ERIC Number: ED437578
Record Type: RIE
Publication Date: 1999-Dec
Changes in Learners' Lives One Year after Enrollment in Literacy Programs. An Analysis from the Longitudinal Study of Adult Literacy Participants in Tennessee.
Bingman, Mary Beth; Ebert, Olga; Smith, Michael
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)
Descriptors: Adult Basic Education, Adult Literacy, Adult Programs, Adult Students, Citizen Participation, Educational Benefits, Educational Research, Employment Patterns, Life Satisfaction, Literacy Education, Longitudinal Studies, Parent Participation, Parent School Relationship, Self Esteem
NCSALL/World Education, 44 Farnsworth Street, Boston, MA 02210-1211 ($5). E-mail: email@example.com. For full text: http://gse.harvard.edu/~ncsall/reports.htm.
Publication Type: Numerical/Quantitative Data; Reports - Research
Education Level: N/A
Sponsor: National Inst. on Postsecondary Education, Libraries, and Lifelong Learning (ED/OERI), Washington, DC.
Authoring Institution: National Center for the Study of Adult Learning and Literacy, Boston, MA.
Grant or Contract Numbers: N/A
Note: For a related study, see CE 079 669.