Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions.

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Bibliographic Details
Title:	Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions.
Authors:	Greenberg, Daphne¹ dgreenberg@gsu.edu, Wise, Justin², Frijters, Jan³, Morris, Robin¹, Fredrick, Laura¹, Rodrigo, Victoria¹, Hall, Ryan¹
Source:	Reading & Writing. Apr2013, Vol. 26 Issue 4, p495-514. 20p.
Subject Terms:	Adult literacy programs, School dropout research, English as a foreign language, Gender differences in education, *Reading research, Persistence, Attendance
Abstract:	Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 h of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Adult literacy programs are characterized by high attrition rates. Rigorous exploration of student persistence in adult reading classes is lacking. This study was an attempt to understand the profiles of adults who completed reading classes compared to a group of adults who made it to the midpoint and a group of adults who did not make it to the midpoint. Students were offered 100 h of instruction. Of the 395 students who attended the first day of class, only 198 completed the program. Results indicated that English language status, age, some reading related skills, class assignment, avoidance of reading, previous adult education experience, and Women, Infants, and Children (WIC) benefit receipt variables significantly predicted persistence. The significance of some of these predictors varied based on analyzing midpoint completion or full completion. To further explore the characteristics of the sample, the most representative participants were selected from the group that did not make it to midpoint and from the group that completed the program. Results indicated that the most representative members of these two groups differed in English language status, gender, age, some reading related skills, and information access. [ABSTRACT FROM AUTHOR]
ISSN:	09224777
DOI:	10.1007/s11145-012-9401-8