Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j2VGjDG28378; Thu, 31 Mar 2005 11:45:13 -0500 (EST) Date: Thu, 31 Mar 2005 11:45:13 -0500 (EST) Message-Id: <5.1.0.14.2.20050331103950.048ca430@mail.ilstu.edu> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: Chris Francisco <cfranc2@ilstu.edu> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2001] RE: FWD: [NIFL-FOBASICS:1357] Re: What X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; charset="us-ascii"; format=flowed X-Mailer: QUALCOMM Windows Eudora Version 5.1 Status: O Content-Length: 3887 Lines: 104 Sherry, This sounds fantastic! Our important advocacy work is enhanced by such reports. Keep up the great work! peace and love, Chris Francisco Center for Adult Learning Leadership Normal, Illinois At 11:37 AM 3/31/2005 -0500, you wrote: >David and all: >I agree completely and what is more, in December, 2001, published "Learning >for Life," an in-depth longitudinal grounded study of 70 former Adult Basic >Education and Literacy participants who had been honored as exemplary >students of the year at Pennsylvania's annual midwinter conference. The >Executive Summary and the full Learning for Life report are available at >ABLEsite: www.paadulted.org by clicking on Find Documents > Reports and >scrolling down the page. > >These former participants who were honored as Success Stories Students >pleaded with stakeholders to stop pressuring adult education programs to >provide participants with educational upgrading in a minimal amount of time, >regarded the GED as a beginning not an end, identified critical issues >inherent in higher education, and concluded that adult education should not >be merely about diplomas and credentials. It should be learning for life. > >The study reveals how over time (an average of 13 years) their ABLE >participation impacted on their welfare status, their choice of employment, >the education of their children, and their leadership in the community. It >also provides their insightful "take" on why these changes occurred and the >part played by adult education tutors, teachers, and programs. > >Sherry Royce >Dr. Sherry Royce >Royce & Royce, Inc. >1938 Crooked Oak Drive >Lancaster, PA 17601 > >Tel: 717-569-1663 >email: sjroyce@comcast.net > > >-----Original Message----- >From: nifl-aalpd@nifl.gov [mailto:nifl-aalpd@nifl.gov] On Behalf Of jataylor >Sent: Wednesday, March 30, 2005 9:15 PM >To: Multiple recipients of list >Subject: [NIFL-AALPD:1997] FWD: [NIFL-FOBASICS:1357] Re: What would help >more students achieve their GED? > > >Comments, anyone? Fyi, Jackie > > >===== Original Message From nifl-fobasics@nifl.gov ===== >Michele, > >I like all your ideas, and I would like to add one more: > >Change the expectation of students, funders, and employers that a GED >program >should be short-term, under a year, and often under 50 hours of instruction. > >If the only meaningful earnings gains which result from the GED come when >students: > >1) enter at a low basic skills level, then we should expect those students >to >be enrolled for several years; or > >2) enter at a higher skills level but then are prepared to do college=level >work, those students should be expected to be in a program more than a year, > >and more than 3- 4 hours a week. They need an education that will prepare >them >to succeed in (not just enter) college. This includes algebra, academic >reading and writing, good basic science, good study skills, and some other >things. > >This is a policy issue, as well as a research and practice issue. The U.S. >Department of Education has for many years allowed programs to count >students >as enrolled in federally-funded adult education programs who get at least 12 > >hours of instruction. This standard is very low, and far from a reasonable >expectation of what the these two groups of students need. This policy >should >be examined in light of the research by John Tyler that I mentioned in my >earlier message. Then, of course, if the policy were to change, let us say, >to >allow programs to count students enrolled for a minimum of 100 hours, >Congress >and state legislatures would need to pay for the increased hours of classes >and related services. Now here's where the research rubber hits the road. >What >if solid research shows what needs to be done, and policy-making is heading >the other direction? But that's a topic for another list. > >David J. Rosen >djrosen@comcast.net
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