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Direct linkAlbertini, Velmarie L. – New Directions for Adult and Continuing Education, 2009
Life for uneducated women involves contending with myriad barriers to economic self-sufficiency. The average income for individuals without at least a high school diploma or GED is about $18,734. That income level falls close to the poverty line established by the federal government for a family of three or more. Further compounding the problem…
Descriptors: Low Income Groups, Females, Community Education, Literacy Education
Download full textCASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2012
The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act…
Descriptors: Academic Achievement, Outcome Measures, Program Effectiveness, Adult Basic Education
CASAS - Comprehensive Adult Student Assessment Systems (NJ1), 2011
The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provide funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act…
Descriptors: Academic Achievement, Outcome Measures, Program Effectiveness, Adult Basic Education
Boulden, Walter T. – Adult Basic Education and Literacy Journal, 2008
A two-year evaluation of the Advancing Young Adult Learning (AYAL) project was conducted. AYAL is a professional development process for teachers working with 16- to 24-year-old students preparing for their General Educational Development Test (GED). It combines Youth Cultural Competency (YCC), Project-Based Learning (PBL), and strengths-based…
Descriptors: Educational Development, Student Projects, Graduation Rate, Adult Learning
Hsu, Yung-chen – GED Testing Service, 2008
Health literacy is important for all adults. Because lower health literacy is associated with lower educational attainment, many adult basic and literacy education programs increasingly provide health education to low-literate adults to improve their health literacy. Using data from the 2003 National Assessment of Adult Literacy (NAAL), this study…
Descriptors: High School Equivalency Programs, Dropouts, Literacy Education, Health Education
Mingle, James; Chalous, Bruce; Birkes, Angela – Southern Regional Education Board (SREB), 2005
Most of us realize that increasing the education of adults who did not complete high school is good. Fewer of us realize just how good. This report on one of the Southern Regional Education Board's (SREB) Challenge to Lead Goals for Education focuses on the considerable impact of closing the education gap for these adults in SREB states. The…
Descriptors: High School Equivalency Programs, Postsecondary Education, Adult Education, Adult Learning
Compton-Lilly, Catherine – Reading Research Quarterly, 2007
Two case studies of adult GED (General Education Diploma) students and their kindergarten-aged children are presented. The construct of "capital," as described by Pierre Bourdieu (1986), is applied specifically to the children's and adults' reading practices. These case studies are analyzed in terms of various forms of official…
Descriptors: Puerto Ricans, Case Studies, Disabilities, High School Equivalency Programs
Mellard, Daryl F.; Anderson, Gretchen – National Commission on Adult Literacy (NJ1), 2007
Adult secondary education learners approach the goal of college-level postsecondary education through three assessment gateways: (a) measures of adult education program learning gains, (b) a high-school equivalency exam, and (c) college placement tests. On the surface, the assessments in this sequence might appear to work in concert and point…
Descriptors: College Curriculum, Adult Education, Adult Learning, School Readiness
Gillespie, Marilyn K. – Office of Educational Research and Improvement, 2001
In Chapter Three, Marilyn Gillespie provides a summary of the research on writing instruction that has taken place over the last three decades. In her survey of writing research, she describes models of the writing process such as that developed by Flower and Hayes, who viewed writing as three cognitive writing processes: planning, text generation…
Descriptors: Writing (Composition), Writing Research, Adult Basic Education, Writing Processes
Reder, Stephen – Office of Educational Research and Improvement, 1999
In this chapter, the author explores the overlap between adult literacy programs and community colleges by examining the literacy skills of postsecondary education students, the remedial/developmental programs that serve them, and the effectiveness of these programs and adult basic education in helping students succeed. As he notes, to obtain…
Descriptors: Postsecondary Education, Adult Basic Education, Adult Learning, Adult Literacy
Tout, Dave; Schmitt, Mary Jane – Office of Educational Research and Improvement, 2002
In their chapter on numeracy, the authors begin by exploring the many terms used to describe the learning of mathematics by adults. They discuss the relationship between the terms "mathematics" and "numeracy" and explain why numeracy--making meaning with numbers and mathematical processes--is the term they chose for their…
Descriptors: Curriculum Development, Numeracy, Adult Basic Education, Adult Learning
Bos, Johannes M.; Scrivener, Susan; Snipes, Jason; Hamilton, Gayle – 2002
The effects of adult education in welfare-to-work programs were examined in a national evaluation of welfare-to-work strategies. The evaluation used a random research design to estimate the overall effects of welfare-to-work programs in the following states: Georgia, Ohio, Michigan, Oklahoma, Oregon, and California. The study focused on the…
Descriptors: Adult Education, Adult Learning, Basic Skills, College Programs
