0A=
. National Evaluation of Adult Education Programs (NEAEP) study (Ziegler =
& Sussman, 1996) indicated the ABE clients stay longer in }{\f7\fs24 =
t}{\f7\fs24 eacher-}{\f7\fs24 }{\f7\fs24 directed programs, as opposed =
to self-study programs because of \'93=0A=
more nurturing opportunities for learners\'94 which occur more =
frequently in small, }{\f7\fs24 structured classes (p. 21). Quigley =
(1993) does acknowledge the cost of small classes and ABE budget =
restraints as }{\f7\fs24 prohi-}{\f7\fs24 }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
38}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
bitive,}{\f7=0A=
\fs24 but suggests other approaches to instruction as \'93more =
successful than the traditional [self-directed] approach for reluctant =
learners\'94=0A=
(p. 13). Quigley (1993) stated that if self-directed programs of study =
take the form of televisions or computers, at-risk ABE students seem to =
fare better with structured video programs like Literacy Link from the =
Public Broadcasting System or Kentucky Educational Television (Hopey, 19=0A=
}{\f7\fs24 98), or by structured educational software packages from GED =
specialized publishers.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Caverly (as cited in Lewis, 1997) pointed out that both teacher directed =
and student directed methods of instruction are \'93=0A=
Vygotskian constructivist learning communities in which the =
teacher/expert should guide but not limit the learning of the =
student/novice, and both novice and expert grow and learn\'94=0A=
and both could be successfully used with students (p. 2). Programs =
with high retention rates often use a system of study that is =
student-centered and need-centered. Taylor and Marienau (as}{\f7\fs24 =
}{\f7\fs24 cited in Imel, 1995) called this the \'93=0A=
new pedagogy\'94 where students and teachers collaborate to design =
learning needs (p. 2).\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Satisfaction with teachers}{\f7\fs24\ul .}{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The effect of small class nurturing is hard to measure =
objectively, but self-reports from }{\f7\fs24 exiting students}{\f7\fs24 =
in several programs point to a teacher\'92=0A=
s personal influence, his/her personality, and genuine respect of =
learners as reasons for persisting (Babchuk &}{\f7\fs24 Courtney, =
1995). Nurss and Singh (1993) }{\f7\fs24 =0A=
conducted research on an Atlanta area family literacy program and =
reported that even though the program\'92s numerous dropouts }{\f7\fs24 =
left for personal reasons, 60%}{\f7\fs24 , the majority}{\f7\fs24 =
,}{\f7\fs24 =0A=
claimed that the highly praised teachers were the reason they had =
stayed as long as they did. The ratio of students to }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
39}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 teacher is an =
important consideration since research show}{\f7\fs24 s}{\f7\fs24 that =
at-risk ABE students want more attention from teachers =
(Quigley}{\f7\fs24 =0A=
, 1987, 1992b), and teacher availability, or}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
lack thereof, is a factor in student retention studies by Malitz and =
Nixon-Ponder (1995) and Knibbe and Dusewicz (1990). }{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Staff development.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Institutional barriers ca}{\f7\fs24 =0A=
n come from the policies and practices of a program (Sticht et al., =
1998)}{\f7\fs24 and }{\f7\fs24 could be reviewed as part of staff =
development}{\f7\fs24 =0A=
. A monograph by Canaff and Hutto (1995) focused on a successful =
program with a policy of continued staff development which centered =
around classroom strategies to handle students\'92=0A=
disrupting life crises often seen with at-risk ABE students. They =
assert that the ABE classroom should be a \'93safe haven for students, =
and that teachers\'92=0A=
actions, interest or lack of interest...and the degree of concern or =
caring expressed...could make all the difference in program =
retention\'94 (p. 3). A teacher\'92=0A=
s ability to reduce student anxiety and address crises instead of =
ignoring them was also discussed as a retention effort in the staff =
development program called Catch Them, Calm Them, Keep Them (Duff & =
}{\f7\fs24 Flanigan, 1993). }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Use of stop-out period}{\f7\fs24\ul .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Retaining students who stop coming for periods of time and then return =
is a concern for some researchers. Most students are reported =
}{\f7\fs24 at intake}{\f7\fs24 }{\f7\fs24 =0A=
as entering, leaving, and reentering programs, but Tracy-Mumford et al. =
(1994) suggested that project directors should be ready for these =
inevitable no-shows through program design. She felt that each =
withdrawal should be seen as temporary, and not another =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
40}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
education failure for learners, and communicated to the student as such. =
The informed decision to withdraw should be accompanied by \'93a plan =
for future action\'94 (p. 5). \'93The }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 phenomenon of stopping out--one or more cycles of =
attending, withdrawing, and return--is typical of adults who must place =
the student role on the back burner temporarily\'94=0A=
(Kerka, 1995, p. 5). Successful programs broach the subject of =
dropping out during the intake period thereby allaying embarrassment and =
self-defeating attitudes, some even arranging a time for stopping-out =
(Tracy-Mumford et al., 1994). This study also recommended that a =
program be set up to review student goals monthly so that students might =
feel more comfortable with adjustments in expected completion time. =
Since progress is often made in small steps, pushing an expected complet=0A=
}{\f7\fs24 ion date back gradually instead of all at one time may seem =
less intimidating}{\f7\fs24 . Belzer (1998) said that retention would =
be improved when }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 \'93=0A=
showed respect, and not disgust, for the dynamic situations in =
learners\'92 lives, arranging the learning environment to deal with the =
reality that some students will always be coming and going, but =
hopefully come again\'94 (p. 4). Belz}{\f7\fs24 =0A=
er (1998) also suggested that while a program has the student enrolled, =
they should be taught the habit of reading and writing every day, and he =
also encouraged }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 =0A=
to keep in contact with students so that they could continue study with =
home lessons, and still feel connected}{\f7\fs24 }{\f7\fs24 should they =
have to stop out}{\f7\fs24 . }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 \tab}{\f7\fs24\ul Meeting student needs.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Other institutional barriers that were addressed =
}{\f7\fs24 when intake data indicated a need}{\f7\fs24 =0A=
}{\f7\fs24 required small adjustments in program structure. ABE/GED =
centers are often referral centers for students, and many keep social =
service information readily available }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1=0A=
\qr{\f7\fs24 41}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
at the intake area. The referral component is shown to positively =
influence retention (Quigley, 1993; Tracy-Mumford et al., 1994). Since =
the SPARK Project (Marshall, 1992) }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 is housed inside a North Carolina community college, referrals are =
made to financial aid, career centers, and counselors during the intake =
period and throughout a student\'92=0A=
s course of study. This allows students to become familiar with the =
names and faces of people who would be helping them with further =
educational goals. In order to dispel the idea that a ABE/GED program =
of study is not relevant to students\'92=0A=
needs, many programs include career skills as part of the curriculum. =
Imel (1996) stressed that centers should provide structured teaching in =
the areas of computer skills, decision-making skills, and critical =
thinking skills. At the Housing University (Filipczak, 1997), teacher =
Mrs. Wade-Black says, =0A=
\'93You can\'92t sustain self-esteem...if you don\'92t do something =
with it... and the learning of job skills helps them see themselves as =
someone an employer would want to hire\'94=0A=
(p. 58). Filipczak (1997) reported that upon receiving her GED Diploma =
one student \'93shouted in defiance at the obstacles that had defeated =
her in the past: lack of training and lack of self-respect\'94=0A=
(p. 59). Adding to the endorsement of job skills within an educational =
design came from }{\f7\fs24 data gathered at }{\f7\fs24 Piedmont =
Community College }{\f7\fs24 (Inman,}{\f7\fs24 =0A=
1992) which experienced a gain in student retention ranging from 1.5 to =
25% in the year that computers were introduced into their Adult =
Education and Literacy Program}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Any effort to change the learning =
environment to accommodate the needs of at-risk ABE students might be an =
effective retention strategy. Ziegler and Sussman }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
42}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
(1996) stated that the cost benefit for programs is higher when limited =
resources are put into instruction, learner motivation techniques, and =
staff development. The }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
SPARK Project (Marshall, 1992) changed several program procedures, but =
mainly became more responsive to the needs of students; }{\f7\fs24 one =
instance of this responsiveness }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 is extending GED }{\f7\fs24 t}{\f7\fs24 esting opportunities for =
working students. The Settlement House exit surveys }{\f7\fs24 =0A=
(Goertzel & Keeley, 1992) listed teacher interaction, curriculum =
presentation, material selections, and the variety of class structures =
like large group discussions, small group interactions, peer tutoring, =
and students in leadership roles as }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
positive retention features of the program. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The common thread seen from this review of literature of retention =
strategies is that once learning is realized, or when students begin to =
see that it is possible to achieve}{\f7\fs24 , retention issues became =
secondary}{\f7\fs24 =0A=
instead of a first priority (Garrison, 1997; Long, 1992; Tracy-Mumford =
et al., 1994). This suggests that when programs change st}{\f7\fs24 =
r}{\f7\fs24 uctures of learning envi}{\f7\fs24 =0A=
ronments, institutional barriers to attendance, at-risk ABE students =
achieve success. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =0A=
Summary of Literature Review}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The body of literature on factors that affect =
rete}{\f7\fs24 ntion of }{\f7\fs24 adult education}{\f7\fs24 =0A=
students adequately examines }{\f7\fs24 situationa}{\f7\fs24 =
l}{\f7\fs24 , dispositional, and institutional }{\f7\fs24 barriers to =
attendance. }{\f7\fs24 The literature review}{\f7\fs24 verifies the =
ability of intake data to identify such }{\f7\fs24 =0A=
barriers, and to begin measures to counter these barriers}{\f7\fs24 =
early}{\f7\fs24 in a student\'92s program of study}{\f7\fs24 . The =
literature reveals the methods used by successful programs to counter =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 43}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
barriers to attendance such as addressing the need for child care and =
transportation}{\f7\fs24 =0A=
. The review of research on successful programs confirms that it is =
crucial to }{\f7\fs24 creat}{\f7\fs24 e}{\f7\fs24 learning programs =
based on individual student needs,}{\f7\fs24 to address the stop out =
period beforehand, }{\f7\fs24 and}{\f7\fs24 =0A=
that it is possible to}{\f7\fs24 mak}{\f7\fs24 e}{\f7\fs24 the intake =
process }{\f7\fs24 part of the solution to retention problems.}}
------=_NextPart_000_009F_01BFC3CA.E0746DC0
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Text;}}{\info{\author HRC Welding}{\doccomm Methods}{\*\category =
Miscellaneous}}\widowctrl \fet2=0A=
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\margl2160\margr1440\sectd \headery648\footery648\pard\plain \s82 =
\sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs28\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs28\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs28\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 =0A=
CHAPTER THREE}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 METHODS}{\b\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{=0A=
\f7\fs24 Introduction}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 =
\tab}{\f7\fs24 =0A=
The purpose of this study }{\f7\fs24 wa}{\f7\fs24 s to examine the =
nature of intake procedures}{\f7\fs24 in Texas Adult Education =
p}{\f7\fs24 rograms (literacy, }{\f7\fs24 ABE,}{\f7\fs24 or ASE) and to =
determine to what extent they assist }{\f7\fs24 =0A=
program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 to identify =
and address barriers to attendance for students with the goal of =
obtaining a }{\f7\fs24 GED}{\f7\fs24 certificate.}{\f7\fs24 A written =
survey w}{\f7\fs24 =0A=
as used to determine information exchanged during intake to identify =
barriers to attendance, and how the intake }{\f7\fs24 data =
allow}{\f7\fs24 }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 =0A=
to address the specific needs of these students. The techniques of =
}{\f7\fs24 survey research design and }{\f7\fs24 data analysis}{\f7\fs24 =
suggested by }{\f7\fs24 Fo}{\f7\fs24 wler}{\f7\fs24 (1995), =
}{\f7\fs24 Magione}{\f7\fs24 (1995),}{\f7\fs24 =0A=
and }{\f7\fs24 Salant and Dillman (1994)}{\f7\fs24 }{\f7\fs24 were =
employed in this study.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7=0A=
\fs24 Research Questions}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The research questions (RQ) in this study were:}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 RQ 1 - What is the nature of intake procedures?}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 RQ =
2 - How }{\f7\fs24 do }{\f7\fs24 the intake data identify and address =
barriers to attendance?}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
44}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
45}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Instruments and Procedures}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
In order to examine the nature of intake procedures and how intake data =
may identif}{\f7\fs24 y and address barriers to attendance for}{\f7\fs24 =
}{\f7\fs24 Texas}{\f7\fs24 }{\f7\fs24 =0A=
Adult Education students, respondents w}{\f7\fs24 ere asked to describe =
their program\'92=0A=
s exchange of information with entering students. To enhance validity, =
the survey questions were organized according to recognized barriers to =
attendance taken from the literature review}{\f7\fs24 }{\f7\fs24 =
(}{\f7\fs24 Sticht,}{\f7\fs24 }{\f7\fs24 =0A=
McDonald}{\f7\fs24 ,}{\f7\fs24 & }{\f7\fs24 Erickson,}{\f7\fs24 =
1998}{\f7\fs24 )}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
A written survey was chosen because it was felt the respondent}{\f7\fs24 =
s}{\f7\fs24 could control}{\f7\fs24 the}{\f7\fs24 question pace, and =
}{\f7\fs24 =0A=
a personal interview might have influenced answers thus reducing =
reliability (Salant & Dillman, 1994). The survey was pilot-tested with =
eleven}{\f7\fs24 }{\f7\fs24 profes}{\f7\fs24 -}{\f7\fs24 }{\f7\fs24 =
sionals}{\f7\fs24 =0A=
known to have expertise in the adult education field (See Appendix B =
for a l}{\f7\fs24 =0A=
ist of Pilot Study Participants). The participants included two =
representatives from the adult basic education research field, two adult =
reading specialists, two program directors, and five }{\f7\fs24 =0A=
professionals who currently provide or have provided =
instruction}{\f7\fs24 }{\f7\fs24 to students}{\f7\fs24 . The pilot =
test results were analyzed to ensure that survey questions were not =
leading or }{\f7\fs24 bias}{\f7\fs24 ed}{\f7\fs24 =0A=
, and that the questions would r}{\f7\fs24 eveal the providers\'92 =
current questions asked of students during intake procedures. =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Based on the recommendations of the pilot study respondents, the survey =
was revised and necessary adjustments were }{\f7\fs24 made}{\f7\fs24 in =
only three instances}{\f7\fs24 . }{\f7\fs24 }{\f7\fs24 On question =
two}{\f7\fs24 , it}{\f7\fs24 =0A=
was suggested that confusion might result when respondents were asked =
to identify their position. The word \'93primary\'94 was added before =
position so that respondents would indicate their formal position, even =
though they may act in many }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
46}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
capacities in their program. Redundant wording was eliminated in =
question 15 and question 18 was split into two closed-choice questions =
to promote ease of response. }{\f7\fs24 =0A=
Feedback from pilot participants ensured that the wording was clear, =
i.e., words were likely to be understood by the majority of respondents =
in the same way.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 The respondents}{\f7\fs24 }{\f7\fs24 were asked }{\f7\fs24 =
identifying}{\f7\fs24 data in questions one through seven,}{\f7\fs24 =
but}{\f7\fs24 }{\f7\fs24 =0A=
were not asked specific retention statistics because of the possible =
negative effect on the response rate due to the fact that such data may =
not have always been available at each site surveyed. The survey was =
designed to reflect the current }{\f7\fs24 =0A=
research}{\f7\fs24 }{\f7\fs24 regard}{\f7\fs24 ing barriers to =
attendance: }{\f7\fs24 how }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 =
s}{\f7\fs24 taff}{\f7\fs24 identify potential barriers to attendance =
and how }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}=0A=
{\f7\fs24 taff}{\f7\fs24 counter barriers to attendance.}{\f7\fs24 =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Open-ended questions such as those in Section II of the survey, =
Identifying and Addressing, questions 14, 16, 18, 19, and 20, offer =
several advantages}{\f7\fs24 =0A=
. They offer the researcher the opportunity to gain access to answers =
not previously predicted. Logistically, open-ended questions offer an =
alternative to very long lists of possible options when the researcher =
wants diversity and inclusiveness in the answers =0A=
}{\f7\fs24 (Fowler,}{\f7\fs24 1995). Open}{\f7\fs24 -ended questions =
are most appropriate when the range of answers exceeds the length that =
could be contained in a list and when the answers cann}{\f7\fs24 ot be =
reduced to a word or to a short phrase }{=0A=
\f7\fs24 (Fowler}{\f7\fs24 ).}{\f7\fs24 The questions }{\f7\fs24 =
re}{\f7\fs24 quested respondents to indicate how }{\f7\fs24 data =
}{\f7\fs24 are}{\f7\fs24 gathered }{\f7\fs24 from students}{\f7\fs24 =
}{\f7\fs24 regarding }{\f7\fs24 such }{\f7\fs24 =0A=
topics }{\f7\fs24 as}{\f7\fs24 a student\'92s learning style, =
a}{\f7\fs24 cademic ability, previous experience with =
schooling,}{\f7\fs24 }{\f7\fs24 expectations about the class}{\f7\fs24 =
.}{\f7\fs24 }{\f7\fs24 The last }{\f7\fs24 question}{\f7\fs24 =0A=
, number 22}{\f7\fs24 ,}{\f7\fs24 was designed as an open-ended =
question to elicit remarks about what }{\f7\fs24 program}{\f7\fs24 =
}{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 do to encourage }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1\qr{\f7\fs24 47}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
attendance. }{\f7\fs24 These closing comments on attendance barriers =
were evaluated and sorted into categories as shown in Appendix =
F.}{\f7\fs24 =0A=
}{\f7\fs24 Respondents were asked to send a copy of their own intake =
instrument, and if possible, some examples of homework =
assigned.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
The open-ended question design allowed respondents to elaborate on =
individual decisions which might reflect their use of intake data to =
make these decisions. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7=0A=
\fs24 =0A=
Fixed-response or closed-choice questions such as those that require the =
respondent to rank order options (e.g. Section I, question eight), or to =
select a classification (e.g. Section I, question 7) are appropriate to =
allow the researcher to be clear about =0A=
}{\f7\fs24 how}{\f7\fs24 specific or detailed an answer he or she is =
seeking from the respondent }{\f7\fs24 (Fowler,}{\f7\fs24 =
1995).}{\f7\fs24 }{\f7\fs24 A ranking question }{\f7\fs24 design =
}{\f7\fs24 in}{\f7\fs24 }{\f7\fs24 question eight}{\f7\fs24 =0A=
}{\f7\fs24 asked }{\f7\fs24 respondents}{\f7\fs24 to indicate the uses =
of intake data }{\f7\fs24 using}{\f7\fs24 =0A=
the closed choices of spotting enrollment trends, funding reports, =
identifying student needs, staff development, determining program =
offerings, and an open \'93other\'94 choice as well. }{\f7\fs24 =
Additionally, }{\f7\fs24 a ranking }{\f7\fs24 system}{=0A=
\f7\fs24 }{\f7\fs24 was}{\f7\fs24 chosen for question eight in order =
to discern the respondents\'92 perceived value of intake data.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The}{\f7\fs24 }{\f7=0A=
\fs24 survey instrument}{\f7\fs24 }{\f7\fs24 used a fixed-response =
design for questions 9 through 13}{\f7\fs24 =0A=
, and 18. Fixed-response questions tend to work well to measure the =
extent of a practice (e.g. Section II, question 15) in a systematic =
manner }{\f7\fs24 (Fowler,}{\f7\fs24 1995). The}{\f7\fs24 questions =
asked }{\f7\fs24 for data regarding a program=0A=
\'92s efforts to address barriers to attendance}{\f7\fs24 }{\f7\fs24 =
regarding }{\f7\fs24 such}{\f7\fs24 topics such}{\f7\fs24 as how =
decisions are made about a program\'92s design, how curriculum is =
delivered, }{\f7\fs24 =0A=
how information is gathered about goals}{\f7\fs24 , student =
expectations, }{\f7\fs24 and if child care or }{\f7\fs24 =
transportation}{\f7\fs24 is offered}{\f7\fs24 .}{\f7\fs24 }{\f7\fs24 =
A}{\f7\fs24 }{\f7\fs24 fixed-response or closed-choice }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
48}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
question}{\f7=0A=
\fs24 design}{\f7\fs24 minimized measurement}{\f7\fs24 error because =
choices }{\f7\fs24 wer}{\f7\fs24 e \'93clearly defined and mutually =
exclusive\'94 (Salant & Dillman, 1994).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A=
1{\f7\fs24 \tab}{\f7\fs24 Those fixed-response questions that ask for a =
YES-NO response (e.g. Section II, the first part of question 20 =
regarding attendance requirements and waiting }{\f7\fs24 lists}{\f7\fs24 =
) are }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 useful for =
survey items about which the researcher needs a definitive positive =
}{\f7\fs24 or}{\f7\fs24 }{\f7\fs24 negative}{\f7\fs24 response =
}{\f7\fs24 (Magione,}{\f7\fs24 1995). }{\f7\fs24 }=0A=
{\f7\fs24 The }{\f7\fs24 fixed-response design }{\f7\fs24 also}{\f7\fs24 =
ensured that the respondents could possibly answer }{\f7\fs24 the =
survey within thirty minutes,}{\f7\fs24 which promoted a high response =
rate. }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
As suggested by Salant and Dillman (1994), the questions contained no =
\'93undefined abbreviations and minimal jargon\'94 (p. 93). Questions =
were not }{\f7\fs24 intended to be }{\f7=0A=
\fs24 leading, were worded without bias, and were \'93critical to =
solving the problem,\'94 resulting in a survey that was relevant, =
reliable, and useful (Salant & Dillman, 1994, p. 25).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 In order to maximize validity of =
responses, the survey garnered responses without implying that the =
program\'92s design or mission was flawed if certain responses were =
given.}{\f7\fs24 }{\f7\fs24 The}{\f7\fs24 program=0A=
\'92s identity was not revealed in the summation of the data. =
}{\f7\fs24 T}{\f7\fs24 he providers were registered with the Texas =
Education Agency\'92s Adult Education}{\f7\fs24 Division (high school, =
community colleges, or junior college sites),}{\f7=0A=
\fs24 Even Start programs }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
(TEA, 1999) or they were listed with Texas A & M Literacy Provider =
Network }{\f7\fs24 (TCALL,}{\f7\fs24 1999).}{\f7\fs24 }{\f7\fs24 =0A=
Respondents were asked to fill the survey out only once in case of =
cross-listings in the three databases. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1\qr{\f7\fs24 49}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 A survey is often referred to as being anonymous, but in =
fact, it is not; }{\f7\fs24 a researcher who plans to do follow-up }{\f7=0A=
\fs24 must be able to determine non responders. \'93Confidentiality =
means you }{\f7\fs24 can}{\f7\fs24 associate responses with particular =
people but }{\f7\fs24 you do not\'94}{\f7\fs24 (Salant & Dillman, 1994, =
p. 9). }{\f7\fs24 =0A=
The information received in this study was handled confidentially. The =
survey form was assigned a code number on the cover sheet. Identifying =
information was kept separately from responses and used only for =
follow-up contacts. The list connecting the name and code number was =
kept in a separate locked file. =0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 It w}{\f7\fs24 a}{\f7\fs24 s expected that }{\f7\fs24 a =
low return rate, or }{\f7\fs24 =0A=
non-response error, would be minimal because of the importance programs =
place on }{\f7\fs24 participants\'92 }{\f7\fs24 attendance and the =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
potential value of implications drawn from the survey results for =
program directors. As an enticement to complete the survey, those =
respondents with access }{\f7\fs24 were promised that they would =
}{\f7\fs24 =0A=
be directed to a web site that will eventually post the study, the =
survey results, the implications and recommendations, and sample intake =
forms. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The survey was mailed with the request that it be returned within two =
weeks}{\f7\fs24 .}{\f7\fs24 }{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
I}{\f7\fs24 ncluded }{\f7\fs24 was }{\f7\fs24 =0A=
an introductory letter, }{\f7\fs24 consent agreement, }{\f7\fs24 survey =
}{\f7\fs24 instrument}{\f7\fs24 , and a return envelope with postage =
provided. }{\f7\fs24 =0A=
The survey instrument appears as Appendix C and the introductory letter =
and Informed Consent agreement appear as Appendix E. }{\f7\fs24 =
Participants were }{\f7\fs24 also }{\f7\fs24 asked to forward a copy of =
their current written intake form and }{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
any samples of homework. Three-hundred-seventy-four surveys were sent =
in the first mailing. After three weeks a second mailing was sent to =
non-responders. A third attempt with reminders soliciting responses was =
mailed two weeks later. }{\f7\fs24 =0A=
Two- }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
50}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
hundred-eleven responses w}{\f7\fs24 =0A=
ere received with 94 respondents indicating they did not want to =
participate in the study, yielding an overall response rate of 31% =
(N=3D117)}{\f7\fs24 .}{\f7\fs24 }{\f7\fs24 After five weeks, =
data coll}{\f7\fs24 ection end}{\f7\fs24 ed}{\f7\fs24 =0A=
. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Subjects}{\b\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Subjects}{\f7\fs24 =0A=
were selected to reflect a representative sample: Adult Education =
providers in Texas school districts}{\f7\fs24 , community =
colleges,}{\f7\fs24 and Even Start Family Literacy projects in Texas =
listed in the database of the 1998 Texas Education Agency}=0A=
{\f7\fs24 (TEA, 1999a)}{\f7\fs24 . Also included }{\f7\fs24 in the =
sample }{\f7\fs24 were Texas Literacy providers from the Spring 1998 =
database of }{\f7\fs24 the }{\f7\fs24 Texas Center for Adult Literacy =
and Learning}{\f7\fs24 at Texas A & M }{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
University }{\f7\fs24 (TCALL)}{\f7\fs24 (1999)}{\f7\fs24 . }{\f7\fs24 =
}{\f7\fs24 In t}{\f7\fs24 he sample database }{\f7\fs24 were}{\f7\fs24 =0A=
63 Texas Adult Education providers}{\f7\fs24 (TEA, 1999a)}{\f7\fs24 , =
44 Texas Even Start programs}{\f7\fs24 (TEA, 1999a)}{\f7\fs24 , and 267 =
Texas Literacy providers}{\f7\fs24 }{\f7\fs24 (TCALL}{\f7\fs24 =
,}{\f7\fs24 1999)}{\f7\fs24 =0A=
for a combined total of 374. }{\f7\fs24 In case of overlap in =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
providers, respondents were cautioned to return only one survey for each =
site. The sample w}{\f7\fs24 =0A=
as comprehensive because of the inclusion of different types of programs =
and because the majority of programs throughout the entire state were =
included.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The difference in parameters of the types of programs did not contribute =
to sampling error. Potential }{\f7\fs24 drop-outs}{\f7\fs24 ,}{\f7\fs24 =
or at-risk students, }{\f7\fs24 =0A=
are often found in all three types of programs and all face barriers to =
attending: }{\f7\fs24 situational}{\f7\fs24 barriers, }{\f7\fs24 =
dispositional}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
barriers, and}{\f7\fs24 institutional barriers}{\f7\fs24 . Therefore, =
i}{\f7\fs24 nformation}{\f7\fs24 exchanged during intake }{\f7\fs24 and =
what is done with that data}{\f7\fs24 }{\f7\fs24 are}{\f7\fs24 =
relevant}{\f7\fs24 =0A=
to all three groups. Responses from either program directors or =
teachers were accepted since it was assumed that each would be =
knowledgeable about intake procedures. }{\f7\fs24 Further}{\f7\fs24 , =
program directors may supervise }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
51}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
more than one site and may not have been as available as teachers to =
complete the survey. No surveys were sent to }{\f7\fs24 GED}{\f7\fs24 =
programs in prisons or workplace only sites because retention issues for =
voluntary participants }{\f7\fs24 are}{=0A=
\f7\fs24 the focus of this study.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Description of Survey}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =0A=
The survey instrument solicited a description of the intake procedures =
used by program directors or teachers. Survey questions were aligned =
with the two research questions: what is the nature of intake =
procedures and how do intake data identify and address barriers to =
attendance (see Appendix D for Survey Question Design). =0A=
}{\f7\fs24 Respondents were asked to answer 22 questions describing =
their program\'92s intake procedures which revealed their efforts at =
identifying barriers to attendance for }{\f7\fs24 adult education =
stud}{\f7\fs24 =0A=
ents, as well as their plans to address these barriers (See Appendix C =
for Survey). }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
The questions were further aligned with the typical barriers to =
attendance}{\f7\fs24 as defined by }{\f7\fs24 Sticht}{\f7\fs24 et =
al}{\f7\fs24 .}{\f7\fs24 (1998), as closely as possible (see =
Operational Definitions for institutional, }{\f7\fs24 =0A=
dispositional,}{\f7\fs24 and }{\f7\fs24 situational}{\f7\fs24 =
barriers). The number of questions for each category w}{\f7\fs24 =
a}{\f7\fs24 s determined by this researcher based on studies of =
successful programs in the literature review. }{\f7\fs24 =0A=
The proportions for the number of survey questions under }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
dispositional,}{\f7\fs24 institutional, and }{\f7\fs24 =
situational}{\f7\fs24 =0A=
reflect the research findings for students\'92 reasons for separation =
from programs}{\f7\fs24 (See Appendix D for Survey Question Design). =
}{\f7\fs24 Questions were asked as a combination of open-ended and =
fixed-choice selections}{\f7\fs24 ,}{\f7\fs24 =0A=
and respondents were }{\f7\fs24 e}{\f7\fs24 ncour}{\f7\fs24 aged to =
answer every question.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
52}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Identifying data }{\f7\fs24 regarding =
position of respondent, learners served, sources of funding, and type of =
program }{\f7\fs24 w}{\f7\fs24 ere}{\f7\fs24 solicited in questions =
1-7. }{\f7\fs24 Q}{\f7\fs24 uestion}{\f7=0A=
\fs24 }{\f7\fs24 18 was }{\f7\fs24 designed to reveal }{\f7\fs24 the =
most common }{\f7\fs24 situational}{\f7\fs24 barriers to =
attendance}{\f7\fs24 : child care and transportation}{\f7\fs24 =
.}{\f7\fs24 }{\f7\fs24 Dispositional}{\f7\fs24 =0A=
barriers were addressed in question numbers 15, 16, and 19}{\f7\fs24 , =
and deal}{\f7\fs24 t}{\f7\fs24 with reasons for }{\f7\fs24 =
non-attendance}{\f7\fs24 stemming from personality, attitude, or =
beliefs about an ability to learn}{\f7\fs24 =0A=
. Institutional barriers were reflected in numbers 8-14, 17, =
20-21}{\f7\fs24 , and look}{\f7\fs24 ed}{\f7\fs24 at a program\'92s =
}{\f7\fs24 choice of instructional methods, policies}{\f7\fs24 =
regarding attendance and stop-out periods}{\f7\fs24 =0A=
, practices}{\f7\fs24 regarding intended use of the intake data, which =
program personnel gather the data, when it is gathered, and which =
program personnel analyze the data}{\f7\fs24 as reasons for }{\f7\fs24 =
non-attendance}{\f7\fs24 .}{\f7\fs24 =0A=
Question 22 was an open-}{\f7\fs24 ended question }{\f7\fs24 for =
additional}{\f7\fs24 }{\f7\fs24 comments}{\f7\fs24 , especially those =
that deal with student retention. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Design and Analysis\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
In order to examine the nature of intake procedures and how the intake =
data }{\f7\fs24 might }{\f7\fs24 identif}{\f7\fs24 y }{\f7\fs24 and =
address barriers to attendance for }{\f7\fs24 A}{\f7\fs24 dult =
E}{\f7\fs24 ducation}{\f7\fs24 students, }{\f7\fs24 =0A=
d}{\f7\fs24 escriptive statistics were used to analyze the survey data =
}{\f7\fs24 that }{\f7\fs24 defin}{\f7\fs24 e}{\f7\fs24 and =
describ}{\f7\fs24 e}{\f7\fs24 the information exchanged between =
entering students and program administrators. T}{\f7\fs24 =0A=
he }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
survey results were analyzed and reported as }{\f7\fs24 frequencies and =
}{\f7\fs24 percentages }{\f7\fs24 to}{\f7\fs24 responses }{\f7\fs24 =
}{\f7\fs24 us}{\f7\fs24 =0A=
ing the statistical software package }{\f7\fs24 SPSS}{\f7\fs24 =
(Statistical Products and Service Solutions, 1998). }{\f7\fs24 The =
open-ended comments regarding student retention efforts can be seen in =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
53}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Appendix F. }{\f7\fs24 =0A=
Actual program intake forms were solicited}{\f7\fs24 ,}{\f7\fs24 and =
six respondents complied}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Homework samples were offered by one program. Compilations}{=0A=
\f7\fs24 of responses}{\f7\fs24 re}{\f7\fs24 vealed the typical =
information exchanged during intake procedures.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Summary}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 This chapter discussed the methodology for the proposed =
study, including }{\f7\fs24 =0A=
a description of the survey instrument, }{\f7\fs24 the subjects included =
in the study,}{\f7\fs24 }{\f7\fs24 and the design and analysis of the =
study. }{\f7\fs24 Texas }{\f7\fs24 Adult Education providers}{\f7\fs24 =0A=
serving students at the literacy level, Adult Basic Education =
}{\f7\fs24 (ABE)}{\f7\fs24 level, and the Adult Secondary Level =
(ASE)}{\f7\fs24 were surveyed. }{\f7\fs24 T}{\f7\fs24 he providers =
were registered with the Texas Education Agency\'92=0A=
s Adult Education Division, Even Start programs, or they were listed =
with Texas A & M Literacy Provider Network.}{\f7\fs24 }{\f7\fs24 =
}{\f7\fs24 =0A=
The survey was designed around the two research questions regarding the =
information exchanged by program intake personnel and the degree to =
which that information }{\f7\fs24 aids in identifying and addressing the =
barriers to attendance}{\f7\fs24 =0A=
. A pilot study w}{\f7\fs24 as conducted and }{\f7\fs24 results were =
used to refine the final survey}{\f7\fs24 }{\f7\fs24 described in this =
chapter }{\f7\fs24 (see Appendix C)}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\par}
------=_NextPart_000_009F_01BFC3CA.E0746DC0
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=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
=0A=
\margl2160\margr1440\sectd \headery648\footery648{\footerr \s82 =
\sl240\slmult1\sb0\sa0\fs24 \tqc\tx4320\tqr\tx8640{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \par}\pard\plain \s82 =
\sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 CHAPTER =
}{\f7\fs28 FOUR}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 PRESENTATION OF THE =
DATA}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Introduction}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 =
\tab}{\f7\fs24 A survey }{\f7\fs24 =0A=
to determine the nature of intake procedures and how that data can =
identify and address barriers to attendance }{\f7\fs24 was sent to 374 =
Literacy}{\f7\fs24 , }{\f7\fs24 Adult Basic Education (ABE), and General =
Education Development (GED) programs}{\f7=0A=
\fs24 in the State of Texas}{\f7\fs24 . The providers were registered =
with the Texas Education Agency\'92s Adult Education}{\f7\fs24 Division =
(high school, community colleges, or junior college sites),}{\f7\fs24 =0A=
Even Start programs (TEA, 1999) or they were listed with Texas A & M =
Literacy Provider Network (TCALL, 1999). Two-hundred-eleven responses =
w}{\f7\fs24 =0A=
ere received with 94 respondents indicating they did not want to =
participate in the study, yielding an overall response rate of 31% =
(N=3D117)}{\f7\fs24 =0A=
. Thirty respondents (26%) offered open-ended remarks regarding =
attendance promotion, six (5.0%) included samples of information =
exchanged at intake, and one included samples of homework.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 It should be noted that not every one =
of the 22 questions was answered by every one of the 117 respondents, =
nor was every question answered }{\f7\fs24 completely}{\f7\fs24 =0A=
. On these questions, percentages of responses do not total 100%. The =
results are reported }{\f7\fs24 =0A=
as frequencies according to research questions as shown in the Survey =
Question Design (see Appendix D). The questions were assigned to =
categories of attendance barriers as }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{=0A=
\f7\fs24 54}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
55}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 defined by Sticht, McDonald & Erickson, (1998), as =
closely as possible (see Operational }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Definitions for institutional, dispositional, and situational barriers). =
It was found in the literature review that professionals may have =
opinions than }{\f7\fs24 differ from those of }{\f7\fs24 =
Sticht}{\f7\fs24 et al.}{\f7\fs24 =0A=
(1998) as to the makeup of the categories of barriers to attendance. =
}{\f7\fs24 It became obvious during the literature review that the =
categories referred to by }{\f7\fs24 Sticht}{\f7\fs24 et al. depicted =
the reasons for }{\f7\fs24 non-attendance}{\f7=0A=
\fs24 adequately and were }{\f7\fs24 generalizable}{\f7\fs24 across =
all three program types; therefore, their }{\f7\fs24 =
delineations}{\f7\fs24 were used. }{\f7\fs24 The}{\f7\fs24 number of =
questions }{\f7\fs24 on the survey}{\f7\fs24 }{\f7\fs24 =0A=
for each category w}{\f7\fs24 a}{\f7\fs24 s determined by this =
researcher based on studies of successful programs in the literature =
review.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24\ul Section =
1: Identifying Data}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Who responded}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Questio}{\f7\fs24 n}{\f7\fs24 1 was used for survey }{\b\f7\fs24 =
identification}{\f7\fs24 references and }{\f7\fs24 Q}{\f7\fs24 uestion =
3 asked for }{\b\f7\fs24 phone}{\f7\fs24 =0A=
and e-mail information.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 2 asked for the }{\b\f7\fs24 position}{\f7\fs24 =
of the respondent as a director, teacher, or \'93other,\'94 with the \'93=0A=
other\'94 choice }{\f7\fs24 to be }{\f7\fs24 designated }{\f7\fs24 by =
the closed choices of}{\f7\fs24 }{\f7\fs24 office assistant, volunteer, =
}{\f7\fs24 staff}{\f7\fs24 , or counselor. }{\f7\fs24 =0A=
This question was designed as closed-choice due to the variety of titles =
that might be encountered within the three types of providers}{\f7\fs24 =
. }{\f7\fs24 Ninety-nine }{\f7\fs24 (84.6%)}{\f7\fs24 }{\f7\fs24 =
(}{\f7\fs24 N}{\f7\fs24 =3D117)}{\f7\fs24 =0A=
respondents characterize themselves as director, 15 }{\f7\fs24 =
(12.8%)}{\f7\fs24 as teacher, }{\f7\fs24 one (0.9)% as office =
assistant, one (0.9%) as staff}{\f7\fs24 , and one }{\f7\fs24 =
(0.9%)}{\f7\fs24 as counselor.}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
56}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Who is served}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 4 asked respondents to give an estimate of the =
number of }{\b\f7\fs24 learners served}{\f7\fs24 in a week. =
T}{\f7\fs24 hrough }{\f7\fs24 closed choices}{=0A=
\f7\fs24 }{\f7\fs24 that would promote ease of response}{\f7\fs24 , the =
survey revealed }{\f7\fs24 62 (53.9%)}{\f7\fs24 (N=3D115) }{\f7\fs24 =
r}{\f7\fs24 espondents }{\f7\fs24 serve over 50 clients, }{\f7\fs24 25 =
(21.7%)}{\f7\fs24 serve 11-30 clients, }{=0A=
\f7\fs24 19 (16.5%)}{\f7\fs24 serve 31-50 clients, and }{\f7\fs24 9 =
(7.8%)}{\f7\fs24 serve between 2-10 clients per week.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question}{\f7\fs24 =0A=
5 requested that respondents give an estimate of }{\b\f7\fs24 GED =
completions}{\f7\fs24 for the previous year. Answers were ranked using =
the same }{\f7\fs24 closed choices}{\f7\fs24 as Question}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 4 with an added =
category of zero in order to include those programs whose mission does =
not include }{\f7\fs24 offering a }{\f7\fs24 GED}{\f7\fs24 diploma =
program of study}{\f7\fs24 =0A=
. Twenty-eight (24.6%) }{\f7\fs24 (}{\f7\fs24 N}{\f7\fs24 =
=3D114)}{\f7\fs24 respondents }{\f7\fs24 reported}{\f7\fs24 11-30 =
completions, 27 (23.7%) }{\f7\fs24 report}{\f7\fs24 ed}{\f7\fs24 =
}{\f7\fs24 2-10 completions, 26 (22.8%) }{\f7\fs24 reported}{\f7=0A=
\fs24 }{\f7\fs24 zero completions}{\f7\fs24 , 23 (20.2%) }{\f7\fs24 =
report}{\f7\fs24 ed}{\f7\fs24 }{\f7\fs24 over 50 completions, and 10 =
(8.8%) }{\f7\fs24 report}{\f7\fs24 ed}{\f7\fs24 }{\f7\fs24 31-50 GED =
completions. }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Question 7 asked respondents to characterize in detail the }{\b\f7\fs24 =
type of clients}{\f7\fs24 they serve}{\f7\fs24 for identification =
purposes}{\f7\fs24 . Four }{\f7\fs24 =0A=
closed-choice}{\f7\fs24 answers were }{\f7\fs24 offered including an =
\'93other\'94 choice }{\f7\fs24 due to the variety of providers. =
}{\f7\fs24 The }{\f7\fs24 \'93}{\f7\fs24 other\'94=0A=
choice was selected often and the following results emerged: 41 =
(35.0%) (N=3D117) }{\f7\fs24 characteriz}{\f7\fs24 e}{\f7\fs24 d =
}{\f7\fs24 their program as serving GED, Literacy/ABE and English as a =
Second Language (ESL) clients, 40}{\f7\fs24 =0A=
(34.2%) }{\f7\fs24 characterize}{\f7\fs24 d their program as }{\f7\fs24 =
serving both GED and Literacy/ABE clients, 22 (18.8%) serving =
Li}{\f7\fs24 teracy/ABE, and ESL}{\f7\fs24 , 8}{\f7\fs24 =
(6.8%)}{\f7\fs24 }{\f7\fs24 characterize}{\f7\fs24 =0A=
d their program as}{\f7\fs24 serving only }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 57}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 GED =
clients,}{\f7\fs24 5 (4.3%) }{\f7\fs24 characterize}{\f7\fs24 d their =
program as}{\f7\fs24 serving }=0A=
{\f7\fs24 only L}{\f7\fs24 iteracy }{\f7\fs24 clients, and 1(0.9%) =
serving only ESL clients.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Funding sources}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Question 6 asked for the }{\b\f7\fs24 sources of program =
funding}{\f7\fs24 in an }{\f7\fs24 open-ended}{\f7\fs24 }{\f7\fs24 =
format in order to allow for the variety of }{\f7\fs24 =0A=
providers}{\f7\fs24 and to allow }{\f7\fs24 state-wide}{\f7\fs24 =
sponsors to be acknowledged}{\f7\fs24 . Thirty-six (31.3%)}{\f7\fs24 =
(}{\f7\fs24 N}{\f7\fs24 =3D115)}{\f7\fs24 indicated that funding is =
provided by federal and state funds, }{\f7\fs24 =0A=
26 (22.6%)}{\f7\fs24 indicated state grants, }{\f7\fs24 20 =
(17.4%)}{\f7\fs24 indicated state and private funds,}{\f7\fs24 18 =
(15.7%)}{\f7\fs24 indicated private funds alone, }{\f7\fs24 10 =
(8.7%)}{\f7\fs24 =0A=
indicated a combination of federal, state, and private funds, and =
}{\f7\fs24 5 (4.3%)}{\f7\fs24 indicated federal funds alone are used to =
operate their program.}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Section II}{\f7\fs24\ul : Institutional =
Barriers to Attendance}{\f7\fs24\ul , RQ}{\f7\fs24\ul =0A=
1}{\f7\fs24\ul : }{\f7\fs24\ul N}{\f7\fs24\ul onattendance =
}{\f7\fs24\ul S}{\f7\fs24\ul temming from }{\f7\fs24\ul I}{\f7\fs24\ul =
nstructional }{\f7\fs24\ul M}{\f7\fs24\ul ethods, }{\f7\fs24\ul =
P}{\f7\fs24\ul olicies, }{\f7\fs24\ul P}{\f7\fs24\ul =0A=
ractices or }{\f7\fs24\ul R}{\f7\fs24\ul equirements}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Institutional }{\f7\fs24\ul b}{=0A=
\f7\fs24\ul arrier}{\f7\fs24\ul s}{\f7\fs24\ul : Determining =
}{\f7\fs24\ul i}{\f7\fs24\ul nstructional }{\f7\fs24\ul m}{\f7\fs24\ul =
ethods}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Q}{\f7\fs24 =0A=
uestion 14 was comp}{\f7\fs24 os}{\f7\fs24 ed of seven parts clustered =
around how }{\f7\fs24 program}{\f7\fs24 staff}{\f7\fs24 retrieve =
certain data in order to make instructional method decisions}{\f7\fs24 =0A=
such as when instruction will be delivered, what curriculum choices =
will be offered, and what methods of curriculum delivery will be used =
(see }{\f7\fs24 Table 2}{\f7\fs24 ).}{\f7\fs24 Although some examples =
were offered, respondents were given an }{=0A=
\f7\fs24 open-ended format}{\f7\fs24 for these questions}{\f7\fs24 =
}{\f7\fs24 in order to capture the nature of each of the individual =
intake processes}{\f7\fs24 . }{\f7\fs24 =0A=
Not all respondents answered all parts of Question 14. Part one of =
Question 14 asked how }{\b\f7\fs24 learning }{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\b\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
58}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\b\f7\fs24 =
preference}{\f7\fs24 is}{\f7\fs24 }{\f7\fs24 determined}{=0A=
\f7\fs24 ,}{\f7\fs24 and part two ask}{\f7\fs24 ed how }{\b\f7\fs24 =
academic ability}{\f7\fs24 is determined. Part three asked}{\f7\fs24 =
how}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 =
determine}{\f7\fs24 when to review or }=0A=
{\f7\fs24 adjust}{\b\f7\fs24 student goals}{\f7\fs24 and part four =
asked how the }{\b\f7\fs24 class setting}{\f7\fs24 =0A=
(group, individual, computer-based, etc.) is determined. It should be =
noted that even though 15 programs report using formal testing for =
learning preference d}{\f7\fs24 e}{\f7\fs24 termination (}{\f7\fs24 in =
Part one of Question 14)}{\f7\fs24 =0A=
, only one reports using that information to determine class setting. =
Part five asked how }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 =
taff}{\f7\fs24 determine a client\'92s history of }{\b\f7\fs24 learning =
disabilities}{\f7\fs24 =0A=
and part six asked how }{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 =
s}{\f7\fs24 taff}{\f7\fs24 }{\f7\fs24 determine the}{\b\f7\fs24 =
curriculum delivery method}{\f7\fs24 . Part seven of Question =
14}{\f7\fs24 }{\f7\fs24 asked how the }{\b\f7\fs24 =0A=
hours of operation}{\f7\fs24 are determined, but }{\f7\fs24 five =
responses were invalid because the responses did not match the =
question.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Table =
2}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =0A=
Intake Factors Influencing Program Design}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________\tab}{\f7=
\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul Sources for =
Structure, Content and }{\f7\fs24\ul Delivery}{\f7\fs24\ul =
Methods-Question 14}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab=0A=
\tab\tab\tab}{\f7\fs24\ul n\tab\tab}{\f7\fs24\ul Frequency}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul How Learning =
Preference Determined}{\f7\fs24 -14a\tab\tab}{\f7\fs24 =
117\tab\tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Informal Testing and Teacher Observation\tab\tab\tab}{\f7\fs24 62 =
(52.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Do Not Inquire\tab\tab\tab\tab\tab\tab}{\f7\fs24 22 =
(18.8%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Wait for Student Request\tab\tab\tab\tab\tab}{\f7\fs24 18 =
(15.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Commercial Test\tab\tab\tab\tab\tab\tab}{\f7\fs24 15 (12.8%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =0A=
How Academic Ability Determined}{\f7\fs24 -14b\tab\tab}{\f7\fs24 =
117}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Standardized Tests-}{\f7\fs24 }{\f7\fs24 =
uniden}{\f7\fs24 ti}{\f7\fs24 fied\tab\tab=0A=
\tab\tab}{\f7\fs24 56 (47.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Standardized Test - identified =
TABE\tab\tab\tab\tab}{\f7\fs24 47 (40.2%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Teacher Discretion\tab\tab\tab\tab\tab\tab}{\f7\fs24 12 =
(10.3%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Do Not Screen\tab=0A=
\tab\tab\tab\tab}{\f7\fs24 2 ( 1.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
59}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =0A=
Table 2, continued =
}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Sources for Structure, Content and }{\f7\fs24=0A=
\ul Delivery}{\f7\fs24\ul Methods-Question =
14\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24\ul =
n\tab\tab}{\f7\fs24\ul Frequency}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
When Goals Reviewed or Adjusted}{\f7\fs24 -14c\tab\tab}{\f7\fs24 =
116}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
As Needed or as Problems Encountered\tab\tab\tab}{\f7\fs24 51 =
(44.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Upon Subtest Completion\tab\tab\tab\tab\tab}{\f7\fs24 30 =
(25.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Automatically at Quarter or =
Semester\tab\tab\tab}{\f7\fs24 15 (12.9%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Do Not Review\tab\tab\tab\tab\tab\tab}{\f7\fs24 10 ( =
8.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Monthly=0A=
\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 7 ( 6.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Weekly\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 3 ( =
2.6%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
How Class Setting Determined }{\f7\fs24 -14d\tab\tab\tab}{\f7\fs24 =
116}{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
(}{\f7\fs24\ul G}{\f7\fs24\ul roup, }{\f7\fs24\ul I}{\f7\fs24\ul =
ndividual, }{\f7\fs24\ul C}{\f7\fs24\ul omputer-based)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A=
1{\f7\fs24 \tab}{\f7\fs24 Teacher\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 =
65 (56.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Student Requests\tab\tab\tab\tab\tab\tab}{\f7\fs24 21 =
(18.1%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Combination T}{\f7\fs24 eacher}{\f7\fs24 , Student, =
Funding\tab\tab\tab}{\f7\fs24 18 (15.5%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Do Not =
Ask\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 10 ( 8.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Results of Learning Style Test\tab\tab\tab\tab}{\f7\fs24 =0A=
1 ( 0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Funding Restrictions Alone\tab\tab\tab\tab\tab}{\f7\fs24 1 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1=0A=
\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
How Learning }{\f7\fs24\ul D}{\f7\fs24\ul isabilities =
Determined}{\f7\fs24 -14e\tab\tab}{\f7\fs24 116}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Self-disclosure\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 69 =
(59.5%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Do Not Ask\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 =0A=
22 (19.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Self-disclosure and Access to Public School =
Records\tab}{\f7\fs24 17 (14.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Self-disclosure, }{\f7\fs24 S}{\f7\fs24 =
chool }{\f7\fs24 R}{\f7\fs24 ecords, }{\f7\fs24 I}{\f7\fs24 nformal =
}{\f7\fs24 T}{\f7\fs24 ests\tab\tab}{\f7\fs24 2 ( 1.7%)}{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
School Records Alone\tab\tab\tab\tab\tab}{\f7\fs24 2 ( 1.7%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Administer Informal Screenings\tab\tab\tab\tab}{\f7\fs24 2 ( =
1.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =0A=
Determine Curriculum Delivery Method}{\f7\fs24 -14f}{\f7\fs24 =
\tab}{\f7\fs24 115}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 (which software or books, oral, prerecorded video, =
commercial program) =0A=
\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Combination Teacher, Learning Style, Fund Restrictions =
64 (55.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 \tab}{\f7\fs24 Teacher\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 43 =
(37.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Learning Style Results\tab\tab\tab\tab\tab\tab}{\f7\fs24 =
5 ( 4.3%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Funding Restrictions Alone\tab\tab\tab\tab\tab}{\f7\fs24 =
3 ( 2.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
How Hours of Operation Determined}{\f7\fs24 -14g\tab\tab}{\f7\fs24 =
112}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Student R}=0A=
{\f7\fs24 equests\tab\tab\tab\tab\tab\tab}{\f7\fs24 45 (40.2%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Teacher, Student Requests, Funding =
Restrictions\tab\tab}{\f7\fs24 25 (23.2%)}{\f7\fs24 \par=0A=
}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Facility Manager\tab\tab\tab\tab\tab\tab}{\f7\fs24 22 =
(19.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Funding Restrictions Alone\tab\tab\tab\tab\tab}{\f7\fs24 19 =
(17.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
60}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Question 21 presented respondents with a chance to describe the type of =
instruction provided to students }{\b\f7\fs24 beyond the basic academic =
studies}{\f7\fs24 (see }{\f7\fs24 =0A=
Table 3}{\f7\fs24 )}{\f7\fs24 . They could have indicated as many of =
the }{\f7\fs24 supple}{\f7\fs24 mentary}{\f7\fs24 curriculum}{\f7\fs24 =
choices as related }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
to their program, so the totals }{\f7\fs24 were}{\f7\fs24 more than =
117. }{\f7\fs24 Closed-ended choices were offered to ease data =
collection}{\f7\fs24 , but }{\f7\fs24 respondents}{\f7\fs24 could have =
elaborated by using the \'93other\'94=0A=
choice provided as well.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Table 3}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Content Areas Supplementing Basic Skills}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Areas of Instruction-Question 21}{\f7\fs24 }{\f7\fs24 =
\tab\tab\tab\tab}{\f7\fs24\ul n\tab\tab=0A=
}{\f7\fs24\ul Frequency}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A=
1{\f7\fs24 \tab\tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Enhancing Job Skills\tab\tab\tab\tab\tab\tab}{\f7\fs24 =
98\tab\tab}{\f7\fs24 (83.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 Learning Skills =
Strategies\tab\tab\tab\tab\tab}{\f7\fs24 86 \tab\tab}{\f7\fs24 =
(73.5%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Accessing Area Social Agency Services\tab\tab\tab}{\f7\fs24 =0A=
85 \tab\tab}{\f7\fs24 (72.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Building Self-Esteem\tab\tab\tab\tab\tab\tab}{\f7\fs24 83 =
\tab\tab}{\f7\fs24 (}{\f7\fs24 70.9%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Other =
Areas\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 61 \tab\tab}{\f7\fs24 =
(52.1%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
How to be Proactive or Instruction in Self-Advocacy\tab}{\f7\fs24 60 =
\tab\tab}{\f7\fs24 (51.3%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
N}{\f7\fs24\ul ote.\tab}{\f7\fs24 Among the 61 \'93other\'94 responses =
}{\f7\fs24 to}{\f7\fs24 Question 21were instruction such as child care =
issues, women\'92=0A=
s health issues, buying houses, and job}{\f7\fs24 }{\f7\fs24 =
interviewing skills.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Institutional }{\f7\fs24\ul b}{=0A=
\f7\fs24\ul arrier}{\f7\fs24\ul s}{\f7\fs24\ul :\tab}{\f7\fs24\ul =
Program }{\f7\fs24\ul p}{\f7\fs24\ul olicies}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Questions 9,11, 12}{\f7\fs24 , 13, and 20 }=0A=
{\f7\fs24 related to}{\f7\fs24 program policies that might help define =
the nature of intake procedures which }{\f7\fs24 focus on}{\f7\fs24 =
research question one. Survey results }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
61=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 are =
reported together in }{\f7\fs24 Table }{\f7\fs24 4}{\f7\fs24 for =
Questions 11, 12, and 13 for clarity about the procedures for collecting =
intake data. }{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 9 addressed how}{\f7\fs24 }{\f7\fs24 program =
staff}{\f7\fs24 }{\b\f7\fs24 conduct intake procedures }{\f7\fs24 =
through }{\f7\fs24 closed-ended choices}{=0A=
\b\f7\fs24 .}{\f7\fs24 The majority of programs, 96 }{\f7\fs24 (82.1%) =
(}{\f7\fs24 N}{\f7\fs24 =3D117),}{\f7\fs24 =0A=
report having to use a combination of writing and verbal interviewing =
techniques during the intake process, 12 (10.3%) use only verbal intake =
procedures, while 9 (7.7%) rely }{\f7\fs24 only}{\f7\fs24 on written =
intake procedures.\tab}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 11 asked }{\b\f7\fs24 who}{\f7\fs24 has the =
responsibility to gather the intake data and }{\f7\fs24 =0A=
offered a closed-choice design to promote specificity and force a narrow =
selection of}{\f7\fs24 director, teacher, }{\f7\fs24 office assistant, =
volunteer, }{\f7\fs24 or other. The question did not indicate to choose =
one selection, and the \'93other\'94=0A=
choice asked }{\f7\fs24 respondents}{\f7\fs24 to be specific regarding =
who gathers the data. The question was answered by all respondents and =
produced }{\f7\fs24 9}{\f7\fs24 response categories}{\f7\fs24 =
}{\f7\fs24 n}{\f7\fs24 eg}{\f7\fs24 =0A=
ating the narrow selection; however, r}{\f7\fs24 esults reflected that =
most often it is the director who gathers intake data}{\f7\fs24 . =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Question 12 asked respondents to indicate }{\b\f7\fs24 when}{\f7\fs24 =
they gather intake data and were }{\f7\fs24 given the three choices most =
often used in the review of literature on successful }{\f7\fs24 =
programs}{\f7\fs24 a}{\f7\fs24 nd an \'93=0A=
other\'94 category. The vast majority of }{\f7\fs24 program}{\f7\fs24 =
}{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 collect data upon a client\'92s =
entry into the program}{\f7\fs24 (see Table 4)}{\f7\fs24 . }{\f7\fs24 =
Question 13 inquired about who }{\b\f7=0A=
\fs24 analyzes}{\f7\fs24 the intake data and }{\f7\fs24 offered a =
closed-choice}{\f7\fs24 }{\f7\fs24 design due to the variety of =
providers and possible titles that might be encountered. Choices =
were}{\f7\fs24 director}{\f7\fs24 =0A=
, teacher, assistants, or a combination. The question did not indicate =
to choose only one }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7=0A=
\fs24 62}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
selection, and the combination choice asked them to be specific =
regarding who analyzes the data. The question was answered by all =
respondents and produced seven response categories. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 Table }{\f7\fs24 4}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Policies for Collecting and Analyzing Intake Data }{\f7\fs24 =
_______________________________________________________________}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
C}{\f7\fs24 ollecting Intake Data}{\f7\fs24 }{\f7\fs24\ul - Questions =
11, 12, 13\tab}{\f7\fs24 }{\f7\fs24 (}{\f7\fs24\ul n}{\f7\fs24 =
}{\f7\fs24 =3D}{\f7\fs24 }{\f7\fs24 =0A=
117)\tab}{\f7\fs24 Frequency}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
_______________________________________________________________}{\f7\fs24=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24\ul Who }{\f7\fs24\ul Gathers-Question =
11\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Director\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 24\tab}{\f7\fs24 =
(20.5%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Teacher\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 21\tab}{\f7\fs24 =
(17.95)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Teacher and Other Office Assistant\tab\tab\tab\tab}{\f7\fs24 =
18\tab}{\f7\fs24 (15.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Office Assistant\tab\tab\tab\tab\tab\tab}{\f7\fs24 17\tab}{\f7\fs24 =
(14.5%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Com}{\f7\fs24 bination Director and Teacher\tab\tab\tab\tab}{\f7\fs24 =
11\tab}{\f7\fs24 ( 9.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Other Staff\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 9\tab}{\f7\fs24 ( =
7.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Teacher and Volunteer\tab\tab\tab\tab\tab}{\f7\fs24 2\tab}{\f7\fs24 ( =
1.7%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Volunteer\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1\tab}{\f7\fs24 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Teacher and Staff\tab\tab=0A=
\tab\tab\tab\tab}{\f7\fs24 1\tab}{\f7\fs24 ( 0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
When }{\f7\fs24\ul Gathered}{\f7\fs24=0A=
\ul -Question 12}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Upon Entry\tab\tab\tab\tab\tab\tab}{\f7\fs24 104\tab}{\f7\fs24 =
(88.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 Within Three Weeks\tab\tab\tab\tab\tab\tab}{\f7\fs24 =
7\tab}{\f7\fs24 ( 6.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Other, not revealed\tab\tab\tab\tab\tab\tab}{\f7\fs24 5\tab}{\f7\fs24 =0A=
( 4.3%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Prior to Entry\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1\tab}{\f7\fs24 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Who }{\f7\fs24\ul Analyzes}{\f7\fs24\ul -Question 13}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Director and Teacher/Tutor=0A=
\tab\tab\tab\tab\tab}{\f7\fs24 50\tab}{\f7\fs24 (42.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Director\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 34\tab}{\f7\fs24 =
(29.1%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Teacher\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 21 \tab}{\f7\fs24 =
(17.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Teachers and Staff\tab\tab\tab\tab\tab=0A=
\tab}{\f7\fs24 7\tab}{\f7\fs24 ( 6.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Assistants and Office Staff\tab\tab\tab\tab\tab}{\f7\fs24 =
3\tab}{\f7\fs24 ( 2.6%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Counselor\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1\tab}{\f7\fs24 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Unspecified Staff \tab\tab\tab\tab\tab=0A=
\tab}{\f7\fs24 1\tab}{\f7\fs24 ( 0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Ques}{\f7\fs24 tion 20 continued to ask questions about =
program policies. }{\f7\fs24 Four }{\f7\fs24 parts of }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
63}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
question 20}{\f7=0A=
\fs24 dealt with attendance, requirements for entry and exit}{\f7\fs24 =
ing a program}{\f7\fs24 ,}{\f7\fs24 waiting lists,}{\f7\fs24 methods =
for contacting \'93no shows,\'94 and general homewo}{\f7\fs24 rk =
policies. }{\f7\fs24 =0A=
Two parts of question 20 }{\f7\fs24 dealt}{\f7\fs24 with stop-out =
policies}{\f7\fs24 . }{\f7\fs24 In order to obtain the clearest =
picture of the intake process, all six}{\f7\fs24 questions}{\f7\fs24 =
were designed with}{\f7\fs24 the}{\f7\fs24 }{\f7=0A=
\fs24 r}{\f7\fs24 esponse choices}{\f7\fs24 }{\f7\fs24 of}{\f7\fs24 =
}{\f7\fs24 \'93yes,\'94 \'93yes with details,\'94 or \'93no =
respons}{\f7\fs24 e}{\f7\fs24 .\'94 Fifty-six (48.3%) (}{\f7\fs24 =
N}{\f7\fs24 =3D116) }{\f7\fs24 programs}{\f7\fs24 }{\f7=0A=
\fs24 do not have }{\b\f7\fs24 attendance requirements}{\f7\fs24 , while =
36 (31.0%) require a certain number of hours per week, and 24 (20.7%) =
set hours per month. Procedures for handling a }{\b\f7\fs24 waiting =
list}{\f7\fs24 were almost }{\f7\fs24 =0A=
even}{\f7\fs24 ly divided}{\f7\fs24 with}{\f7\fs24 57 (48.7%) =
(}{\f7\fs24 N}{\f7\fs24 =3D117) maintaining a list, and 56 (47.9%) not =
maintaining a list. Four (3.4%) have requ}{\f7\fs24 =0A=
irements for being placed on the list. The last part of question 20 =
regarded }{\b\f7\fs24 homework policies}{\f7\fs24 . The majority, 93 =
(80.9%) (N=3D115) assign homework while 22 (19.1%) do not. }{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
The majority of programs }{\f7\fs24 (64%) }{\f7\fs24 allow a =
}{\b\f7\fs24 stop out}{\f7\fs24 period in their program policies, but =
do }{\f7\fs24 =0A=
not have a policy for providing continued support for student learning =
}{\f7\fs24 .}{\f7\fs24 }{\f7\fs24 Also, the majority }{\f7\fs24 of =
programs}{\f7\fs24 }{\f7\fs24 do not maintain}{\f7\fs24 names of =
students who have \'93stopped out\'94=0A=
and evidently drop them from the rolls}{\f7\fs24 . It is not known how =
much time elapses before students are dropped. Table}{\f7\fs24 =
}{\f7\fs24 5}{\f7\fs24 summarizes data collected about the stop out =
period. }{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
64}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 T}{\f7\fs24 =
able }{\f7\fs24 5}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Stop Out Policies}{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Program Policy-}{\f7\fs24\ul Question 20=0A=
\tab\tab\tab}{\f7\fs24\ul n\tab\tab\tab}{\f7\fs24 Frequency}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Requesting}{\f7\fs24 -20a\tab\tab\tab}{\f7\fs24 \tab}{\f7\fs24 =
115}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Personal =
Request\tab\tab\tab\tab}{\f7\fs24 73\tab\tab\tab}{\f7\fs24 =
(63.5%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Do =
Not Track Stop }{\f7\fs24 O}{\f7=0A=
\fs24 uts\tab\tab\tab}{\f7\fs24 33\tab\tab\tab}{\f7\fs24 =
(28.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Formal Application or Agreement\tab\tab}{\f7\fs24 =
9\tab\tab\tab}{\f7\fs24 ( 7.8%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Continue Instruction}{\f7\fs24 -20b\tab\tab}{\f7\fs24 =
\tab}{\f7\fs24 117}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Books S}{\f7\fs24 ent H}{\f7\fs24 ome\tab\tab\tab\tab}{\f7\fs24 =
32\tab\tab\tab}{\f7\fs24 (27.4%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Do =
Not Provide Any Instruction\tab}{\f7\fs24 =
22\tab\tab\tab}{\f7\fs24 (18.8%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Various Materials Sent Home\tab\tab\tab}{\f7\fs24 =
6\tab\tab\tab}{\f7\fs24 ( 5.1%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Home Visits\tab\tab\tab\tab\tab}{\f7\fs24 2\tab\tab\tab}{\f7\fs24 ( =
1.7%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Contact No Shows}{\f7\fs24 -20c\tab\tab}{\f7\fs24 \tab}{\f7\fs24 =
116}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Call and/or Mail Inquiries\tab\tab\tab}{\f7\fs24 =
58\tab\tab\tab}{\f7\fs24 (50.0%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Call When Time Permits\tab\tab\tab}{\f7\fs24 49\tab\tab\tab}{\f7\fs24 =
(42.2%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Contact, unspecified=0A=
\tab\tab\tab\tab}{\f7\fs24 4\tab\tab\tab}{\f7\fs24 ( 3.4%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Do =
Not Contact \tab\tab\tab\tab}{\f7\fs24 5\tab\tab\tab}{\f7\fs24 ( =
4.3%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Institutional }{\f7\fs24\ul b}{\f7\fs24\ul arrier}{\f7\fs24\ul =
s}{\f7\fs24\ul :\tab}{\f7\fs24\ul Program }{\f7\fs24\ul p}{\f7\fs24\ul =
ractices}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Q}{\f7\fs24 uestion 8 asked respondents }{\f7\fs24 to =
rank the}{\f7\fs24 uses of intake data}{\f7\fs24 ,}{=0A=
\f7\fs24 using one as the highest use to five as the lowest use of =
intake data. }{\f7\fs24 This question}{\f7\fs24 was designed as a 5 =
item ranking inquiry so that selections could be compared =
clearly}{\f7\fs24 }{\f7\fs24 from the}{\f7\fs24 forced}{=0A=
\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
65}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
choices and an \'93other\'94=0A=
response in which a personalized use for intake data could be =
}{\f7\fs24 =0A=
described. The question did not indicate that respondents needed to use =
all five choices and many did not; therefore, the percentages of =
responses do not total 100% of respondents}{\f7\fs24 . The number of =
respond}{\f7\fs24 =0A=
ents for this question ranged from 89 to 111. This inconsistency =
resulted from some }{\f7\fs24 respondents}{\f7\fs24 leaving some =
ranking levels blank, or from marking more than one choice as the first =
or highest use for intake data. See Table }{\f7=0A=
\fs24 6}{\f7\fs24 for a comparison of the ranked uses of intake =
data.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
TABLE }{\f7\fs24 6}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Uses of Intake Data from High (1) to Low (5)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Ranking-Question 8\tab\tab\tab\tab}{\f7\fs24=0A=
\ul n\tab\tab\tab}{\f7\fs24 Frequency}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul Ranked =
first\tab\tab\tab\tab}{\f7\fs24 \tab}{\f7\fs24 111\tab}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Identify =
Student Needs\tab\tab\tab\tab\tab\tab}{\f7\fs24 51 (45.9%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Funding Reports\tab\tab\tab\tab\tab\tab\tab}=0A=
{\f7\fs24 38 (34.2%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Spot Enrollment Trends\tab\tab\tab\tab\tab\tab}{\f7\fs24 10 ( =
9.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 Determine Program Offerings\tab\tab\tab\tab\tab}{\f7\fs24 6 ( =
5.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Staff Development\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 5 ( =
4.5%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Other Use\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul Ranked =
second }{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 =
107\tab\tab\tab}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Determine =
Program Offerings \tab\tab\tab\tab\tab}{\f7\fs24 32 (29.9%)}{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Identify Student Needs \tab\tab\tab=0A=
\tab\tab\tab}{\f7\fs24 31 (29.0%)}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Spot Enrollment Trends\tab\tab\tab\tab\tab\tab}{\f7\fs24 21 =
(19.6%)}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 Funding =
Reports\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 15 (14.0%)}{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Staff Development\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 7 ( =
6.5%)}{\f7\fs24=0A=
\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Other Use\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1 ( =
0.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
66}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Table }{\f7\fs24 6, }{\f7=0A=
\fs24 continued}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________}{\f7\fs24 =
________________________________________}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24\ul Ranking, Question 8\tab\tab\tab\tab}{\f7\fs24 }{\f7\fs24\ul =
n\tab\tab\tab}{\f7\fs24 Frequency}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Ra}{\f7\fs24\ul nked third\tab\tab\tab\tab}{\f7\fs24 }{\f7\fs24 =
99 \tab\tab\tab}{\f7\fs24=0A=
\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Determine Program Offerings\tab}{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 28 =
(28.3%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
Funding Reports\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 21 =
(21.2%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Spo}{\f7\fs24 t Enrollment Trends\tab\tab\tab\tab\tab\tab}{\f7\fs24 20 =
(20.2%)}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Identify Students Needs\tab\tab\tab\tab\tab\tab}{\f7\fs24 18 =
(18.2%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Staff Development\tab\tab\tab=0A=
\tab\tab\tab\tab}{\f7\fs24 12 (12.1%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Other Use\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 0 ( =
0.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Ranked fourth }{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 =
93\tab\tab\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 Spot Enrollment Trends\tab\tab\tab\tab\tab\tab}{\f7\fs24 31 =
(33.3%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Staff Development\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 23 =
(24.7%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Determine =
Program Offerings\tab\tab\tab\tab\tab}{\f7\fs24 22 (23.7%)}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Funding Reports\tab\tab\tab\tab\tab\tab\tab=0A=
}{\f7\fs24 14 (15.1%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Identify Student Needs\tab\tab\tab\tab\tab\tab}{\f7\fs24 3 ( =
3.2%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 Other Use\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 0 ( =
0.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Ranked fifth=0A=
\tab\tab\tab\tab}{\f7\fs24 85}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Staff Development\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 45 =
(50.6%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1{\f7\fs24 Spot Enrollment =
Trends\tab\tab\tab\tab\tab\tab}{\f7\fs24 12 (13.5%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Funding Reports\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 12 =
(13.5%)}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Determine Program Offerings\tab\tab\tab\tab\tab}{\f7\fs24 11 =
(12.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Identify Student Needs=0A=
\tab\tab\tab\tab\tab\tab}{\f7\fs24 4 ( 8.0%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Other Use\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 1 ( =
1.1%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
_______________________________________________________________}{\f7\fs24=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Question 10 dealt with }{\f7\fs24 a}{\f7\fs24 }{\f7\fs24 perceived =
}{\f7\fs24 connection between the intake procedure and}{\f7\fs24 =
institutional }{\f7\fs24 =0A=
barriers to attendance and was answered by all respondents. Respondents =
were asked to }{\f7\fs24 choose among three closed-choices}{\f7\fs24 to =
indicate }{\b\f7\fs24 if intake data can help them}{\f7\fs24 identify =
and address barriers to students\'92=0A=
attendance. The survey found that an overwhelming majority}{\f7\fs24 , =
89 (76.1%) (N=3D117), }{\f7\fs24 indicated}{\f7\fs24 the }{\f7\fs24 =
intake data }{\f7\fs24 do}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
67}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
hel}{\f7\fs24 p}{\f7\fs24 to identify and address barriers to =
attendance. Twenty respondents (17.1%) }{\f7\fs24 were}{\f7\fs24 not =
sure, and 8 (6.8%) }{\f7\fs24 indicated}{\f7\fs24 =0A=
that intake }{\f7\fs24 data}{\f7\fs24 }{\f7\fs24 do}{\f7\fs24 not =
}{\f7\fs24 help}{\f7\fs24 them identify and address barriers to =
attendance. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Respondents}{\f7\fs24 were asked to indicate }{\f7\fs24 through =
}{\f7\fs24 open-ended remarks in order to capture the best picture =
about}{\f7\fs24 }{\f7\fs24 how }{\f7\fs24 their programs}{\f7\fs24 =
}{\b\f7\fs24 recognize achievement}{\f7\fs24 =0A=
in Question 17. The majority, 96 (82.1%) }{\f7\fs24 (N}{\f7\fs24 =
=3D117) have public displays, 8 (6.8%) dispense tangible rewards, and 2 =
(1.7%) mention \'93other\'94=0A=
ways to show student achievement. It should be noted, however, that 11 =
(9.4%) report they do not have a formal way to recognize =
achievement.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Section III: }{\f7\fs24\ul =0A=
Dispositional}{\f7\fs24\ul Barriers to Attendance}{\f7\fs24\ul , RQ 2: =
}{\f7\fs24\ul N}{\f7\fs24\ul onattendance }{\f7\fs24\ul S}{\f7\fs24\ul =
temming from }{\f7\fs24\ul P}{\f7\fs24\ul sychological, }{\f7\fs24\ul =
A}{\f7\fs24\ul ttitude, }{\f7\fs24\ul P}=0A=
{\f7\fs24\ul ersonality, or }{\f7\fs24\ul B}{\f7\fs24\ul eliefs about =
}{\f7\fs24\ul A}{\f7\fs24\ul bi}{\f7\fs24\ul l}{\f7\fs24\ul ity to =
}{\f7\fs24\ul L}{\f7\fs24\ul earn}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Dispositional}{\f7\fs24\ul }{\f7\fs24\ul b}{\f7\fs24\ul arriers: =
Attitude, }{\f7\fs24\ul p}{\f7\fs24\ul ersonality, }{\f7\fs24\ul =
a}{\f7\fs24\ul bility to }{\f7\fs24\ul l}{\f7=0A=
\fs24\ul earn}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Survey questions that reflect the second research =
}{\f7\fs24 =0A=
question--do}{\f7\fs24 intake data}{\f7\fs24 help to identify and =
address barriers to }{\f7\fs24 attendance--}{\f7\fs24 were}{\f7\fs24 =
included under dispositional barriers and were addressed in questions =
15, 16, and 19. }{\f7\fs24 =0A=
Question 15 asked about the questions program staff ask during the =
}{\b\f7\fs24 exchange of information}{\f7\fs24 at intake}{\f7\fs24 =
(see Table }{\f7\fs24 7}{\f7\fs24 )}{\f7\fs24 . }{\f7\fs24 =0A=
For ease of data collection and to narrow the responses categories =
because of the variety of providers, closed choices}{\f7\fs24 of =
\'93never,\'94 \'93often,\'94 or \'93usually\'94 were offered for seven =
qu}{\f7\fs24 estions dealing with the exchange. =0A=
}{\f7\fs24 Some p}{\f7\fs24 articipants did not choose to answer =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
68}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
every part of Question 15 resulting in }{\f7\fs24 an unequal total =
number of responses for this item.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
TABLE }{\f7\fs24 7}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Information Collected Regarding Potential Dispositional =
Barriers}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
_______________________________________________________________}{\f7\fs24=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Information Exchanged}{\f7\fs24\ul -Question 15}{\f7\fs24 =
}{\f7\fs24\ul n}{\f7\fs24 }{\f7\fs24=0A=
\ul Number and Frequency of Exchange}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab\tab\tab\tab\tab\tab}{\f7\fs24 Never\tab}{\f7\fs24 =
}{\f7\fs24 Often\tab\tab}{\f7\fs24 Usually}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Reason for Attending\tab\tab\tab}{=0A=
\f7\fs24 116\tab}{\f7\fs24 }{\f7\fs24 1 ( 0.9%)\tab}{\f7\fs24 26 =
(22.4%)\tab}{\f7\fs24 89 (76.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A=
\fs24 Educational Goals\tab\tab\tab}{\f7\fs24 116\tab}{\f7\fs24 0 ( =
0.0%)\tab}{\f7\fs24 31 ( 8.3%)\tab}{\f7\fs24 85 (22.7%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Have an =
}{\f7\fs24 A}{\f7\fs24 cquaintance in Class\tab}{\f7\fs24 =
116\tab}{\f7\fs24 47 (40.5%)\tab}{\f7\fs24 33 (28.4%)\tab}{\f7\fs24 36 =
(31.0%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Belief in Personal Abilities\tab\tab}{\f7\fs24 116\tab}{\f7\fs24 29 =
(25.0%)\tab}{\f7\fs24 43 (37.1%)\tab}{\f7\fs24 =0A=
44 (37.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Level of Comfort }{\f7\fs24 W}{\f7\fs24 ith \tab}{\f7\fs24 =
\tab}{\f7\fs24 115}{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Teacher }{\f7\fs24 Attention \tab\tab\tab}{\f7\fs24 29 =
(25.2%)\tab}{\f7\fs24 45 (39.1%)\tab}{\f7\fs24 41 (35.7%)}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Expectations }{\f7\fs24 F}{\f7\fs24 rom}{\f7\fs24 }{\f7\fs24 =
Class\tab\tab}{\f7\fs24 115\tab}{\f7\fs24 6 ( 5.2%)\tab}{=0A=
\f7\fs24 51 (44.3%)\tab}{\f7\fs24 58 (50.4%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl120\slmult1{\f7\fs24 =
Level of Satisfaction }{\f7\fs24 W}{\f7\fs24 =0A=
ith Class\tab}{\f7\fs24 113\tab}{\f7\fs24 13 (11.5%)\tab}{\f7\fs24 65 =
(57.5%)\tab}{\f7\fs24 35 (30.9%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl120\slmult1{\f7\fs24 =
________________________________________________________________}{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Ques}{\f7\fs24 tion 16}{\f7\fs24 , }{\f7\fs24 =0A=
which was open-ended to promote a variety of responses}{\f7\fs24 , =
}{\f7\fs24 ask}{\f7\fs24 ed}{\f7\fs24 }{\f7\fs24 respondents}{\f7\fs24 =
what procedures}{\f7\fs24 they offer to }{\b\f7\fs24 =
encourage}{\f7\fs24 }{\b\f7\fs24 attendance}{\f7\fs24 =0A=
. Twenty-five (21.4%) }{\f7\fs24 (N=3D117)}{\f7\fs24 cited the =
program\'92s services and building on student success as ways to =
e}{\f7\fs24 ncour}{\f7\fs24 age attendance. However, 21 (17.9%) =
report}{\f7\fs24 ed}{\f7\fs24 =0A=
no special ways to encourage attendance are used. Other procedures or =
methods to encourage attendance were cited: 21 (}{\f7\fs24 17.9%) =
}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 =0A=
use tangible rewards along with motivational lessons }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 69}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
and}{\f7\fs24 guest speakers, 20 (17.1%) rely on routine, direct =
contact, 13 (11.1%) create a}{\f7\fs24 =0A=
}{\f7\fs24 concerned, caring atmosphere, 11 (9.4%) have in place a =
mentoring or support group, and 6 (}{\f7\fs24 5.1%) use tangible =
rewards}{\f7\fs24 . }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Item}{\f7\fs24 }{\f7\fs24 19}{\f7\fs24 was a series of }{\f7\fs24 =
open-ended questions}{\f7\fs24 about }{\b\f7\fs24 when}{\f7\fs24 a =
}{\f7\fs24 program}{\f7\fs24 }{\f7\fs24 s}{\f7\fs24 taff}{\f7\fs24 =
finds out about }{\b\f7\fs24 students\'92=0A=
backgrounds and their needs}{\f7\fs24 . It was intended that through =
}{\f7\fs24 question}{\f7\fs24 19}{\f7\fs24 , it could be determined =
}{\f7\fs24 whether}{\f7\fs24 }{\f7\fs24 the intake data }{\f7\fs24 =
collection }{\f7\fs24 was a one-time }{\f7\fs24 =0A=
event,}{\f7\fs24 or if }{\f7\fs24 data collection}{\f7\fs24 was =
regarded as dynamic and }{\f7\fs24 the data }{\f7\fs24 w}{\f7\fs24 =
ere}{\f7\fs24 }{\f7\fs24 referred}{\f7\fs24 to more than just at the =
student\'92s initial}{\f7\fs24 visit}{\f7\fs24 =0A=
. Survey results }{\f7\fs24 were}{\f7\fs24 grouped}{\f7\fs24 into the =
following categories: asked during intake, f}{\f7\fs24 ound}{\f7\fs24 =
out casually during class, or d}{\f7\fs24 id}{\f7\fs24 not ask (see =
Table }{\f7\fs24 8}{\f7\fs24 ).}{\f7\fs24 =0A=
It should be noted that three programs reported that they use an =
informal test to determine self-esteem level.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl480\slmult1\qr{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
TABLE}{\f7\fs24 }{\f7\fs24 8}{\f7\fs24 }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul How =
Information is Collected Regarding Potential Dispositional =
Barriers}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =0A=
_______________________________________________________________________}{=
\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22\ul =
Information Requested-Question 19\tab\tab\tab}{\f7\fs22 =
\tab}{\f7\fs24\ul How Gathered}{\f7=0A=
\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
\tab\tab\tab}{\f7\fs22 }{\f7\fs22\ul n\tab}{\f7\fs22 =
}{\f7\fs22 =0A=
During Intake In Class Both Do Not Ask\tab}{\f7\fs22 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
_______________________________________________________________________}{=
\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 Level of Family =
Support \tab}{\f7\fs22 }{\f7\fs22 117\tab}{\f7\fs22 48 =
(41.0%) 23 (19.7%) 7 (6.0%) 39 (33.3%)}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
Past Educational Experience 117 \tab}{\f7\fs22 }{\f7\fs22 =0A=
91 (77.8%) 14 (12.0%) 0 (0.0%) 12 (10.3%)}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =0A=
Feelings about Success/Failures 116\tab}{\f7\fs22 }{\f7\fs22 36 =
(31.0%) 45 (38.8%) 0 (0.0%) 35 (30.2%)}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 Level of =
Self-Esteem 115 34 (29.6%) 48 (41.7%) =
0 (0.0%) 33 (28.7%)\tab}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs22 =0A=
_______________________________________________________________________}{=
\f7\fs24 =
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
70}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Section IV: Situational Barriers to =
Attendance}{\f7\fs24\ul , RQ 2: }{\f7\fs24\ul N}{\f7\fs24=0A=
\ul onattendance }{\f7\fs24\ul S}{\f7\fs24\ul temming from }{\f7\fs24\ul =
C}{\f7\fs24\ul hild }{\f7\fs24\ul C}{\f7\fs24\ul are }{\f7\fs24\ul =
I}{\f7\fs24\ul ssues, }{\f7\fs24\ul C}{\f7\fs24\ul onflicting =
}{\f7\fs24\ul W}{\f7\fs24\ul ork }{\f7\fs24\ul S}{\f7=0A=
\fs24\ul chedules, or }{\f7\fs24\ul L}{\f7\fs24\ul ack of }{\f7\fs24\ul =
T}{\f7\fs24\ul ransportation}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A=
\slmult1{\f7\fs24\ul Situational }{\f7\fs24\ul b}{\f7\fs24\ul arriers: =
Child }{\f7\fs24\ul c}{\f7\fs24\ul are and }{\f7\fs24\ul t}{\f7\fs24\ul =
ransportation}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Situational barriers reflect reasons for nonattendance =
stemming from child care issues, conflicting work schedules, or lack of =
transportation (Sticht, McDonald & }{\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Erickson, 1998). One question was included to }{\f7\fs24 =
determine}{\f7\fs24 }{\f7\fs24 how program}{\f7\fs24 }{\f7\fs24 =
s}{\f7\fs24 taff}{\f7\fs24 handle}{\f7\fs24 =0A=
this barrier.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 18 }{\f7\fs24 asked }{\f7\fs24 about}{\f7\fs24 =
determining students\'92}{\f7\fs24 }{\b\f7\fs24 need for child care and =
\tab}{\b=0A=
\f7\fs24 transportation}{\f7\fs24 by answering }{\f7\fs24 \'93yes\'94 =
or \'93no}{\f7\fs24 ,\'94}{\f7\fs24 and then asked in a second part if =
programs }{\b\f7\fs24 provide}{\f7\fs24 }{\f7\fs24 either or both, or =
none.}{\f7\fs24 }{\f7\fs24 =0A=
Seventy-four }{\f7\fs24 (}{\f7\fs24 63.2%) (}{\f7\fs24 N}{\f7\fs24 =
=3D117) take time during the intake to ask }{\f7\fs24 about child care =
and transportation needs}{\f7\fs24 ,}{\f7\fs24 36 (30.8%) do not ask =
}{\f7\fs24 about }{\f7\fs24 these needs}{\f7\fs24 =0A=
, and 7 (6.0%) rely on students }{\f7\fs24 to request }{\f7\fs24 child =
care or }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
transportation}{\f7\fs24 service}{\f7\fs24 s}{\f7\fs24 . Sixty-three =
(53.8%) }{\f7\fs24 =0A=
(}{\f7\fs24 N}{\f7\fs24 =3D117)}{\f7\fs24 of the respondents provide =
neither child care nor transportation, 28 (23.9%) provide both, 13 =
(11.1%) provide child care only, and }{\f7\fs24 13 (11.1%)}{\f7\fs24 =
provide transportation only.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul Section V: }{\f7\fs24\ul Closing =
}{\f7\fs24\ul Comments}{\f7\fs24\ul Regarding Barriers to Attendance=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The }{\f7\fs24 open-ended }{\f7\fs24 final =
survey}{\f7\fs24 question}{\f7\fs24 , }{\f7\fs24 number 22}{\f7\fs24 =
,}{\f7\fs24 offered respondents the }{=0A=
\f7\fs24 opportunity to state their }{\f7\fs24 o}{\f7\fs24 =
pinions}{\f7\fs24 regarding }{\b\f7\fs24 what keeps students =
attending}{\f7\fs24 . }{\f7\fs24 Thirty respondents submitted comments =
and several indi}{\f7\fs24 =0A=
cated more than one comment. Similar responses were grouped into =
clusters reflected in Table }{\f7\fs24 9}{\f7\fs24 . Several }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 71}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
explicit examples of motivational activities were submitted, as well as =
comments regarding retention issues in general (see Appendix =
F).}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 TABLE =
}{\f7\fs24 9}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Closing Comments Regarding Barriers to Attendance}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4\ul Comments-Question 22\tab\tab}{\f7\fs24 \tab}{\f7\fs24 =
}{\f7\fs24 (}{\f7\fs24\ul n}{\f7\fs24 }{\f7\fs24 =0A=
=3D}{\f7\fs24 }{\f7\fs24 30)\tab}{\f7\fs24 }{\f7\fs24 =
Frequency}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 Build a =
Relationship between Teacher and Student\tab\tab}{\f7\fs24 =
14\tab\tab}{\f7\fs24 (0.47%)}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Create a Family Atmosphere\tab\tab\tab\tab\tab}{\f7\fs24 =
11\tab\tab}{\f7\fs24 (0.36%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Provide Great Teaching \tab\tab\tab\tab\tab}{\f7\fs24 =
10\tab\tab}{\f7\fs24 (0.33%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Provide Continuous Motivational Efforts\tab\tab\tab}{\f7\fs24 =
9\tab\tab}{\f7\fs24 (0.30%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Acknowledge Every Level of Completion\tab\tab\tab}{\f7\fs24 =
6\tab\tab}{\f7\fs24 (0.20%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Build Respect for Tutors\'92 Efforts\tab\tab\tab\tab}{\f7\fs24 =
3\tab\tab}{\f7\fs24 (0.10%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Allow Occasional Food and Parties\tab\tab\tab\tab}{\f7\fs24 =
2\tab\tab}{\f7\fs24 (0.06%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Produ}{\f7\fs24 c}{\f7\fs24 e a Class =
Newsletter\tab\tab\tab\tab\tab}{\f7\fs24 2\tab\tab}{\f7\fs24 =
(0.06%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Create a Mobile Lab and Library\tab\tab\tab\tab}{\f7\fs24 =
1\tab\tab}{\f7\fs24 (0.03%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Provide Child Care\tab\tab\tab\tab\tab\tab}{\f7\fs24 =
1\tab\tab}{\f7\fs24 (0.03%)}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A=
________________________________________________________________}{\f7\fs2=
4 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
Note.}{\f7\fs24 Respondents could submit more than one =
comment.}{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qr{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
72}{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =
\sl480\slmult1\qc{\f7\fs24\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 =
Summary}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Texas a}{\f7\fs24 dult basic education, General Education =
Development}{\f7\fs24 =0A=
, and literacy education programs were surveyed in this study to =
determine the nature of their intake procedures and to discover if =
intake data can identify and address barriers to attendance. }{\f7\fs24 =
Two-hundred-eleven responses were received}{\f7=0A=
\fs24 ,}{\f7\fs24 }{\f7\fs24 of which}{\f7\fs24 94 respondents =
indicat}{\f7\fs24 ed}{\f7\fs24 they did not want to participate. =
One-hun}{\f7\fs24 dred- seventeen returned }{\f7\fs24 us}{\f7\fs24 able =
}{\f7\fs24 survey}{\f7\fs24 s}{\f7\fs24 =0A=
, and this represents a 31% response rate.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 The survey results were reported as frequencies to =
reflect the research questions: }{\f7\fs24 1) }{\f7\fs24 =0A=
what}{\f7\fs24 is the nature of intake procedures, and }{\f7\fs24 2) =
}{\f7\fs24 how do}{\f7\fs24 the intake data identify and address =
barriers to attendance. The questions were aligned with the }{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 definitions of =
the categories of attendance barriers as defined in the literature =
review. The answers were reported as frequencies of response with =
narratives and tables.}{\f7\fs24 =0A=
Six programs submitted samples of intake forms, and one included =
samples of homework assigned. Survey results reveal that some elements =
of the intake process and decisions regarding program practices may be =
creating institutional, dispositional, and/or situational barriers to =
attendance. =0A=
}}
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=0A=
=0A=
\margl2160\margr1440\sectd \headery648\footery648\pard\plain \s83 \fs24 =
\sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs28 CHAPTER FIVE}{\f6\fs28 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs28 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1\qc{\f6\fs28 DISCUSSION AND =
CONCLUSIONS}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Introduction}{\f6\fs24 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1=0A=
\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 A 22-item =
survey was sent to 374 Literacy, }{\f6\fs24 A}{\f6\fs24 B}{\f6\fs24 =
E}{\f6\fs24 and }{\f6\fs24 G}{\f6\fs24 E}{\f6\fs24 D}{\f6\fs24 =0A=
programs in Texas in order to det}{\f6\fs24 ermine the nature of intake =
procedures and how intake data }{\f6\fs24 is used to}{\f6\fs24 identify =
}{\f6\fs24 =0A=
and address barriers to attendance. This survey instrument was =
developed for this study to determine if intake data could be better =
utilized to counter barriers to attendance. O}{\f6\fs24 =0A=
ne-hundred-seventeen useable surveys were returned from the 211 =
responses received }{\f6\fs24 with 94}{\f6\fs24 respondents indicating =
they did not want to participate in the study, yielding an overall =
response rate of 31%. }{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Summary and Discussion =
of Results}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
\tab}{\f6\fs24 The identifying data questions not only helped this =
researcher to understand the type of programs respondents represent, =
but also allowed insight into the task a}{\f6\fs24 =0A=
sked of those serving adults in basic education programs in Texas. =
}{\f6\fs24 In question four, the respondents reported that they see an =
average of 30 students per week, and the }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 73}{\f6=0A=
\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 74}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
majority (54%) appear to see over 50 students each week. It is not =
possible to determine if the number of students served (question four) =
depends upon the type of student served by a particular program =
(question seven). }{\f6\fs24 =0A=
Most funding sources are federal, state, local school districts, or a =
combination of all three. The majority (35%) of the programs serve =
}{\f6\fs24 ABE}{\f6\fs24 and }{\f6\fs24 GED,}{\f6\fs24 as well as ESL =
students. }{\f6\fs24 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul RQ 1: What is the =
nature of intake procedures?}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The survey was designed to }{\f6\fs24 elicit information from programs =
r}{\f6\fs24 egarding}{\f6\fs24 the }{\f6\fs24 nature of}{\f6\fs24 =0A=
their intake forms with questions that clustered around program =
policies for interviewing practices and use of the data collected during =
the intake procedures. Respondents appear to have established intake =
procedures for staff to follow, but it is not known if these procedures =
are contained in a formal guide or known through practice.=0A=
}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul Program P}{\f6\fs24\ul =
olicies for Intake Procedures}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24\ul =
Interviewing practices.}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 In =
response to question number }{\f6\fs24 nine,}{\f6\fs24 the majority of =
respondents (96%) use a combination of written and oral interviewing =
practices. Interviewers\'92=0A=
judgment is paramount in deciding which program of study a student =
should begin, which type of curriculum delivery system is best for a =
student, if an assignment to an outside mentor is needed, and also if =
any referrals to outside agencies or collaborative partners are in =
order. The respondents =0A=
}{\f6\fs24 proportionally report}{\f6\fs24 in question 11}{\f6\fs24 =
that directors, teachers, }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 75}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 or teachers with office =
assistant help conduct the intake interviews. The next }{\f6\fs24 most =
common}{\f6\fs24 =0A=
choice for who is assigned to handle the interviewing of students is =
office assistants. The categories of \'93teachers with office assistant =
help\'94 and \'93office assistants,\'94 when combined, represent the =
majority }{\f6\fs24 (30%)}{\f6\fs24 =0A=
of interviewers for programs. All respondents answered }{\f6\fs24 =
question 13 regarding}{\f6\fs24 who analyzes the intake data, and the =
majority }{\f6\fs24 (43%)}{\f6\fs24 =0A=
report that directors and teachers complete this task. The decisions =
for students based on the intake form are only as accurate as the =
information that the interviewer decided to include, or as w}{\f6\fs24 =
eak as om}{\f6\fs24 ission of students\'92=0A=
remarks that were deemed unimportant to include. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 The vast =
majority of }{\f6\fs24 respondents (}{\f6\fs24 89%) }{\f6\fs24 =
reported}{\f6\fs24 that }{\f6\fs24 their programs}{=0A=
\f6\fs24 gather intake data only upon a student\'92s entry into the =
program which could reflect an attitude that intake data is not dynamic, =
or fluid, but static. In the majority of cases }{\f6\fs24 (see Table =
4}{\f6\fs24 =0A=
) questions are asked when a student first walks through the door when =
shyness, embarrass}{\f6\fs24 =0A=
ment, or nervousness might be present. It is not unreasonable to assume =
that people are uncomfortable when talking to strangers about their =
personal level of academic ability.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24=0A=
\ul Use of intake data.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =
Respondents consistently chose, under use of intake data, the option =
\'93to address student needs\'94 }{\f6\fs24 as one of the top =
three}{\f6\fs24 =0A=
out of five choices they were asked to rank (}{\f6\fs24 see Table 6) =
.}{\f6\fs24 =0A=
However, the next highest use for intake data is for funding reports; =
this does not reflect the most efficient use of intake data to counter =
barriers to attendance as shown by this and other studies of program =
intake data (Goertzel & Keeley, 1992; }{=0A=
\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 76}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
Guisier & Molek, 1992; Quigley, 1993;). Although intake data can be a =
vital component of refunding proposals, low retention rates can also be =
a refunding consideration. The use of intake data to determine program =
offerings did command the third highest use for intake data, although =
this use was expected to rank higher based on previous =0A=
}{\f6\fs24 research and literature reviews}{\f6\fs24 . Another =
interesting finding is the use of intake data to determine staff =
}{\f6\fs24 development}{\f6\fs24 =0A=
needs as the fourth highest use, with a large number of respondents =
relegating staff development to the fifth ranking (lowest). =
}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24=0A=
\ul Program Policies for Intake Assessments}{\cf2\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\cf2\f6\fs24 \tab}{\f6\fs24 =
}{\f6\fs24\ul Informal }{\f6\fs24\ul Assessments.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6=0A=
\fs24 The majority of programs }{\f6\fs24 (52.9%)}{\f6\fs24 note =
through open comments }{\f6\fs24 in question 14a}{\f6\fs24 that =
informal testing and teacher observatio}{\f6\fs24 =0A=
n are used to determine learning preferences. The short answers did not =
describe the choice or style (written or oral) for informal testing; =
however, fifteen }{\f6\fs24 respondents}{\f6\fs24 did }{\f6\fs24 =
report}{\f6\fs24 =0A=
using a commercial test to determine learning preference }{\f6\fs24 =
(see Table 2).}{\f6\fs24 }{\f6\fs24 =0A=
Nineteen percent of the respondents do not ask their students about =
experience with learning disabilities. More than half of respondents =
rely on self-disclosure alone to make themselves aware of a student\'92=0A=
s history with learning disabilities and only two programs report that =
they give formal learning disability screening instruments }{\f6\fs24 =
(see Table 2).}{\f6\fs24 =0A=
One survey respondent did note that this area is being handled =
inadequately by his/her program and it is making the effort to include =
more training in the area of teaching students with learning =
disabilities. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 =0A=
\sl480\slmult1\qr{\f6\fs24 77}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Although =
the majority of respondents }{\f6\fs24 (see Table 2}{\f6\fs24 ) assess =
students for initial goals, only t}{\f6\fs24 =0A=
hree-fourths of those report that reviewing and/or adjusting =
students\'92 stated goals are completed as needed or upon subtest =
completion }{\f6\fs24 (question 14c). }{\f6\fs24 =0A=
Very few programs report a regular system for updating goals. This =
might indicate that goals do not drive curriculum choices}{\f6\fs24 , =
and also that goals are not seen as dynamic}{\f6\fs24 , but static. =
\tab\tab\tab}{\f6\fs24\ul =0A=
Standardized Assessments.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Respondents generally use standardized, commercial tests of various =
kinds to determine academic ability, and nearly half did mention the =
TABE test specifically in }{\f6\fs24 question 14b. }{\f6\fs24 This =
finding reflects that in the majority }{\f6\fs24 =0A=
(88%) of}{\f6\fs24 cases, assessment is being completed with a valid =
and reliable instrument. No respondents mentioned the CASAS or BEST =
test. }{\f6\fs24 =0A=
It is noteworthy that 88% of respondents use a standardized test to =
determine academic ability at entry with 40% indicating the use of the =
}{\f6\fs24 Tests of Adult Basic Education (}{\f6\fs24 TABE}{\f6\fs24 =
)}{\f6\fs24 test.}{\f6\fs24 }{\f6\fs24 =0A=
It should be noted that this survey was completed prior to the 1999 TEA =
mandate to use the TABE and }{\f6\fs24 Basic English Skills Test =
(}{\f6\fs24 BEST}{\f6\fs24 )}{\f6\fs24 }{\f6\fs24 (TEA, =
1999b)}{\f6\fs24 ,}{\f6\fs24 =0A=
and programs would have been just beginning to implement training in =
these areas. Results would be different if the survey were conducted =
after 1999.}{\f6\fs24 }{\f6\fs24 =0A=
Although the survey did not ask when ability tests were given, several =
programs did note that these tests are given upon the student\'92s =
entry. Only three programs }{\f6\fs24 mentioned}{\f6\fs24 using =
portfolios to measure growth in academic ability.}=0A=
{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 The =
overall results of t}{\f6\fs24 =0A=
he survey regarding program assessment policies reflect very =
teacher-centered practices. This may be the result of the need for =
expediency due }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 78}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 =0A=
\sl480\slmult1{\f6\fs24 to high volumes of students, funding =
inadequacies to support necessary support staff, or perhaps the need for =
staff development in certain areas.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\cf6\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul RQ 2: How do the =
intake data identify and address barriers to attendance?}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Although =
the majority of respondents }{\f6\fs24 =0A=
(76%)}{\f6\fs24 feel intake }{\f6\fs24 information}{\f6\fs24 can help =
them identify barriers to attendance }{\f6\fs24 in question =
10,}{\f6\fs24 =0A=
24% replied that they were not sure if it did, or replied that it does =
not help them identify barriers to attendance. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul =0A=
Institutional B}{\f6\fs24\ul arriers}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Survey =
results reveal that some elements of the intake process}{\f6\fs24 =0A=
such as which staff completes the interview and timing of the =
interview, as well as some elements of the program\'92s structure such =
as assessment decisions or use of stop-out period}{\f6\fs24 =0A=
, may be creating institutional barriers to attendance. Institutional =
barriers}{\f6\fs24 revolve around instructional methods, policies, =
practices or requirements of the program}{\f6\fs24 .}{\f6\fs24 =0A=
The choices for survey questions which would probe for possible =
institutional barriers to attendance are described in Appendix =
D.}{\cf2\f6\fs24 }{\f6\fs24 =0A=
Programs may not use intake data as a source to make program design =
decisions and may base those decisions on teacher discretion or budget =
restraints, or both. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24\ul =0A=
Program structures.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Teachers =
determine class setting and curriculum delivery methods in the majority =
of cases }{\f6\fs24 (56%),}{\f6\fs24 =0A=
although some respondents did note that funding restrictions heavily =
influence this decision }{\f6\fs24 (question 14d).}{\f6\fs24 It was =
intended that this question be }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 79}{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
answered by those programs which have the choice of individual study or =
group study and a choice of curriculum sources to offer students, and =
how they decide which setting and curriculum choice would best match the =
student. }{\f6\fs24 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Only one program noted =
that it relies on the results of a learning style test to make the class =
setting determination }{\f6\fs24 (see Table 2).}{\f6\fs24 =0A=
Programs do not consider learning style when choosing a setting or =
type of curriculum delivery method for the majority of students. The =
majority of programs }{\f6\fs24 (60%) rely}{\f6\fs24 =0A=
on self-disclosure of learning disabilities which may or may not be =
disclosed. It is not known how self-disclosure of a learning disability =
is addressed. One possible constraint of th}{\f6\fs24 =0A=
ese practices may be the amount of new learning a student may absorb, =
and the possibility that negative feelings about education may be =
reinforced.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
However, the survey data revealed a much more student-centered strategy =
for determining the hours for operation}{\f6\fs24 (question =
14g}{\f6\fs24 =0A=
) and the efforts made to recognize student achievement. The intent of =
the question about hours of operation was to reveal how the decision was =
made, but most responses just listed the hours that the program is open. =
From noting how many centers are open in the evenings as well as some =
hours in the day, it appears that programs do consider the needs of =
students in this area. =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 A variety =
of nonacademic instruction, referred to as supplementary curriculum, is =
provided by the majority }{\f6\fs24 =0A=
of programs, some programs listing several types of instruction beyond =
basic skills.}{\f6\fs24 The types of nonacademic instruction provided =
students are delineated in }{\f6\fs24 Table 3. }{\f6\fs24 =0A=
Some interesting choices included how to buy a house and }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 80}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
direct instruction in job interviewing skills. It is important to note =
that no one mentioned instruction in communication skills, learning to =
be self-directed, discussion of intrinsic or extrinsic direction (locus =
of control), the}{\f6\fs24 =0A=
identification and use}{\f6\fs24 of goals, or building and maintaining =
relationships, although some programs reported instruction in =
self-esteem issues.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The vast majority of programs }{\f6\fs24 (82%)}{\f6\fs24 recognize =
student achievement through public displays including bulletin boards, =
newsletters, complimentary pictures made, dinners provided, and praise =
from peers. The open-ended responses }{\f6=0A=
\fs24 in question 17}{\f6\fs24 reflect the time and effort that goes =
into preparing ceremonies and parties and genuine pride felt by program =
staff for their students }{\f6\fs24 (see Appendix F}{\f6\fs24 =0A=
). Many programs include portfolio creation and display as a part of =
graduation ceremonies. Ten percent, however, report they do not =
h}{\f6\fs24 =0A=
ave a formal way to recognize achievement and instead rely on teacher =
praise and encouragement for students.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24\ul =
Handling stop-outs.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1{\f6\fs24 \tab}{\f6\fs24 The survey results of question 20c show =
that almost three-fourths of the programs allow an open exit, open =
reentry policy, but only nine }{\f6\fs24 respondents}{\f6\fs24 report =
they see a need for a \'93=0A=
stopping out agreement\'94 (}{\f6\fs24 see Table 5). The}{\f6\fs24 =
majority of programs }{\f6\fs24 (74.4%) might}{\f6\fs24 =0A=
send books or materials home with students but report that they have no =
system in place to monitor this home-based learning. Several programs =
}{\f6\fs24 (18.8%) note}{\f6\fs24 =0A=
that they do not provide home-based instruction in any form during stop =
out. Even Start programs have a system set up to provide home visits =
through a }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1\qr{\f6\fs24 81}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 home-health teacher as =
part of their program, and that person acts as a contact for homework =
assignments (TEA, 1999b). }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1{\f6\fs24 \tab}{\f6\fs24 All the programs report that they try =
to contact students when they do not come to class (}{\f6\fs24 see Table =
5).}{\f6\fs24 Half of the programs (N=3D116) have a formal =
procedure,}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 =0A=
\sl480\slmult1{\f6\fs24 usually a postcard mailed followed by a phone =
call. The other half said they call only if time permits. No one =
mentioned peer leaders or mentors or volunteers being given this duty. =
The vast majority (81%) }{\f6\fs24 assign}{\f6=0A=
\fs24 homework to current students, but not students on a waiting list =
or those }{\f6\fs24 who }{\f6\fs24 =0A=
are in a stop-out mode. Homework has to be assessed, and with teachers =
and office staff apparently conducting the majority of intake =
interviews, as well as teachers creating multilevel curriculum =
development and lesson plans, added to the volume of students that enter =
programs, calls to students may receive low priority.=0A=
}{\cf2\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul =
Dispositional}{\f6\fs24\ul barriers}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Another set of questions probed further into personal issues which might =
affect students\'92 ability to continue a program of instruction =
referred to as }{\f6\fs24 dispositional}{\f6\fs24 barriers. As =
reflected }{\f6\fs24 in questions 15 and 19}{\f6\fs24 =0A=
, the majority of programs find out about }{\f6\fs24 =
dispositional}{\f6\fs24 barriers from a combination of questions during =
intake and during class time}{\f6\fs24 (see Tables 7, 8). =
Programs}{\f6\fs24 =0A=
do ask questions about reasons for attending, expectations of the =
class, and overall satisfaction. However, almost half the programs do =
not ask if a student has an acquaintance in class, and one quarter of =
the programs do not ask about the student\'92=0A=
s level of belief in his or her personal abilities, level of family =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 82}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
support, feelings about past success/failure, or if the student is =
comfortable with the amount of teacher attention given. Three-quarters =
of respondents report ascertaining }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
the level of self-esteem of students, and a corresponding number offer =
instruction in this area, but only three programs use an informal test =
to measure self-esteem. Some }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
programs report that students are asked directly if he or she would =
benefit from a referral to an outside agency.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul =
Situational}{\f6\fs24\ul barriers}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 =0A=
\sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Situational}{\f6\fs24 barriers =
to attendance in this study, }{\f6\fs24 question 18,}{\f6\fs24 =0A=
revolved around providing care for children and preteens when the =
student is at class, as well as providing transportation to get to and =
from class. More than half of the programs ask about these issues =
during the intake process, but less than one-fourth provide both child =
care and transportation. One-fourth of the respondents provide either =
child care or transportation. These issues are addressed by Even Start =
programs more readily =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
because of their emphasis on family literacy and the fact that their =
programs include children in the program along with the parent (TEA, =
1999b). Many programs report collaborating with local bus companies =
that donate bus passes for student use.}{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul Closing comments =
regarding barriers to attendance}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Programs =
were asked in }{\f6\fs24 question 22}{\f6\fs24 =0A=
to offer open-ended comments regarding how they address barriers to =
attendance (}{\f6\fs24 see Appendix F). }{\f6\fs24 The top three most =
reported strategies to counter students dropping out of programs deal =
with students\'92 feelings about the program=0A=
\'92s atmos}{\f6\fs24 phere, and students\'92 feelings about the =
teachers. Only six programs }{\f6\fs24 acknowledge}{\f6\fs24 that =
completion of levels of study can build students\'92 }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 =0A=
83}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 self-esteem which is =
noted in the literature as self-motivating. It should be noted that =
one-fourth of the respondents say they never ask about the level of =
comfort with the }{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 teacher, and one-third do =
not address self-esteem issues at all. Only one program says that child =
care is the most important way to address barriers to =
attendance.}{\f6\fs24 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1\qr{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Findings Consistent =
with Past Research}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul To Identify =
Barriers}{\f6\fs24 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Results obtained from =
this }{\f6\fs24 \'93Nature of Intake }{\f6\fs24 Proced}{\f6\fs24 =
ures\'94}{\f6\fs24 s}{\f6\fs24 =0A=
urvey are consistent with previous research about identifying and =
addressing barriers to attendance }{\f6\fs24 (Sticht}{\f6\fs24 et al., =
1998). Successful programs }{\f6\fs24 combine}{\f6\fs24 =0A=
intake questionnaires that would alert staff to possible barriers to =
attendance }{\f6\fs24 with}{\f6\fs24 academic testing in order to =
identify at-risk students (Goertzel & Keeley, 1992}{\f6\fs24 ; Guisier & =
Molek, 1992; Quigley, 1993}{\f6\fs24 =0A=
). One-hundred-three (88.0%}{\f6\fs24 ) }{\f6\fs24 (N=3D117) }{\f6\fs24 =
respondents}{\f6\fs24 in this study administer standardized testing and =
all respondents describe using an intake instrument that }{\f6\fs24 =
includes}{\f6\fs24 =0A=
questions that elicit information to identify possible barriers to =
attendance to some degree.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul To Address =
Barriers}{\f6\fs24\ul \par=0A=
}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul Institutional =
Barriers}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Findings =
in this study are not consistent with prior }{\f6\fs24 literature =
reviews}{\f6\fs24 =0A=
regarding addressing institutional barriers to attendance. The =
majority of respondents }{\f6\fs24 for question 10 (76%)}{\f6\fs24 =
realize that intake data can identify and help address barriers to =
attendance, and }{\f6\fs24 =0A=
respondents report using the intake data to determine course offerings =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 84}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
and meet student needs, but this is inconsistent with later =
reporting}{\f6\fs24 (see Table 2, question 14a}{\f6\fs24 ) which shows =
the majority of respondents rely on teacher discretion to }{\f6\fs24 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
determine learning preference, appropriate setting for students, and the =
type of curriculum delivery system best suited for students. }{\f6\fs24 =
Literature reviews}{\f6\fs24 in the }{\f6\fs24 area of}{\f6\fs24 =0A=
program design show that successful programs with high retention rates =
base instructional deci}{\f6\fs24 sions on student perception of needs, =
the results of various assessment tests for multiple }{\f6\fs24 =
intelligences,}{\f6\fs24 =0A=
writing samples, and learning style preference surveys }{\f6\fs24 =
(Hayes}{\f6\fs24 & Valentine, 1989; Kasworm & Marienau, 1997; Kerka, =
1995; }{\f6\fs24 Solorzano, 1993; }{\f6\fs24 Sticht}{\f6\fs24 =0A=
et al., 1998; Yaffee & Williams, 1998). Prior studies by Garrison =
(1997) show student choice in curriculum and program design to be =
related highly to persistence and retention.\tab}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{=0A=
\f6\fs24 Quigley\'92=0A=
s (1993) research found more successful programs will take up to three =
weeks to glean valuable data about students, not relying on initial =
contact information to make critical curriculum decisions. This survey =
data showed only 6.0% (N=3D117) of }{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 programs extend data =
gathering}{\f6\fs24 past initial contact in }{\f6\fs24 question =
12}{\f6\fs24 . }{\f6\fs24 =0A=
The survey results show that programs do not view the completed intake =
as a tool to structure learning once initial data is extracted from it, =
as evidenced by survey results showing that the majority of programs =
}{\f6\fs24 (44%) review}{\f6\fs24 =0A=
and adjust original student goals only as needed after subtest =
completion which is contra}{\f6\fs24 ry to findings by Daines (1993) and =
Quigley (1992, 1993). \tab}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The majority (89%) of respondents assess students\'92 academic abilities =
during the initial intake process}{\f6\fs24 ; this is counter to =
recommendations by }{\f6\fs24 Kasworm and Marienau }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 =0A=
85}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 (1997)}{\f6\fs24 =
,}{\f6\fs24 }{\f6\fs24 Sticht}{\f6\fs24 et al. (1998}{\f6\fs24 ), and =
}{\f6\fs24 =0A=
Metz (1989) who report that the less stress and embarrassment initially =
placed on students produces higher retention rates if }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 assessment is =
con}{\f6\fs24 =0A=
ducted after rapport and some level of confidence is established between =
the student and the program. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 The =
}{\f6\fs24 majority of respondents}{\f6\fs24 }{\f6\fs24 =0A=
(see Table 2, question 14}{\f6\fs24 e}{\f6\fs24 ) rely on student =
self-disclosure of previous history with learning disabilities and this =
is consistent with p}{\f6\fs24 =0A=
ast research (Ross & Smith, 1990). Many respondents volunteered open =
comments about the frustration with lack of knowledge }{\f6\fs24 in the =
area of learning disabilities which}{\f6\fs24 is consistent with =
research by White and Polson (1999). }{\cf2\f6=0A=
\fs24 }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 The =
}{\f6\fs24 =0A=
majority of respondents in this study allow stop out periods by student =
request, but only a small number have a formal agreement regarding the =
stop out period or have a system in place to arrange for instruction and =
assessment during this time}{\f6\fs24 =0A=
(see Table 5, question 20). }{\f6\fs24 This lack of structure for the =
stop out periods is counter to numerous studies and surveys regarding =
the occurr}{\f6\fs24 ence and use of stop out periods (Belzer}{\f6\fs24 =0A=
, 1998; Kerka, 1995; Quigley, 1993; Tracy-Mumford et al., =
1994).}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =
The}{\f6\fs24 survey findings are consistent with previous }{\f6\fs24 =
literature reviews and reports}{\f6\fs24 =0A=
regarding countering institutional barriers to attendance by relying =
on student requests to determine days and hours of operation and =
providing job skill training (Kerka, 1995; Yaffee & Williams, 1998). =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 86}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6=0A=
\fs24\ul Dispositional}{\f6\fs24\ul Barriers}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =
Dispositional}{\f6\fs24 barriers stem from a student\'92s personal =
attitude about his or her belief system such as a}{\f6\fs24 =0A=
bility to learn}{\f6\fs24 , and level of self-esteem.}{\f6\fs24 =
}{\cf2\f6\fs24 }{\f6\fs24 According to research, }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 programs can identify =
}{\f6\fs24 dispositional}{\f6\fs24 =0A=
barriers to attendance during the intake procedure by asking students =
personal questions that can give an indication of their level of =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
self-esteem, motivation level, and their belief about the locus of =
control in their life}{\f6\fs24 }{\f6\fs24 (Sticht}{\f6\fs24 et al., =
1998).}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
A successful program called Settlement House (Goertzel & Keeley, 1992) =
takes care to mark intake responses to questions that probe for =
}{\f6\fs24 dispositional}{\f6\fs24 =0A=
barriers as positive or negative with the negative marks indicating =
at-risk factors for dropping out. A major positive factor in student =
retention is having acquaintances in class }{\f6\fs24 (Goertzel & =
Keeley, 1992)}{\f6\fs24 =0A=
, yet this study found that nearly one-half of the intake processes do =
not ask about having friends in class. The importance of support from =
acquaintances or family is evident in the exchange of information during =
intakes at the TIU Adult Education Program (Goss, 1992), and at a large =
metropolitan Even Start Family Literacy program (Yaffe & Williams, =
1998), =0A=
}{\f6\fs24 as well as at }{\f6\fs24 Project Drop-In (Guisier & Molek, =
1992), yet a full one-third of this study\'92s respondents reported they =
do not ask about the level of family support of students. }{\f6\fs24 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult=0A=
1{\f6\fs24 \tab}{\f6\fs24 Although }{\f6\fs24 105 of}{\f6\fs24 the =
respondents in this study do ask about previous educational history =
during the intake process }{\f6\fs24 (see Table 8), 12 =
respondents}{\f6\fs24 do not ask this vital question. }{\f6=0A=
\fs24 Not asking this question}{\f6\fs24 is inconsistent with =
Quigley\'92s (1993) research which showed the importance of knowing and =
addressing the feelings of students\'92 regardin}{\f6\fs24 g }{\f6\fs24 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{=0A=
\f6\fs24 87}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 past educational =
experiences }{\f6\fs24 and how this acknowledgment can lead to higher =
retention rates}{\f6\fs24 . Quigley\'92=0A=
s research (1992a,1992b, 1993) points to discussing and validating =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 students\'92=0A=
prior experience with education as good practice and may be one of the =
most motivational segments a program can implement.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =
Reports}{\f6\fs24 =0A=
by the Settlement House (Goertzel & Keeley, 1992) and more recently by =
Yaffee and Williams (1998)}{\f6\fs24 show that}{\f6\fs24 determining a =
student\'92s lack of belief in }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
personal abilities, dis}{\f6\fs24 s}{\f6\fs24 atisfaction with teachers, =
and not seeing the relevance in curriculum choices are factors =
wh}{\f6\fs24 ich can lead to early withdrawal, yet one-fourth of this =
study\'92=0A=
s respondents do not inquire about these issues. Questions about =
students\'92=0A=
feelings about past successes or failures and their overall level of =
self-esteem are not asked by one-third of the respondents, yet research =
by Cohen et al. (1995), Goertzel and Keeley, Garrison (1997) and Yaffee =
and Williams (1998) tied low self-esteem to nonattendance.=0A=
}{\f6\fs24 A survey of Even Start participants by Yaffe and Williams =
(1998) found building self-esteem }{\f6\fs24 to be}{\f6\fs24 one of the =
major reasons for joining and continuing the program.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1=0A=
\qr{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul =
Situational}{\f6\fs24\ul Barriers }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
More than half of the respondents ask students if child care or =
transportation is needed, and these findings are congruent with other =
program studies in which the importance of identifying these barriers =
are deemed vital for success: Settlement House (Goertzel & Keeley, =
1992), Project Drop In (Guisier & Molek, 1992), Project SPARK =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 88}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
(Marshall, 1992), an Even Start Family Literacy program (Yaffe & =
Williams, 1998), and the TIU Adult Education Program (Goss, 1992). =
\tab}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Interestingly, slightly less than one-fourth of the programs provide for =
both needs even though researchers into program effectiveness deem these =
}{\f6\fs24 situational}{\f6\fs24 }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
barriers as the most likely reasons students stop attending classes =
(Quigley, 1993; Solorzano, 1993; }{\f6\fs24 Sticht,}{\f6\fs24 et al. =
1998; Tracy-Mumford, et al. 1994}{\f6\fs24 )}{\f6\fs24 .}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6=0A=
\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Limitations of the =
Study}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{=0A=
\f6\fs24 \tab}{\f6\fs24 The majority of responses appear to have yielded =
valid data; however, some survey items did not elicit the responses =
intended by the researcher. Some questions }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
were left blank by the respondents and several respondents did not =
answer a vital question about the use of intake data in the manner =
intended as illustrated and explained in the section on the use of =
intake data.}{\f6\fs24\ul \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul Response =
Rate}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Out of 374 surveys mailed, 211 responded, yet 94 programs indicated =
they did not want to participate. Even though a return ra}{\f6\fs24 =
t}{\f6\fs24 =0A=
e of 60% assures that nonresponders will not have any impact on the =
validity of a study (Mangione, 1995), it was felt that nonresponders in =
this survey would not significantly impact validity. Many noted that =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 89}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 the program had recently =
been closed due to lack of teachers or volunteers. The}{\f6\fs24 =
}{\f6\fs24 =0A=
majority gave no reason why they declined to complete the survey. It is =
felt that the}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
release of the survey could have interfered with the demands for =
compiling funding reports due during the summer months, and program =
directors simply did not have }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
time to complete the survey. Many of those who declined to respond =
asked to see survey results.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul =0A=
Questions Regarding Population Served}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The decision to mix types of programs might be criticized due to the =
different nature of the levels of curriculum. Through research ( see =
Quigley, 1993; Solorzano, 1993; }{\f6\fs24 Sticht}{\f6\fs24 =0A=
et al., 1998; Tracy-Mumford et al., 1994), as well as working =
knowledge}{\f6\fs24 =0A=
, it appears that all programs face the dilemma of students who drop out =
once they have started a program, and it was felt that these survey =
results might be useful to all types of programs. Question seven =
allowed programs to be identified according to population served and =
should have had definite categories or closed-choices instead of =
self-description, so that the categories could be more reliably compared =
for study. However, it may be that more programs than anticipated do =
have such a diverse =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 mixture of populations at =
various levels of study that any comparison of survey results between =
populations could not be reliable.}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr=0A=
{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 90}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul =0A=
Questions Regarding the Use of Intake Data}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 It is not =
clear from the results of survey question 12, \'93when do you gather the =
intake data,\'94 }{\f6\fs24 =0A=
means that a program does or does not have}{\f6\fs24 an intake =
procedure that is dynamic in nature. A question should have been =
included to see if programs return to }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
the intake data after the initial interview, how often, and for what =
purpose. Also, a question should have been included regarding the day =
allocated to administer initial }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
interviews (first day or after academic assessment). Some programs are =
flexible, allowing entry any day the program is open, and some programs =
set aside a specific day to take interviews, and some even have a =
certain day to start a program of study which is never the same day as =
the intake. These questions could have been included in number eight =
which asked for a ranking of intake uses. =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Although =
the closed-choice style of questions made it quick for the respondent, =
the instructions were misunderstood by some respondents and resulted in =
q}{\f6\fs24 =0A=
uestion 12 not being as useable as anticipated. Some respondents did =
not understand that only one rank per choice was allowed and assigned =
the same rank to several choices.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul Questions Regarding =
How Program Structure Decisions }{\f6\fs24\ul A}{\f6\fs24\ul re =
Made}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Again, misinterpreted instructions resulted in unanticipated responses =
}{\f6\fs24 for question 14 as well. Question 14 asked how programs =
determine a student\'92s learning }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
preference, overall academic ability, when to review goals, which class =
setting to use, and if there is a history of learning =
difficulties}{\f6\fs24 . In question 14, the researcher wanted =
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 91}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
to know what the deciding factors were to review goals monthly or =
yearly. Many respondents just listed the decision that was made, not =
explaining how it was made. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
This question also appeared to take too much time for the respondents to =
complete, and a series of closed-choices could have been designed to =
alleviate both problems. }{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul Questions Regarding =
Stop-Out Periods }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Most programs are designed to be open-entry, open-exit programs. The =
survey question was intended to determine if programs value the down =
time or stop-out time of students. Fifty-five programs (47%) (N=3D117) =
report that they continue instruction during this time period, but did =
not elaborate how this is done or who is responsible for assessing =
lessons, and 40 programs report they continue instruction by giving out =
books and other materials but again, did not report who is responsible =
for assessing lessons. This stop out period affects 95 out of the 117 =
responding programs, yet only nine =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 report setting up a =
formal application for stop-out or make any agreement about how this =
continued instruction is to be handled. This discrepancy is so large =
that perhaps a}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 more detailed question =
about sto}{\f6\fs24 p-out instruction should have been =
included.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6=0A=
\fs24\ul Value of Other Response for Supplementary =
Instruction}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =
Q}{\f6\fs24 =0A=
uestion 21 asked respondents to name additional curriculum beyond basic =
skills provided students. Results include 61 (52.1%) (}{\f6\fs24 =
N=3D117)}{\f6\fs24 programs checking \'93other }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 areas=0A=
\'94 with no elaboration provided making this data meaningless for other =
researchers. Question design was the major factor in this problem =
area.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 92}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 =0A=
\sl480\slmult1\qc{\f6\fs24 Conclusions}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
This study found that the vast majority of program directors, =
administrators, and teachers are aware that intake data can help them to =
identify barriers to attendance. }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
However, the majority report that budgetary constraints, site selection =
restrictions, and lack of qualified teachers and/or volunteers are more =
likely to determine assessment }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
tools used, the level of attention from teachers, design of curriculum, =
curriculum delivery methods, hours of operation, and auxiliary services =
offered by adult basic education programs. Programs rank determining =
staff development needs as the lowest and second lowest use for intake =
data. Staff development is crucial for staying current =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 with teaching methods and =
technology changes, and it was expected that this use would have ranked =
higher.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The majority of programs experience a large number of stop-out students =
due to the nature of the open-entry/open-exit ABE structure which comes =
from the dynamic nature of the students\'92=0A=
lives. Program directors and administrators are interested in finding =
answers to counter the problem of low retention rates and appear =
frustrated by the number of students who need to stop-out and the lack =
of progress during stop-out periods. Many questions that might alert =
staff to possible dropouts and =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
stop-outs, or at-risk students, are not presented to students, but it is =
not clear from the survey results why programs do not incorporate such =
questions into the intake process. The majority of programs do not =
offer child care or transportation to and from classes which was the =
only situational barrier addressed in the study.=0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 \tab\tab\tab}{\f6\fs24 =
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 =
\tab\tab\tab\tab\tab}{\f6\fs24 \tab}{\f6\fs24 =0A=
=
93}{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Implications for =
Future Practice}{\f6\fs24 and Research}{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 The =
exchange of information between student and interviewer in Adult Basic =
Education programs could be better utilized to identify and address =
barriers to attendance. }{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul Possible Future =
Practice}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The majority of the respondents in this study do not appear to base =
curriculum decisions on intake data, especially in the areas of learning =
disabilities and self-esteem, nor do the majority of respondents utilize =
a formal agreement or system for continued =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 instruction during the =
stop-out period (breaks in time from formal class time). =
Changes}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
in the use of intake data in these areas might allow programs to =
minimize their effect on retention. \tab}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The lack of a policy or procedure in place to continue instruction =
during stopping-out time for students is a definite institutional =
barrier to attendance because the need to temporarily stop out of formal =
instruction is a well-known occurrence for students in adult basic =
education programs. By not utilizing this down time in any way, =
programs may negate all the time and effort that has gone into that =
student before the =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
stop-out occurred. Down time, or the stopping-out period, does have =
value and could be utilized more efficiently to help students reach =
their goals. A fluid, or dynamic intake process could positively =
acknowledge this time, and could have a procedure in place to =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 94}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
handle this phase of education beforehand, thus avoiding the negativity =
associated to quitting or feelings of failure.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The results from the intake session do not appear to be viewed as =
dynamic in nature, i.e., returning to the initial intake to measure =
success, goals, to review questions that might have been ignored through =
embarrass}{\f6\fs24 =0A=
ment initially, or to affirm changed feelings}{\f6\fs24 . Regularly =
scheduled times to have students review initial responses may be =
affirming, or it might allow student to add or update vital =
information.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Solutions might be found to counter the barriers to attendance that =
plague many ABE programs by participating in teacher action research =
regarding best practices for intake methods, more collaboration with =
community services, and more reliance on }{\f6=0A=
\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 distance learning. =
Through planning and collaboration it may be possible to restructure =
stop-out periods into alternative instruction periods for appropriate =
students.}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Students =
could be offered a choice of curriculum delivery methods based on =
individual learning styles and personalized study for students with =
learning disabilities by}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
using daily, weekly, or monthly class time schedules. Certain students =
could participate in distance learning via Internet, programmed text, =
live remote interactive classes, through the inclusion of prerecorded =
video lessons, or established cable television programs into existing =
curriculum development. =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
The shortage of qualified teachers could be addressed by having students =
receive instruction at remote sites by a teacher across town or across =
the state by collaborating with numerous local colleges and universities =
who have these distance }{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 95}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
learning facilities in place. Office staff and volunteers roles could =
change to become more like a teacher assistant or facilitator by manning =
the various forms of curriculum }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
delivery methods. Mentor systems could become Internet-based by =
collaborating with graduate programs in various fields throughout the =
state.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480=0A=
\slmult1\qc{\f6\fs24\ul Possible Future Research}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 Studies =
c}{\f6\fs24 ould be conducted }{\f6\fs24 comparing retention =
rates}{\f6\fs24 }{\f6\fs24 for}{\f6\fs24 =0A=
students attending }{\f6\fs24 programs}{\f6\fs24 that utilize a =
dynamic intake approach to creating curriculum for ABE students =
}{\f6\fs24 to retention rates}{\f6\fs24 of students whose programs =
design a more site-based}{\f6\fs24 =0A=
curriculum. Additionally, }{\f6\fs24 programs that design and =
implement a curriculum for the inevitable }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
stop-out period should be studied to determine the most effective system =
or best practices to use during stop-out, as well as to weigh the cost =
versus benefits of such a curriculum.}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6=0A=
\fs24 =0A=
A future study should be conducted to analyze exclusively the act of =
gathering intake data. The approach, the timing, the qualifications of =
the person interviewing potential students, and the procedure for =
analyzing the intake data needs to be studied =0A=
}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
so that these procedures do not inadvertently become institutional =
barriers to attendance. It is important to the continued success and =
funding of Adult Education Programs to study and analyze the best =
practices for intake procedures.}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qr{\f6\fs24 96}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24\ul \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc{\f6\fs24 Summary}{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
This chapter presented a summary of the results of the study, =
limitations, a discussion of the results and findings consistent with =
past research, as well as implications for future research and practice. =
The respondents in the survey presented in this study do not use the =
intake process to counter barriers to attendance as effectively as they =
could, and some c=0A=
}{\f6\fs24 urrent practices revealed in this study seem to be =
contributing to institutional barriers to attendance. This chapter also =
addressed the low response rate, misinterpretation of vital =
questions}{\f6\fs24 =0A=
, and highlighted areas of program practices that are not consistent =
with retention research}{\f6\fs24 . Future research that might offset =
this study\'92s limitations were examined as well as future studies in =
those areas }{\f6\fs24 \par}=0A=
\pard\plain =0A=
\s83 \fs24 \sl480\slmult1{\f6\fs24 where practices revealed s}{\f6\fs24 =
eemed inconsistent with practices suggested by pre}{\f6\fs24 v}{\f6\fs24 =
ious research. Further studies would expand the area of best practices =
for intake procedures. }{\f6\fs24 =0A=
\par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 \tab}{\f6\fs24 =0A=
Every person who walks through the door begins to cost the program =
dollars, and the cost increases with each person who does not stay long =
enough to complete stated goals, but dynamic intake procedures along =
with curriculum development based on intake data could help to counter th=0A=
}{\f6\fs24 is phenomenon. It is vital that program }{\f6\fs24 \par}=0A=
\pard\plain \s83 \fs24 \sl480\slmult1{\f6\fs24 =0A=
directors and teachers and staff understand that every word spoken, =
process initiated, and every atmosphere created at the initial contact =
has the potential to affect student retention as an institutional =
barrier to attendance.}{\f6\fs24 \par}=0A=
=0A=
\pard\plain \s83 \fs24 \sl480\slmult1\qc\par}
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{\*\category Miscellaneous}}\widowctrl \fet2=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \tab}{\fs24 =0A=
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Understanding and overcoming resistance to adult literacy education. =
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Washington DC: Office of Educational Research and Improvement. (ERIC =
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
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\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
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family l}{\f7\fs24\ul iteracy}{\f7\fs24\ul .}{\f7\fs24 [On-line]. =
Available}{\f7\fs24 : }{=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cs83 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cs83 =
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \par}=0A=
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Other____________________________________\tab\tab\tab\tab\tab}{\f7\fs24 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 15. Do you ask =
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answer)\tab\tab\tab\tab}{\f7\fs24 \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
(a)\tab}{\f7\fs24 reason for attending\tab}{\f7\fs24 =
NEVER\tab\tab\tab}{\f7\fs24 OFTEN \tab}{\f7\fs24 USUALLY =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
(d)\tab}{\f7\fs24 belief in his/her abilities\tab}{\f7\fs24 \par}=0A=
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}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
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need for teacher attention\tab\tab}{\f7\fs24 \par}=0A=
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=0A=
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}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
(g)\tab}{\f7\fs24 level of satisfaction with a teacher\tab}{\f7\fs24 =
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 16. =
What kinds of procedures do you offer to encourage attendance (e.g., =
mentor programs)?}{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 17. =
What do you do to recognize student achievements in your =
program?}{\f7\fs24 \par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 18. (a) When =
do you determine a student\'92s need for child care or transportation so =
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________________________________________________________________}{\f7\fs2=
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____\tab\tab}{\f7\fs24 no _____}{\f7\fs24 \par}=0A=
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19. What types of questions do you ask or how do you find out about a =
student\'92s}{\f7\fs24 \par}=0A=
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\f7\fs24 level of support from family or friends as he/she begins the =
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level of self-esteem?}{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 20. =
Does your program:}{\f7\fs24 \par}=0A=
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109}{\f7\fs24 \par}=0A=
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Continued.}{\f7=0A=
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(c)\tab}{\f7\fs24 have a system for allowing a student to \'93stop =
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for a while and then return? \tab\tab}{\f7\fs24 yes ___ =
no___}{\f7\fs24 \par}=0A=
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If so, what is the system?}{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 (d)=0A=
\tab}{\f7\fs24 allow a student to continue instruction on an independent =
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yes___\tab\tab}{\f7\fs24 no___ }{\f7\fs24 \par}=0A=
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 21. What areas =
of instruction do you provide in addition to basic skills? Please check =
each of the areas below which you offer, and feel free to list =
others.}{\f7\fs24 \par}=0A=
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self-esteem}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 (b)\tab}{\f7\fs24 _____ being proactive or a =
self-advocate in life issues, such as housing, =0A=
\tab\tab\tab\tab}{\f7\fs24 financial, health concerns}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 (c)\tab}{=0A=
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\tab}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 (d) \tab}{\f7\fs24 =0A=
_____ accessing area social agency services}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 \par}=0A=
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\tab}{\f7\fs24 (f)\tab}{\f7\fs24 =0A=
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\par}=0A=
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\par}=0A=
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\par}=0A=
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Continued.}{\f7\fs24 \par}=0A=
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22. Any other comments about your program are welcomed. Please write =
on the back or attach additional sheets. I am especially interested in =
knowing what you do to help students keep attending.}{\i\f7\fs24 \par}=0A=
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\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\i\f7\fs24 =
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\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\i\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\i\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\i\f7\fs24 THANK YOU =
AGAIN FOR YOUR PARTICIPATION }{\f7\fs24 =0A=
JUDY }{\f7\fs24 HUBBLE,}{\f7\fs24 512/863-5143 =
jhubble@austin.cc.tx.us FAX 512/223-2021 }{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 =
}{\b\f7\fs24 \par}=0A=
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\sl240\slmult1{\fs24 111}}
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APPENDIX D}{\f7\fs28 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28 }{\f7\fs24\ul =
SURVEY QUESTION DESIGN\par}}\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl240\slmult1{\b\f7\fs24 \tab}{\f7\fs24 The survey was designed to =
reflect the research questions: (1) what is the nature of intake =
procedures, and (2) how does the intake data identify and address =
barriers to \tab}{\f7\fs24 =0A=
attendance. The questions were created for this study based on previous =
research (see Table 1 and Appendix A). The questions were assigned to =
categories of attendance barriers as defined by Sticht}{\f7\fs24 =0A=
, McDonald & Erickson, 1998, as closely as possible (see Operational =
Definitions, p. 5). The number of questions for each category was =
determined by this researcher based on studies of successful programs in =
the literature review.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =
Section 1 - Identifying Data:}{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Questions 1 through 7 request the position of respondent, phone, e-mail, =
learners served in a week, estimated number of completers last year, =
sources of funding, and type of program.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A=
\slmult1{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =
Section II - Institutional Barriers: Questions that reflect reasons for =
nonattendance stemming from instructional methods, policies, =
practic}{\b\f7\fs24 =0A=
es or requirements of the program }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Instructional methods:}{\f7\fs24\ul \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 14 asks a series of open-ended questions: how =
the program determines a student\'92s learning preference, a student\'92=0A=
s overall academic abilities, when there is a need to have a student =
review and adjust goals, which class setting (group, individual, =
computer-based) is best for a student, if there is a history of learning =
difficulties, the type of delivery system for curriculum (teacher =
discretion/learning style results/funding restrictions/combination), and =
how the program determined the days and hours of operation.=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 =0A=
Question 21 asks what type of information is provided about issues other =
than basic skills instruction with closed choices, but an other is =
included for open-ended remarks: building self-esteem, being proactive =
or a self-advocate in life issues like housing, financial, or health =
concerns, enhancing job skills, accessing area social agency services, =
learning skills, or other areas of instruction.=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Program policies:}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 =0A=
Question 9 asks respondent to describe how intake screening procedures =
are conducted with closed choices: in writing with assistance from =
staff, in writing without assistance from staff, by oral interview, or a =
combination of writing and oral interviews.=0A=
\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 11 asks who gathers the intake data with closed =
choices: director, teacher, closed choice other (office assistant, =
volunteer, other staff).=0A=
}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 12 asks when the intake data is gathered with =
closed choices: upon entry, within 3 weeks, other.}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 13 asks who analyzes the data with closed =
choices: director, teachers, assistants, or combination.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A=
\slmult1{\f7\fs24 \tab}{\f7\fs24 Question 20 asks more details about a =
program\'92s design using yes or no choices, but then asks respondents =
to explain yes answers: are there attendance requirements }{\f7\fs24 =
\par}=0A=
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112}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
(what are they), have a waiting list system (how is it handled), have a =
system for }{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
allowing a student to \'93stop out\'94 for a while (what is it), =
continue instruction on an independent basis if he/she has to stop out =
(how), have a system for contacting \'93no shows=0A=
\'94 (how is it handled), and is homework assigned (give an =
example).\tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24\ul Program practi}{\f7\fs24\ul c}{\f7\fs24\ul =
es:}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 =0A=
Question 8 asks respondent to rank the of uses of intake data with =
closed choices: spotting enrollment trends, preparing funding reports, =
identifying student needs, staff development, determining program =
offerings, other.}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 =
Question 10 asks whether the intake helps to identify and address =
barriers with closed choices: yes, no, not sure. }{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A=
\sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 Question 17 asks for an =
open-ended response regarding what is done to recognize =
achievements.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 }{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =0A=
Section III - Dispositional Barriers: Questions that reflect reasons =
for nonattendance stemming from psychological, attitude}{\b\f7\fs24 , =
personality, or beliefs about ability to learn }{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A=
\slmult1{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 15 asks a respondent to select one choice =
(never, often, usually) to describe how often a program asks about or =
determines a student\'92=0A=
s reason for attending, educational goals, acquaintance with others in =
the class,\tab}{\f7\fs24 belief in his/her abilities, need for teacher =
attention, expectations about class, and the a student\'92s level of =
satisfaction with a teacher.\tab}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
Question 16 is an open-ended question regarding what kinds of =
activities the program has to encourage attendance, and are asked to =
give an example.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
Question 19 is an open-ended series of questions about what type =
of questions are asked or how a program finds out about a student\'92=0A=
s level of support from family or friends as he/she begins the program, =
previous educational experiences, feelings about his/her overall, not =
just educational, past successes or failures, and a student\'92s level =
of self-esteem.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =0A=
Section IV - Situational Barriers: Questions that reflect reasons for =
nonattendance stemming from child care issues, conflicting work =
schedules, or lack of transportation }{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b=0A=
\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 18 asks when a program determines a student\'92=0A=
s need for child care or transportation while they attend classes, and =
with yes or no choices asks if the program provides child care or =
transportation.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\b\f7\fs24 =
Section V - Open-responses categorized by either Research Question, and =
any one of the three Barriers: }{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{=0A=
\f7\fs24 \tab}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Question 22 asks for any other comments about the =
program especially in the area of retention.}{\f7\fs24 \par}=0A=
\pard\plain =0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 =
113}}
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CONSENT\par}}\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \tab\tab=0A=
\tab\tab\tab\tab\tab}{\fs24 _____ Number}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =
\tab\tab\tab\tab\tab\tab\tab}{\fs24 _____ I do not wish to =
participate.}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
Dear Colleague:}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
Most programs collect valuable information from students when they enter =
a program of study. As part of my research into the nature of intake =
procedures, you are being asked to participate in a survey project. =
This research is being conducted by Judy }=0A=
{\fs24 Hafley}{\fs24 }{\fs24 Hubble,}{\fs24 Master\'92s candidate, at =
Southwest Texas State University, Graduate School, Department of =
Educational Administration and Psychological Services, under the =
direction of Dr. Emily Miller }{\fs24 Payne,}{\fs24 =0A=
}{\fs24 Ed.D.,}{\fs24 Associate Professor, Developmental and Adult =
Education.}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
I anticipate that the results of this study will help you and other =
program directors in decision making related to intake procedures. The =
information collected will contribute to the knowledge base regarding =
current intake practices and the use of intake data in Texas=0A=
}{\fs24 .}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
You were selected as a potential participant because of your work with =
adult students in basic education. You will be one of approximately 374 =
partic}{\fs24 ipants}{\fs24 =0A=
. If you decide to participate, you will be asked to fill out a =
questionnaire that will require approximately 30 minutes to complete. =
Please answer every survey question and return it in the postage- paid =
envelope so that your input can be included in the three week data =
collection interval. If you do not wish to participate in the study, =
please check the note above and return this cover letter. You will not =
be contacted again. =0A=
}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
It is my hope to receive information from every program in order to =
provide a complete and representative profile. Your participation is =
totally voluntary, but essential. Your responses will be kept =
completely confidential. An identifying code on the survey will be used =
to record that you have responded and will then be separated from your =
answers. No data will be directly attributed to an individual or =
institution. =0A=
}{\fs24 Your returned survey indicates your willingness to participate. =
}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =0A=
Your time spent in completing this questionnaire is greatly appreciated. =
Please do not hesitate to contact me if you have any questions or =
concerns about the study. If you would like to receive the results of =
this study, e-mail me at the address below. Thank you.=0A=
}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 Sincerely,}{\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 Judy }{\fs24 =
Hafley}{\fs24 }{\fs24 Hubble}{\fs24 512/863-5143\tab\tab\tab}{\fs24 =
Dr. Emily Miller }{\fs24 Payne,}{\fs24 }{\fs24 Ed}{\fs24 .D.}{\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 216 Matthew-Georgetown, TX =
78626\tab\tab}{\fs24 Associate Professor}{\fs24 , Developmental =
\tab}{\fs24 judy}{\fs24 @austin.cc.tx.us\tab\tab\tab\tab\tab}{\fs24 =
Adult Education Department of \tab\tab\tab\tab\tab\tab=0A=
\tab\tab}{\fs24 E}{\fs24 ducation}{\fs24 al Administration and =
\tab\tab\tab\tab\tab\tab\tab\tab}{\fs24 P}{\fs24 sychological =
Services}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =
\tab\tab\tab\tab\tab\tab\tab}{\fs24 =0A=
Southwest Texas State University}{\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 =
\tab\tab\tab\tab\tab\tab\tab}{\fs24 San }{\fs24 Marcos,}{\fs24 Texas =
78666}{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 114=0A=
}{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =
Continued.}{\b\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\f7\fs24 =
I}{\b\f7\fs24 nformed Consent Agreement}{\b\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Project Title: }{\f7\fs24 =
The Nature of Intake Procedures as a Factor in Identifying and =
Addressing Barriers to Attendance for Adult Basic Education }{\f7\fs24 =
\par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 Please read =
this consent agreement carefully before you decide to participate in the =
study.}{\b\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 Purpose of the =
research study: }{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 =0A=
The purpose of this study is to examine the nature of intake procedures =
for at risk students in Adult Basic Education }{\f7\fs22 (ABE)}{\f7\fs22 =
and General Education Development }{\f7\fs22 (GED)}{\f7\fs22 =
programs.}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 What you will =
do in the study:}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 =0A=
You will complete a survey to be returned by postal service.}{\f7\fs22 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 Time =
required:}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 About 30 minutes.}{\f7\fs22 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 =
Risks:}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 There are no anticipated =
risks.}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 =
Benefits:}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 =0A=
There are no direct benefits to you personally for participating in this =
study. There are potential benefits from this study in that it will =
contribute to the knowledge base regarding current intake practices in =
Texas as well as the use of intake data.=0A=
}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 =
Confidentiality:}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 =0A=
The information that you give in this study will be handled =
confidentially. Your survey form will be assigned a code number on the =
cover sheet. Identifying information will be used for follow-up =
contacts for survey retrieval. The list connecting your name to the =
code number will be kept in a separate locked file. Identifying =
information on returned surveys will be separated from your =0A=
}{\f7\fs22 answers in the final tabulations.}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 Voluntary =
Participation:}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 Your participation in the =
study is completely voluntary.}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 =0A=
Right to withdraw from the study:}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 You have the =
right to withdraw from the study at any time without penalty. Simply do =
not return the survey.}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 =
Payment:}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 You will receive =
no payment for participating in the study.}{\f7\fs22 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs22 Who to contact =
if you have questions about the study}{\f7\fs22 :}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7=0A=
\fs22 Judy }{\f7\fs22 Hafley}{\f7\fs22 }{\f7\fs22 Hubble}{\f7\fs22 =
512/863-5143\tab\tab\tab\tab}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 216 Matthew - =
Georgetown, TX 78626}{\f7\fs22 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 =
Jhubble@austin.cc.tx.us}{\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs22 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs22 115}}
------=_NextPart_000_009F_01BFC3CA.E0746DC0
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Text;}}{\info{\author HRC Welding}{\*\category Miscellaneous}}\widowctrl =
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APPENDIX F}{\f7\fs28\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 SUMMARY OF =
OPEN-ENDED COMMENTS}{\f7\fs28\ul \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs28\ul \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\par}\pard\plain \s82 =
\sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Suggestions from respondents to =
encourage attendance were submitted as follows:}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24\ul Ideas to =
counter }{\f7\fs24\ul Situational}{\f7\fs24\ul Barriers:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {=0A=
\f7\fs24 Cooperate with local bus companies for discounts or free passes =
for students.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24\ul Ideas to =
Counter }{\f7\fs24\ul =0A=
Dispositional}{\f7\fs24\ul Barriers:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Concentrate on =
short-term goals like passing skill level tests instead of focusing on =
passing }{\f7\fs24 GED}{\f7\fs24 as the only goal listed.}=0A=
{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Have students =
give oral presentations abou}{\f7\fs24 t their stand on local news items =
to increase self-esteem.}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Establish a craft =
time once a month to tap into multiple }{\f7\fs24 =
intelligences}{\f7\fs24 and promote self-esteem.}{\f7\fs24 \par=0A=
}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Take time out to =
give a lesson on how to conduct a job search to build background =
knowledge and boost self-esteem.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =0A=
Coordinate with local providers to have a sit-down dinner at graduation =
time and have continuing students create decorations, make calls, =
develop menu, etc.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Establish a newsletter =
created by students that can be used as a recruiting tool, teaching =
lesson, and morale booster.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Make sure some lessons are =
arranged around current health issues to include local providers, which =
will empower students to seek health care.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Coordinate with =
local providers to take instant pictures of graduates in caps and gowns =
as some students may not have cameras.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7=0A=
\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24\ul Ideas to =
Counter Institutional Barriers:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Keep lesson time =
shorter for }{\f7\fs24 ABE}{\f7\fs24 =0A=
students than ASE students.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Set up a formal =
Stop-}{\f7\fs24 =0A=
Out Program and have volunteers grade homework lessons and monitor =
progress.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Va}{\f7\fs24 =0A=
ry lesson format by including local guest speakers.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Set up a separate =
day for orientation, }{\f7\fs24 ie.,}{\f7\fs24 =0A=
Mondays are the only days a student could start a program.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Arrange for home =
visits for pregnant women; don\'92=0A=
t just stop instruction and lessons.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Take time to set =
up a mentor program with local volunteers.}{\f7\fs24 \par}=0A=
=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 116}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =0A=
C}{\f7\fs24 ontinued}{\f7\fs24 .}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Include lessons =
on transition skills to higher education for upcoming =
graduates.}{\f7\fs24 =0A=
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Create =
self-paced, or drop-in systems of study for ASE students who may not =
need group or one-on-one instruction as much as }{\f7\fs24 =0A=
ABE}{\f7\fs24 students.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24\ul Unique Program =
Ideas:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =0A=
A grant was obtained and a mobile lab was created in one town.}{\f7\fs24 =
\par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 =0A=
One program used international students at a local university to be =
tutors to ESL students in the literacy program; it helped both groups of =
people.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 One program has several team =
spelling bees throughout the year with great success.}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7=0A=
\fs24\ul Opinions Offered Regarding the Drop Out Problem}{\f7\fs24 =
:}{\f7\fs24 \par}=0A=
\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 High drop out =
rates create low morale for volunteers and several respondents said they =
were very frustrated.}{\f7=0A=
\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
\tab}{\f7\fs24 Judy }{\f7\fs24 Hafley}{\f7\fs24 }{\f7\fs24 =
Hubble}{\f7\fs24 was born in El Paso, Texas, on December 22, 1952, the =
daughter of Robert R. Brooks, and }{\f7\fs24 =0A=
Bernadine}{\f7\fs24 M. Brooks. After graduat}{\f7\fs24 ing in 1970 =
from Mary }{\f7\fs24 Carroll}{\f7\fs24 =0A=
High School, Corpus Christi, Texas, she entered the business world of =
banking, and commercial real estate where she was often called upon to =
train new employees. Building on her strengths in teaching, she entered =
Central Texas College, }{\f7\fs24 =0A=
Killeen,}{\f7\fs24 Texas, and The University of Mary }{\f7\fs24 =
Hardin}{\f7\fs24 }{\f7\fs24 Baylor,}{\f7\fs24 }{\f7\fs24 =
Belton,}{\f7\fs24 Texas, to obta}{\f7\fs24 =0A=
in a Bachelor of Science degree in Secondary Education in 1988. After =
graduating she taught in the Texas public school system for ten years. =
}{\f7\fs24 \par}=0A=
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Her love of teaching adults was fostered by teaching writing to =
Developmental Writing students at Central Texas College, eventually =
joining the }{\f7\fs24 CTC}{\f7\fs24 staff in the Student Support =
S}{\f7\fs24 =0A=
ervices area, and later the Student Development area for Austin =
Community College. She entered the Graduate School of Southwest Texas =
State University in San }{\f7\fs24 Marcos,}{\f7\fs24 =0A=
Texas, in 1996, in order to continue her work with adult =
education.}{\f7\fs24 \par}=0A=
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Professionally, Judy has nurtured an interest in learning disabilities =
by study and attending numerous }{\f7\fs24 TCALD}{\f7\fs24 conferences. =
She has made presentations regarding reading strategies and learning =
disabilities to A}{\f7\fs24 =0A=
dult Basic Educators of the 10-County Cooperative, San }{\f7\fs24 =
Marcos,}{\f7\fs24 Texas, and educators in her district. }{\f7\fs24 \par}=0A=
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\pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =
Permanent address: 216 Matthew Lane - Georgetown, Texas =
78626}{\f7\fs24 \par}=0A=
\pard\plain =0A=
\s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 This thesis was =
typed by the author.}}
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This archive was generated by hypermail 2b30 : Tue Jan 16 2001 - 14:42:07 EST