ERIC Number: ED378450
Record Type: RIE
Publication Date: 1994-Jun
Longitudinal Study of Adult Literacy Participants in Tennessee. Year Two Report.
Merrifield, Juliet; And Others
The Longitudinal Study of Adult Literacy Participants was designed to assess the long-term impacts of adult literacy programs on quality of life. During the second year, a follow-up interview was used to survey socioeconomic, personal, social, and health changes. Baseline data for Cohort 1 and Cohort 2 were compared in four major areas: demographic characteristics, employment comparisons, self-esteem, and marriage, family, and health issues. Results of follow-up interviews with Cohort 1 approximately 12-20 months after the initial interviews indicated the following: over half of the participants were no longer enrolled in the adult basic education (ABE) program; nearly all reported participation made a difference; almost half noted that the biggest change occurred in reading/writing/math improvement; new employment gain was 9 percent; all who gained a job left the program; the group of continued employed enjoyed highest self-esteem; the recently employed showed the highest gain in self-esteem; 61 percent felt better about their children's progress in school and 53 percent felt better about their relationship with their child; 84 percent reported changes in everyday use of literacy; and participants were more likely to report being healthy. ABE policy implications fell into five areas: participation, employment, self-esteem, involvement with children, and everyday literacy. (Appendixes include Baseline 1 vs. Baseline 2 frequencies, Cohort 1 follow-up frequencies, and follow-up questionnaire.) Contains nine references. (YLB)
Descriptors: Adult Basic Education, Adult Literacy, Employment Patterns, Literacy Education, Longitudinal Studies, Outcomes of Education, Program Effectiveness, Quality of Life, Self Esteem
Center for Literacy Studies, University of Tennessee, 2046 Terrace Avenue, Knoxville, TN 27996-4351 ($15).
Publication Type: Reports - Research
Education Level: N/A
Authoring Institution: Tennessee Univ., Knoxville. Center for Literacy Studies.
Note: For the year one report, see CE 068 280.