Miller, Robin & So, Joy. (1999). Learning and Talking Together: Research Investigating Persistence and Retention in Adult Literacy Programs. http://www.nald.ca/fulltext/journeys/cohort.htm

Miller and So investigate what adult literacy programs can do to promote student persistence and retention. The recommendations that come from this study are the following:

• Provide opportunities for regular small group discussions
• Develop a range of discussion topics of interest to students
• Focus on learning strategies and study skills
• Provide support to becoming a student
• Use the discussion group to informally evaluate the program

Pritza, Michael (1998). Getting into Groups. Focus on Basics, 2A. http://www.gse.harvard.edu/~ncsall/fob/1998/pritza.htm

Pritza, an instructor at the Gilmer County Adult Learning Center in Georgia, has found that by incorporating group classes and discussions into the curriculum “the classes are fuller and the students actually make time to include them in their daily schedule”. Discussion groups tend to generate energy and enthusiasm in the students leading to greater participation and time spent in the program.

Quigley, Allan. (1998). The First Three Weeks: A Critical Time for Motivation. Focus on Basics, 2 A. http://www.gse.harvard.edu/~ncsall/fob/1998/quigley.htm

The first three weeks of a program are the “critical drop-out weeks”. Quigley suggests that programs need to identify those students least likely to stay in a program very early on and offer them extra support. These ‘at risk’ students should meet with an intake person (someone other than the teacher) at least once a week to go over their progress. Also, he suggests that groups within the classroom can be formed to create a smaller peer support group for the ‘at-risk’. If these “at-risk” students feel supported by their peers and program staff they will be more likely to participate fully in the classroom activities, will be more successful and will stay longer in the program.