The findings were consistent with other literature on adult transition to postsecondary education and instrumental in identifying the “core components of transition” to postsecondary programming for adults

The core components are

• identification of a realistic, achievable postsecondary goal based on research/career exploration
• strong academic skills especially in Communications and Math (required ACE subjects)
• ability to apply academic skills in carrying out goal-related tasks
• ability to handle a large volume of reading
• demonstrated commitment to goal and learning
• proven Self-Management/Self-Direction Skills, especially time and stress management skills
• proven study skills/ learning strategies/test-taking strategies
• familiarity with the college environment, next-step expectations and available supports
• facility with technology

Follow-up surveys with fourteen Academic Upgrading faculty were conducted to determine the support for the core components, and to identify key tasks that prepare students for successful transition to college postsecondary programming. Interviewees strongly supported the core components and affirmed the findings of the surveys conducted with college postsecondary faculty.

Conclusion:

Surveys with both college postsecondary and Academic Upgrading faculty on the theme of student transition yielded strikingly similar results. The degree of correspondence was very encouraging. Although more research may be required, the CSC sees considerable promise in an Essential Skills assessment approach for Academic Upgrading students transitioning to college postsecondary programming and is confident that Essential Skills can be successfully integrated into current programming.

Contributed by: Dee Goforth