Return-Path: <nifl-fobasics@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id i5ICUVN25912; Fri, 18 Jun 2004 08:30:31 -0400 (EDT) Date: Fri, 18 Jun 2004 08:30:31 -0400 (EDT) Message-Id: <s0d2a6c3.062@mail.jsi.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-fobasics@literacy.nifl.gov Originator: nifl-fobasics@literacy.nifl.gov Sender: nifl-fobasics@literacy.nifl.gov Precedence: bulk From: "Barbara Garner" <barbara_garner@worlded.org> To: Multiple recipients of list <nifl-fobasics@literacy.nifl.gov> Subject: [NIFL-FOBASICS:1071] New Issue on Web! X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 7bit Content-Type: text/plain; charset=US-ASCII X-Mailer: Novell GroupWise Internet Agent 6.5.1 Status: O Content-Length: 2364 Lines: 46 Youth in ABE. It's a constant topic of conversation. Now you can read about it, too, in the newest issue of "Focus on Basics," available on the NCSALL web site at http://ncsall.gse.harvard.edu (scroll down the home page and click on the "New FOB" box] How do you serve youth well without sacrificing the quality of service to older students? Missouri literacy program director Janet Geary participated in a professional development program to learn an approach to educating youth called youth cultural competence. Janet writes candidly about the trials of implementation. The changes her GED program made have resulted in increased retention and positive outcomes. Read about the professional development model and the theory behind Youth Cultural Competence as well. Young dropouts need to improve their basic skills because skills matter to their economic futures, writes NCSALL researcher John Tyler. He shares findings from his study that examined the impact of literacy skills on earnings. Jennifer Roloff Welch and Kathrynn Di Tommaso examine how many youth are in the ABE system and why. It's a substantial number and may well grow over the next few years. Oregon's Virginia Tardaewether sees no reason to separate younger and older students. What better place to learn to live together, she suggests, than in the ABE classroom? Students of all ages mix successfully in a high school for beginning English for speakers of other languages in Fairfax, Virginia. Originally established for young immigrants, the program now enrolls students of all ages. In South Dakota, Lara Ann Frey and Yvonne Lerew found it necessary to create a special class for young immigrants who had age-specific psychosocial as well as language learning needs. Separating students by age works for a community college in New Mexico as well. Teachers Lilia-Rosa Salmon and Anastasia Cotton find that both the younger and older students now feel freer to address age-specific concerns within their classrooms and their academics have benefited as well. To read all of these stories and more, click on http://ncsall.gse.harvard.edu Barb Garner Editor, Focus on Basics Barbara Garner Senior Program Officer email bgarner@worlded.org World Education phone (617) 482-9485 44 Farnsworth Street fax (617) 482-0617 Boston, MA 02210
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