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ERIC Number: ED392933
Record Type: Non-Journal
Publication Date: 1995
Pages: 35
Abstractor: N/A
Reference Count: N/A
Coordination, Cohesion and Continuity: Learner Transition in Arlington.
Wrigley, Heide Spruck
The Arlington (Virginia) Adult Learning System (AALS) represented a model for transitioning adult learners of English as a Second Language (ESL). Involving several service partners who collaborated with the Arlington Education and Employment Program (REEP), the project illustrated effective ways of linking community-based organizations, adult schools, job training programs, and institutions of higher learning into a coherent system that moved students through a seamless continuum of services. The program served 190 adults during its 2-year duration and reported a 72-97 percent transition rate at the adult school. Outcomes of AALS included the following: the establishment of an educational partnership of ESL literacy providers in Arlington; a comprehensive system that provided continuity from the lowest levels to advanced classes that led to university-level classes; and development of an assessment process that shares data between providers. Partners indicated the greatest impact was on the delivery system that provided a well-coordinated, well-articulated system for learner transition. Teachers reported that students broadened their educational horizons. Students learned to set their sights on larger goals. Key elements for successful collaboration were identified: joint decision making; a commitment to change; respect for each other's perspectives; joint curriculum and assessment framework; and sharing of information. These same features could be promoted as key features that promote the success of transition programs. (YLB)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Arlington County Public Schools, VA. REEP, Arlington Education and Employment Program.