Secondary School Credit
RESEARCH METHODOLOGY
To identify transition readiness, i.e., the core skills necessary for a successful transfer from LBS to adult secondary school credit programming (Credit, or Adult Credit) and transition tasks that incorporate Essential Skills of Reading Text, Document Use and Numeracy that can act as predictors of success in adult credit.
CESBA hired a project developer for this project and a research team of educators, including two managers from LBS programs and two department heads/assessors from adult credit programs, to carry out LBS-to-Credit research and to provide expertise in interpreting research results. Every school board in Ontario was contacted, and those offering adult secondary school credit programs, and those offering LBS programs were asked to complete a survey either electronically or by phone on policies and practices related to learners at exit (LBS) and learners at intake (Adult Credit). The team gathered considerable information, based on years of experience, including data on learner readiness for transition and success in adult credit, critical skills required at the point of transition, typical texts and tasks in academic programming, assessment practices, current practices in preparation for transition, reasons for learner success and failure, internal and external conditions that support success, and recommended best practices for seamless and successful transitions. The survey results were collated and analyzed, and conclusions were reached that represent best knowledge to date on transition from LBS to adult credit.
In addition, members of the team conducted primary research involving interviews with the developers of tools and key reports related to Essential Skills, as well as secondary research by means of a literature review to search for answers to challenging questions and issues particularly related to tools and methods for assessing Essential Skills and measuring learner gains in an academic environment.
The work accomplished by CESBA’s “Pathways Team” was reported and vetted in various ways: with CESBA’s Executive Director in frequent and regular face-to-face meetings and via email and telephone communications, with the CESBA Literacy Committee at two committee meetings, with Managers of School Board Literacy and Basic Skills Programs via presentations at two provincial conferences, and in a workshop of LBS Administrators and Adult Secondary School Principals and Superintendents at the CESBA Conference in December 2007. Overall response was affirmation of research findings and reports in each case.