Changes in Learners' Lives One Year after Enrollment in Literacy Programs. An Analysis from the Longitudinal Study of Adult Literacy Participants in Tennessee [electronic resource] / Mary Beth Bingman, Olga Ebert and Michael Smith.
To assess the long-term impacts of adult literacy programs, the Center for Literacy Studies conducted the Longitudinal Study of Adult Literacy Participants in Tennessee from 1991-95. The study focused on changes in the lives of 450 participants in the domains of work, family, and community after the...
Saved in:
| Online Access: |
Full Text (via ERIC) |
|---|---|
| Main Author: | |
| Corporate Author: | |
| Other Authors: | , |
| Format: | Electronic eBook |
| Language: | English |
| Published: |
[S.l.] :
Distributed by ERIC Clearinghouse,
1999.
|
| Subjects: |
| Summary: | To assess the long-term impacts of adult literacy programs, the Center for Literacy Studies conducted the Longitudinal Study of Adult Literacy Participants in Tennessee from 1991-95. The study focused on changes in the lives of 450 participants in the domains of work, family, and community after they enrolled in literacy programs. Participants from three cohorts (1991-92, 1992-93, 1993-94) were enrolled at literacy Level One, and their initial scores on the Adult Basic Learning Exam reading test were below the sixth-grade level. Follow-up studies were administered annually through 1995, although the number of participants who could be located diminished each year. Results were analyzed from the responses of 199 adults from the 3 cohorts who took part in a follow-up interview approximately 1 year after their initial enrollment. The 116 questions dealt with employment, literacy practices, involvement with children's schooling, community awareness, self-esteem, and life satisfaction. Participants reported positive change on at least one item in each category, including a higher rate of employment, increased self-esteem, increased involvement in community organizations, and increases in some uses of literacy. Data showed no significant changes in community awareness or in how people felt about their community; no greater likelihood of attending community meetings or talking about politics; no significant increase in reading or in involvement in children's education; and few significant changes in life satisfaction. (Contains 16 references.) (YLB) |
|---|---|
| Item Description: | ERIC Document Number: ED437578. Availability: NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($5). E-mail: ncsall@worlded.org. For full text: http://gse.harvard.edu/ñcsall/reports.htm. Sponsoring Agency: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC. Contract Number: R309B960002. ERIC Note: For a related study, see CE 079 669. Also distributed on microfiche by U.S. GPO under ED 1.310/2:437578. |
| Physical Description: | 50 p. |