Hello, all.

 

Below is the Thursday Notes newsletter from OVAE for this week. Notice
that all four articles  discuss projects or studies on the topic of
transitions or the development of higher level skills for adult
learners. 

Best,

Miriam

*********

 

 Miriam Burt

Center for Applied Linguistics

4646 40th Street NW

Washington, DC 20016

(202) 362-0700,

(202) 363-7204 (fax) 

mburt at cal.org <mailto:mburt at cal.org>  (email)

,

		 

		 

OVAE Studies Helping ELL Adults Earn

High School Diplomas

 

 

Learning English is no longer the only goal of instruction for many
English language learners (ELLs).  OVAE has funded a new $1.1 million
two-year project to identify instructional and programmatic techniques
to move adults from English language learning (ELL) to adult basic
education and high school completion programs.  OVAE will collect
information at 10 local adult education programs in three states to
document the implementation and effectiveness of this transition.  These
programs will be identified by early January and data collection will
begin shortly thereafter.  Synthesis of the information will help OVAE
design its next steps to promote the transition of English language
learners toward a broader education. 

 

 

New Mexico

Boosts Statewide

Transition Goals

New Mexico is making new efforts to increase the number of students
transitioning from adult to postsecondary education.  The state has a
new goal of increasing by 10 percent the number of students who set and
achieve the goal of this transition during the current program year.
The state will set aside some federal adult education funds to reward
programs for performance based on the transition goal. 

 

 

Delaware's WIA

Incentive Funds Identify

Transition Strategies

 

Delaware is using a portion of its incentive grant awarded under the
Workforce Investment Act to identify strategies to help adult education
students transition to college opportunities.  The state funded seven
adult education programs to create practices helping students enter
postsecondary education.  Promising practices included: touring
colleges, providing specific counseling on college entry, accompanying
students to applications offices, helping students investigate entrance
exams, and ensuring that all instructors discuss postsecondary options
during classes.   

 

 

What Is the Impact

Of Remedial Education?

A new study <http://www.nber.org/tmp/13281-w14194.pdf>  --

http://www.nber.org/tmp/13281-w14194.pdf
<http://www.nber.org/tmp/13281-w14194.pdf>  --

 released by the National Bureau of Economic Research suggests that
remedial education to boost college-level skills may not have long-term
effects.  The research was based on an analysis of nearly 100,000
Florida students.  Researchers found that, while being assigned remedial
courses may increase the total credits a student completes and odds that
the student will return for a second year of college, this does not
increase the completion of college-level credits or eventual degree
completion. 

		 

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