I am with a small program that has an AEFLA Grant. I have personally struggled intellectually with the level gain measure -- afterall -- how many students enter a program with a goal of increasing their test scores by at least 1 EFL. 

However, after several years, I realize that the level gain targets actually helps maintain pressure on us teachers to make sure that students are gaining academic skills and competencies. Also, I have come to realize that students like the honesty of the TABE test results.  Instead of having  a vague sense that they are bad at math, we are able to show them exactly what they need to learn. 

Just last week one student who had been struggling with math for over a year - continually testing in the third EFL -- finally had the major breakthrough - and jumped six grade levels - and 2 EFLs -- She was ecstatic -- and the whole class celebrated with her -- with as much enthusiasm as they will celebrate when she actually passes the math test -- becasue we all know that she is conquering her math fear and will be passing the test from a solid baseline of math competence. And as a teacher, I know that we finally developed a learning and problem-solving strategy that really works for her. 

Post-program survey work would not be effective with the population we serve -- We do call students after they have left and try to maintain records on how they are doing -- and we often hear from relatives and referrals how students are doing.  However, between high mobility and cell phone numbers that change a couple times a year -- I would hypothesize that the percent that could be found would be relatively low.

Gail Bundy
Native American Multi-Cultural Education School
3600 Morrison Road
Denver, CO 80219