There is only so much a program can do within existing policies. The 
policies aren't bad, they are just based on assumptions that are true for 
some but not all students. We need to convince policy makers to broaden 
their definition of participation.



> Begin forwarded message:

>

>> From: "Bower, Carol" <cbower at necc.mass.edu>

>> Date: July 10, 2006 1:03:00 PM EDT

>> To: <specialtopics at nifl.gov>

>> Subject: [SpecialTopics 94] Re: Persistence Strategies

>> Reply-To: specialtopics at nifl.gov

>>

>> Hello John and all,

>>

>>

>>

>> Renata's comment echos a concern I heard raised repeatedly in a

>> NCSALL Persistence Study Circle which I recently co-facilitated

>> with one of my SABES colleagues.  In Massachusetts, where programs

>> are being asked to be accountable for retention by reporting on

>> attendance and average attended hours, programs willing to embrace

>> the concepts and effective practices associated with the NCSALL

>> definition of persistence are caught in a bit of a bind.  They want

>> to support the on-going learning of their students, and can see

>> that many do persist, although not necessarily in the same program

>> or in an uninterrupted fashion.

>>

>>

>>

>> What advice would you have for programs that are attempting to

>> reconcile these different approaches?

>>

>>

>>

>> Carol Bower

>>

>> Director, NE SABES

>>

>> System for Adult Basic Education Support

>>

>> Northern Essex Community College

>>

>> 45 Franklin Street

>>

>> Lawrence, MA 01840

>>

>>

>>

>> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-

>> bounces at nifl.gov] On Behalf Of Renata Russo

>> Sent: Monday, July 10, 2006 12:43 PM

>> To: specialtopics at nifl.gov

>> Subject: [SpecialTopics 92] Re: Persistence Strategies

>>

>>

>>

>> Hello Bruce,

>>

>>

>>

>> Thank you for sharing the two strategies that you have found

>> helpful when dealing with persistence. A comment I have about the

>> second strategy relates to funding and accountability. We as

>> teachers and administrators understand our learners' barriers to

>> participate. However, accountability has become a major barrier for

>> some programs in recent years. The performance-based approach and

>> funding measured by contact hours can have a major impact in our

>> programs.

>>

>>

>>

>> Renata

>>

>> -----Original Message-----

>> From: specialtopics-bounces at nifl.gov [mailto:specialtopics-

>> bounces at nifl.gov]On Behalf Of Bruce Carmel

>> Sent: Monday, July 10, 2006 11:26 AM

>> To: specialtopics at nifl.gov

>> Subject: [SpecialTopics 91] Persistence Strategies

>>

>> Dear John,

>>

>> I've been working in adult literacy since 1989, and student

>> persistence (and retention) has been a challenge in every setting I

>> have known. Students' dropout or irregular attendance makes

>> educational gain difficult and really frustrates teachers. I

>> learned a lot when you and I worked together on the Wallace Funds

>> project, where we focused on persistence among library literacy

>> students.  There are two main strategies I have found helpful:

>>

>> 1) Offer high-quality instruction in a supportive environment

>> (There are many components of this.)

>>

>> 2) Re-define success. Accept that students are going to attend

>> classes in a way that fits into their lives and satisfies their

>> needs.  This might not fit into staff's concept of intensity and

>> duration of instruction--so staff have to accept a new, irregular,

>> sporadic model of participation.

>>

>>

>>

>> What do you think?  What do you think are the key issues,

>> strategies, suggestions for programs and staff struggling with

>> student persistence?

>>

>>

>>

>> From Bruce Carmel

>>

>> Turning Point

>>

>> Brooklyn, NY

>>

>>

>>

>> Yahoo! Messenger with Voice. Make PC-to-Phone Calls to the US (and

>> 30+ countries) for 2¢/min or less.

>>

>> -------------------------------

>> National Institute for Literacy

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>

> David Rosen

> djrosen at comcast.net

>

>

>




John Comings, Director
National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
7 Appian Way
Cambridge MA 02138
(617) 496-0516, voice
(617) 495-4811, fax
(617) 335-9839, mobile
john_comings at harvard.edu
http://ncsall.gse.harvard.edu