ERIC Number: ED427214
Record Type: Non-Journal
Publication Date: 1998
A Comparison of the Effectiveness of Open Entry/Open Exit Classes to Closed Entry Classes Requiring Attendance. Final Report 1997-1998.
McCrossan, Linda V.; McDowell, Connie; Cooper, Patricia
The effectiveness of open-entry/open-exit classes was compared with that of classes in which students were required to attend a specific number of hours. Effectiveness was determined by examining academic growth, attendance, retention, and achievement of program goals. Fifty-one students entered basic education classes at the start of the project, with eight of them randomly assigned to the closed entry classes. Project outcomes included the following: (1) the procedures used to monitor student attendance worked well; (2) similarities and differences in attendance patterns were related to the teacher and not to the design of the class; (3) an attendance contract did not seem to have an impact; (4) students in both types of classes indicated that they met their goals; and (5) academic growth (at least one grade level in mathematics, vocabulary, and reading comprehension) was positively correlated to a minimum of 75 percent student attendance. A small base has been established to investigate the impact of class design on the academic growth, attendance, and retention of adult education students. The following recommendations were made: students should be tracked over several years to evaluate the programs; the data should be used for staff development; and efforts should be made to provide support services for adult education students in order to create a stable environment in order to help adult education students stay motivated. (Appendixes contain such project documents such as letters, sign-in sheets, and attendance contracts. The report contains 17 references.) (KC)
Publication Type: Reports - Research
Education Level: N/A
Sponsor: Pennsylvania State Dept. of Education, Harrisburg. Bureau of Adult Basic and Literacy Education.; Department of Education, Washington, DC.
Authoring Institution: Adult Literacy Center of the Lehigh Valley, Allentown, PA.