Retention Toolkit from Florida TechNet http://www.floridatechnet.org/retentiontoolkit.html
Persistence Resources from NELRC
WIKI on Adult Education Persistence and Distance Education
This WIKI provides the research question, a Discussion Group and relevant research in the area of student persistence and distance education.
The broad research question is: under what conditions, with what kinds of students, and to what extent does the addition of distance education (including supported distance learning) program options improve student persistence?
National Adult Education Professional Development Consortium
California Adult Education's Adult Learner Persistence Project
National Center for the Study of Adult Learning and Literacy
NSCAL - Persistence among pre-ged adult education students
Researchers looked at a variety of classroom management and instructional practices, including indoctrinational versus democratic teaching strategies; cognitive versus experiential learning; and the effects of different kinds of teacher-student relationships, classroom structures, teacher expectations, degrees of teacher autonomy, and others.
Day I Will Make It"
A Study of Adult Student Persistence in Library Literacy Programs
The Wallace Foundation launched the Literacy in Libraries Across America (LILAA) initiative in 1996 with the goal of helping public libraries around the country develop new ways to increase adult learners' persistence. The Wallace Foundation also contracted with MDRC and the National Center for the Study of Adult Learning and Literacy (NCSALL) to document the libraries' experiences and to examine whether the new strategies led to longer, more intense program participation and improvements in literacy and language skills. In the study, the planning and implementation of strategies to improve student persistence were investigated in well-established library literacy programs in nine branches of five libraries over the course of four years, from 2000 through 2003.
Students: Recruitment and Retention
How to attract and retain adult students is an enduring question for providers of adult education. Adult students must juggle competing demands on their time from study, family, work, and other commitments; their learning goals are often different from those of educational institutions and providers; and their needs and aspirations may change during the education process, sometimes as a result of it. This Brief reviews recent research related to adult student recruitment and retention and provides guidelines for recruiting and retaining adult learners.
in English as a Second Language (ESL) Programs:
Research Using the Method of Natural Variations by Tom Sticht
Testing hypotheses derived from theory using experimental research designs with random assignment are extremely difficult to implement in operational settings such as adult literacy education programs. It may also be prohibitively expensive to conduct this sort of "gold standard" research.
For these reasons colleagues and I explored a different approach when we set out to test hypotheses from Functional Context Education theory in an operational context. In this case we followed a method used in sciences such as astronomy and biology and set out to test a hypotheses from FCE theory using the method of examining naturally occurring variations in adult literacy programs.
Practitioners employ various strategies during intake, orientation, and instruction to keep adult learners from dropping out. Research indicates that it is also important to establish goals, build self-efficacy, manage barriers, and acknowledge progress.
the Problem of Persistence in Adult Education Programs http://www.ncsall.net/fileadmin/resources/ann_rev/comings-02.pdf
Half of those who enroll in adult education programs drop out in the first few weeks. Three researchers define the problem, review the literature, and suggest a framework to help identify the forces that either help or hinder persistence among adult learners.
California Adult Learner Persistence Project
The California Adult Learning Persistence Project helps adult educators explore ways to improve their programs. The project is self-directed and open-ended. Because each agency has unique circumstances and interests, there is no single "prescription" that will suit all situations. Educators can explore concepts on their own, discuss ideas with other educators in their community or region, or engage in dialogue with other participating educators by posting comments or questions to the listserve.
Adult Education - Research Digest Newsletter
Retaining learners is an ongoing challenge for adult basic education (ABE) programs, in which high attrition is common and accountability pressures are strong. Recently, researchers have called on the field to rethink the meaning of persistence from the learner's point of view, and studies have identified specific ways to support persistence. Their findings provide insights for structuring local practice in ways that may help more learners reach their goals.
Partnerships for Adult Learning (C-Pal)
Research articles on student persistence and retention
Articles on how to improve Learner persistence and retention.
This site has tons of information about how to motivate, engage and retain students. There is even strategies on how to remember their names and ideas on how to get to know them better. This is a tremendous website chalk full of resources!
As young children, we have a great ability to learn and to see past setbacks.
As we begin to meet expectations created by our families, schools, and environment, the motivation of our early years shifts from our goals to pleasing others, and often our desire to learn suffers. How can you motivate yourself?
At Pima County Adult Education (PCAE), we have come to believe that literacy is a means to greater power and personal freedom, not an end in itself. It is the prospect of achieving power and not the concept of literacy that truly motivates both students and teachers.
of goal setting on persistence - NSCALL
Article in "Focus on Basics: The Effects of Continuing Goal-Setting on Persistence in a Math Classroom by Pamela Meader. She to observe what effect continuing goal-setting in a math class would have on learner persistence
goal setting into instructional design
Our program offers ESOL classes from the beginning to advanced levels to adult immigrants and refugees in Franklin and Hampshire counties in Western Massachusetts. In this article we'd like to share our approach to learner goal setting in the hope that other programs will find it useful.
Study on Goal Setting
FACTORS AFFECTING GOAL COMPLETION OF ADULT BASIC EDUCATION STUDENTS IN THE NORTHEAST KINGDOM OF VERMONT
Table of Contents:http://www.nald.ca/fulltext/thesis/thesis1.htm#TABLE
some students stay in Adult Basic Education programs until
they reach their goals while others drop out is a question
that has plagued their teachers since the advent of the
program. Indeed, more drop out than persist. Although
a considerable amount of research has been conducted on
drop-outs, only within the past decade have people seriously
begun to look at factors affecting goal attainment. Also,
it is being realized that variables promoting persistence
are not necessarily diametrically opposed to factors influencing
dropout. Those who complete their goals may possess unique
qualities or have access to required services and support.
Adult Student's Guide to Survival and Success
Many adults returning to college already have an idea of what they will study due to the type of career toward which they are working. But many do not. If you are one of those who may feel overwhelmed about the future, and even if not, read on!
We are providing several different philosophies on "setting and reaching goals" because what may work for one person may not work for another. Similarly, each style may be better suited to one situation over another. Feel free to borrow ideas from one another methods and combine the tips!
Goal Setting with ABE Learners: Accountability for Programs
or Process for Learning? SABE
SABES has been given the responsibility for supporting program efforts to meet dual goals: 1) to encourage classroom-based learner-centered formative goal setting and goal attainment evaluation with learners, and 2) to usher in collection of goal setting and goal attainment data through the SMARTT system. A group of practitioners in the Southeast region of Massachusetts recently responded to questions about the challenges in encouraging learners to set goals during the intake process for their participation in the ABE, ESOL, or GED class:
Learners into Goal setting SABES
Our community-based program serves adults with limited English proficiency who desire to maintain and improve their quality of life in American society. Our goal is to enable adult learners to actively formulate their own educational goals.
Adult Learner Goal setting Kit
Instruments for setting goals, exploring feelings about goal work, revisiting goals and celebrating goal achievement are available at this site.