Maybe the reasons  boil down to  just simple economics.  Life is tough for poor people . The reason my students come and go, they tell me, is that they MUST work. Often they come to my program when they are unemployed and have time on their hands. But the moment they get a job they are gone. I call and ask why they have stopped coming. This is  invariably the reason they give. True, they could be lying and really "hate " me but I take them at their word. They do thank me for the phone call and the concern.

Tanya Tweeton
ESOl and GED Programs
Fort Lauderdale,Florida



>  

> RE: Sheri Rogers response to declining numbers

> 

> In our state, when I came to my position 3 years ago, the numbers reported

> as served came from unclean data.  We often had programs who reported anyone

> that walked through the door not just the ones with 12 hours, they may have

> taken only computer classes (as we heard some other places were counting),

> and often there was no standard testing.

> 

> I came to this conclusion when, after two years of data collection on a new

> data system. We have the same number coming through the door but far fewer

> are counting.  

> 

> Sometimes teachers don't feel prepared to teach the full spectrum of reading

> skills from literacy levels to advanced/critical thinking.  Adult Education

> teachers come from such a varied background that we cannot expect everyone

> to be a reading expert.  We can, however, offer training to assist.

> 

> Often, students are not greeted with instant success and shy aware before

> they get engaged with the right person/tutor/teacher that may help them

> along.  Hopelessness fills their heart so quickly.  There is a delicate

> balance we walk in helping our students gain skills and confidence.  

> 

> If the NRS data tells you that your Intermediate ABE and Literacy level

> students are not sticking in your program, then it is up to each program to

> find out why and create what is needed.  I have met excellent teachers in

> ABE over the years but some of them I would not have returned to when I was

> a non-reader or slow reader.  Their "attitude" was what I would read first.

> It was always body language and the silent cues that let me know if I was

> really welcome.  

> 

> I don't think we have fewer students in our state.  I think we are not

> retaining them for a variety of reasons.  I also don't think it is because

> of testing that they don't return.

> Marcia

>  

> Message: 1

> Date: Fri, 28 May 2004 10:01:08 -0500

> From: "Sheri Rogers" <rogerss at apsd.k12.ar.us>

> Subject: RE: [NIFL-PLI] RE: Using NRS Data for Program Improvement

> To: <nifl-pli at nifl.gov>

> Message-ID: <s0b70e0a.023 at apsd.k12.ar.us>

> Content-Type: text/plain; charset=US-ASCII

> 

> In reading the discussion thread on the decline of reported adult

> learners, taxpayers and the National Reporting System, let me put in my

> .02 worth (where did that "cents" sign on my keyboard go, anyway?)

> 

> The software used to capture data for our state is difficult to use. I

> say that because I can't come right out and say *it doesn't work*. When

> we put in data, the reports generated do not reflect the real deal-

> often because I haven't gone to some buried screen and clicked OK. I ran

> three different reports on enrolled students and came up with three

> different totals on number of enrolled learners-a range from 161 to 254.

> Not just a couple of learners. Many programs in our state are using

> additional methods of capturing local data for program improvement with

> much better success. But those numbers don't "count" because our

> management system numbers aren't generating the same counts. We are not

> a large state, but could this account for a decline in national numbers?

> Maybe another small way the learners are being "lost"

> 

> SR

> 

> 

> 

> 

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