Participant Demographics and Background

Sample members were similar (gender, ethnicity, entrance level, sponsoring agency and location) to adult learners enrolled in Pennsylvania’s ABLE programs. The age of study participants (24 to 80 with the medium of 40-59) was the one atypical factor. This age span was consistent with the range of years between program enrollment and study participation; the shortest time period being two years; the longest, 32 years; with an average time span of 13 years.

However, participants carried far more “baggage” at enrollment than the average adult learner. In addition to the risk factors of learning differences, lack of schooling, an inability to speak English, unemployment, poverty, homelessness, prejudice and divorce, study participants had endured severe physical and mental handicaps, abuse, addiction, death of loved ones and even torture. Conversely, their achievements and degree of life satisfaction years after program completion were exceptional compared to the standard ABLE population. What happened?

Adult Literacy Findings:

1. Success begins with the individual learner.

Despite the “shame” of illiteracy, despite the fear of failure, despite the lack of selfesteem, these men and women selected adult education as the vehicle for changing their lives. They brought to adult education programs the resilience of survivors along with the resolve to improve their lives. Resilience and determination appear to be basic elements that respond to the yeast of adult education by enhancing self-confidence, increasing self-awareness, fostering self-determination and illuminating latent leadership.

Participants entering a tutoring or classroom situation were not yet successful adult learners but they had been tested in life’s fire and not found wanting. Some had strong support systems, some stood alone and some battled spouses trying to bring them down. Nearly all had been wounded in their struggle for literacy and educational advancement. The scars they carried left them unsure of their ability to learn and thus build a better future for themselves and their families. Each participant approached adult education in his or her individual way.

2. Adult education is a catalyst for change.

Over two-thirds of the participants completed their program goals within a two-year time span. Ten of 20 Basic Literacy, six of seven ESL and all ABE and GED enrollees attained a GED, an Adult High School diploma or a higher education degree. What happened in the classroom that enabled them to emerge from the chrysalis of prior problems to the enlightenment of intentional change? Participants speak of a continuum that leads to empowerment. They describe a respectful, safe environment and offer examples of individualized curricula and collaborative learning strategies that address their weaknesses and encourage them to share their strengths.