These two findings - non-program-related reasons for withdrawal, and positive program attitudes on withdrawal, corroborate those found by Cramer (1982) and Meyer (1974) as cited in Bosma (1988). Of the reasons often quoted as being pertinent in dropout - transportation was not mentioned at all by this group, and as previously noted, cost was only mentioned once in an inverse way. (As school district ABE classes are tuition-free, this particular barrier has been removed.)

Implications

As the population in this program is heavily immigrant-based and as the program has a unique approach to literacy training, some thought may need to be given to more careful explanations of the program. ESL students requiring oral conversation and grammar need to have a different program. While the writing road to literacy appears to be enjoyed by far the large majority of attendees, the strategies suggested by some of the "dissatisfieds" to help them with their writing are worthy of consideration. As is known, there is a strong element of social contact in learners' motivations for attending programs. This element should not be ignored. Many immigrants may need the extra little bit of socializing to compensate for lack of family and close friends in their new country. The woman who wanted a social break suggested that the students could contribute to the snacks. Socio-cultural sharings of experience could prove useful and provide further material to stimulate writing.