ERIC ED431870: The Outcomes and Impacts of Adult Literacy Education in the United States.

147 Pages·1.8 MB·English

by  ERIC

DOCUMENT RESUME
CE 078 088
ED 431 870
AUTHOR
Beder, Hal
The Outcomes and Impacts of Adult Literacy Education in the
TITLE
United States.
National Center for the Study of Adult Learning and
INSTITUTION
Literacy, Boston, MA.
Office of Educational Research and Improvement (ED),
SPONS AGENCY
Washington, DC.
REPORT NO
NCSALL-R-6
PUB DATE
1999-01-00
NOTE
146p.
CONTRACT
R309B60002
AVAILABLE FROM
NCSALL/World Education, 44 Farnsworth Street, Boston, MA
02210-1211 ($10).
PUB TYPE
Information Analyses (070)
EDRS PRICE
MF01/PC06 Plus Postage.
DESCRIPTORS
Adult Basic Education; *Adult Literacy; Case Studies;
*Education Work Relationship; Evaluation Methods; *Family
Literacy; High School Equivalency Programs; Information
Needs; Literacy Education; Literature Reviews; Longitudinal
Studies; National Surveys; *Outcomes of Education; Program
Effectiveness; Program Evaluation; Research Needs; State of
the Art Reviews; State Surveys; Welfare Recipients;
*Workplace Literacy
Impact Studies; Welfare to Work Programs
IDENTIFIERS
ABSTRACT
The outcomes and impacts of adult literacy education in the
United States were examined through a qualitative assessment of the pertinent
research conducted since the late 1960s. A comprehensive literature search
identified approximately 115 outcomes and impacts studies. Of the 68 studies
found to have an outcomes component, the 23 most credible ones were selected
and case studies were prepared for each. It was concluded that participation
in adult literacy education most likely results in employment and earnings
gains and has a positive influence on participants' continued education.
Although the evidence suggested that participants in welfare-sponsored adult
literacy education do experience a reduction in welfare dependence, the
evidence as to whether adult literacy education in general reduces welfare
dependence for participants was inconclusive. In general, adult literacy
education had positive impacts on high school equivalency certificate
acquisition, participants' self-image, parents' involvement in their
children's education, and learners' achievement of their personal goals. It
was recommended that a system consisting of the following elements be
developed to measure the outcomes and impacts of adult literacy: national
outcome and impact reporting system, national longitudinal evaluation, and
systematic funding and improvement of state and local outcome studies.
(Contains 90 references.)
(MN)
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Reproductions supplied by EDRS are the best that can be made
from the original document.
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NCSALL
National Center for the Study of Adult Learning and Literacy
THE OUTCOMES AND IMPACTS
OF ADULT LITERACY EDUCATION
IN THE UNITED STATES
by
Hal Beder
Rutgers University, Graduate School of Education
U.S. DEPARTMENT OF EDUCATION
Office of Educational Research and
Improvement
EDUCATIONAL RESOURCES INFORMATION
X
ThisCENTER (ERIC)
document has been reproduced
as
ceived from the person or organization
originating it.
1:1 Minor changes have been
made to
improve reproduction quality.
Points of view or opinions stated in
this
document do not necessarily
represent
official OERI position or policy.
BEST COPY AVAILABLE
The National Center for the Study of Adult Learning and Literacy (NCSALL) is
a collaborative effort
between the Harvard Graduate School of Education and World Education. The University of Tennessee,
Portland State University, and Rutgers University are NCSALEs
partners. NCSALL is funded by the
Educational Research and Development Centers Program, Award Number R309B60002,
as administered
by the Office of Educational Research and Improvement / National Institute of Postsecondary Education,
Libraries, and Lifelong Learning, U.S. Department of Education.
THE OUTCOMES AND IMPACTS
OF ADULT LITERACY EDUCATION
IN THE UNITED STATES
by
Hal Beder
Rutgers University, Graduate School of Education
NCSALL Reports #6
January 1999
The National Center for the Study of Adult Learning and Literacy
Harvard Graduate School of Education
101 Nichols House, Appian Way
Cambridge, MA 02138
The work reported herein is supported by the Educational Research and Development
Centers Program, Award Number R309B60002, as administered by the Office of
Educational Research and Improvement/National Institute on Postsecondary Education,
Libraries, and Lifelong Learning, U.S. Department of Education, through contract to
Harvard University. However, the contents do not necessarily represent the positions or
policies of the National Institute on Postsecondary Education, Libraries, and Lifelong
Learning; the Office of Educational Research and Improvement; or the U.S. Department
of Education, and you should not assume endorsement by the Federal Government.
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NCSALL Reports #6
TABLE OF CONTENTS
4
Executive Summary
7
Preface
8
Chapter 1: Introduction
8
Framing the Issue
9
Accountability
10
Program Improvement and Planning
11
Goals
12
Measurement
14
Capacity
16
Judgment
17
Chapter 2: Methodology
17
Goals
17
Research Strategy
20
Chapter 3: Analysis
20
National Studies
20
National Evaluation of Adult Education
Programs (NEAEP), 1990-1994
31
The 1980 National Evaluation: An Assessment
of the State-Administered Program of the
Adult Education Act
34
A Longitudinal Evaluation of the Adult Basic
Education Program, 1973
39
The 1968 Evaluation
44
State Studies
44
The Washington Workforce Training Study
48
The Tennessee Longitudinal Study
53
The California Adult Learner Progress
Evaluation (CALPEP)
56
The New Jersey Study
61
The Utah Study
64
The Maryland Study
67
The 1980 Tennessee Study
68
The Ohio Study
72
The Wisconsin Study
1
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NCSALL Reports #6
76
Welfare Studies
77
The California GAIN Study
81
The Texas JOBS Program Evaluation
85
Steps to Success
88
Workplace Literacy
89
Mikulecky and Lloyd
91
Manufacturing and Financial Services in
the Chicago Area
93
Workplace Literacy across the Three Phases
of Textile Manufacturing
95
Wisconsin Workplace Partnership
Training Program
98
Central Labor Council and the Consortium
for Worker Education
101
Family Literacy
101
The National Even Start Program
106
The National Center for Family Literacy
108
Chapter 4: Conclusions
108
How Effective is the Adult Literacy Education Program?
110
Employment
111
Better Jobs for Those Who Are Employed
111
Increased Earnings
111
Continued Education
112
Termination/Reduction of Welfare Dependence
112
Self-Reported Gains in Basic Skills
112
Tested Basic Skills Learning Gain
113
GED Acquisition
114
Self-image
114
Impact on Children's Education
115
Attainment of Personal Goals
116
Conceptual, Design, and Methodological Problems
116
Inaccurate and Incomplete Data
117
Self-report Data
118
Lack of Controls
119
Valid and Reliable Tests
120
Poor Quality Reports
120
Lack of Standards
121
Implications for Policy
121
Finding the Answer
2
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NCSALL Reports #6
121
Economic Impact
122
Basic Skills
123
Self-image
123
Children's Education
124
Personal Goal Attainment
124
Accountability Standards and Judgments
125
Recommendations
125
An Effective Outcome and Impact
Reporting System
127
A National Longitudinal Assessment
128
Improved State and Local Outcome Studies
130
References
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NCSALL Reports #6
EXECUTIVE SUMMARY
This study investigated the outcomes and impacts of adult literacy
education through a qualitative assessment of the outcomes and impacts research
conducted since the late 1960s. Outcomes are the changes in learners that occur as
literacy education. Impacts are the changes
a result of their participation in adult
that occur in the family, community, and larger society as a consequence of
participation.
The goals of the study were to make reasoned inferences about the
effectiveness of adult literacy education in the United States; to identify common
studies
conceptual, design, and methodological problems inherent in the outcome
conducted; to raise and discuss issues for policy; and to make recommendations
for the design and conduct of future outcomes studies.
Through a comprehensive literature search, approximately 115 outcomes
and impacts studies were identified. All were obtained in either hard copy or
microfiche and the 68 of those that were found to have an outcomes component
evaluated according to the following
were abstracted. Each study was then
criteria: the study included an outcome/impact component; the report was
adequately documented with respect to design and methods; there was an
adequate number of cases; the sampling plan was adequate; data collection
biased
procedures were adequate (i.e., were not tainted by substantial attrition or
by other factors); objective measures, rather than self-report, were used to
valid and reliable; the
measure outcomes; measures, especially tests, were
logically
research design included a control of comparison group; and inferences
followed from the design and data.
Based on this evaluation, 23 studies were selected as being the most
credible, and case studies were prepared for each. Studies are presented in five
literacy.
categories: national, state-level, welfare, family literacy, and workplace
From the 23 studies, inferences about program effectiveness are made.
Program Effectiveness
and,
The 23 case studies represented evidence rather than proof of impact,
reasonable
like evidence in a trial, their findings were weighed in order to reach
which the
conclusions. Weighing had two dimensions. The first was the extent to
various studies converged or diverged in respect to their findings on specific
outcome/impact variables. Consensus across studies pointed toward
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NCSALL Reports #6
effectiveness/ineffectiveness, while lack of consensus suggested an inconclusive
resolution. The second dimension was the credibility of the individual studies.
When arriving at conclusions, more credible studies were weighed more heavily
than less credible studies.
The conclusions set forth are deemed to be reasonable inferences from the
findings reported in the case studies. They do not represent proof. Indeed, it is
unlikely that any conceivable study or studies could arrive at certainty. Table 1
presents the data used for this analysis.
In interpreting Table 1 and the conclusions made from it, three caveats are
in order. First, the variables included are those studied by a sufficiently large
number of studies to enable reasonable conclusions. However, variable definitions
and their units of measure vary among studies. In some studies, for example,
learning gain is measured by the CASAS, while in others the TALS or TABE are
used. Second, if a given study reported a gain, the gain is listed as positive (y) in
the table irrespective of the size of the gain or the quality of the study's
methodology. In some cases the gains reported as positive are quite small, and in
some cases the limitations of the study render claims of gains suspect. Third, the
totals are aggregates of studies conducted at different times and on different
populations of adult literacy learners, welfare clients and employees being
examples. Drawing conclusions from such aggregates presumes that doing so is
both valid and meaningful.
From the case studies, as summarized in Table 1, the following
conclusions were made about the effectiveness of the adult literacy education
program in the United States:
In general, it is likely that participants in adult literacy education receive gains
1.
in employment.
In general, participants in adult literacy education believe their jobs improve
2.
over time. However, there is insufficient evidence to conclude that
participation in adult literacy education causes job improvement.
In general, it is likely that participation in adult literacy education results in
3.
earnings gain.
In general, adult literacy education has a positive influence on participants'
4.
continued education.
Although the evidence suggests that participants in welfare-sponsored (e.g.
5.
JOBS Program) adult literacy education do experience a reduction in welfare
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NCSALL Reports #6
dependence, the evidence is inconclusive as to whether adult literacy
education in general reduces welfare dependence for participants.
Learners perceive that participation in adult literacy education improves their
6.
skills in reading, writing, and mathematics.
7. As measured by tests, the evidence is insufficient to determine whether or not
participants in adult literacy education gain in basic skills.
In general, adult literacy education provides gains in GED acquisition for
8.
participants entering at the adult secondary (ASE) level.
Participation in adult literacy has a positive impact on learners' self-image.
9.
10. According to learners' self-reports, participation in adult literacy education
has a positive impact on parents' involvement in their children's education.
11. Learners perceive that their personal goals are achieved through participation
in adult literacy education.
In the final chapter, conceptual, design, and methodological problems inherent
in the studies are discussed and implications for policy are presented, including
recommendations for:
relevant and measurable outcome standards and a feasible impact reporting
1.
system;
evaluation measuring long-term
a comprehensive national longitudinal
2.
impact; and
systematic funding and improvement of state and local outcome studies.
3.
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