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ERIC Number: EJ1125478
Record Type: Journal
Publication Date: 2016
Pages: 6
Abstractor: ERIC
ISSN: ISSN-2169-0480
WIOA: Implications for Low-Scoring Adult Learners
Pickard, Amy
Journal of Research and Practice for Adult Literacy, Secondary, and Basic Education, v5 n2 p50-55 Sum 2016
A substantial proportion of participants in public adult education programs struggle with "basic" academic print literacy skills. According to the 2014-2015 National Reporting System (NRS) data, 48.7% of the national adult basic education/adult secondary education (ABE/ ASE) population tested as reading at or below the "Low Intermediate Basic" level (Office of Career, Technical and Adult Education National Reporting System (OCTAE NRS), n.d.-a). In some places, the proportion was much higher: for example, in the same year in Texas, 68% of ABE/ASE participants were at or below this level (OCTAE NRS, n.d.-b). A low score on a standardized ABE/ASE intake assessment is not an indication of "low intellect" or "low ability"; it is, however, frequently an indication of substantial difficulty with many aspects of academic reading and writing. In this article, the author explores the potential negative impact of contemporary federal policy on these low-scoring adult readers and the programs that serve them.
Commission on Adult Basic Education. PO Box 620, Syracuse, NY 13206. Tel: 888-442-6223; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A