How can we convince policy makers to broaden their definitions?

Nicole B. Graves
----- Original Message ----- 
From: "John Comings" <comingjo at gse.harvard.edu>
To: <specialtopics at nifl.gov>
Sent: Monday, July 10, 2006 4:32 PM
Subject: [SpecialTopics 102] Re: Fwd: Re: Persistence Strategies



> 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

>

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