• Retirement, financial security, and the “empty nest” syndrome are often factors in participants turning to community service.

• Participants report a direct correlation between the knowledge and confidence gained through ABLE participation and their desire and ability to contribute to the welfare of others.

• Participants measure success not merely by educational attainment or financial adva ntages but by “having goals that you try to strive for — the attempt is important, even if you don’t get there. Being a contributing member of society — doing my part in the community – raising decent young people to do their part in the world. Setting a good example.”

SERVICE TO THE FIELD OF ADULT EDUCATION

• Having found a secure haven in ABLE programs, a place where they are not only encouraged to excel but valued as they are, participants seek to retain the connection after leaving the program.

• Options selected include seeking direct employment, volunteering their services to adult programs and leading advocacy efforts for the field and, particularly, for adult learners. This study reports that 33 percent of participants are currently involved in ABLE programs in one or more of these functions.

• In a time frame of five to 30 years, one-third of the participants who enrolled in ABLE programs with deficiencies in basic skills, personal security, belongingness or esteem have become contributors to ABLE programs and models for incoming adult learners to emulate.

• A few participants have become leaders in the field of adult education. They have found their voice. They believe in themselves and realize that they can help other people. They can and do make a difference.