Return-Path: <nifl-ld@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.9.3/8.9.0.Beta5/980425bjb) with SMTP id LAA25309; Mon, 22 May 2000 11:44:38 -0400 (EDT) Date: Mon, 22 May 2000 11:44:38 -0400 (EDT) Message-Id: <20000522153455.AAR1176@quartz.nbnet.nb.ca@rubin.nbnet.nb.ca> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-ld@literacy.nifl.gov Originator: nifl-ld@literacy.nifl.gov Sender: nifl-ld@literacy.nifl.gov Precedence: bulk From: rubin@nbnet.nb.ca To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:2849] Re: Results of Survey X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-transfer-encoding: 7BIT Content-type: text/plain; charset=US-ASCII Status: O Content-Length: 504647 Lines: 9052 My system doesn't alllow me to open... Here is my snail mail : Rhonda Rubin 111 Century Dr. Moncton, NB E1E 2Y2 Canada Thanks! RR Date sent: Mon, 22 May 2000 10:14:00 -0400 (EDT) Send reply to: nifl-ld@literacy.nifl.gov From: "Judy Hubble" <hubble@gtwn.net> To: Multiple recipients of list <nifl-ld@literacy.nifl.gov> Subject: [NIFL-LD:2848] Results of Survey > This is a multi-part message in MIME format. > > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: multipart/alternative; > boundary="----=_NextPart_001_00A0_01BFC3CA.E07D9580" > > > ------=_NextPart_001_00A0_01BFC3CA.E07D9580 > Content-Type: text/plain; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > 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 > > > > ------=_NextPart_001_00A0_01BFC3CA.E07D9580 > Content-Type: text/html; > charset="iso-8859-1" > Content-Transfer-Encoding: quoted-printable > > <!DOCTYPE HTML PUBLIC "-//W3C//DTD HTML 4.0 Transitional//EN"> > <HTML><HEAD> > <META content=3D"text/html; charset=3Diso-8859-1" = > http-equiv=3DContent-Type> > <META content=3D"MSHTML 5.00.2314.1000" name=3DGENERATOR> > <STYLE></STYLE> > </HEAD> > <BODY bgColor=3D#ffffff> > <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> > <DIV> </DIV></BODY></HTML> > > ------=_NextPart_001_00A0_01BFC3CA.E07D9580-- > > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Beginning Pages.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Beginning Pages.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > 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\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 \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\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A= > =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 = > THESIS}{\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 \qc{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Presented to = > the Graduate Council of}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 Southwest Texas State = > University}{\f7\fs24 \par}=0A= > 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Approved:}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 = > _________________________}{=0A= > \f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Dr. }{\f7\fs24 = > Michale}{\f7\fs24 }{\f7\fs24 Willoughby}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Dean of the = > Graduate School}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\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 \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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\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 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 {\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 \par}=0A= > \pard\plain =0A= > \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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24 \par}=0A= > =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 \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 \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 = > COPYRIGHT}{\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 by}{\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 \qc{\f7\fs24 Judy = > }{\f7\fs24 Hafley}{\f7\fs24 }{\f7\fs24 Hubble}{\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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\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 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\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 \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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\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 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\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 \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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\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 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\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 \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 \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= > \pard\plain =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \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= > \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{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \sl480\slmult1\qc{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\b=0A= > \f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 = > vi}{\b\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \slmult1{\f7\fs24 DEDICATION . . . . . . . . . . . . . . = > . . . . . . . . . . . . . . . . . . . . . . = > v}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A= > ACKNOWLEDGMENTS . . . . . . . . . . . . . . . . . . = > . . . . . . . . . . . . vi}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A= > 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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A= > ABSTRACT . . . . . . . . . . . . . . . . . . . . = > . . . . . . . . . . . . . . . }{\f7\fs24 .}{\f7\fs24 = > }{\f7\fs24 xi}{\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 = > 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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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= > \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 \par}=0A= > \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= > \pard\plain =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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 = > \tab\tab\tab\tab\tab}{\f7\fs24 Assessment Procedures . . . . . . = > . . . . . . 35}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A= > \fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Program Design . . . . . . . = > . . . . . . . . . 37}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab\tab\tab\tab\tab\tab}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7=0A= > \fs24 \tab\tab\tab\tab\tab}{\f7\fs24 Use of Stop-out Period . . . . = > . . . . . . . . . 39}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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= > \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=0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1\qc{\f7\fs24 = > ix}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 = > \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qc{\f7\fs24 = > LIST OF TABLES}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 = > Page}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \slmult1\qr{\f7\fs24 \tab}{\f7\fs24 \par}=0A= > \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= > \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 = > Table}{\f7\fs24 =0A= > 5: Stop Out Policies . . . . . . . . . . . . . . . . = > . . . . . . . . . . . . . . 64}{\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 Table 6: = > Uses of Intake Data from High (1) to Low (5) . .}{\f7\fs24 . . . = > . . . . . . . . . . 65}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr=0A= > {\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= > \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\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= > \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\qr{\f7\fs24 = > Table}{\f7\fs24 =0A= > 9: Closing Comments Regarding Barriers to Attendance . . . . . = > . . . . . . 71}{\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 \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 = > \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 = > \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{\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 = > \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 = > \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}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Revised Chapter One.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Revised Chapter One.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm 3-17-00}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \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} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Revised Chapter Two.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Revised Chapter Two.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\*\category Miscellaneous}}\widowctrl = > \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \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 > Content-Type: application/msword; > name="Revised Chapter Three.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Revised Chapter Three.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm Methods}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \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 > Content-Type: application/msword; > name="Revised Chapter Four.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Revised Chapter Four.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm 2000}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =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= > }} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Revised Chapter Five.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Revised Chapter Five.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fswiss \fcharset0\fprq2 Arial = > Black;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fnil = > \fcharset0\fprq0 MS Sans Serif;}{\f6\fswiss \fcharset0\fprq2 Gill = > Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 \sb280\f3\fs28 = > \sbasedon0\snext1 Heading 1;}{\s2 \sb120\b\f2\fs24 \sbasedon0\snext2 = > Heading 2;}{\s3 \sb120\b\fs24 \sbasedon0\snext3 Heading 3;}{\s62 = > \qc\sa240\f3\fs48 \sbasedon0\snext62 Title;}{=0A= > \s75 \fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext75 Outline (Not Indented);}{\s76 \fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 =0A= > \sbasedon0\snext76 Outline (Indented);}{\s77 \tqdec\tx0\fs24 = > \sbasedon0\snext77 Table Text;}{\s78 \fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext78 Number List;}{\s79 \fi720\li0\fs24 =0A= > \sbasedon0\snext79 First Line Indent;}{\s80 \fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext80 Bullet 2;}{\s81 \fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext81 Bullet 1;}{\s82 \fs24 \sbasedon0\snext82 Body = > Single;}{\s83 \fs24 \sbasedon0\snext83 Default Text;}}{\info{\author Tim = > Hubble}{\doccomm 4/4/00}{\*\category Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =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} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="References.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="References.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\sb0\sa0\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 =0A= > Heading 3;}{\s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 = > Title;}{\s75 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body = > Single;}{=0A= > \s76 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 = > \sbasedon0\snext76 Bullet 1;}{=0A= > \s77 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}{=0A= > \s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}{\*\cs83 \fs24\ul\cf13\expnd0\expndtw0 \sbasedon0 Viewed Anchor = > (A);}{\*\cs84 \fs24\ul\cf2\expnd0\expndtw0 \sbasedon0 Anchor = > (A);}}{\info{\author HRC Welding}{\doccomm 3-17-2000}=0A= > {\*\category Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margl2160\margr1440\sectd \headery648\footery648\pard\plain \s82 = > \sl240\slmult1\sb0\sa0\fs24 \qc\sl480\slmult1{\b\f7\fs28\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \qc\sl480\slmult1{\f7\fs24\ul REFERENCES}{\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \tab}{\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 = > \tab}{\f7\fs24\ul Adult education through technology project Odessa = > College: 90-91. F}{\f7\fs24\ul inal r}{\f7\fs24\ul eport}{\f7\fs24 =0A= > . (1991). Texas: Texas Education Agency. (ERIC Document Reproduction = > Service No. ED 361590)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Alamprese, J. A. & Sivi}{\f7\fs24 lli, J. S. (1992). = > }{\f7=0A= > \fs24\ul Study of federal funding sources and services for adult = > education. Final report.}{\f7\fs24 Washington, DC. (ERIC Document = > Reproduction Service No. }{\f7\fs24 ED355}{\f7\fs24 398)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A= > \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 American Council on Education. = > (1998). }{\f7\fs24\ul GED}{\f7\fs24\ul 2000 Testing Services: Update = > January}{\f7\fs24 . [On-line]. 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Workers learn to walk so they can = > run. }{\f7\fs24\ul Personnel J}{\f7\fs24=0A= > \ul ournal,}{\f7\fs24 }{\f7\fs24\ul 75}{\f7\fs24 (5),}{\f7\fs24 = > 115-120.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Garrison, D. R. (1997). Self-directed learning: Toward a comprehensive = > model. }{\f7\fs24\ul Adult Education Quarterly,}{\f7\fs24\ul 48 = > }{\f7\fs24 (1), 18-33.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7=0A= > \fs24 Goertzel}{\f7\fs24 , C. & Keeley}{\f7\fs24 , M. 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(1992). }{\f7\fs24\ul Applications of computer-aided = > instruction in adult \tab\tab}{\f7\fs24\ul education and = > literacy}{\f7\fs24 . Piedmont Community College, }{\f7\fs24 =0A= > Yanceyville,}{\f7\fs24 NC. (ERIC Document Reproduction Service No. ED = > 356 419)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Jacobson, P. (1997). Toys of the trade. }{\f7\fs24\ul =0A= > Inside Technology }{\f7\fs24\ul Training, 1}{\f7\fs24 (3). = > 37-38.\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Kasworm,}{\f7\fs24 =0A= > C. & Marienau, C. (1997). Principles for assessment of adult learning. = > In Rose, A. & Leahy, M. (Eds.), }{\f7\fs24\ul New d}{\f7\fs24\ul = > irections for a}{\f7\fs24\ul dult and c}{\f7\fs24\ul ontinuing = > }{\f7\fs24\ul education, 75}{\f7\fs24 =0A= > (pp. 5-16). San Francisco: Jossey-Bass.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Kerka, S. (19}{\f7\fs24 88). Strategies for retaining = > adult students: The educational}{\f7\fs24 =0A= > ly disadvantaged. Washington, DC: ERIC Clearinghouse. }{\f7\fs24\ul = > ERIC}{\f7\fs24 Di}{\f7\fs24 gest 76.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Kerka, S. (1995). }{\f7\fs24\ul =0A= > Adult learner retention revisited.}{\f7\fs24 Washington DC: Office of = > }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > Educational Research and Improvement. (ERIC Document Reproduction = > Service }{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > No.389 880)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Kim, K. & Collins}{\f7\fs24 , M. (1997). }{\f7\fs24\ul =0A= > Statistics in brief: Participation in basic skills education: = > 1994-95.}{\f7\fs24 National Center for Education Statistics. = > }{\f7\fs24 (NCES}{\f7\fs24 97-325).}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}=0A= > {\f7\fs24 Kirsch, I., Jungeblut, A., Jenkins}{\f7\fs24 , & Kol}{\f7\fs24 = > stad, A. (1993). }{\f7\fs24\ul Adult literacy in America: a = > f}{\f7\fs24\ul irst look at the results of the national adult literacy = > survey, pp. 22-25.}{\f7\fs24 =0A= > National Center for Education Statistics. [On}{\f7\fs24 = > -line]}{\f7\fs24 , NETSCAPE}{\f7\fs24 . Available: http://}{\f7\fs24 = > nces.ed.gov/ nadlits/trends.html }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{=0A= > \f7\fs24 Knibbe}{\f7\fs24 , M. & Dusewicz, R. (1990). }{\f7\fs24\ul A = > research study in retention.}{\f7\fs24 PA: Center for Literacy. = > }{\f7\fs24 (ERIC Document Reproduction Service No. ED}{\f7\fs24 324 = > 471)}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Knowles, M. (1984). }{\f7\fs24\ul Andragogy}{\f7\fs24\ul in = > action}{\f7\fs24 . San Francisco: Jossey-Bass.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \slmult1\qr{\f7\fs24 102}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Knowles, M. (1996). }{\f7\fs24\ul The adult learner: A = > neglected species,}{\f7\fs24 4th ed. Houston: Gulf Publishing.}{\f7=0A= > \fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Lewis, W. (1997). }{\f7\fs24\ul Whole language and adult = > education}{\f7\fs24 . Washington DC: Clearinghouse on R}{\f7\fs24 =0A= > eading, English, and Communication. }{\f7\fs24\ul ERIC}{\f7\fs24 = > Digest 125.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Long, H. B. (1989). }{\f7\fs24\ul =0A= > Self-directed learning: Merging theory and practice.}{\f7\fs24 = > University of Oklahoma: Norman, Okla. }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Long, J. (1992). Recruiting and retaining the prospective adult basic = > and secondary education student. }{\f7\fs24\ul Adult Education = > Quarterly,}{\f7\fs24\ul 24}{\f7\fs24 (1), 12-25.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \slmult1{\f7\fs24 \tab}{\f7\fs24 Malicky, G. V., & Norman, E. (1994). = > Participation patterns in adult literacy programs. J}{\f7\fs24\ul = > ournal of Adult Basic }{\f7\fs24\ul Education, 4}{\f7\fs24 (3), = > 144-156.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Malitz, K. & Nixon-Ponder, S. (1995). }{\f7\fs24\ul Increasing = > retention through st}{\f7\fs24\ul udent }{\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult=0A= > 1{\f7\fs24\ul success: Research to practice.}{\f7\fs24 Washington = > DC: Office of Educational Research and }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > Improvement. }{\f7\fs24 =0A= > (ERIC Document Reproduction Service No. ED}{\f7\fs24 378 444)}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Mangione, T. W. (1995). Mail surveys: Improving the = > quality. In McElroy, S}{\f7\fs24 =0A= > . (Series Ed.)}{\f7\fs24 , }{\f7\fs24\ul Applied social research = > methods series: Vol. }{\f7\fs24\ul 1}{\f7\fs24\ul 0.}{\f7\fs24 = > Thousand Oaks}{\f7\fs24 , CA}{\f7\fs24 : Sage}{\f7\fs24 = > Publications}{\f7\fs24 .}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Marshall, R. (1992). }{\f7\fs24\ul SPARK: Student participation and = > retention keys}{\f7\fs24 =0A= > . Demonstration project report. North Carolina: North Carolina State = > Dept. of Community Colleges. (ERIC Document reproduction Service No. ED = > 392 996)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Marter, B. (1989). Why do adult reading programs fail? An application = > of reading theory to maximize comprehension. }{\f7\fs24\ul Adult = > Literacy and Basic Education, 13}{\f7\fs24 (3), 155-164.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 = > 103}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Metz, E. (1989). }{\f7\fs24\ul The issue: Adult = > literacy assessment}{\f7\fs24 . }{\f7\fs24 =0A= > Washington DC: ERIC Clearinghouse on Reading and Communication = > Skills}{\f7\fs24 . (ERIC Document Reproduction Service No. ED 310 = > 369)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24\ul =0A= > National literacy act.}{\f7\fs24 (1991). National Institute for = > Literacy. U. S. Dept. of Education. Washington DC. [On-line]. = > Available: http://www.}{\f7\fs24 novel.nifl.gov/nifl/ = > public-law.}{\f7\fs24 html}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24\ul National adult l}{\f7\fs24\ul iteracy survey}{\f7\fs24 = > . (1992). National Center for Education Statistics. U. S. Dept. of = > Education. Washington DC. [On}{\f7\fs24 =0A= > -line]. Available: http://www. nces. ed. gov/nadlits/}{\f7\fs24 index = > .}{\f7\fs24 html}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24\ul National evaluation of the even start family = > l}{\f7\fs24\ul =0A= > iteracy p}{\f7\fs24\ul rogram: Report on effectiveness.}{\f7\fs24 = > (1998). U. S. Dept. of Education. Washington DC. [On-line].}{\f7\fs24 = > Available: }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > http://}{\f7=0A= > \fs24 www}{\f7\fs24 = > .ed.gov/offices/OUS/eval/esed/evenstrt.html}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Nurss, J. & Singh, R. (1993). }{\f7\fs24\ul =0A= > Atlanta family literacy collaborative. Interviews of }{\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul = > participants: Year 1 and 2.}{\f7\fs24 }{\f7\fs24 =0A= > Washington DC: Office of Educational Research and = > Improvement.}{\f7\fs24 }{\f7\fs24 (ERIC Document Reproduction Service = > No. ED 310 369)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Payne,}{\f7\fs24 =0A= > E. M., Hoffman, V., }{\f7\fs24 Lyman,}{\f7\fs24 B. G., Stedman, D., = > Ashlock, S., Baird, B., &}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > Wooley, J. (1998). }{\f7\fs24\ul =0A= > Using the consortium model to address statewide literacy = > needs.}{\f7\fs24 }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Proceedings of the 1996 World Conference on Literacy. Literacy Online. = > [On-line]. Available: = > http://ncal.literacy.upenn.edu/research\tab\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Pierce, W. L., Harper, L., Hor}{\f7\fs24 nby, V., Grubb, R., & Hull, A. = > (1993). }{\f7\fs24\ul Recruitment and retention of adult basic = > education students.}{\f7\fs24 }{\f7\fs24 =0A= > University of Southern Mississippi, Hattiesburg. (ERIC Document = > reproduction Service No. ED 363 753)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 = > 104}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Pratt, D. D. (1988). }{\f7\fs24 Andragogy}{\f7\fs24 as a relational = > construct. }{\f7\fs24\ul Adult Education Quarterly}{\f7\fs24 = > ,}{\f7\fs24\ul 38 }{\f7\fs24 (5), 160-181.}{\f7=0A= > \fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Quigley, B. A. (1987). Learning to work with them: = > Analyzing non-participation in adult basic education through resistance = > theory. }{\f7\fs24\ul =0A= > Adult literacy and basic education, 11}{\f7\fs24 (2), 63-70.}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Quigley, B. A. (1992a). The disappearing student: The attrition = > problem in adult basic education. }{\f7\fs24\ul Journal of Adult = > }{\f7\fs24\ul Learning, 4 }{\f7\fs24 (1), 25-26.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480=0A= > \slmult1{\f7\fs24 \tab}{\f7\fs24 Quigley, B. A. (1992b). }{\f7\fs24\ul = > Understanding and overcoming resistance to adult literacy education. = > }{\f7\fs24 }{\f7\fs24 =0A= > Washington DC: Office of Educational Research and Improvement. (ERIC = > Document Reproduction Service No.}{\f7\fs24 357 196)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Quigley, B. A. (1993). }{\f7=0A= > \fs24\ul Retaining reluctant learners in }{\f7\fs24\ul ABE}{\f7\fs24\ul = > through the student intake period.}{\f7\fs24\ul }{\f7\fs24 }{\f7\fs24 = > Washington DC: Office of Educational Research and Improvement. (ERIC = > Document Reproduction Service No.}{\f7=0A= > \fs24 367 890}{\f7\fs24 )}{\cf6\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Quigley, B. A. (1995). }{\f7\fs24\ul Improving = > Retention in adult basic education and }{\f7\fs24\ul \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul recommended = > strategies for effective instructional and counseling = > interventions.}{\f7\fs24 }{\f7\fs24 Kent }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A= > State: Ohio Literacy Resource Center. }{\f7\fs24 (ERIC Document = > Reproduction Service No. ED 378 408)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Quigley, B. A. (1997). }{\f7\fs24\ul =0A= > Rethinking literacy education: The critical need for practice-based = > change.}{\f7\fs24 San Francisco: Jossey-Bass.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Reder, S. (1992). }{\f7\fs24\ul =0A= > Programming adult literacy: Developing individuals and = > contexts}{\f7\fs24 . Washington DC: Office of Educational Research and = > Improvement. (ERIC Document Reproduction Service No. 353 463)}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A= > \sl480\slmult1\qr{\f7\fs24 105}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Ross, J. M. & Smith, J. O. (1990). Adult basic = > educators\'92 perceptions of learning disabilities. }{\f7\fs24\ul =0A= > Journal of Reading, 34,}{\f7\fs24 340-347.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Salant, P. & Dillman}{\f7\fs24 , D. (1994). = > }{\f7\fs24\ul How to conduct your own survey.}{\f7\fs24 =0A= > New York: John }{\f7\fs24 Wiley}{\f7\fs24 & Sons, Inc.\tab}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Sherwood, C. (1993). }{\f7\fs24\ul Retention in grade: = > Lethal lessons?}{\f7\fs24 }{\f7=0A= > \fs24 ERIC Clearinghouse on Assessment and Evaluation. (ERIC Document = > Reproduction Service No. ED 361 122)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Snyder, T. D., Hoffman}{\f7\fs24 =0A= > , C. M., & Geddes, C. M. (1997). }{\f7\fs24\ul Digest of Education = > Statistics.}{\f7\fs24 National Center for Education = > Statistics}{\f7\fs24 . }{\f7\fs24 (NCES}{\f7\fs24 Publication No. = > 98-015). Washington, DC: U. S. Govern}{\f7\fs24 =0A= > ment Printing Office.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Soifer, R., Irwin, M. E., Crumrine, B. M., = > Honzaki}{\f7\fs24 , E., Simmons, B. K., & Young, D. L. (1990). = > }{\f7\fs24\ul The com}{\f7=0A= > \fs24\ul plete theory-to-practice handbook of adult literacy.}{\f7\fs24 = > New York: Teachers College Press.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Solorzano, R. (1993). }{\f7\fs24\ul =0A= > Reducing illiteracy: Review of effective practices in adult = > }{\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul = > literacy programs. Volume 1. Research report.}{\f7\fs24 =0A= > ERIC Clearinghouse on Assessment and Evaluation. (ERIC Document = > Reproduction Service No. ED 390 885)}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Statistical Products and Service Solutions [Computer software]. = > Chicago, Il}{\f7\fs24 . [On-line}{\f7\fs24 ]}{\f7\fs24 , 1998. = > Available: www.}{\f7\fs24 spss.com}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 =0A= > \tab}{\f7\fs24 Stein, S. (1997). }{\f7\fs24\ul Equipped for the future: = > A reform agenda for adult literacy and}{\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{\f7\fs24\ul lifelong = > learning }{\f7\fs24 . [Brochure]. Washington, DC: National Institute = > for Literacy.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 St}{\f7\fs24 i}{\f7\fs24 cht, T. G., McD}{\f7\fs24 = > onald}{\f7\fs24 , B. A. & Erickson, P. R. (1998). }{\f7\fs24\ul = > Passports to Paradise.}{\f7\fs24 El }{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > Cajon, CA: Applied Behavioral & Cognitive Sciences, Inc.}{\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\qr{\f7\fs24 = > 106}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Texas Center for Adult Literacy & Learning}{\f7\fs24 = > }{\f7\fs24 (TCALL)}{\f7\fs24 =0A= > (1999). }{\f7\fs24\ul Member }{\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 = > i}{\f7\fs24\ul nformation.}{\f7\fs24 }{\f7\fs24 =0A= > [On-line]. Available: http://www.}{\f7\fs24 = > cdlr.tamu.edu/tcall/}{\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= > Texas Education Agency. (1999}{\f7\fs24 a}{\f7\fs24 ). }{\f7\fs24\ul = > Member }{\f7\fs24\ul i}{\f7\fs24\ul nformation.}{\f7\fs24 [On-line]. = > Available: }{\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 = > h}{\f7\fs24 ttp:}{\f7\fs24 //}{\f7\fs24 www.tea.}{\f7\fs24 edu}{\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 = > Texas Education Agency. (1999b). }{\f7\fs24\ul Texas s}{\f7\fs24\ul = > tate p}{\f7\fs24\ul lan for a}{\f7\fs24\ul dult e}{\f7\fs24\ul ducation = > and }{\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{\f7\fs24\ul = > family l}{\f7\fs24\ul iteracy}{\f7\fs24\ul .}{\f7\fs24 [On-line]. = > Available}{\f7\fs24 : }{=0A= > \cs84 \fs24\ul\cf2\expnd0\expndtw0\cf0\fs24\ul0 = > http://www.tea.state.tx.us/adult_ed}{\f7\fs24 }{\f7\fs24 }{\f7\fs24 = > }{\f7\fs24 /}{\f7\fs24 newstplan}{\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{\f7\fs24 = > /5.}{\f7\fs24 html}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Texas Education Agency. (1999c). Higher education in Texas: 1998 = > status }{\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= > report. [On-line]. Available: }{\cs83 = > \fs24\ul\cf13\expnd0\expndtw0\cf0\fs24\ul0 = > http://www.tea.state.tx.us/divisions/grpi/statohe98/}{\cs83 = > \fs24\ul\cf13\expnd0\expndtw0\cf0\fs24\ul0 }{\cs83 = > \fs24\ul\cf13\expnd0\expndtw0\cf0\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cs83 = > \fs24\ul\cf13\expnd0\expndtw0\cf0\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cs83 = > \fs24\ul\cf13\expnd0\expndtw0\cf0\fs24\ul0 statbod.htm}{\f7\fs24\ul \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 Texas Education Agency. (1998). }{\f7\fs24\ul Texas = > adult education annual performance }{\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\ul = > report, 1996-97.}{\f7\fs24 Austin, TX: Author.}{\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 Texas Education Agency. (1997). }{\f7\fs24\ul 1997 = > Interim report on Texas p}{\f7\fs24\ul ublic schools.}=0A= > {\f7\fs24 }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > Austin, TX: Author.}{\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 = > Thiel, K. (1985). }{\f7\fs24 Reentry programs for dropouts in adult = > settings. }{\f7\fs24 Washington,}{\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{\f7\fs24 DC: = > ERIC Clearinghouse}{\f7\fs24 . }{\f7\fs24\ul ERIC}{\f7\fs24 Digest = > 45.}{\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 Tice, E. T. (1997). Educating adults: A matter of = > balance. }{\f7\fs24\ul Adult Learning,}{\f7\fs24 Fall, = > 18-21.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Tracy-Mumford, F., Baker, T., Bristow, P., Companiony, I., Marshal, J. = > Mathews, D., McLain, W., & Mumford, T. J. (1994). }{\f7\fs24\ul Student = > retention: Creating student }{\f7\fs24=0A= > \ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24\ul = > success}{\f7\fs24 . National Adult Education Professional Development = > Consortium. (ERIC Document Reproduction Service No. ED }{\f7\fs24 375 = > 299)}{\cf6\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cf6\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1\qr{\f7\fs24 = > 107}{\cf6\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cf6\f7\fs24 = > \tab}=0A= > {\f7\fs24 Vann, B. & Hinton, B. (1994). Workplace soci}{\f7\fs24 al = > networks and their relationship to student retention in on-site = > }{\f7\fs24 GED}{\f7\fs24 programs. }{\f7\fs24\ul Human Resource = > Development Quarterly, 5 }{\f7\fs24 (2), 141-151. }{=0A= > \cf6\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cf6\f7\fs24 = > \tab}{\f7\fs24 Venezky, R. L., }{\f7\fs24 Bristow,}{\f7\fs24 P. S., & = > }{\f7\fs24 Sabatini,}{\f7\fs24 J. P. (1994). }{\f7\fs24\ul =0A= > Measuring gain in adult literacy programs.}{\f7\fs24 (Technical Report = > }{\f7\fs24 TR93-12).}{\f7\fs24 Pennsylvania: University of = > Pennsylvania, National Center on Adult Li}{\f7\fs24 teracy. = > \tab}{\cf6\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\fs24 \tab}{\f7\fs24 = > Wagner, D. (1995). }{\f7\fs24\ul Use it or lose it? The problem of = > adult literacy skill retention.}{\f7\fs24 NCAL Brief. (ERIC Document = > Reproduction Service No. ED 371 240) }{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 White, W. J., & Polson, C. J. (1999). Adults with = > Disabilities in adult Basic Education Centers. }{\f7\fs24\ul Adult = > Basic Education, 9}{\f7\fs24 (1), 36-45.}{\f7=0A= > \fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Yaffe, D. & Williams, C. (1998). Why women chose to = > participate in a family literacy program and factors that contributed to = > the program\'92s success. }{\f7=0A= > \fs24\ul Journal of Adolescent & Adult Literacy, 42}{\f7\fs24 (1), = > 8-19.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Ziegler, S. & Sussman, S. (1996). }{\f7\fs24\ul =0A= > The effectiveness of adult literacy education: A review of issues and = > literature related to outcome-based evaluation of literacy}{\f7\fs24 = > }{\f7\fs24\ul programs.}{\f7\fs24 Ontario Literacy Coalition}{\f7\fs24 =0A= > . (ERIC Document reproduction Service No. 399 423)}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Appendix A-PriorSchool.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Appendix A-PriorSchool.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\sb0\sa0\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 =0A= > Heading 3;}{\s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 = > Title;}{\s75 \sb0\sa0\keep\keep\fi-1800\li0\b\fs28 \sbasedon0\snext75 = > heading 1;}{\s76 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext76 Body = > Single;}{=0A= > \s77 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 = > \sbasedon0\snext77 Bullet 1;}{=0A= > \s78 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext78 Bullet 2;}{\s79 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > 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\qc\sl480\slmult1{\fs20 = > }{\f7\fs20 }{\f7\fs24\ul PRIOR SCHOOLING AND SELF-PERCEPTION = > INVENTORY}{=0A= > \fs24 }{\fs24 \par}=0A= > \pard\plain \s75 \sb0\sa0\keep\keep\fi-1800\li0\b\fs28 = > \fi-1800\li0{\b0\fs24 = > \tab\tab\tab\tab\tab}{\b0\fs24 RANKING 7 AS = > GREATEST/HIGHEST}{\b0\fs24 \par}=0A= > \pard\plain =0A= > \s75 \sb0\sa0\keep\keep\fi-1800\li0\b\fs28 \fi-1800\li0{\b0\fs24 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi-720\li1440{\fs20 How }{\fs20 valuable do = > you believe this program will be for you?}{\fs20 }{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi-720\li1440{\fs20 =0A= > \tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi-3240\li1440{\fs20 \tab\tab\tab\tab}{\fs20 = > How different do you think this program will be from school?}{\fs20 =0A= > \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi-3240\li1440{\fs20 = > \tab\tab\tab\tab\tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 = > 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7\tab}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{=0A= > \fs20 How well }{\b\fs20 will }{\fs20 you do in:}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tx1980\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx= > 8640\fi0\li-1800{\fs20 = > Math?\tab\tab\tab=0A= > \tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 = > 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tx1980\tx2160\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx= > 8640\fi0\li-1800{\fs20 =0A= > }{\fs20 = > Reading?\tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760=0A= > \tx6480\tx7200\tx7920\tx8640\fi0\li-1800{\fs20 = > Social Studies?\tab\tab\tab}{\fs20 1\tab}{\fs20 = > 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 = > 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0=0A= > \li-1710{\fs20 Science? = > \tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 = > 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi720\li0{\fs20 \par}=0A= > \pard\plain =0A= > \sb0\sa0\fs20 \fi-1800\li0{\fs20 \tab\tab\tab\tab}{\fs20 In school, how = > well did you do in:\tab}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 = > Math? \tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{=0A= > \fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640\fi0\li-1800{\fs20 = > Reading?\tab\tab\tab}{\fs20 1\tab}{\fs20 =0A= > 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 = > 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi-720\li-1080{\fs20 \tab}{\fs20 = > \tab\tab\tab}{\fs20 Social Studies?\tab\tab\tab}{\fs20 1\tab}{\fs20 = > 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}=0A= > {\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 = > Science?\tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain =0A= > \sb0\sa0\fs20 \fi720\li0{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 How = > helpful will:}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 The = > teachers be here?\tab\tab}{\fs20 1\tab}{\fs20 =0A= > 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 = > 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640\fi0\li-1800{\fs20 \tab}{\fs20 =0A= > The counselors be = > here?\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 = > 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480=0A= > \tx7200\tx7920\tx8640\fi0\li-1800{\fs20 = > \tab}{\fs20 Your friends at home be?\tab\tab}{\fs20 = > 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 = > 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain =0A= > \sb0\sa0\fs20 {\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 = > Back in school, how helpful were:}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640\fi0\li-1800=0A= > {\fs20 The = > teachers?\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760=0A= > \tx6480\tx7200\tx7920\tx8640\fi0\li-1800{\fs20 = > The counselors? \tab\tab\tab}{\fs20 1\tab}{\fs20 = > 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 = > 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 =0A= > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640\fi0\li-1800{\fs20 = > Your friends?\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7=0A= > }{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 {\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi0\li-1800{\fs20 \tab\tab\tab\tab}{\fs20 How = > easy do you think it will be to make friends here?}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \fi720\li720{\fs20 \tab\tab\tab}{\fs20 =0A= > 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 = > 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 {\fs20 \tab}{\fs20 How helpful do you think = > these new friends will be?}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 \tqdec\tx2340\tx2880\tx3600=0A= > \tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8640{\fs20 = > \tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 4\tab}{\fs20 = > 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200=0A= > \tx7920\tx8640{\fs20 \tab}{\fs20 How easy was it to make = > friends in school?\tab}{\fs20 = > \tab\tab\tab\tab\tab\tab\tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 = > 3\tab}{\fs20 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain =0A= > \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640{\fs20 Right now, if I had to say }{\b\fs20 how I think = > I will do I this program}{\fs20 , I would say:}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 {\fs20 =0A= > \par}=0A= > \pard\plain \sb0\sa0\fs20 = > \tqdec\tx2340\tx2880\tx3600\tx4320\tx5040\tx5760\tx6480\tx7200\tx7920\tx8= > 640{\fs20 \tab\tab\tab}{\fs20 1\tab}{\fs20 2\tab}{\fs20 3\tab}{\fs20 = > 4\tab}{\fs20 5\tab}{\fs20 6\tab}{\fs20 7}{\fs20 \par}=0A= > \pard\plain \sb0\sa0\fs20 =0A= > {\fs20 \par}=0A= > \pard\plain \s83 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Taken = > from:}{\fs24 }{\b\f7\fs24\ul \par}=0A= > \pard\plain \s83 \sl240\slmult1\sb0\sa0\fs24 {\b\f7\fs24\ul \par}=0A= > \pard\plain \s83 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7=0A= > \fs24 Quigley,}{\f7\fs24 B. A. (1993). Retaining reluctant learners in = > }{\f7\fs24 ABE}{\f7\fs24 through the student intake period.}{\f7\fs24 = > }{\f7\fs24\ul ERIC Digest}{\f7\fs24 . Washington, DC: ERIC = > Clearinghouse [367 }{\f7\fs24 890].}{\cf6\f7\fs24 =0A= > \par}=0A= > \pard\plain \s83 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\cf6\f7\fs24 = > \par}=0A= > \pard\plain \s83 \sl240\slmult1\sb0\sa0\fs24 \qc{\fs24 104}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Appendix B-Pilot Names.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Appendix B-Pilot Names.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm 3-17-2000}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margt1872\margl1440\margr1440\sectd \headery720\footery648{\headerr = > \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\tqc\tx4680\tqr\tx9360{\f7\fs28\ul = > APPENDIX B}{\f7\fs28\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\b\f7\fs28\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24\ul =0A= > PILOT STUDY PARTICIPANTS}{\fs24\ul }{\fs24 \par}}\pard\plain \s82 = > \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 }{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 John Comings NCSALL}{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Nichols House Grad. School of Ed.-Cambridge, MA = > 02138\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Dr. David Caverly}{\f7\fs24 -Southwest Texas State = > University}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > 601 University Drive, Education Bldg.- San }{\f7\fs24 Marcos,}{\f7\fs24 = > }{\f7\fs24 Tx}{\f7\fs24 }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A= > \sl360\slmult1{\f7\fs24 \tab}{\f7\fs24 Dr. Phyllis Sissom}{\f7\fs24 - = > Chair, Developmental Reading Dept.}{\f7\fs24 ,Central Texas = > College}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Hwy 190 West Killeen, Texas 76541}{\b\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\cf6\fs22 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\cf6\fs22 = > }{\fs24 \tab}{\f7\fs24 Dr. Louella Tate}{\f7\fs24 =0A= > , Dean, Student Services, Austin Community College}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Northridge}{\f7\fs24 Campus, 11928 Stonehollow #112, = > Austin, TX 78758}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Tamara Thornton}{\f7\fs24 , Instructor}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360=0A= > \slmult1{\f7\fs24 \tab}{\f7\fs24 6600 Ed Bluestein #1011, Austin, TX = > 78723}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 =0A= > \tab}{\f7\fs24 Karen Stange}{\f7\fs24 -ABE/GED }{\f7\fs24 = > Coor.}{\f7\fs24 }{\f7\fs24 GCCC-ALC}{\f7\fs24 603 N. 8th }{\f7\fs24 = > St}{\f7\fs24 reet}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Garden City, KS 67846}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Janet }{\f7\fs24 Hutchinson }{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 \tab}{\f7\fs24 = > 2602 Cavileer Avenue, Austin, TX 78757}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360=0A= > \slmult1{\f7\fs24 \tab}{\f7\fs24 Audrey}{\f7\fs24 Abed, = > Director}{\f7\fs24 /}{\f7\fs24 Instructor}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Kyle Family Learning Center, P. O. Box 1238 Kyle, TX 78640}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl360\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > Mr. Alan M. Coindreau}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \tab}{\f7\fs24 = > Williamson County Literacy Council}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \tab}{\f7\fs24 =0A= > 2109 N. Mays, Round Rock, TX 78680}{\f7\fs24\ul \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24\ul = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Ms. Loida Velazquez}{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 High School Equivalency Program}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 The University of Tennessee}{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 600 He\tab}{\f7\fs24 nley St. Suite #312, Knoxville, TN = > 37996\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24\ul = > \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 Ms. Melissa Dodson}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 5215 Valley Oak Dr.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 = > Austin, TX 78731}{\f7\fs24\ul \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 =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\fs24 105}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; 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FOR INTERNAL USE: PROGRAM CODE:________ RECEIVED:________ = > \tab\tab}{\f7\fs24 ENTERED:________}{\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=0A= > \slmult1{\f7\fs24 2. PRIMARY POSITION: (a) Director___ = > (b)Teacher_____ }{\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 (c) = > }{\f7\fs24 =0A= > Other____________________________________\tab\tab\tab\tab\tab}{\f7\fs24 = > Office Assistant?\tab}{\f7\fs24 Volunteer? Staff? Please = > indicate.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 3. = > PHONE:_________________________________E-MAIL:___________________ = > Area Code-Number }{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab\tab\tab\tab}{\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=0A= > {\f7\fs24 4. LEARNERS SERVED IN A WEEK BY YOUR PROGRAM:}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (a) 2-10 _____ (b)11-30_____ (c)31-50 _____ (d) = > over 50 _____}{\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{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 5. = > }{\f7\fs24\ul ESTIMATED}{\f7=0A= > \fs24 NUMBER OF }{\f7\fs24 GED}{\f7\fs24 DEGREES COMPLETED LAST = > }{\f7\fs24 YEAR:_________}{\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 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 6. = > SOURCE(S) OF PROGRAM FUNDING:}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > ___________________________________________}{\f7\fs24 =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 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > 7. }{\f7\fs24 TYPE OF PROGRAM: (a) GED(ASE)_____ (b) = > Literacy(ABE) _____ }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A= > \slmult1{\f7\fs24 \tab\tab\tab}{\f7\fs24 (c) both _____ (d) = > }{\f7\fs24 other________}{\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 =0A= > \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 8. = > PLEASE RANK FROM 1 (HIGH) TO 5 (LOW) THE USES OF YOUR INTAKE = > DATA:}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (a) Spotting enrollment trends____ (b) Funding = > reports____ }{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (c) Identifying student needs______ (d) Staff = > development____ }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > (e) Determining program offerings______ (f) Other = > ________________}{\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\qc{\f7\fs24 = > 106}{\f7=0A= > \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 = > Continued.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 9. = > ARE YOUR INTAKE SCREENING PROCEDURES CONDUCTED:}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 = > In writing with assistance from staff (a)______ \tab\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > In writing without assistance from staff(b)______}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 By oral interview (c)_____\tab}{\f7\fs24 }{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > Combination of writing and oral (d) _____}{\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=0A= > \slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 10. = > DOES YOUR INTAKE HELP YOU TO IDENTIFY AND ADDRESS BARRIERS TO = > STUDENTS\'92 ATTENDING?}{\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 = > (a) yes ___\tab}{\f7\fs24 = > (b) no___ \tab}{\f7\fs24 (c) not sure ____ }{\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{\f7\fs24 11. = > WHO GATHERS THE INTAKE DATA? (a) director___ (b) teacher ____ = > }{\f7\fs24 \par}=0A= > \pard\plain =0A= > \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\tab}{\f7\fs24 (c) other ____ ____ = > __________________\tab\tab\tab}{\f7\fs24 =0A= > office assistant volunteer other staff? = > Please indicate.\tab}{\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 =0A= > 12. WHEN DO YOU GATHER THE INTAKE DATA? (a) upon entry ____ = > }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > (b) within 3 weeks____ (c) other ___}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 \tab}{\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 13. = > WHO ANALYZES THE INTAKE DATA? (a) director___ (b) teachers____ = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7=0A= > \fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 (c) = > assistants ____ \tab}{\f7\fs24 (d) combination (Please specify: = > _______________________}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7=0A= > \fs24 \tab\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab\tab}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qr{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab}{\f7\fs24 II. =0A= > }{\f7\fs24\ul IDENTIFYING AND ADDRESSING}{\f7\fs24 = > \tab}{\f7\fs24 = > }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > 14. How do you determine ...}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (a) a student\'92s learning preference or learning = > style?}{\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 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (b) a student\'92=0A= > s overall academic abilities (e.g., level of proficiency in = > \tab\tab\tab}{\f7\fs24 reading/writing)?}{\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=0A= > \slmult1{\f7\fs24 \tab}{\f7\fs24 }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (c) when you need to have a student review and adjust = > goals?}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\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\qc{\f7\fs24 = > 107}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > Continued.}{\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 =0A= > (d) which class setting (group, individual, computer-based) is best = > for each \tab}{\f7\fs24 student?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 (e) history of learning difficulties or learning = > disabilities?}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > How do you determine...}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{=0A= > \f7\fs24 (f) the type of delivery system for your curriculum?}{\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 =0A= > (1) ___ teacher discretion (2) ___ learning = > style results}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 }{\f7\fs24 =0A= > (3) ___ funding restrictions (4) ___ combination = > }{\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 =0A= > (g) the days and hours the program is open?}{\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 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 15. Do you ask = > about a student\'92s... }{\i\f7\fs24 (circle = > 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= > \par}=0A= > \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 = > }{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (b)\tab}{\f7\fs24 educational goals\tab}{\f7\fs24 NEVER = > \tab}{\f7\fs24 \tab}{\f7\fs24 OFTEN \tab\tab}{\f7\fs24 USUALLY = > }{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (c)\tab}{\f7\fs24 acquaintance with others in the class}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab}{\f7\fs24 NEVER \tab\tab}{\f7=0A= > \fs24 OFTEN \tab\tab}{\f7\fs24 USUALLY }{\f7\fs24 \par}=0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A= > \sl240\slmult1{\f7\fs24 \tab\tab\tab\tab}{\f7\fs24 NEVER = > \tab\tab}{\f7\fs24 OFTEN \tab\tab}{\f7\fs24 USUALLY = > }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (e)\tab}{\f7\fs24 =0A= > need for teacher attention\tab\tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab}{\f7\fs24 NEVER \tab\tab}{\f7\fs24 OFTEN = > \tab\tab}{\f7\fs24 USUALLY }{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (f)\tab}{\f7\fs24 expectations about class}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab}{\f7\fs24 NEVER \tab\tab}{\f7\fs24 =0A= > OFTEN \tab}{\f7\fs24 \tab}{\f7\fs24 USUALLY = > }{\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 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab\tab\tab\tab}{\f7\fs24 NEVER \tab\tab}{\f7\fs24 OFTEN = > \tab\tab}{\f7\fs24 USUALLY }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > \par}=0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > \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 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 = > 108}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > Continued.}{\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{\f7\fs24 17. = > What do you do to recognize student achievements in your = > program?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\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 = > \par}=0A= > \pard\plain =0A= > \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 = > he/she can attend classes? }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7=0A= > \fs24 \tab}{\f7\fs24 = > ________________________________________________________________}{\f7\fs2= > 4 \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 = > \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (b) Do you provide the child care\tab\tab}{\f7\fs24 yes = > ____\tab\tab}{\f7\fs24 no _____}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}=0A= > {\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (c) Do you provide transportation?\tab\tab}{\f7\fs24 yes = > _____\tab\tab}{\f7\fs24 no _____}{\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 = > \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 =0A= > 19. What types of questions do you ask or how do you find out about a = > student\'92s}{\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 = > (a)\tab}{=0A= > \f7\fs24 level of support from family or friends as he/she begins 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 = > \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (b)\tab}{\f7\fs24 previous educational experiences?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 (c) = > \tab}{\f7\fs24 feelings about his/her overall life successes or = > failures?\tab\tab\tab\tab}{\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{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (d)\tab}{\f7\fs24 =0A= > level of self-esteem?}{\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 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 20. = > Does your program:}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > (a)\tab}{\f7\fs24 have attendance requirements? yes_____ no _____\tab=0A= > }{\f7\fs24 If so, what are they?}{\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 = > \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 = > (b)\tab}{\f7\fs24 have a waiting list? yes_____ no _____\tab}{\f7\fs24 = > If yes, how is it handled?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 =0A= > \sl240\slmult1{\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 = > \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{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 = > 109}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > Continued.}{\f7=0A= > \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 = > (c)\tab}{\f7\fs24 have a system for allowing a student to \'93stop = > out\'94=0A= > for a while and then return? \tab\tab}{\f7\fs24 yes ___ = > no___}{\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 =0A= > If so, what is the system?}{\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 = > \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 = > \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 (d)=0A= > \tab}{\f7\fs24 allow a student to continue instruction on an independent = > basis if the student has to \'93stop out?\'94 \tab\tab\tab}{\f7\fs24 = > yes___\tab\tab}{\f7\fs24 no___ }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7=0A= > \fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 If yes, how do you do this?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\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 = > (e)\tab}{\f7\fs24 have a method for contacting =0A= > \'93no shows?\'94 yes_____ no _____ }{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 If yes, how is it handled?}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > \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 = > (f)\tab}{\f7\fs24 give homework or out of class assignments? yes _____ = > no _____ }{\f7\fs24 \par}=0A= > =0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 If yes, please give one or two examples.}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\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 = > \par}=0A= > \pard\plain =0A= > \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= > \pard\plain =0A= > \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 (a)\tab}{\f7\fs24 _____\tab}{\f7\fs24 building = > self-esteem}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \tab}{\f7\fs24 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (c)\tab}{=0A= > \f7\fs24 _____ enhancing job skills}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (d) \tab}{\f7\fs24 =0A= > _____ accessing area social agency services}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (e)\tab}{\f7\fs24 =0A= > _____ learning skills}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 = > \tab}{\f7\fs24 (f)\tab}{\f7\fs24 =0A= > _____ other areas of instruction }{\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 = > \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240=0A= > \slmult1\qc{\f7\fs24 110}{\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 = > Continued.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 =0A= > 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= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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 \sl240\slmult1{\i\f7\fs24 = > \par}=0A= > \pard\plain =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc=0A= > \sl240\slmult1{\fs24 111}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Appendix D-SurveyQuesDesign.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Appendix D-SurveyQuesDesign.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm 3-17-00}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margl2160\margr1440\sectd \headery648\footery648{\headerr \s82 = > \sl240\slmult1\sb0\sa0\fs24 \qc\tqc\tx4320\tqr\tx8640{\f7\fs28\ul = > 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= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 = > 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= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl240\slmult1\qc{\f7\fs24 = > 113}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0 > Content-Type: application/msword; > name="Appendix E - Informed Consent.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Appendix E - Informed Consent.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > \green255\blue0;\red255\green255\blue255;\red0\green0\blue128;\red0\green= > 128\blue128;\red0\green128\blue0;=0A= > \red128\green0\blue128;\red128\green0\blue0;\red128\green128\blue0;\red12= > 8\green128\blue128;\red192\green192\blue192;}=0A= > {\stylesheet{\fs20 \sbasedon0\snext0 Normal;}{\s1 = > \sl240\slmult1\sb280\sa140\f5\fs28 \sbasedon0\snext1 Heading 1;}{\s2 = > \sl240\slmult1\sb120\sa120\b\f2\fs24 \sbasedon0\snext2 Heading 2;}{\s3 = > \sl240\slmult1\sb120\sa120\b\fs24 \sbasedon0\snext3 Heading 3;}{=0A= > \s62 \qc\sl240\slmult1\sb0\sa960\f5\fs48 \sbasedon0\snext62 Title;}{\s75 = > \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext75 Body Single;}{\s76 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf4\pnfs24\pnql{\pntxtb \'9f}}\fs24 =0A= > \sbasedon0\snext76 Bullet 1;}{\s77 = > \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlblt\pnindent360\pnhang\pnf3\pnfs24\pnql{\pntxtb \'76}}\fs24 = > \sbasedon0\snext77 Bullet 2;}{\s78 \sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\doccomm chapter 3}{\*\category = > Miscellaneous}}\widowctrl \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margl2160\margr1440\sectd \headery648\footery648{\headerr \s82 = > \sl240\slmult1\sb0\sa0\fs24 \qc\tqc\tx4320\tqr\tx8640{\f7\fs28\ul = > APPENDIX E}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc{\f7\fs24\ul INFORMED = > 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 > Content-Type: application/msword; > name="Appendix F - Summary of Open Ended Comments.rtf" > Content-Transfer-Encoding: quoted-printable > Content-Disposition: attachment; > filename="Appendix F - Summary of Open Ended Comments.rtf" > > {\rtf1\ansi \deff0\deflang1033{\fonttbl{\f0\froman\fcharset0\fprq2 Times = > New Roman;}{\f1\fnil \fcharset0\fprq0 Symbol;}{\f2\fswiss = > \fcharset0\fprq2 Arial;}{\f3\fnil \fcharset0\fprq0 Monotype = > Sorts;}{\f4\fnil \fcharset0\fprq0 Wingdings;}{\f5\fswiss = > \fcharset0\fprq2 Arial Black;}{\f6\fnil \fcharset0\fprq0 MS Sans = > Serif;}{\f7\fswiss \fcharset0\fprq2 Gill Sans;}}=0A= > {\colortbl;\red0\green0\blue0;\red0\green0\blue255;\red0\green255\blue255= > ;\red0\green255\blue0;\red255\green0\blue255;\red255\green0\blue0;\red255= > 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\sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\*\category Miscellaneous}}\widowctrl = > \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margl1440\margr1440\sectd \headery648\footery648{\headerr \s82 = > \sl240\slmult1\sb0\sa0\fs24 \qc\tqc\tx4680\tqr\tx9360{\f7\fs28\ul = > 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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 Low = > self-confidence in students predisposes them to dropping out when they = > experience a setback.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 One respondent = > feels constant turnover in tutors, due to low pay, or no pay, creates = > frustration for students.}{\f7\fs24 \par}=0A= > \pard\plain =0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 So many students = > seem to need help because of learning disabilities and program directors = > feel unable to meet their needs and this causes drop outs.}{=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 The amount of = > time needed to improve reading is so long that students get frustrated = > and drop out.}{\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 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\f7\fs24 \par}=0A= > =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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A= > \pard\plain =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 {\fs24 \par}=0A= > \pard\plain =0A= > \s82 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\sl240\slmult1\sb0\sa0\fi720\li0\fs24 = > \sbasedon0\snext78 First Line Indent;}=0A= > {\s79 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pndec\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext79 Number List;}{=0A= > \s80 \sl240\slmult1\sb0\sa0\fi-360\li360{\*\pn = > \pnlvlbody\pnucrm\pnindent360\pnhang\pnf0\pnql\pnstart1{\pntxta .}}\fs24 = > \sbasedon0\snext80 Outline Numbering;}{\s81 = > \tqdec\tx0\sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext81 Table Text;}{=0A= > \s82 \sl240\slmult1\sb0\sa0\fs24 \sbasedon0\snext82 Default = > Text;}}{\info{\author HRC Welding}{\*\category Miscellaneous}}\widowctrl = > \fet2=0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > =0A= > \margl1440\margr1440\sectd \headery648\footery648\pard\plain \s82 = > \sl240\slmult1\sb0\sa0\fs24 \qc\sl480\slmult1{\b\f7\fs28 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \qc\sl480\slmult1{\f7\fs24 = > VITA}{\f7\fs24 \par}=0A= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 = > \qc\sl480\slmult1{\b\f7\fs28 \par}=0A= > =0A= > \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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > 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= > \pard\plain \s82 \sl240\slmult1\sb0\sa0\fs24 \sl480\slmult1{\f7\fs24 = > \tab}{\f7\fs24 =0A= > 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= > \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 = > 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.}} > ------=_NextPart_000_009F_01BFC3CA.E0746DC0-- >
This archive was generated by hypermail 2b30 : Tue Jan 16 2001 - 14:42:08 EST