Objective: This study examines the characteristics, course enrollment patterns, and academic outcomes of students who started their college careers in noncredit courses. Method: Drawing upon a rich dataset that includes transcript and demographic information on both for-credit and noncredit students in multiple institutions, this study explores…

A model for adult basic education (ABE) programs is presented in which emphasis is placed on the needs of the community for skills and labor supply rather than upon the internal needs of the individual. Eight variables over which the educator (including administration) has some control are delineated and strategies by which learning opportunities…

Defines functional illiteracy and offers statistics on the prevalence of illiteracy among various groups in the United States. Advocates a central role for community colleges in linking programs and resources addressing illiteracy, acknowledging constraints limiting the colleges' ability to combat the problem. (DMM)

This article examines five factors which appear to contribute to learning disabilities among adult basic education (ABE) learners. While the research literature does not provide a comprehensive basis for describing how the disadvantaged learn, it does lead the authors to make eight helpful suggestions for the ABE teacher. (JDS)

Discusses the ideas and educational philosophies of two radical leaders of adult basic education. Both were learner-centered and humanistic and both viewed adult basic education as a method of social reform. (DC)

The adult basic education program has had little impact on reducing illiteracy among adults in the United States. Reasons include a bad funding formula, lack of measurable objectives, and curtailed federal project activity. (JDS)

Reviews the literature dealing with ways of improving the effectiveness of adult basic education reading instruction in the areas of teacher training, teaching styles, instructional methods and materials, and adult learning patterns. Discusses the implications of the studies cited. (AYC)

Describes the successful creative writing program at Northeastern Standard Evening High School (Pennsylvania). Suggests techniques useful to any creative writing instructor. (DC)

Article discussed federal legislation passed in the 1960's and the impetus it has given to a broadly directed curricular approach to Adult Basic Education aimed at improving the "whole" man. (Author/RK)

The Apperceptual Interaction Method (AIM), developed by World Education, teaches coping skills to Adult Basic Education and English as a Second Language students. AIM develops teaching materials locally in the form of leaflets which students build into books. Special emphasis is placed on solving practical life problems. (NHM)

Reports results of an intensive study of adult basic education (ABE) teachers in Nebraska community colleges to analyze (1) teacher characteristics; (2) attitudes of the teachers toward their work; (3) attitudes of teachers toward their training; and (4) their perceived training needs. (DR)

Examines adult basic education, adult education, continuing education, and community services, collectively referred to as "community education", which comprise a group of functions, activities, and programs that have grown during the past ten years more rapidly than the traditional functions of transfer and occupational education. (TP)

Describes the impact of a project to train learning-lab specialists in adult basic education and improve the operation of learning laboratories in the community colleges of New York State. Training activities, as well as specific training outcomes, are reviewed. (DR)

Evaluates a comprehensive project in functional literacy education piloted at five sites in North Carolina. Provides information on student characteristics, levels of exposure and achievement, perceptions of the project, and determinants of achievement, revealing growth in student achievement, but no correlation between achievement and length of…

Using a case study approach, describes the efforts of three community organizers--a literacy worker and a medical doctor in the Phillipines, and an adult basic education supervisor in North Carolina--to develop and implement community-based volunteer programs. (DR)