When working with research assistants who were not study participants, Dr. Royce went through the same routine substituting participant tapes for the actual interview. Every research assistant signed a Confidentiality Agreement stipulating that the information gained and the tapes recorded during the interview process were to be used solely for research purposes. They were not to be shared with any individual outside the project.

Data Collection

Success Stories Booklets

The existence of Success Stories booklets dating from 1978 describing participants’ backgrounds and attitudes has been an invaluable resource. The current study’s ability to conduct successful interviews and to trace participants’ ABLE experiences and life histories is due in large measure to the standard format and criteria used in the process of nominating and selecting outstanding adult learners for Pennsylvania’s annual Success Stories achievement award. Between 1978 when the project was initiated and 2000 when this study was conducted, there have been only two changes in the information required for award nominations (See Appendix A-1). The 1978-79 nominations’ criteria developed under the leadership of state director Ethel Matthews were relatively simple: 1) admiration and respect from teachers and fellow students for accomplishments in the program; and 2) information on the impact and influence of educational efforts on family, social interaction, independence, employment and civic involvement.

By 1980, when Dr. John Christopher became state director, the background information requested for Success Stories nominations became more sophisticated. The call for nominations sent to all ABE-funded agencies in Pennsylvania allowed only one nomination per agency and added questions about participant’s background and future plans as well as specific information regarding program enrollment level, goals achieved and life problems experience and conquered prior to and during program participation. This background info rmation remained in effect until 1997 when it was modified by state director Cheryl Keenan to shift the emphasis from cha llenges overcome by nominees to educational strategies employed by nominees to achieve their goals. Despite the elimination of “hardship” questions from the nomination form, agencies continued to include obstacles encountered as evidence of their nominee’s persistence and resilience in the face of life’s cha llenges.

Success Stories booklets provided program sponsor’s description of motives for participation, educational levels at program entrance, attitudes and accomplishments. Learning for Life draws upon information provided by these booklets as well as data collected in the current study in order to detail changes in participants’ skills, attitudes, and life styles that occurred over time and to explore what role, if any, ABLE practitioners and programs played as catalysts in this process.

The Impact Survey

Two concerns governed the design of the Impact Survey and the selection of the QOLI instrument. Although the framework of the study allowed for both instruments to be read to partic ipants, simplicity in choice of words and clarity in choice of content were principal factors. The time element was the second concern. We assumed that one hour would be sufficient for each participant session. If the informal talk was to take approximately 15 minutes, only 45 minutes was left to complete the Impact Survey and the QOLI. Furthermore, since no payment of any kind was offered participants, we believed that one hour of their time was the most we should request.