I recently attended a workshop on student retention in adult education
programs. 

Here are the top 6 reasons that students report that they drop out in the
first 3 weeks: 

1) confusion about classroom location and teacher
2) confusion about classroom procedures
3) misjudgment of time and scheduling requirements 
4) failure to understand classroom rules or expectations
5) failure to identify barriers to attendance and community resources that
could help
6) a belief that the teacher has no interest in them as individuals

And the top 5 reasons that students drop out after the first 3 weeks: 
1) the belief that the program has not met or will not meet their personal
goals or interests
2) lack of social interaction/ feeling of isolation
3) a belief that the teacher ahs no interest in them as individuals
4) work schedule changes
5) misunderstandings about homework or expectations of class work outside of
class time. 

As a result of this study, the woman who was teaching the workshop shared
what they did in their program to help increase student attendance. 

Teachers decided in advance of starting the class rules, responsibilities,
schedules, procedures, homework policies, activities, books, goals, and
orientation information, and then KEPT it consistent for the entire duration
of the class. On the first day of class, teachers handed out an orientation
packet that explained the rules, expectations, dates and times of the class,
holidays, etc. for students to take home; these packets included many
pictures for those learners who did not speak any English. If the teacher
discovered that there was a problem with some classroom procedure or
activity, they did not change it until the next semester or class break.
Teachers stood outside the classroom on the first few class sessions to
welcome and greet students. Teachers kept their name and professional
contact information on the board at all times, along with the day's agenda
and learning goals. Teachers discussed goals with their learners, as well as
what motivated them and what kept them from learning. Teachers called
students who missed a class. She said that they had seen a rise in student
retention as a result of these actions. 

Hope this helps!
 
Molly Elkins
Literacy Specialist
Douglas County Libraries
Phillip S. Miller Library
  100 S. Wilcox Street
  Castle Rock CO 80104
  Map
Phone: (303)791-READ 
Fax: (303) 688-7655
Email: melkins at dclibraries.org
Web: www.DouglasCountyLibraries.org

-----Original Message-----
From: povertyracewomen-bounces at nifl.gov
[mailto:povertyracewomen-bounces at nifl.gov] On Behalf Of Shoshanah Dean
Hilmer
Sent: Monday, February 18, 2008 11:33 AM
To: The Poverty, Race, Women and Literacy Discussion List
Subject: [PovertyRaceWomen 1803] Attendance

I would like to pose a question for the group to see if I can get ideas on
how to improve program attendance.  How do you increase adult learner
program attendance short of charging (which I'd like to do, but then the
learners won't come)?  We offer a program that is for women 18 and above.
We offer a secure environment, free babysitting and transportation.  Really
the issue boils down to the fact that learning literacy skills is hard work
and many of our students are surviving (some just barely) and the the
commitment to learning is too much for them.  We offer self esteem classes
and a motivation class.  Does anyone else have suggestions on how to
increase motivation and attendance?
 
Thanks,
Shannie



 

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