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Z ‘. . . : . .. “I," I- CHIG NSTA MINI Ilullll“H\lllllllllllllll 3 1293 10537 “Bait-I; This is to certify that the dissertation entitled A STUDY OF THE PERCEPTIONS, ATTITUDES, AND COMMON PRACTICES OF DIRECTORS OF ADULT BASIC EDUCATION PROGRAMS AS THEY RELATE TO STUDENT DROPOUTS presented by Raymond Coley has been accepted towards fulfillment of the requirements for Ph. D. degree in Education Agni“ QMajor professor Date February 24, I983 MS U is an Affirmative Action/Equal Opportunity Institution 0-12771 MSU RETURNING MATERIALS: Place in book drop to usaAmgs remove this checkout from .1— your record. FINES will j be charged if book is ' returned after the date stamped below. ffi‘itf'fi -. [(1 W. ‘1“ 1 4 ° '1 “yr: 112535,; FEB 0 9 2002 1“"? -1l 13/5. _' W ' 37 K239 it me _ tiff/".7 {Ilsa-i455 5 5 K 1‘)i . ., .. Ili‘ifil' - I: .-. .33 W .3. ,".'.-_' I; 97 K210 A STUDY OF THE PERCEPTIONS, ATTITUDES, AND COMMON PRACTICES OF DIRECTORS OF ADULT BASIC EDUCATION PROGRAMS AS THEY RELATE TO STUDENT DROPOUTS By Raymond Coley A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Administration and Higher Education l98l /}7- 245.7 ABSTRACT A STUDY OF THE PERCEPTIONS, ATTITUDES, AND COMMON PRACTICES OF DIRECTORS OF ADULT BASIC EDUCATION PROGRAMS AS THEY RELATE TO STUDENT DROPOUTS By Raymond Coley Previous studies of dropouts and non-participants in Adult Basic Education Programs have focused almost exclusively on the student. Few studies have concentrated on the administrators of these programs to obtain their perceptions of the issue. This study was designed to obtain this perspective from directors of federal Adult Basic Education Programs within the State of Michigan. Utilizing a three stage process that combines questionnaires and personal interviews, the study examines the perceptions, attitudes, and common practices of the directors as they relate to dropouts. The major findings of the study were: l) The majority of Directors consider dropping out a problem. There is wide variance in defining who and what point a student becomes a dropout. 2) The Directors felt that lack of interest and/or lack of motivation were the real reasons that students dropped out. Raymond Coley The most common method used to follow-up on a dropout involved teachers and/or counselors; a) telephoning the student, b) sending letters, c) contacting the referring agencies, and d) when possible, attempting a home visit. Given sufficient resources, the directors would attempt to alleviate the problem of student dropouts by: a) providing additional in-service training to teachers and counselors to assist them in developing greater sensitivity to the problems and needs of adult learners; and b) developing interagency cooperation with referring agencies to develop support systems to meet the life needs that inhibit or prevent attendance in educational programs. The Directors perceived the rule of the Department of Education as two-fold: a) To facilitate through funding and technical assistance, the ability of the Directors to offer in-service training to teachers and counselors. b) To develop standards of quality for the operation of Adult Basic Education Programs. That there are only minor differences in the perceptions, attitudes, and common practices of the Directors based on geo- graphical location and/or type of district within which the programs are offered. This study is dedicated to my parents, John and Leola, who because of lack of educational opportunity could be classified as dropouts, but who through their lives have epitomized the concept of lifelong learning. It is also dedicated to the significant others in my life, Sandra, Malcolm, Kimyon, Tiffany, and Kory. 11 ACKNOWLEDGMENTS The writer wishes to express appreciation to a number of people who aided in this endeavor. Special appreciation is extended to Dr. Walter w. Scott and the late Dr. Russell Kleis, whose continual encouragement and support was instrumental in my embarking upon this particular endeavor. An expression of sincere gratitude is extended to Dr. S. Joseph Levine, Director of this dissertation, for the valuable advice and insights given me throughout this project. Dr. Levine is unique in that he not only teaches adult education but practices it in his relationship with adult students. Also, my appreciation goes to Dr. Richard Featherstone, Dr. Robert Green, and Dr. Howard Hickey for their guidance and encouragement during this study. The data for this dissertation were generously supplied by numerous people working as local program directors throughout the State. This project would not have been possible without their cooperation and assistance. Many thanks to Vickie Miller for her efforts in typing the many drafts of this study. Her dedication and involvement turned the dissertation into a joint project. Deepest appreciation is expressed to Raymond Jackson, Joan May, Sharif Shakrani, Lee Mason, Barbara Mason, and other friends and colleagues whose continual encouragement, support, and subtle pressure forced me to finish the dissertation. iv TABLE OF CONTENTS Page LIST OF TABLES .............................................. vii Chapter I. RATIONALE OF THE STUDY .............................. I Introduction ...................................... l Statement of the Problem .......................... 2 Need for the Study ................................ 3 Purpose of the Study .............................. 5 Definition of Terms ............................... 5 Methodology ....................................... 6 Limitations of the Study .......................... 7 II. REVIEW OF RELATED LITERATURE ........................ 8 History and Background ............................ 8 Studies on Dropouts: Student Focused ............. ll Studies of the Interactions: School and Student .. l6 The Student, School and Society ................... 2l III. METHODS AND PROCEDURES .............................. 28 Nature of the Study ............................... 28 Context of the Study .............................. 29 Population ........................................ 30 Research Design ................................... 31 Data Analysis ..................................... 39 IV. PRESENTATION OF FINDINGS ............................ 4l Format for Presentation ........................... 42 Research Question I ............................... 42 Research Question II .............................. 5l Research Question III ............................. 6l Research Question IV .............................. 67 Research Question V ............................... 76 Research Question VI .............................. 8l ,, ———_———_fl~_.— u..- .ug—n w—fl V. CONCLUSIONS, DISCUSSIONS, IMPLICATIONS, REFLECTIONS AND SUGGESTIONS FOR FURTHER RESEARCH .... Conclusions ....................................... Discussion ........................................ Implications ...................................... Reflections ...................... _ ................. Further Research .................................. APPENDICES .................................................. A. PARTICIPATING DISTRICTS BY GEOGRAPHICAL REGION AND COMMUNITY TYPE ...................................... B. STAGE I QUESTIONNAIRE ............................... C. STAGE I COVER LETTER ................................ D. STAGE II QUESTIONNAIRES ............................. E. STAGE II COVER LETTERS' .............................. F. ANNUAL PERFORMANCE REPORT: TABLE 2, PART B ......... G. DIRECTORS' PERCEPTIONS OF REASONS STUDENTS DROP OUT, BY COMMUNITY TYPE .............................. H. DIRECTORS' DESCRIPTION AND CLASSIFICATION OF FOLLOW- UP PROCEDURES BY COMMUNITY TYPE ..................... I. DIRECTORS' STATEMENTS OF MODIFICATIONS IN THEIR FOLLOW—UP PROCEDURES BY COMMUNITY TYPE .............. J. DIRECTORS' STATEMENTS OF THE ROLE OF THE DEPARTMENT OF EDUCATION BY COMMUNITY TYPE ...................... K. DIRECTORS' CLASSIFICATION OF DROPOUTS ............... L. STAGE III COVER LETTER AND QUESTIONNAIRE ............ LIST OF REFERENCES .......................................... vi 95 99 TOT lOZ l28 l3O l32 l36 l4l I45 l49 155 Table 3.l 3.2 4.8 LIST OF TABLES Three Stage Research Process ........................ Matrix of School Districts by Region and Community Type ...................................... Criteria Used to Classify Students as Dropouts ...... Directors' Responses by Community Type: "Is Dropping Out a Problem?" ............................ Directors' Response by Geographical Region: ”Is Dropping Out a Problem?” ........................ Dropout Rate by Region and Community Type ........... Student Reported Reasons for Dropping Out by Community Type ...................................... Student Reported Reasons for Dropping Out by Geographical Region ................................. Directors' Response by Community Type: "Do you Feel that these are the Real Reasons Students Drop Out?" .......................................... Directors' Response by Geographical Region: ”Do you Feel that these are the Real Reasons Students Drop Out?” .......................... . ....... Directors' Given Reasons for Students Dropping Out .. Classification of Follow-Up Procedure by Community Type ...................................... Classification of Follow-Up Procedures by Geographical Region ................................. Directors' Ranking of Follow-Up Procedures by Community Type ........................... _ ........... -Page 32 39 43 45 45 47 52 54 55 55 57 62 63 65 4.9 A 4.9-B 4.lO-A 4.lO-B Directors' Response by Community Type: "Are you Satisfied with the Results of Your Follow- Up Procedure?" ................................. Directors' Response by Geographical Region: ”Are you Satisfied with the Results of Your Follow-Up Procedure?" .......................... Directors' Response by Community Type: "What Percentage of Students Return as a Result of Your Follow-Up Procedure?" ..................... Directors' Response by Geographical Region: "What Percentage of Students Return as a _ Result of Your Follow-Up Procedure?" ........... Directors' Ranking of Modified Follow-Up Procedures by Community Type ................... Directors' Ranking of Suggestions of the Department of Education's Role by Community Type ........................................... viii flan ul-m—P‘M‘A Page ... 68 ... 68 ... 69 ... 7l ... 72 ... 77 CHAPTER I INTRODUCTION In l97O the National Reading Center in Washington, D.C. estimated that l8.5 million U.S. adults were at least marginally illiterate.1 Depending on the definition of illiteracy used, estimates of the illiteracy rate in the U.S. have been much higher. For example, a U.S. Office of Education official, using the competency criteria of the Adult Performance Level Study (APL) conducted by the University of Texas at Austin, estimated in l975 that 57 million Americans did not have skills adequate to perform basic tasks.2 In 1976, then Senator Walter F. Mondale made a plea for passage of the I976 Lifelong Learning Act, stating ”one in five persons cannot read well enough to understand a help wanted ad, one in three cannot figure out how to read a newspaper grocery ad, and one in six cannot perform the most basic of writing skills."3 Despite compulsory free education for those less than l6 years of age and the many free adult education programs which have been implemented since 1965, there yet remains an American education gap. That is, free education programs are not reaching the populations for which they were designed. This chapter explores, in part, the problem of adult illiteracy and outlines a study designed to determine some of the reasons for the apparent lack of participation in available adult basic education programs. 3.9:“ .m-'«'. .-'_‘»_" ... 2 The Problem Early in the 1960's Michael Harrington wrote that the United States was rapidly becoming two separate nations: An America where millions enjoy the highest standard of living known in the history of the world and an America that contains all the attributes of a 4 The current welfare system, wrote Harrington, developing nation. was not devised to help this second, desperate segment of society. Rather, the system helped only those already capable of helping themselves. "The poor,” he declared, "get less out of the welfare state than any group in America." The social unrest of the 1960's and the studies it inspired by Harrington and others5 provided the impetus for development of national programs aimed at correcting the inequities in society. Part of this effort was the Adult Education Act of I965. The purpose of this Act was to provide basic literacy training for adults whose inability to read and write English inhibited their ability to obtain and hold jobs. Since the initiation of the Adult Education Act, more than a billion dollars has been spent on adult basic educa- tion. Yet, all of the major studies continue to indicate that illiteracy is still a growing problem in the nation. The Adult Education Act requires that each state receiving federal funds under the Act submit an annual report on the participation rate of its citizens. Data submitted by the states in 1978 indicated that only 4.25 percent of the eligible population was being served. This was compounded by a dropout rate that varied between 20 percent and 35 percent. The information submitted by the State of Michigan was very close to the national average. According to l975 interim census data, 3 . Michigan had a total p0pulation of 9.l million. Of this total, 4.5 million were 25 years old or older. Approximately 18 percent or 800,000 persons that were 25 years old or older had attended eight years or less of elementary school.7 Less than 40,000 of 800,000 eligible persons (5 percent) had enrolled in adult basic education programs offered by local school districts in 1978.8 The median income for males in the state that were 25 years old or older with eight years or less of elementary school was $6,794.00; for females, it was $2,503.00. For males with four years of high school, the median income was $l3,l07.00; for females, it was $4,568.00.9 These figures include only those persons with income. The data indicates that those persons who possess a high school diploma earn almost twice as much as those persons without a diploma. In these times of a declining economy and rapid technological changes, it is imperative that adults seeking employment and/or retraining possess the necessary basic skills to compete successfully in the job market. Yet, those persons who are most in need of basic skills are least likely to participate in programs designed to provide this assistance. The result is that the gap between the haves and the have nots widens, and Harrington's ”two Americas" of the early l960's move even farther apart in the l980's. Need for the Study The most powerful predictor of participation (in education) is amount of formal schooling. Educa- tional attainment exerts effects that are independent of other components of socioeconomic status as income and occupation. It is not enough to simply know who is most likely to participate in education. There is a need to search for insight into the reasons 4 why persons who are most in need of additional formal education are the least likely to participate. Most studies of dropouts and non-participants in adult basic education programs have focused on the student. The adult basic educa- tion student has been examined from the perspectives of age, sex, race, achievement needs, affiliation needs, and other factors. The results of these studies have little practical use. Edward Jones draws the following conclusion about adult basic education research to date: This research...has failed to generate any reliable basis for predicting what types of students are most likely to persist in such programs. It has, in fact, produced only one consistent finding: The apparent fact that most people who discontinue Adult Basic Education participation do so for reasons not primarily associated with the nature of Adult Basic Education activities. On the contrary, as Prins (l972) notes, many Adult Basic Education dropouts offer high praise for Adult Basic Education Programs, teachers, and materials, and express hope for re-enrolling at later times.12 ' Few studies have attempted to determine if the teachers and administrators have similar positive feelings toward the student. By focusing almost entirely on the students, researchers have ignored that the students are not learning in a vacuum. These studies disregard the fundamental fact that education is a process of interactions between the student and his environment. Important variables in the educational environment are the percep- tions, attitudes, and common practices on those who administer basic educational programs for adults. This study adds a new perspective to the body of knowledge related to dropouts and non-participants in adult education programs. 5 Purpose of the Study The purposes of this study were two-fold. The primary purpose was to find out about the perceptions, attitudes, and common practices of Michigan directors of federal adult basic education programs as they relate to dropouts. Questions addressed by the research were as follows: I) Do adult basic education directors in Michigan perceive dropping out as a problem? What is the consensus opinion of the directors about the primary reasons for dropping out? What are the common methods used to alleviate the problem? What additional things do the directors perceive need to be done? What is the consensus opinion of the directors about the role of the Michigan Department of Education in addressing the problem of dropouts? Are there differences in the perceptions, attitudes, and common practices based on: a. Geographical location within the state, or b. Type of district within which the program is offered, i. e. , metropolitan core, city, town, urban fringe, rural. The secondary purpose was to examine the feasibility and effective- ness of using research techniques to complement and supplement data presently being received by the Michigan Department of Education. In conjunction with the data submitted by the program directors as part of their standard reporting procedures, the information obtained from this study can be used by the Department of Education in its efforts to assist local programs in increasing participation and decreasing dropouts. Definition of Terms The following terms and phrases are used in the description of this study. Definitions for each term and phrase are provided to form a common basis for understanding. 6 Adult Any individual who has attained the age of 16. (Adult Education Act, l966). In most states, this is the maximum age for compulsory school attendance. Attitudes The mental and emotional set or pattern of likes and dislikes held by an individual or group. Dropout An individual who discontinues a course, program of study, or educational endeavor before completing the scheduled period of the activity. In-service Training Various kinds of teaching — learning exper— iences, at least loosely described and defined, designed to help individuals already engaged in professions, vocations, or occupations to perform more effectively that which they are already supposed to be doing reasonably well. Perceptions The act of faculty of apprehending by means of the senses or of the mind; cognition; understanding. Practices Habitual or customary performance; operation. Methodology A three stage process was used in an effort to obtain information and consensus from the directors of federally-funded adult basic education programs in Michigan. In the first stage, a questionnaire was developed and mailed to the directors. The responses were tabulated and formed the basis for the second stage. The second stage was intended to start establishing consensus and detecting differences among the respondents based on geographical location and community type. A second questionnaire was used to gather this data. In the third stage, a third questionnaire was developed and personal interviews were conducted with selected respondents. The data from all 7 three stages were compiled, analyzed, and compared with previous reports. submitted by the directors. Limitations of the Study The target population of the study was persons who administered programs designed for adult students functioning at or below the eighth grade level. No attempt was made to generalize the findings of the study for programs that are designed to provide services to adults functioning at a higher grade level. Overview Subsequent chapters of this dissertation are organized as follows: A review of pertinent literature is presented in Chapter II. The proce- dures, methodology, instrumentation, and method used for analysis are detailed in Chapter III. A complete analysis of the data appears in Chapter IV. A summary of the study, conclusions drawn from the data, implications, and suggestions for further research are presented in Chpater V. CHAPTER II A REVIEW OF THE LITERATURE The literature can be divided into three broad categories in the examination of reasons for dropouts from adult education programs. The first area of research concentrates on the personality traits and characteristics of the students. The second examines the interaction of the student and the educational environment. The third area expands on the second and looks at the total environment of the student. This chapter firSt will examine the Adult Education Act from a historical perspective. The Adult Education Act is used as a starting point because it provided the impetus for the nationwide development of adult basic education. This discussion will be followed by an examina- tion of the literature in the three areas mentioned above. Adult Education Act: Historical Perspective The turmoil of the early l960's resulted in the passage of several pieces of legislation designed to address the problems of the disadvant- aged and disenfranchised persons of the nation. The present Adult Education Act is rooted in this period. It first appeared as Title II, Part B (”Adult Basic Education Programs”) of the Economic Opportunity Act of 1964. I The Adult Education Program began operating in l965, jointly administered by the Office of Economic Opportunity and the Office of Education. Its purpose was to establish programs of instruction for persons l8 years of age and older whose inability to read and write 8 9 English inhibited their ability to obtain and keep jobs. It was the intent of Congress that eventually this program would become the full responsibility of the Office of Education. In l966, the Adult Education Program became a part of the Elementary and Secondary Education Act (E.S.E.A.). Other than this transfer, there were no major changes in the Act. The target population remained persons I8 and older who needed instruction to improve their employment opportuni- ties. I Approximately every two years since that time, the Adult Education section of the E.S.E.A. has been amended and a new authorization for funding approved by Congress. In I968, there were no major changes in the Act. In I970, the definition of eligible persons was amended to define adults as persons who were I6 years of age or older. Also, a new requirement was added to the State Plan provision mandating special emphasis for adult basic education for persons functioning at or below the fourth grade level. The I974 amendments expanded the base of operations for the delivery of services under the Act adding two provisions. The first provision added the community school program as a means of expanding services. It was defined as a program in which a public building is used as a community center, operated in conjunction with other groups in the community, community organizations, and local governmental agencies to provide educational, recreational, cultural and other related community services for the community center that serves in accordance with the needs, concerns, and interests in that community. The second provided for cooperation with manpower development and training programs and occupational education programs, and for coordination of adult education programs with other literacy training programs such as “Right to Read." l0 These provisions clearly indicated that the intent of Congress was that these programs should not be operated in a vacuum. The community, as well as other organizations and agencies, should assist local educa- tional agencies in the development and operation of adult education programs. Provisions of this nature started a trend that would culminate in the I978 amendments. Meanwhile, data was beginning to become available on the effective- ness of the programs. The Act had been in effect for more than ten years. During this period, more than $381 million of federal funds had been expended for programs in which 5,500,860 adults had participated. Congress subsequently raised the issue of whether or not participants were those that the program was designed to reach. A report prepared by the National Center for Education Statistics 13 Among other findings, the report indicated provided a partial answer. that between I969 and I975, there was a decrease of lI.5 percent of the number of participants in adult education with less than a high school diploma. The report also indicated that the intensity of participation in the program varied directly with family income: As a family income increased, the rate of participation increased. For example, during the I969 to I975 period, there was an increase of 359 percent in participation by persons with family income over $25,000. For the same period of time, there as a decrease of l3.7 percent in participation by persons with family income under $5,000, and a decrease of 25 percent in the rate of participation by persons with family income between $5,000 and $10,000. Although the report does not mention the inflation rate for this period of time, consideration should be given to this factor. Since there is a correlation in this country between income and racial and ethnic minorities, the report indicated a decrease in the ll participation rate of these persons. Black participation had declined from 7.8 percent in I979 to 7.4 percent in l972 to 6.9 percent in l975. The impact of this report and others of a similar nature was reflected in the amendments of I978. For the first time, the Act addressed the issue of barriers to participation by requiring "efforts to be undertaken by the state to assist participation in adult education programs through flexible course schedules, convenient locations, adequate transportation, "14 Implicit in this provision is the and meeting child care needs. belief that these efforts would increase the participation rate of the least educated. Studies on Dropouts: Student Focused The source of the most complete raw data on participation and drop- outs is found in the annual reports submitted by the states to the U.S. Office of Education. One section of the annual performance report requires the states to provide information on the rate of dropouts and the reasons for separation. This section contains twelve categories with POSitive and negative responses. Examples are: I) met personal objectives; 2) to take a job; 3) child care problems; 4) for lack of interest and 5) other reasons. An examination of the I978 amendments reveals that the barriers to participation mentioned are derived from this section of the annual performance report. Over a ten year period, the states had been reporting that transportation, child care, class location and scheduling were the predominant reasons that people separated from the programs without meeting their personal objectives. When the Act was amended to address these concerns, some of the most severe critics of the changes were the state directors who submitted the data. They criticized the changes for the following reasons: First, and most important, there l2 were no additional funds included in the Act to pay for the new activities. Unless the state could find additional funds, these activities would have to be paid for out of funds that had been used for programs of instruction. This would mean that instructional staff would have to be reduced. Secondly, they argued that the information smeitted was raw data that was simply a reporting of the reasons given by the students. In this argument, they are supporting the contention that the students would naturally give the most socially acceptable reasons for dropping out. It was their contention that data of this nature should not be accepted literally, and surely, should not be the basis for legislative amendments. In summary, the directors felt the amended Act would have a detri- mental effect on the operation of programs for those persons who desired service.15 It was their position that the major problem was one that was endemic to the population they were attempting to serve. From their perspective, these students are by definition lacking in motivation and when faced with difficulties of any type, would tend to drop out. .It must be pointed out that this position was taken by state directors and was not necessarily Shared by local program personnel. Yet numerous research projects on dropouts provide support for the position taken by the state directors. In a paper presented at the National Institute of Education Invitational Conference in I977, K. Patricia Cross provided a synthesis of 3l major studies that had been conducted concerning the participation and interest of adults in further education. In her paper, she reported on a study conducted in New York: One of the most interesting findings to emerge from the studies of barriers to learning comes from the Central New York study (I975) in which respondents were asked to speculate on why other adults of their l3 acquaintance did not participate in educational activities. Lack of interest was a leading barrier attributed to others (26 percent), but less than 2 percent of the respondents were willing to admit that lack of interest deterred their own participation.16 Cross subsequently presents a classification of the obstacles that prevents participation or causes adults to drop out: The obstacles that deter adults from participating in organized learning activities can be classified under three headings--situational, dispositional, and institutional. Situational barriers are those arising from one's situation in life at a given time. Lack of time due to job and home responsibilities, for example, deters large numbers of potential learners in the 25 to 45 old age group. Lack of money is a problem for young people and others of low income. *Lack of child care is a problem for young parents; transportation is a situational barrier for isolated and physically handicapped learners. Dispositional barriers are related to attitudes and self- perceptions about oneself as a learner. Large numbers of older citizens, for example, feel that they are too old to learn. Adults with poor educational backgrounds frequently lack interest in further learning or feel that they do not have the ability to learn. Institutional barriers include practices and procedures which exclude or discourage working adults from participating in educational activities--incon- venient schedules or locations, full-time fees for part—time study, inappropriate courses of study, etc.l7 At the present time, situational barriers are mentioned more frequently by survey respondents than either dispositional or institutional barriers. But it is Cross's contention that this is because they are socially acceptable responses. Lack of time and lack of money, however, are both socially acceptable reasons for not participating in learning activities. Thus in one.sense, it is not surprising that they should rank as the leading barriers, far more common than more personally demeaning barriers such as lack of interest, lack of confidence, lack of ability, etc.18. Most research supportive of this position uses as.a starting point the personality traits of the adult basic education student; In summary, the literature appears to substantiate the belief that there are personality factors or characteristics which may tend to interfere with the learning of adult l4 basic education students. Among these, we might include: alienation, avoidance, hostility toward authority, with- drawal, violent aggression, fear of schools, self-image as an illiterate, rejection of the desire to develop intellectually, mental blocks against the world, rigid value systems and others.19 In l972, J. V. Prins conducted a study of the Flint, Michigan School District's Adult Basic Education Program in an effort to determine why students dropped out of the literacy training program.20 The methodology used involved personal interviews with dropouts. Of a population of I83 students, interviews were conducted with 50. The students gave the following reasons for discontinuing participation: l) Job obligations - just over 25 percent 2) 'Illness' and 'Family obligations' tied for second with 20 percent 3) The remaining responses were divided almost equally between 2] the categories 'Other--School related' and 'Other-—Personal'. Fewer than 40 percent of the students interviewed indicated that they had been contacted by the school to determine their reasons for dropping out. Complicating the studies of dropouts is the lack of a standard definition of the term. Situational barriers do cause adults to stop attending for a time, and then they start again. Therefore, in most instances, the definition of dropout is locally determined from an administrative or operational perspective. This variable, lack of a standardized definition, must be considered in any interpretation of studies of dropouts. In l978 Richard Anderson and Gordon Darkenwald studied participa- tion, persistence, and satisfaction in formal adult learning programs through the use of a national data base on adult learning.22 The data base used was the triennial survey on participation in adult education conducted by the Bureau of the Census and the National Center for Educational Statistics. IS The data base included questionnaire responses from a sample of 79,63l people, l7 years of age or older, who were not full-time students. 0f the total sample, 9,l73 were identified as participants in adult basic or adult secondary education. 23 One of the questions addressed by the research was: "What are the most important factors associated with persistence in adult education for participants in (among others) adult basic and high school completion programs?" 24 Their findings, in response to the above research questions, were: I. The most powerful predictor of persistence in adult education is satisfaction with the learning activity, specifically its helpfulness in meeting one's objectives. Low socioeconomic status (lack of high school diploma and intome in the lowest quartile of the sample), in combination with being young and black, has a pronounced negative effect on persistence. Among participants in adult basic education and high school completion programs, young adults, blacks, and those with the least formal schooling are considerably more likely to drop out than are others.25 Despite these findings drawn from the data base, the researchers concluded the following: Despite a very large and representative sample and data on a large number of seemingly important variables, only ten percent of the variance associated with participation and with persistence could be accounted for statistically. In other words, 90 percent of whatever it is that leads adults to participate in and drop out from adult education has not been identified by this or by other similar studies conducted in the past.26 l6 Studies of the Interactions: School and Student One of the most ambitious and comprehensive studies to date' examining Adult Basic Education students, teachers, and administrators was conducted by Jack Mezirow, Gordon Darkenwold, and Allan Knox.27 The results of their study are reported in the book, Last Gamble on Education. This nationwide study was intended to develop and apply a methodology of scientific inquiry to urban adult basic education. The study, which was started in I970, identified Adult Basic Education programs in ll9 cities with populations greater than lO0,000. A ten page questionnaire was sent to l,9OO Adult Basic Education teachers, with a return rate of 60 percent. In addition, regional workshops were held with I30 directors of Adult Basic Education programs. Although the focal point of the study was not dropouts, a number of findings did emerge in this area: Why do so many adult students drop out? According to teachers, the most important single factor is change in work schedule. Fifty-eight percent ranked work schedule as the most important factor. Discouragement over lack of progress was rated first by l7 percent of the teachers (probably conservative, inasmuch as this can be interpreted as an admission of teacher failure), followed by child care (l5 percent), and moving away (l0 percent). In short, the work and family respon- sibilities of adults affect not only regularity of attendance but also sticking with the program once enrolled.Zé The results of this study indicate that teachers feel that situational barriers are the primary cause of dropouts. Boshier also examined the interaction of students and schools. One of his first efforts was to develop the Personality and Educational Environment Scale (PEES): . PEES recognizes that dropouts occur as a function of the interaction between the student and his educational environment. Specifically, it was shown that it is the degree of "congruence" or balance between the . l7 student's concept of self and the two most important aspects of the adult education environment (the other students and the lecturer) that are associated with dropout/persistence behaviour.29 ' The PEES is based on Carl Roger's self-concept theory that there is a relationship between self-acceptance and acceptance by others. It was Boshier's contention that the degree of congruency between the student's acceptance and perception of himself and of his fellow classmates and instructor was a determining factor in dropout/persistence behavior. The major difficulty with the PEES was that it generated a large amount of data, and for optimal use, required access to high speed computing facilities. To overcome this difficulty, Boshier refined the PEES. The new version, called the Dropout Prediction Scale (DPS), tested the relationship between attitudes toward dropout at the beginning of a course and subsequent dropouts from that course. It was based on the interactionist justification for the PEES as well as theory from studies of balance, congruity, and attitude similarities.30 The DPS was administered by presenting two profiles of the same person in a picture to students at the beginning of a course. At the bottom of one of the profiles, the following narrative was given: This man attended a 20 lecture Adult Education course last year. This picture was taken at the end of the year, just before the last class was due to begin. We want you to make some judgments against the series of descriptive scales that you see below. We are interested in the impressions that he brings to mind.31 Under the second profile was the following statement: This man attended a 20 lecture Adult Education course last year. This picture was taken just before he gave up the course at the llth class. He gave up, he said "because although the course was well organized, I lost 32 interest and then with all those wet nights, I gave up.“ Both pictures were rated on the same descriptive scale. Boshier found in a follow-up on the students that those who considered a "persister" l8 in adult education to be significantly more worthy that a ”dropout” are less likely to drop out of classes that those who regard dropouts in the same or more positive light as persisters.33 Boshier suggests that the DPS, which takes three to four minutes to administer, be used for all students near the beginning of their enrollment period. For those who appear to have the attitudes of a potential dropout, behavior modification techniques could be used in an effort to change their attitudes. Theoretically, this would result in a decline in the dropout rate. Boshier, however, does not provide any information on the effectiveness of this operation. In I974, Boshier presented another theoretical model on dropouts. 34 The new model This model is based on Maslow's concept of motivation. deals with the concept of growth-motivated versus deficiency-motivated persons. The growth—motivated person is inner directed, autonomous, and open to new experiences, while the deficiency-motivated person is more afraid of the environment. Another researcher who has looked at both the student and the educational environment is Carlene Turman. Turman's assumption was ”that certain identifiable factors exist within adult education programs which actually cause students to stay and complete programs and that the absence of certain factors will cause students to withdraw from a program."35 The conceptual basis for this research was Hertzberg's Motivator 36 Hertzberg's theory calls for the classification of Hygiene Theory. job characteristics into two generic categories, hygienes and motivators. Hygienes are factors of the job environment such as salary benefits, supervision and working conditions. Motivators, on the other hand, are job factors that are more task-related such as recognition, achievement, l9 responsibility and the work itself. By manipulating these elements, employers hoped to increase work satisfaction. 37 found In replicating Hertzberg‘s research, Freelander and Walton the reasons workers remained with an organization differed from and were not merely opposite to the reasons for which they might leave an organization. They suggested the reasons for leaving would be hygiene factors and the reasons for remaining in an organization would be motivators. Turman hoped to determine if the hygiene-motivator factors accounted for dropout or retention patterns among students in adult education programs. By identifying school components that were parallel to job characteristics, the researcher was able to test out the motivators of achievement, possibility of growth and the work itself against reports of good and bad experiences in adult education and patterns of student withdrawal. Similarly, Turman tested for the hygiene factors of personal life, interpersonal relations, status, school policy and administration, studying conditions and supervision against reports of experiences and withdrawal patterns. Analysis of data collected in Semi-structured interviews revealed that although no fixed relationship between dropout rates and combined hygiene-motivator factors could be found, certain specific characteristics did affect dropout rates and satisfaction. "Achievement“ was the single most important factor for students in this study. It was the most frequently mentioned factor and the only one of which a statistically significant relationship was established with dropout rate and reports of good and bad experiences. 20 In l978, the Michigan Department of Education contracted with the Macomb Intermediate School District to conduct a comprehensive, state- wide Adult Basic Education Needs Assessment. The study was to ascertain the needs of students, staff and programs.38 Part of the study dealt with "perceptual discrepancies" among students, teachers, and adminis- trators. One of the areas examined for these discrepancies was motives for non-participation. Significant differences were found among the three groups. For example, administrators considered fear of class work to be a strong reason for student non-participation. Teachers considered it to be a less strong reason and students considered it the least strong reason of the three groups.39 In all the areas addressed relating to non-participation that could be classified in Cross's4O paradigm as dispositional barriers, the administrators consistently gave greater weight than either the teachers or the students. Students consistently attributed the reasons for non-participation to situational barriers. Also in I978, the Office of Evaluation and Dissemination of the United States Office of Education commissioned a national assessment of the operation of the Adult Education Act State-Administered Program. One of the purposes of the study was to provide an analytic description of the program with particular emphasis on program participants and barriers to participation. In the study, interviews were conducted with and questionnaires were administered to project directors, teaching staff, participants, and former participants in the adult basic education programs. Project directors and staff members reported that lack of access to transportation, child care responsibilities, or lack of child care services, and conflict with employment were the major obstacles to participation in the programs by the target population. 2l The study revealed that students who had withdrawn from programs prior to completion provided essentially the same reasons, though with different emphasis: The participants reported that employment conflicts (38 percent), illness of themselves or a family member (26 percent), child care responsibilities (l6 percent), and lack of access to transportation (IO percent) were the major reasons they stopped coming to class.41 Based on further analysis of data available on participation and dropout rates, the researcher drew the following conclusion: Other analyses, however, showed that the participants who were least likely to withdraw from classes were those whose teachers had recently participated in formal adult education course work or had aides assisting them in class. These relationships between retention and teacher or classroom characteristics are consistent with the conclusions that the quality 42 and kind of instruction is linked to retention rates. The Students, School and Society To look at the larger picture, we need to examine not only the different segments, but the roles and the interrelationships that create the gestalt. The first step will be to examine the "program“ and its role. The predominant theme of the program is literacy training, which, within our school system, means teaching reading. In "The Politics of Reading," Postman presents a perspective on the teaching of reading. He suggests that, contrary to popular belief, the teaching of reading is primarily a political and ideological process. My agrument rests on a fundamental and, I think, unassailable assumption about education; namely, that all educational practices are profoundly political in the sense that they are designed to produce one sort of human being rather than another-- which is to say, an educational system always proceeds from some model of what a human being ought to be like.43 22 Within this political content, he asks, "What is reading good for?" He points out the traditional answer: ”So when teachers are pushed a little further, they sometimes answer that the school system, at all levels, makes reading skills a precondition to success because unless one can read well, he is denied access to gainful and interesting employment as an adult."44 This response points to the central issue of adult education programs for disadvantaged persons--the assumption that there is a direct correlation between literacy training and ability to be gainfully employed. 6 This claim undergirds the federal legislation in the United States authorizing the Adult Basic Education program. Literacy, it was claimed, would help those with low level literacy skills to eliminate their inability to get and retain employment, would make them less likely to become dependent on others, and would increase their 4 ability to benefit from occupational training. This claim continues to be made even though the data and the experiences of students provide evidence to the contrary. For example, in I976 there were l,625,509 persons participating in federally-funded adult basic and secondary education programs. Of this total, 7.3 percent received an eighth greade diploma; 7.9 percent passed the G.E.D., and l.5 percent graduated from high school. Of this total, it was reported that 3.8 percent or 6l,6lO found employment, and 2.7 percent or 44,502 46 Although data is not available on the number found better employment. that were employed as they entered the program, it is probably safe to assume that the employment rate for the total population was low. If we compare the figures of the graduates, to those who found jobs, the picture is not too encouraging. 23 Perhaps more revealing evidence is ancedotal in nature. In response to a question by a researcher, an adult basic education student replied: "What will an eighth grade education get you? Into the ninth grade is about all."47 The preceding statements set the stage for an examination of relevant research that examines the issue of illiteracy in a modern, technological society. In an article entitled, "Adult Education and the Disadvantaged Adult," Neimi and Anderson capture the essence of the problem in stating: The continued existence of a poverty sub-culture in the midst of an affluent society stems from the interaction of the disadvantaged with the dominant society. It is this society which tolerates the environmental conditions conducive to the creation of disadvantaged status, while simultaneously rejecting those individuals who have fallen victim to such formative conditions. These victims, in turn, learn to accommodate themselves to disadvantaged status and in doing so, reject the values of the society which is responsible for their plight.48 The purpose of the Neimi and Anderson study was to identify and analyze programs that were research-based and designed to improve the status of disadvantaged adults. This search identified 24 programs. Sixteen of them dealt with some aspect of literacy and fundamental education; five were concerned with family life and health education, and the remaining three were related to vocational training. As a result of their analysis, the authors reported findings and recommenda- tions in the following areas: I. Planning - ”in all of the studies, the stated objectives of the programs were those of the sponsoring institution and no reference was made to participant involvement in M in. 5,1 24 the determination of need or the establishment of goals.”49 They recommended that this situation be changed. Barriers - The authors identified three types of barriers that inhibited programs and students from accomplishing the stated objectives. The first type was the societal barrier. For example, they claimed that ”prejudice is a A major societal barrier that must be overcome through the education of the larger society in order that it might I understand its role in the creation and maintenance of the ; gj n50 disadvantaged sub—culture. The second type of barrier was related to the educational §y§t§m. It is the authors' belief that one of the primary missions of the educational system is the preservation of f the values and mores of the dominant society. Therefore, it lacks the flexibility to function effectively with the disadvantaged who cannot meet the expectations of a system tailored for mass rather than individual development. The authors include, "if the educational system is to change to meet the needs of the disadvantaged, it will be necessary to introduce innovations in the patterns of organization, the curriculum, and the mode of instruction. Otherwise, it may be necessary to provide education and training out— 5] The final type of side the established school system.” barrier is subcultural. Chief among subcultural barriers is a pragmatic view of life that emphasizes day to day survival, as opposed to a futuristic orientation. The authors concluded that ”the school system is oriented to 25 future success rather than present survival so that the disadvantaged rejects education and remains unaware of educational opportunities and facilities."52 The combination of these barriers results in a vicious cycle that perpetuates the status quo. The disadvantaged adult who is concerned with day to day survival is offered a future oriented program, rejects the offer, and provides additional rationalization to an already prejudiced larger society to reaffirm its bias. Neimi and Anderson conclude: The futility of this approach has been recognized to some extent so that poverty has been examined in other than purely economic terms. From this study has come an awareness that any solution to poverty involves changes in the physical and social environment in which the poor exist along3with changes in those 1nd1v1duals who are poor. The above mentioned study was completed in I969. It could be suggested by some critics that the findings and recommendations are either dated, or have been implemented in the intervening years.. It is with this in mind that a recently (I979) completed study by World Education is reported. World Education is a private, nonprofit organization, founded in l95l, that provides training in the technical skills needed to develop and carry out programs of nonformal education. The organization has been involved in this work in more than 20 countries in Asia, Africa and Latin America. World Education was approached by the Ford Foundation with a request that they examine the issue and problem of illiteracy in the United States. The study resulted in the publication 54 In the forward to this of Adult Illiteracy in the United States. book, a representative of the Ford Foundation provides a statement of the issues that World Education was asked to address: 26 Programs to provide literacy training for adults abound and many of them are quite good. Yet, it has become increasingly clear that they reach only a small fraction of adults in need of basic literacy skills. Is it that the nation simply needs to pump more money into expanding and spreading programs that already exist? Is it that we need to develop radically different instructional and delivery approaches? Can we even begin to answer these questions without rethinking our definition of literacy and our ideas about what "basic" literacy skills are? Can we do this without understanding more about adult illiterates them- selves--not just how they learn, but who they are, why there are so many, what their life circumstances and problems are, what they think they need?55 The findings of World Education parallel the findings of Neimi and Anderson, ten years earlier. In relating the problem to the larger society, they state: The solution to the serious problem that affects the majority of illiterates is not so simple. Their problems are inextricably interwoven with class, race, and their access to power. By the time they are adults, those who are caught in a complex of social and economic disadvantages suffer multiple impediments that cannot be removed by learning to read or write. The value of literacy is enhanced for them only when it can be useful in the course of achieving their goals in a wide range of life- influencing areas.5 Another finding that was similar to that of Neimi and Anderson was the need for differentiation among adult education students. There is a sizable population of adults for whom the traditional adult education program is excellent. This is evidenced by the increasing enrollment in these programs. The difficulty is that there is an even larger population for whom these programs have little or no relevance. ...that the most impoverished and least educated adults participate the least in traditional adult education programs; that the cost of adult educa- tion services is higher for the more advantaged and that the greater need of the disadvantaged is ignored in many current assumptions about educa- tional services.57 27 The assumption that underlines most of the research in this area is that the concept of literacy training as the primary building block is sarosanct. Administrators should be aware of this assumption as they examine the issue of dropouts. CHAPTER III PROCEDURES AND METHODS EMPLOYED IN THE STUDY The purpose of this chapter is to present the research design and procedures used in conducting the study. Included in this chapter are a discussion of the nature of the study, the context within which the study was undertaken, the design used, the process of instrument development and administration, the procedures used to collect the information, and the techniques used to present the findings of the study. Nature of the Study The primary purpose of this study was to discover the perceptions, attitudes and common practices of directors of federally-funded Adult Basic Education Programs in Michigan concerning dropouts. Since the study is concerned with conditions of relationships, perceptions, and practices, and their effects, it was decided to use the methods and tools of the descriptive research approach. According to John Best, descriptive research is a method to be used in solving a problem or charting a course of actionzg In solving a problem or charting a course of action, several sorts of information may be needed. These data may be gathered through the process of the descriptive method. The first type of information is based upon present conditions. Where are we now? From what point do we start?... The second type of information involves what we may want. In what direction may we go? What conditions are desirable or are considered to represent best practices?... The third type of information is concerned with how to reach the goal. 28 1 ..,.~ “‘4‘ 'T‘ ’3 qufi'fi‘WiLQ . 29 In addition to the value just discussed, the descriptive method has a number of advantages suited to the needs of this study. Descrip- ' tive studies often provide practical and useful information for planning, alert educators and trainers to trends and possible future events, and facilitate understanding of what is taking place in areas 59 where processes and practices are continually changing. Context of the Study In I959, the U.S. Office of Education published a paper entitled, 60 In ”Adult Education Services of State Department Of Education." this paper, three major functions of state departments of education were defined: Administrative and regulatory functions, consultant and advisory functions, and communications and interpretation functions. Two of the consultant and advisory functions identified were assistance to schools wishing to improve adult education programs and maintenance of a clearinghouse of ideas, materials and resources for adult education. On a nationwide basis, the mechanisms used for implementing these functions vary a great deal. Within Michigan, two primary mechanisms are used. The first is the assignment of a professional consultant to each program to provide technical assistance. The consultant also performs the regulatory and the interpretative functions. The second mechanism is a Statewide Advisory Council. This council serves as a forum for addressing issues and problems of Adult Education within the state. Although both of the above processes serve useful functions, there are some areas that they are not designed to address. Neither of these mechanisms is designed to meet a need for data gathering and 3O in-depth analysis of specific issues that have implications for the day-to-day operation of individual programs. It was within this context that the present study originated. The author proposed a research project on a specific issue affecting Adult Basic Education within the state, and recevied approval for the study from the Director of the Adult Extended Learning Services Area and the Associate Superintendent of the Michigan Department of Education. Population Federal Adult Basic Education funds for operating programs of instruction are awarded through a competitive grant process to eligible applicants. All local educational agencies are eligible to apply for these funds. For fiscal year I980, applications were received from, and funds awarded to, ICC school districts. The application process allows a district to form a consortium and submit a single application for all of the consortium members. Since this study was designed to elicit the perceptions of directors of federally-funded Adult Basic Education Programs concerning the issue of dropouts, the initial population was composed of all of the recipients of federal adult education funds. After closer examination of the recipients, eight programs were eliminated from the target population. These programs were eliminated because they were being offered exclusively to inmates of state correctional facilities and nursing homes. Although thestudents have the freedom to withdraw from participation in these programs, their situation is substantially different from that of the non-institutionalized population. Therefore, the target population was 92 directors of federally- funded Adult Basic Education Programs. Appendix A contains the list of districts within which the directors administer programs. 3l Research Design, The study involved a three-stage process designed to obtain infor- mation and consensus from the directors regarding the following research questions: I) 00 Adult Basic Education directors in the State of Michigan perceive dropping out as a problem? What is the consensus opinion of the directors as to the primary reasons for dropping out? What are the common methods used to alleviate the problem? What additional things to the directors perceive need to be done? What is the consensus opinion of the directors as to the role of the State Department of Education in addressing the problem of dropouts? Are there differences in the perceptions, attitudes, and common practices based on: a) Geographical location within the State; or b) Type of district within which the program is offered, i.e., Metropolitan Core, City, Town, Urban Fringe, Rural. Table 3.l on the following page pictorially displays the three- stage process used in conducting the study. To gather data related to the above questions, a three-stage research design was developed. The first stage involved the develop— ment and mailing of an ll item questionnaire to all directors of federally-funded Adult Basic Education Programs within the State. The responses from this first mailing were compiled and tabulated on the basis of the five different community types. This tabulation formed the basis for the development of a second stage questionnaire. 32 sumo mo mwmemc< ween: mzww>cmch icowgmmzo Pecomcma .HHH amaam ugm Ul\\ ween: icowpmmzo pm_ “eczesou co waxy xa menu mo mwm>_c:< .HH wmmum { . oxen: icowpmmso vcm xpw::EEoo mo max“ an even to mwmxpmc< .H amaem mmmoocm :uemmmwm wmmpm moss» P.m «Pack 33 The first questionnaire contained both open-ended and forced-choice questions. Only responses to the open-ended questions were used in the development of the second survey instrument. The forced-choice questions were followed up during the third stage of the study. The intent of the second stage was to start moving toward consensus in regard to the research queStions. In this stage, the directors were asked to review the responses to the open-ended questions given within their community type. The instructions then asked them to order the responses according to their perceptions of effectiveness. The information gathered during this stage formed the basis for the third and final stage of the process. The purpose of the last stage of the study was to establish consensus on a statewide basis to the research questions. Up to this point, the mailing and compilation of data had been on the basis of- community type. This resulted in five separate studies occurring simultaneously. The final stage was designed to pull the results of the five separate studies together through the development of a third instrument. In developing the third instrument, additional data gained from the Annual Performance Report was used. The Annual Performance Report (APR) is a standardized reporting document that all programs receiving federal adult education funds must submit. Among other items, the report requires that information be submitted on the impact of the programs on the students served. Table 2, Part B, of this report requests information on the number of persons, and the reasons they separated during the program year (See Appendix F). Data obtained from the APR, as well as data obtained from Stage I and Stage II,were used in the development of the third survey instrument. 34 Using a stratified, random selection method, l6 directors were selected to participate in the final stage of the study. The survey instrument was mailed to the directors. The instructions asked them to analyze the data and draw conclusions about their meaning. Personal interviews were then conducted with each director. These interviews were the final stage of the research process. Stage I Questionnaire The first questionnaire was designed to set the stage for the rest of the study. It was an ll item instrument that contained both open-ended and forced-choice questions. Some of the items were designed to gather general information about the perceptions of the directors, and others were designed to specifically address the research questions. Chapter IV contains a detailed analysis of the rationale for the development of each of the items. In developing the instrument, assistance was sought from a panel of five persons. They included two staff members from the Department of Education, Adult Extended Learning Services, a staff person from the Department's Research and Assessment Office, a local school director who would not be participating in the study, and the Chairman of the Dissertation Committee. Assistance was sought in examing the instru- ment for its clarity and effectiveness of format. Based on input from the panel, modifications were made in the instrument. The questionnaire, complete with a cover letter was then mailed. Appendix 8 contains the Stage I questionnaire. The cover letter can be found in Appendix C. Tabulation of Stage I Data The Michigan Department of Education, in its report, Levels of Education Performance in Michigan, categorized the 646 public school ' ..— hl 35 districts* in the State of Michigan according to five community types.61 The community types were: Type I - Metropolitan Core: One or more adjacent cities with a population of 50,000 or more which serves as the economic focal point of their environs. Type II - gity; Community of I0,000 to 50,000 that serves as the economic focal point of its environs. Type III - Ipyp: Community of 2,500 to I0,000 that serves as the economic focal point of its environs. I: Type IV - Urban Fringe: A community of any population size that 5; Ii has as its economic focal point a metropolitan core or I ME; a city. :5: Type V - Rural Community: A community of less than 2,500.62 , The above mentioned report also categorized the school districts by region. There were four regions identified. They were: Region I Region II Region III >Region IV The questionnai and type. — Wayne, Oakland, and Macomb Counties. - All counties in Southern Michigan that are south of and including Muskegon, Kent, Montcalm, Gratiot, Midland, and Bay Counties. This excludes Region I. - All counties that are north of the above mentioned line and are in the lower peninsula. 63 - All counties that are in the Upper Peninsula. res returned were tabulated and cross indexed by region The responses provided for the forced-choice questions were tabu- lated and cross indexed by region and type. These findings will be presented in Chapter IV. *This figure has now been reduced to 520 districts. 36 The responses to the open-ended questions were compiled, forming the basis for the development of the second-round questionnaire. Stage II Questionnaire The intent of the second stage was to start moving toward consensus within community type. The responses to the open-ended questions on the first questionnaire formed the basis for the second-round question- naire. The initial statements were: I) If you do not feel that the reasons given by your students for dropping out are the pggl_reasons, please list the tppg§_ most common pggl_reasons. 2) What kind of follow-up procedures do you use for students who drop out? No follow-up procedure--informal follow-up procedure-- formal follow-up procedure. Please describe. 3) Given sufficient resources, how would you modify your follow-up procedure to make it more effective? 4) If you have any suggestions on ways that the Michigan Department of Education can assist you in improving your follow-up procedure, please list them. The responses to all of these statements were compiled on the basis of community type. All responses were compiled exactly as they were received. No corrections were made for grammar or punctuations. The result was five separate listings of statements in response to the four previously mentioned questions. It was decided that the second-round questionnaire would be sent to all program directors, regardless of whether they replied to the first round. Two cover letters complete with instructions and the question- 37 naire were then mailed. Appendices D and E contain respectively the questionnaires and the cover letters. The respondents were asked to review the responses given by all respondents within their community type. The instructions then asked them to list, in order of priority, the top three responses. After the ranking, an opportunity was provided for any additional comments or statements related to the questions. This opportunity was provided primarily for the benefit of those persons who did not respond to the first round of questions. Ninety-two questionnaires were mailed for this round. Stage II Collection of Data The cover letter for the Stage II questionnaire asked for responses in three weeks. Fifty—two percent of responses were received by the date established. Telephone calls were then placed to encourage those directors who had not responded to return the completed questionnaire. Two weeks after the calls were made, 63 responses had been received. This was a response rate of 70.7 percent. This represents a slight increase in the percentage of response from the first stage. The data received contained a priority ranking of the top three responses. In tabulating the data a numerical figure was assigned to each response. Three points were given to the first choice, two points for the second, and one point for the third choice of each respondent. The total number of points received were compiled for each item on the questionnaire. The two items receiving the most points were selected to be used for the third stage of this research project. 38 Stage III Overview The purpose of this phase of the study was to establish consensus on a statewide basis to the research questions. Up to this point, the mailing and compilation of data had been on the basis of community type. This resulted in five separate studies occurring simultaneously. This stage was designed to pull the results of the five separate studies together. In preparation for the final stage of the study, a matrix was developed dividing the participating school districts by regions and type. The matrix was developed for two purposes: First, it would provide the format for tabulating all data received. Second, the format would be useful in the analysis of the data to detect any differences on the basis of region or community type. The matrix contained 20 cells. Four of the cells did not contain any school districts. Table 3.2 presents the grid developed and the number of school districts within each cell. Using a stratified ramdom selection method, one school district was selected from each cell to participate in the final stage of the study. The directors of the selected sch60l districts were called to inquire if they would be willing and able to participate in the final stage of the study. The responses in all cases were positive. The procedure for the final stage of the study was as follows: I) All sixteen directors received a third questionnaire which was a compilation of the data received in response to the research questions on a statewide basis. 2) They were asked to analyze and synthesize the data and then draw conclusions based on the data and their personal experiences. 39 Table 3.2 Matrix of School Districts by Region and Community Type Region I Region II Region III Region IV TOTALS N=3 N=9 N=O N=O Type I -———- -————— N=l2 N=4 N=5 N=2 N=3 Type II . -————~ N=l4 N=3 N=l4 N=3 N=7 | Type III -———- —————- N=27 N=l N=ll N=O N=O Type IV - _____. ————— N=26 T v N=2 _ N=6 , N=3 _ N=2l ype N=I3 TOTALS N=27 N=45 N=8 N=l2 N=92 3) Semi-structured interviews were then held to discuss their conclusions and their perceptions of the process used for the study. 4) Data obtained from the interviews were then compiled and analyzed. Data Analysis The primary purpose of the study was to ascertain the perceptions, attitudes, and common practices of Michigan directors of Federal Adult Basic Education Programs as they relate to dropouts. A secondary purpose was to determine if there were differences in the perceptions, attitudes, 40 and common practices based on geographical location within the State; or type of district within which the program is offered. All data collected in response to the questionnaires were tabu- lated and cross indexed by region and type. Data received in response to forced-choice questions were compiled and comparisons made of the responses on the basis of geographical regions and type. When appropriate, comparisons were also made with data previously submitted to the Michigan Department of Education independent of the study. Responses to the open—ended questions were initially compiled on the basis of type of school district. The responses were then returned to the directors with request for them to assign a priority ranking. The results of the priority ranking were used as a part of the final stage of the study. Summary A three-stage process was used to establish consensus on a state— wide basis to the research questions related to dropouts from federally- funded Adult Basic Education Programs. In Chapter IV, a detailed analysis will be presented on the findings obtained through each stage of the process. " QQL..- CHAPTER IV PRESENTATION OF FINDING This chapter presents the data collected for the purposes of the study. The primary purpose was to ascertain the perceptions, attitudes, and common practices of Michigan directors of federal Adult Basic Education Programs as they relate to dropouts. The following questions were addressed by the research: I) Do Adult Basic Education directors in Michigan perceive dropping out as a problem? What is the consensus opinion of the directors as to the primary reasons for dropping out? What are the common methods used to alleviate the problem? What additional things do the directors perceive need to be done? I What is the consensus opinion of the directors as to the role of the Michigan Department of Education in addressing the problem of dropouts? Are there differences in the perceptions, attitudes and common practices based on: a) Geographical location within the state, or b) Type of district within which the program is offered, i.e., Metropolitan Core, City, Town, Urban Fringe, Rural. The secondary purpose of the study was to examine the feasibility and effectiveness of using educational research techniques to complement 4l 42 and supplement data presently being received by the Michigan Department of Education. In conjunction with the data submitted by the program directors as part of their standard reporting procedures, the information obtained from this study can be used by the Michigan Dephrtment of Education in its efforts to assist local programs in increasing participation and decreasing dropouts. Format for Presentation The format that will be used in presenting the findings of this study is as follows: I) The research question is stated 2) Data obtained from each of the three stages related to the question is presented 3) The findings are discussed RESEARCH QUESTION: Do Adult Basic Education Directors in the State of Michigan perceive dropping out as a problem? Stage I - Data The original survey instrument had two different items that were related to the above research question. The items were as follows: I) What criteria do you use to classify a student as a dropout? 2) Is dropping out a problem for your program? Yes____No____ The responses to the above questions were compiled and tabulated on the basis of community type and geographical region. Table 4.l lists, on the basis of community type, the directors' responses to the question of the criteria used to classify a student as a dropout. As can be seen in Table 4.l, the predominant response to the question mentioned a program policy on non-attendance. Of the 63 .43 cop mo cop N cop my cop NP cop Pp oo~ 4p_::eeoo >3 mmmcoammm musoaoco mm mpcmczpm xewmmmFQ ow new: mwcmu_cu P.¢ mpnmp 44 responses submitted, 34 or 54 percent referred to a program policy of non-attendance. The variety occurred in the length of time outlined for making the determination.- The following is a partial listing of excerpts from policy statements submitted: l Accumulation of more than five absences per semester (JON ) ) Two to three unexcused absences ) Non-attendance for three or more weeks ) 4 An adult who has been absent for three class periods - not necessarily in succession. The next major response given by the directors dealt with a statement by the student. Twenty-two percent of the respondents stated that this was the criteria used for classifying a student as a dropout. Other criteria used were: I) Lack of academic progress after extended period 2) Special help needed cannot be provided The second item asked the directors if dropping out was a problem for their program. Thirty-nine (6l.9 percent) of the 63 respondents checked "yes" to this question. Twenty-two (34.9 percent) of the respondents checked "no.” Two (3 percent) of the respondents did not answer this question. Table 4.2-A displays the responses to this question on the basis of community type. As shown in the Table, the majority of respondents considered dropping out a problem for their programs. Directors who operated programs in community types classified as Metropolitan Core, Cities, and Urban Fringe, as a group, considered dropping out more of a problem than the directors in community types described as Towns and Rural. Table 4.2-A Responses by Community Type 45 Is Dropping Out a Problem for Your Program? Metropolitan Cities Urban Town Rural Total Core Fringe Response N % N % N % N % N % N % Yes 5 7l.4 6 66.7 I2 7l II 52.4 5 55.6 39 6l.9 No 2 28.6 3 33.3 3 l7 l0 47.6 4 44.4 22 34.9 No ' Response 0 O O O 2 l2 0 0 2 3.2 Total 7 IOO 9 lOO I7 I00 2l IOO 9 IOO 63 lOO Table 4.2-8 presents the responses to the question, "Is dropping out a problem for your program?" on the basis of geographical region. Table 4.2-8 Is Dropping Out a Problem for Your Program? Responses by Geographical Region Region I Region II Region III Region IV Total Response N % N Z N % N % N % Yes l2 70.5 l9 6l.3 3 60.0 5 50.0 39 6l.9 No 4 23.5 II 35.5 2 40.0 5 - 50.0 22 341 No Response l 6 l 3.2 O O O 2 3.2 Total I7 I00 3l IOO 5 lOO lO IOO 63 IOO In reviewing the percentage of responses in the above Table, a pattern can be detected. Starting with Region I (Wayne, Oakland and Macomb Counties) to Region IV (Upper Peninsula) there is a decline in the percentage of directors who stated that dropping out was a problem. 46 In Region I, 70.5 percent of the directors stated it was a problem. In Region IV the percentage of directors stating that dropping out is a problem had declined to 50 percent. Stage II - Data The question developed for the second stage did not directly address the two questions listed in Stage I. It was assumed that since the responses of the directors were based on fact (as seen by the directors), the responses would not change during the different stages and would have to be asked only once. I During this stage an analysis was made of the Annual Performance Report to determine the reported dropout rate by community type and region. The purpose of this analysis was to compare the dropout rate reported in the Annual Performance Report with the responses to the question "Is dropping out a problem for your program" (Tables 4.2—A and -4.2-B). Efforts were made to determine if there was a relationship between the dropout rate reported on the Annual Performance Report and directors' responses to whether dropping out was a problem. According to data collected from the Annual Performance Report for fiscal year I980, 43,000 students enrolled in Adult Basic Education Programs within the State. Of this total, 8,622 separated from the programs for reasons that were "unknown” or ”problem related." This was a dropout rate of approximately l9.3 percent statewide. Table 4.3 presents the distribution of the dropout rate as reported on the Annual Performance Report by region and community type. _ 47 Table 4.3 Dropout Rate by Region and Community Type Metropolitan Cities Urban Town Rural Total Core Fringe Region I l5.0% l9.4% 2l.8% l3.6% l8.5% l6.4% Region II I9.6% 22.3% 27.4% 30.6% 20.6% 21.9% Region III * l8.4% * 3l.6% 26.6% 26.2% Region IV * 27.6% * 22.2% 25.2% 24.9% Total l7.0% 2l.9% 24.4% 26.6% 20.6% l9.3% *No programs located in their areas Programs located in communities described as Towns reported the highest dropout percentage (26.6 percent), but, as shown in Table 4.2-A, had the lowest average of directors who felt that dropping out was a problem (52.4 percent). The reverse of this situation is true for programs located in areas described as Metropolitan Core: Directors of this group of programs reported the lowest dropout rate, yet 70.5 percent of them expressed concern about dropping out as a problem. Based on the above comparisons, it would appear that there is a negative relationship between reported dropout rates and the directors' perceptions of whether dropping out is a problem. Stage III - Data During this stage, the question of the directors' perceptions of the issue of dropouts was again addressed. The sample population was asked one of the following questions: I) On the first questionnaire, you checked ”yes” to the question, ”Is dropping out a problem for your program?" Why did you respond in this manner? 48 _ 2) On the first questionnaire, you checked "no" to the question, ”Is dropping out a problem in your program?" Why did you respond in this manner? An examination of the responses given by the interviewed directors to the original question reveals a close relationship with the distribution of responses given by the total population. For the total population, 6l.9 percent had cheCked "yes," 34.9 percent had checked "no," and 3 percent had not answered the question (Table 4.2-A). For the sample population, 56 percent had checked ”yes,“ 37.5 percent had checked ”no" and 6 percent had not responded to the question. Most of the directors in the sample population who had answered "yes” to the original question responded that dropping out was a problem for their programs for administrative reasons. For example, one director stated: Dropping out is a problem because of the difficulties it creates in determining how many teachers to hire, how many classes to schedule, and other administrative problems. If too many students drop out, it may become necessary to lay off teachers. Only one response reflected concern for the dropout: The students need the services provided by the program in order to change their life situation. Non-attendance or dropping out, along with rapid deterioration of skills learned, makes it almost impossible for the student to make real progress. Among the directors who checked "no” in response to the question, there was less consensus. One director, for example, responded ”no" because his program had not experienced any dropouts. He attributed this to the "nature of the population served,” which was primarily persons who were physically and/or mentally handicapped. The reason given by another director for responding ”no” was related to what she called an "expected dropout rate.“ She mentioned _ 49 that there is a high dropout rate of students from the secondary school system, so we should expect an even higherrate in adult programs that are non-mandatory. For the purpose of her program, she had determined that a dropout rate of 50 percent was average and to be expected. When the rate exceeds 50 percent, it becomes a problem. At present, her program was experiencing less than a 50 percent dropout rate. Another director provided the following response: Having students drop classes is always a problem and should be everyone's concern. I answered this question "no,” however, because our percentage of dropped students is relatively low and we are continuing to develop methods to deal with it. It must be remembered that we are professionals dealing with adult clients. Education is something that should be available to adults on their terms, which means flexibility, recognizing that there may be times when education will have to wait. We must develop easy entrance, easy exit programs to meet their needs. I do not consider an adult who is temporarily inactive in education a dropout. A director who responded "at times" to the question gave the following rationale for her response: I) In general, the program experiences a very low dropout rate. 2) There are periodic instances where a particular teacher is experiencing a high rate of dropouts from a class. In most cases, the problem can be traced to the teacher's attitude and/or teaching style, which is inappropriate for adults. The director attributed the low dropout rate to a change in the policy dealing with enrollment. Up until two years ago, the policy was to allow students to enroll in classes at any time within the school year. The constant entrance of new students into the classes appeared to create problems for both the teacher and old students. Two years ago, the system was changed so that students were accepted into classes 50 only at specific times within the academic year. Students who come in between terms are tested, counseled, and placed on a waiting list to be contacted at the beginning of the next term. This has brought about a more stable classroom situation and, in her estimation, consequently reduced the dropout rate. Discussion of Findings The majority of directors statewide consider dropping out a problem for their programs. For most of them, their concern is based on the impact of the dropout on the functioning of the program from an administrative perspective. As evidenced by the information displayed in Table 4.l, part of the problem is in determining the criteria used for classifying a student as a dropout. There is a great deal of variance among the directors on when a student becomes a dropout. This variance has implications for both the state as well as national data on dropout rates. For those directors who did not feel that dropping out was a problem, there were two crucial points made: I) The issue of definition of an "average” dropout rate. This concern is raised later in the study in response to another question. Some of the directors appear to establish a percentage of dropouts, from which they decide whether or not they have a problem. 2) The other crucial point relates to whether or not there is such a thing as an adult drop0ut and/or how to define dropout. There perhaps are just active students and inactive students. This point is also addressed and supported later in the 5l study. Data from the directors on a statewide basis indicated that a sizeable percentage of the students that they classify as dropouts re-enroll at a later date. RESEARCH QUESTION: What is the consensus opinion of the Directors as to the primary reasons for dropping out? Stage I - Data The original survey instrUment had three different items that were related to the above research question. The items were as follows: I) Of the students that drop out of your program, what are the three most frequent reasons that tpgy_give for dropping out? 2) Do you feel that these are the yggl_reasons why students drop out? 3) If no, what do you feel are the three most common pgal reasons? The responses to the above three questions were compiled and tabulated on the basis of community type and geographical region. Table 4.4-A lists the reasons the directors reported were most frequently given by students for dropping out, by community type. The table also indicates by percentage, frequency of each response. As shown in the table, on a statewide basis, transportation (l3.3 percent), family problems (l2.2 percent) and schedule conflict (ll.2 percent) are the three reasons most frequently given by students for dropping out. Using the classification suggested by Cross64, the top two reasons could be called situational barriers to participation. Schedule conflict could be classified as an institutional barrier. VI IO. 52 mCOWMML #:wgwuc. Eu wmkp OOF wa OOF Om OOF Nm OOF Om OOF NN OOF mF FMNOF m.mN tmq ON O mm ON Fm OF N.NF N O O cmcpo m.m FF m.m F N N N.m m F.N N 0.0 F ummcmch No New; N.m N O O m.m N N.m N O.m F N.NF N wEmO OFFcu v.N OF N.O N N.F F N.m m O.NF m ON m zpFam: N.FF FN N.O N ®.w m N.ON NF O O N.NF N HUFFFCOO szcwcom 0.0F ON N.NF N N N N.OF O N.FN O O O aoO Now N.NF mN ON O N.NF N 0.0 q N.OF m ON m Eanoca NFFEaN F.OF OF N.OF m m.OF O 0.0 w N.OF m 0.0 F Ow>oz N.NF mN N.NF v NF w N.OF O m.¢F v ON m :oFumNLoamcmcF N z N N z N z N z N z 888% mmcFLO wsou FONOF Feczz :20F some: mmeFO :mpFFoaocpwz mazF Achseeoo an mmmcoammm .mcoNowEFO uzo OcFaQOLO LOF m:0mmwx umpcoqmm pcwuzpm <1¢.¢ anmN 53 Students obtaining jobs (lO.6 percent) and moving (l0.l percent) are cited nearly as frequently as the top three as reasons for dropping out. When viewing all five of these reasons on the basis of community type, the only significant differences that appear are in the areas of Child Care (l3.3 percent) and Health (20 percent) in the Metropolitan Core; and schedule conflict in the Cities (0 percent). Table 4.4-8 on the following page presents the tabulation of students-given reasons for dropping out on a regional basis. An examination of the table reveals a number of differences among the four regions as to the major reasons given by students for dropping out. For example, in Regions II and III students acquiring jobs is not a mjaor factor in dropping out. The problem of transporta- tion in Region IV (Upper Peninsula) emerges as less of a problem than in the other three regions. The second question on the original survey was designed to obtain a consensus opinion as to the primary reasons for students dropping out. It asked the directors to check ”yes" or "no” to indicate if they felt that the reasons given by students were the yggl_reasons they dropped out. Thirty-four of the 63 directors (54 percent) checked "yes" in response to this question. Twenty-nine directors (46 percent) checked ”no." The responses were tabulated and compiled on the basis of community type and are presented in Table 4.5-A. As shown in this table, the greatest agreement with student-given reasons for dropping out occurs in districts that are located in communities categorized as Towns. The greatest disagreement with student-given reasons for dropping out occurs in programs located in communities categorized as Cities. The data collected related to this 54 mcomcoc pcmcmFFFO mm,n ooF NNF ooF Fm ooF NF ooF ON ooF me FaNOF m.mN ewe N.NN oF F.Nm N N.NN NF N.NF FF eaeco N.m FF m.c N o o c.N N N.m N emecaeeN to Nee; N.m N N.m F o o N.m m N.e N acau cFFeu e.N NF N.m F F.N F c.m N N.N m eFFaa: N.FF FN o o N.NF N c.NF NF N.N m SUFFNeou aFeeaecm c.oF ON N.NN N o o N.F F NF NF new New N.NF NN N.m m o o N.NF FF N.NF m eaFaoca NFFEaa F.OF NF N.NF e F.N F m.N c N.NF N ea>oz N.NF mN N.m m N.NF N mF NF N.NF N eoFFaFcoameacF N z N z N z N A z N z amcoamam FeFOF >F eeFmaN FFH eoFmaN NH eoFmaN N eoFmaN :oFme an mmmcoammm .mcouowNFO pzo mcFaaocO com mcommmm Ompcoamm mucmuzum mu¢.¢ anmF 55 Table 4.5-A Do yOu feel that these are the real reasons why students drop out? Directors' Responses by Community Type es OWI'lS question were also compiled on a regional basis. Table 4.5-B presents the directors' positions on a regional basis. Table 4.5-B Do you feel that these are the real reasons why students drop out? Directors' Responses by Geographical Region Region I Region II Region III Region On a regional basis, there was a great amount of similarity between Region I (Wayne, Oakland, and Macomb Counties) and Region IV (Upper Peninsula). In both of these regions the majority of the directors indicated that they did not feel that the student-given reasons for dropping were the real reasons. There'was also a great deal of similarity in the responses of the directors in Region II and Region III. The majority of the directors in these two regions felt that the student-given reasons for dropping out were the real reasons. 56 For those directors that checked "no'l to the question of whether or not they felt that student-given reasons for dropping out were the real reasons, there was a follow-up question. They were asked to list what they felt were the three most common pggl_reasons that students dropped out. The responses received were compiled on the basis of community type. All responses are listed in Appendix G. Stage II - Data The directors' responses as to what they felt were the real reasons for students dropping out were used as a basis for one of the questions in the second stage of the study. During this stage of the study, all of the directors were asked to review the statements given by their colleagues as to the most common reasons for students dropping out. They were then asked to rank in numerical order the top three statements that ppplg_apply to the students who dropped out of their respective programs. In tabulating the data, a numerical figure was assigned to each response. Three points were given for the first choice, two points for the second, and one point for the third choice. The total number of points received for each statement was compiled. The two statements receiving the most points by community type are listed in Table 4.6. As shown in the listing, the directors' responses are evenly divided between what Cross65 would call situational and dispositional barriers. That is, barriers that arise from one's situation in life at a given time, and/or barriers that are related to attitudes about 66 The directors made no oneself and self-perceptions as a learner. mention of the possibility of ”institutional barriers" as a reason for students dropping out. Table 4.6 57 Directors' Given Reasons for Students Dropping Out Commun ity Type Point Score Percentage Metropoli tan Core Urban Fri Lack of real personal motivation Personal Problems with the law, Department of Social Services financial, etc. Some finding returning to school requires discipline, time, and effort that they are not yet willing or able to give Don't or won't make the extra effort to come each night after working, taking care of family and otherwise fullday--just too much effort involved. nge I. Town Rural ——l 0 There are usually contributing cir- cumstances that may or may not come to light. Often the culmination of several events/situations cause the decision to drop. Lack of necessary motivation and effort. Job and/or family conflict (i.e., work schedule is Changed from day to evening. Are not self— motivated/low energy level. Lack of personal commitment. Conflicting interests. I8 15 l3 IO 26 I9 33 16 20 I8 3l% 26% 30.9% 23.8% 25.7% 18.8% 37.0% l7.9% 33.8% 30.5% 58 The response to the first and second stage questionnaire, as well‘ as data previously submitted by the directors on the Annual Performance Report, was used as the basis for one of the questions on the third stage of the study. Stage III - Data The questionnaire developed for this stage of the study contained the data compiled from the two previous stages and data obtained from the Annual Performance Report. Appendix G contains a copy of the Annual Performance Report data. Those directors who were selected to partici— pate in the third stage of the study were asked to review the above mentioned data and give their analysis. Specifically, they were asked the following: If you were a staff member of the Michigan Department . of Education, what conclusions would you draw from the data as to the primary reason(s) for students dropping out of Adult Basic Education Programs? During the compilation of the directors' responses, a central theme of motivation versus barriers to participation emerged. One director reflected thlS theme in the following manner: motivated students Motivational factors Interference Factors = learners attenders lack of motivation Motivational factors Interference Factors = lack of interest non-attenders He elaborated on the above equation: In attempting to complete a project everyone is faced with the conflict of motivation or desire to complete the project and interference from things that get in the way of completing the project. If the motivation is greater than the interference, the project is completed. This 59 same equation applies to the Adult Basic Education student; if the interference is greater than the motivation, the student drops out. Although the above equation and statement capture the essence of most of the responses, there were varying opinions about what the motivating factors are, who had the responsibility for motivation, what the ypgl_interference factors are, what the role of the §y§tgm is in creating and/or solving the interference factors. One director who viewed the entire equation as_a §y§t§m_provided the following statement: The motivation or commitment that people can rely upon for staying power in school is undermined by alternative programs for survival. Often contrails of money are offered in parallel expenditures where clients can choose the means by which he survives. Department of Social Services includes stipends for the weak and old, but also the criminal, the uneducated, the crazy, the promiscuous; vocational rehabilitation, (not only the lame but all cripples can apply); IEPP, Job Corp, C.E.T.A., all provide monies for a modicum of behavior termed proper by educators/sociologist/urban and rural planners. Another director viewed it more as an education issue than a system-wide problem. He stated: It would appear that the number one reason for adults separating from Adult Basic Education programs is ”lack of interest.” This leads me to conclude that many A.B.E. classes are not fully meeting the specific needs of their students, which leads me to conclude that: a) This is a problem that is possible to rectify. b) That more needs to be done in terms of staff training and the special needs of the population. c) That more emphasis needs to be put on teaching employability skills. Another respondent felt that the student should be looked at in examining the issue of motivation. She stated: 6O Motivation factors may be internal or external. The typical A.B.E. student (with the exception of those who have very specific goals, such as speaking English in the case of E.S.L. students), has little internal motivation. Goal setting is a mandatory early phase of establishing motivational direction. One other respondent, while agreeing the issue is one of student motivation, pointed out that, in general, education offers long range solutions to immediate life situations and problems. She expressed concern about what she perceived as a tendency of some of her colleagues to down play the impact of the ”interference factors" that face many adult basic education students. She concluded by asking: "How many of pg could continue to be motivated if we had to face the problems that some of them face?" Discussion of Findings This research question was designed to discover the consensus Opinion of directors of adult basic education programs as to the primary reason(s) for students dropping out. The data collected revealed the following: I) When asked if they agreed that the reasons given by students for dropping out were the pggl_reasons, the directors, by a 54 percent to 46 percent majority, agreed that they were. The reasons given by the students were primarily situational in nature: There were problems beyond their control, i.e., transportation (l3.3 percent), and family problems (l2.2 percent). The students , also stated thatinstitutional barriers (schedule conflict with course offering, (ll.2 percent) were a factor in causing them to drop out. 2) On the Annual Performance Report submitted by the same directors, independent of this study, the primary reason given for students dropping out was attributed to "lack of interest” (20 percent). 6l Transportation was reported as the reason for nine percent of the students dropping out; family problems lO.4 percent; and schedule conflict (four percent). 3) Follow-up questions during the second and third stage of the study tended to confirm the data submitted on the Annual Performance Report. This information suggests that the directors felt that lack of interest and/or lack of motivation were the pggl_reasons that students dropped out of their programs. Although there appears to be some contradiction between the directors' first response agreeing with the students' given reasons and their subsequent responses, it is not necessarily the case. It would appear that the directors recognize the reality of the situational barriers faced by the students. The point of departure would appear to be over whether or not the students want to overcome the problem and continue with their education. The data suggests that the consensus opinion of the directors is that the students do not possess sufficient motivation to rise above and/or solve these problems. The next research question addresses the issue of the response of the directors to this problem. RESEARCH QUESTION: What are the common methods used to alleviate the problem? Stage I - Data The first questionnaire asked the respondents to classify their follow-up procedure in the following manner: I) No follow—up procedure 2) Informal follow-up procedure _ 3) Formal follow-up procedure _62 Where appropriate, the respondents were then asked to describe their respective procedures. Table 4.7-A presents the results of the classification of the follow-up procedures by community type. Table 4.7-A Classification of Follow-Up Procedures Response by Community Type No Follow- l IOO 21 IOO As shown in the above table, only four directors (6.3 percent) reported that they did not have a follow-up procedure. Half of these programs are located in communities described as Towns. The majority of directors, on a statewide basis, (52.4 percent) described their follow-up procedures as informal. Twenty-five directors (39.6 percent) described their procedure as formal. The largest percentage of directors reporting informal procedures were located in communities described as Cities (66.7 percent). The largest percentage of directors reporting a formal procedure were located in communities described as Urban Fringe (47 percent). In general, there does not appear to be any significant differences in classification based on community type. 63 Table 4.7-8 presents the classifications on the basis of geographical region. Table 4.7-8 Classification of Follow-Up Procedure Response by Geographical Region Region I Region II Region III Region IV Total Response N % N % N % N % N % No Follow- ' Up I 5.9 2 6.4 O O l l0.0 4 6.3 Informal 9 52.9 14 45.2 3 60.0 7 70.0 33 52.4 Formal 7 41.2 14 45.2 2 40.0 2 20.0 25 39.7 No Response 0 O l 3.2 O O O O l 1.6 Total 17 100 31 100 5 100 10 100 63 100 An examination of the responses on the basis of geographical region reveals that the highest percentage of procedures classified as informal are located in Region IV (Upper Peninsula - 70 percent). It is unclear why the highest percentage of informal classifications occur in this region. It could be assumed that since the region has smaller programs (i.e., smaller numbers of students enrolled) they are more apt to classify their follow-up procedures as informal. But, an examination of Table 4.7-A does not support this assumption. As mentioned earlier, the highest percentage of informal procedures on the basis of community type occurred in Cities; These programs are usually quite large as compared to those offered in Towns and Rural areas . 64 During this stage of the study, the directors were also requested to provide a written description of the procedure that they used in following up on students. Appendix H contains a listing of the descriptions submitted by classification (informal or formal) and community type. An examination of the descriptions submitted revealed no consistent distinctions among methods used in procedures classified as "informal” and those classified as "formal.“ The above mentioned descriptions form the basis for one of the questions in the second stage of the study. Stage II — Data 5 During this stage, the directors were asked to review the follow- ." up procedures submitted within their community type. They were asked to rank the top three in numerical order according to their perception , of the effectiveness of the procedures in getting students to return. In tabulating the data, a numerical figure was assigned to each response. Three points were given for the first choice, two points for the second, and one point was given for the third choice of each director. The total number of points received for each statement was then compiled. The two statements receiving the most points by community type are listed in Table 4.8. As evidenced in this Table, there is a great deal of overlap among the descriptions that received the most support. Because of the similarity of responses across community types, a consensus statement was developed to be used in the third stage of the study. The statement developed is as follows: A personal telephone contact is made by the student's instructor. If a contact cannot be made by telephone, a letter is sent asking the student to respond. As time and/or monies 65 0.0N F.ON 0.0N N.NN 1.111 111111.II.I.1I1 III; mamacmocwa ON FN mN . NN ON NN FF mF ON ON 11.1.1111 fl .mucwvzum mmmnu ou “com mew mcmuumg .Ocmuue o» memczouem use OwFFeu mF «sonata FmFucmuoa .mconsmFm: use mccmFsN squ xuozu cmF< .FFau mcognmeF ._ .mmmFo o» cczumc Ems“ aFm; c» on emu m3 Ochuxem mF mcmza NF Omxmm Oem xoma.OmuF>=F . OmFFmo wee mucousum mecFo Na Ems» OcFEmc ou muemczam Ochcwuucicooa Fqu mmmFu :F muemvaumv .xgz mcommmc mcFacman o» acmuaum squ aFamcou ca uFmF> was; co\vcm FFeo mcogamFmF .zocmmm Ochcmec gan Homecou .anmeoa FF .uucacou mac; .Nerch Fc:0mcma .uumucou mcosameF .comF>Om\comecaoo e No mums cmFm mF aucueou .mmucmmnm OmcFngxmcz oz“ cmaF< .woecccmuum :F No: macmusum.;uF3 Nomaeou FmFchF LON mFachogmwe wee mcmgommF .N .mmmFo ca :csumc acmvzum on» mcF>mg coF mcoFchcou use NNFFFameoQ use mcoFaxm O» can OcF>cmF EON comemc wsu mcFE lemuwu cu cmuamF NO .Fabmmmooam No: FF .Ocm mcoza Na aumucoo «Nee ow “Oswaum m: .uomueoo Nocmam co mFFmo chochg .aFmF> co FFeo mecca < .cczumc :mu zmza FF mom ca was cm>FOmmc coon we; Eanoea on» FF mom ou waFu o» maFa ace» Ems“ Fqu can mFFF chsa :queFmE m: .Ochcmaum Eocm Emsu macm>mca gquz Eanoca.w;a w>FOm o» aaamuuw cw mxme m3 .mcma mF uFmF> mac; m .mqucma mEFu m< .uomucou o» xca o» cemF>Oc ucwuzum may o» gw>o omega» mF OF .mOeE ma uoccmo womucoo m FF .couozcumcF m.Fm:OF>FO:F as» NO mums mF Homecoo ocogaoFm» Fm=Omema < an Omzommc on Noccmu 0:3 azmvsum cu acmm mF gouge; .xemumcomm Foozum m x: no chzz .N -F :30F .N .F mmchN sang: .N .F mwFaFO .N .mcosa .F acmczum on» gqu Omxgoz mm: ogz emsumwu m an cmsuFo uzwuzum ou Fqu mcosa HomgFO mcou :waFFoaocum: 2.3 \3 Fess-=0... 1-1' iIIII 11I1I11 I IIIII IUII III 11 9.3 3222.8 .3 9.3.5:. mcacwuoca OsizoFFoN Fo Ochcmz .mEOuuwcFO , m.e anwF 66 permit, a home visit is made. We make an attempt to solve the problem which prevents them from attending. We maintain their file and call them from time to time to see if the problem has been resolved and to see if they can return. When and if it is applicable, the referring agency is contacted for assistance. Stage III — Data In the third stage of the study, the question of follow-up procedures was addressed in conjunction with another research question. Since existing practices were outlined clearly on the first two stages, the researcher felt it unnecessary to ask about them again. The consensus statement developed in stage two of the study was incorporated in the research question about ”additional things” that the directors would like to do to alleviate the problem of student dropouts. Discussion of Findings On a statewide basis, 93.5 percent of the directors indicated that they had follow-up procedures for students who dropped out of their programs. Of this group, 53.2 percent classified their procedures as ”informal,” and 40.3 percent classified their procedures as "formal.” An examination of the directors' responses on the basis of geographical region and community type revealed no distinctions in the classification based on these variables. An examination of the descriptions of the follow-up procedures revealed no real distinction between those procedures classified as "formal” and those classified as ”informal.” During the second stage of the study, a consensus statement was written reflecting what the directors felt was an effective procedure for getting students to return to the program. In general, the 67 procedure involved telephone calls to the students followed by letters and/or home visits. When, and if, appropriate, assistance was requested from the agency which referred the student to the program. The issue of follow-up procedure was not addressed in isolation in the third stage of the study, but was incorporated as part of the research question related to ”additional things” that the directors would like to do to alleviate the problem of student dropouts. ‘ RESEARCH QUESTION: What additional things do the directors perceive a: need to be done? Stage I - Data 1p On the original questionnaire, there were three items related — to this research question. They were as follows: . I. Are you satisfied with the results of the procedure (follow-up) that you use? Yes___No___ 2. What percentage of dropouts would you estimate return as a direct result of your follow-up procedure? 3. Given sufficient resources, how would you modify your follow-up procedure to make it more effective? In response to the first item--satisfaction with existing follow-up procedure, 36 respondents (59 percent) checked “yes,” and 25 respondents (41 percent) checked ”no.” Table 4.9-A displays the responses on the basis of community type. As shown in the table, directors located in areas classified as Cities (66.6 percent) expressed the greatest amount of dissatisfaction with their follow-up procedures. The majority of directors in areas classified as Metropolitan Core (57.2 percent) and Urban Fringe (53.3 percent) also expressed dissatisfaction with their follow-up procedures. 68 Table 4.9-A Are you satisfied with the results of your follow-up procedure? . Response by Community Type Metropolitan Cities Urban Town Rural Total Core Fringe Response N % N % N % N % _N % N % Yes 3 42.8 3 33.3 7 46.7 18 76.2 7 77.8 36 59 No 4 57.2 6 66.6 8 53.3 5 23.8 2 22.2 25 41 Total 7 100 9 100 15* 100 21 100 9 100 61 100 *Two directors did not reply to this question. In two areas classified as Rural (77.8 percent) and Towns (76.2 percent) directors expressed, by a wide margin, their satisfaction with their follow-up procedures. Twenty-three of the 36 directors (64 percent) who expressed satisfaction with their follow-up procedures were located in either Towns or Rural areas. The following Table (4.9-8) presents the responses of the directors on the basis of geographical regions: Table 4.9-8 Are you satisfied with the results of your follow-up procedures? Responses by Geographical Regions Region I Region II ' Region III Region IV Total Response N % N % N % N % N % Yes 10 62.5 18 60.0 4 80.0 4 40.0 36 59 No 6 37.5 12 40.0 I 20.0 6 60.0 25 41 Total 16* 100 ' 30* 100 5 100 10 100 61 100 *One director did not reply to this question. 69 As shown in the table, the responses of the directors in Regions I and II are fairly consistent with the statewide average. The greatest amount of satisfaction with follow-up procedures was expressed by directors in Region III (lower Upper Peninsula). The greatest amount of dissatisfaction was expressed by directors in Regin IV (Upper Peninsula). The next item on the original questionnaire served, in part, as a follow-up question to the expression of satisfaction or dissatisfac— tion with the existing procedures used by the directors. This question , I asked the directors to estimate the percentage of students who returned ‘ to the programs as a direct result of the follow-up procedures. Table 4.lO-A displays the directors' responses on the basis of community type. Table 4.lO-A What percentage of students return as a result of your follow-up procedure? Responses by Community Type Metropolitan Cities Urban Towns Rural Total Core Fringe Response N % N % N % N % N % N % 0—10% 2 28.6 3 33.3 7 46.6 6 28.6 4 44.4 22 36.1 11-20% 1 14.2 0 O 1 6.7 1 4.8 O O 3 4.9 21-30% 2 28.6 4 44.4 4 26.7 8 38.0 2 22.2 20 32.8 31% & over 2 28.6 2 22.2 3 20.0 6 28.6 3 33.3 16 26.2 Total 7 100 9 100 15* 100 21 100 9 100 61 100 *Two directors did not reply to this question. 70 On a statewide basis, the largest number of directors responding (22 of 61 or 36.1 percent) estimated that ten percent or fewer of the students who drop out of their respective programs return as a direct result of their follow-up procedures. The next largest category of directors responding (20 of 61 or 32.8 percent) estimated that between 21 percent and 30 percent of the students return as a result of the follow-up procedures. An examination of the responses by community type revealed that 66.6 percent of the directors located in Cities and Towns estimated that 21 percent or more students returned as a result of their follow—up procedures. This is the highest estimation of a returnrate among the five community types. Although the directors located in Cities and Towns gave almost the same responses to this question, their responses to the previous question were quite dissimilar. Table 4.9-A illustrates this point. In response to the question of satisfaction with follow—up procedures, 76.2 percent of the directors in areas classified as Towns expressed satisfaction. In response to the same question, only 33.3 percent of the directors in Cities stated they were satisfied with their follow-up procedures. Table 4.lO-B presents the directors' estimates, on the basis of geographical region, of the number of students who return as a result of their follow-up procedures. A regional analysis of the responses reveals no major differences when compared to statewide levels. One possible exception would be in Region I. In this Region (Wayne, Oakland, and Macomb Counties), 50 percent of the directors, compared to 36.1 percent statewide, reported that ten percent or fewer of their dropouts returned as a direct result of their follow-up procedures. 71 Table 4.lO-B What percentage of students return as a result of your follow-up procedure? Responses by Region Region I Region 11 Region III Region IV Total Response N % N % N % N % N % 0-10% 8 50.0 8 26.7 2 40.0 4 40.0 22 36.1 11-20% 0 O 3 10.0 0 O O O 3 4.0 21-30% 4 25.0 10 33.3 2 40.0 4 40.0 20 32.8 31% plus 4 25.0 9 30.0 I 20.0 2 20.0 16 26.2 Total 16* 100 30* 100 5 100 10 100 61 100 *One director did not reply. The third item of the original survey related directly to the directors' perceptions of additonal things that needed to be done to improve their follow-up procedures. The question asked was as follows: "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?" All of the responses to this question were compiled, forming the baSis for one of the questions on the second stage questionnaire. The compilation was on the basis of community type. The results were five separate lists of statements of modifications that Would be made with sufficient resources. Appendix I contains these lists. Stage II - Data During this stage, the respondents were asked to review the state- ments of modified follow-up procedures and to rank the top three most effective procedures. Table 4.11 presents the results of this ranking by community type. 72 Nm.mN N0.0m N0.0N Nm.¢N NF.NN NO.mm NN.Fm N0.0m N0.0N NO.N¢ I Ill-.1 1 -1 I .II III-'11 11 OF OF FN mN FN Om mF mF OF FN .wawycmucmm 1-.- .-11 1111 1111-1117 .NF zqu cmzocga 3oFFOF new mcscmooca m aon>mO o» mEFu.NNmum :Ome< .w>FuomFFm on OFaoo mFFco mmzo; acne meF m: .mFqu mcozamep cu :oFuFOOm :— .mmEFu News 3o; new Omuumaeou mm: oz: Fo swumzm weave; a aoFm>mO .cgmucoo No mcmuumF choFaFOOw teem .Om cu ou omemum szamacmcm mew: m3 FF maFmF> mac; mOF>oca .oam .mmzam .coFumucoamcccu mm seam msanoca maoucw>o o» muewvzum asz .Fsz Ncm> mxcoz sumocaam chomcma-LoFomcaoo Lao an OeFFFco wcoz .Eanocg mga ow mcoFuzFOm OcFF o» as; emuzogocuz Nemuzum chz xcoz NFeo go: o» comeczou :oFumozvm qunm wEFu-FFzF < .mmczvmoocg az-zoFFOF zqu aFw; o» chcchma acoaasm "OcFmeezoo mcoa ”memo: m.cm:camF quum mg» ou Emza mNFachmm ou mcmzuwma NON mcFechu moF>cmm-:F .N .F Fags: lhhll mczoF .N .F wmchg .mmFucmOm EOLF xomnumou Ocm Homecoo Fm:0mcmg mcoz .mmocmmam :o ns-zoFFom mvcmzoa chum No mmcoamwe cmonzc m use mwso; cszu um macmuaum :o FFmo ow mmOFm OONOce mcocumme Neg .aa-zoFFOF can aumucou OmNFFw:Omcmq mcoe LON mchomemFocamcma «NFFFu: use ”zoFa -macmFLo acmtzum cmgocg zqu ummem ON comecsoo msFu-FFOF m mNFFFa: szoz _ .Emsu cu mmocum mammmgc one mcFuamO NquoFFFFO use mF Oman HF .anmFFm>m mF aFm; zucmam Fo aoF < .NNo Non OFaoz “an .zFumoo ma OFsoz a. .mmmcmaxm :oFu -maco:m:mcu we Fsz mm Nqum cob mvcaF vow: Oonz F .cm>FOm Eanoca m on oa m>ms Oonz osmNm: .mchn maFu-FF3N a co Oz-zoFFOF mocmuemwum-co: new azoaogc :o xcoz o» ANNcum choFuFOOmO Fbmum 35 Fe smegma a waecmmeO ow oxFF Oonz F wcou :muFFo cane: .N .F mmFuFO .F Oocumz on? 3 2:558 _1111 -.--1-111 -11-- mmcszuccm OO-zoFFON OwFFFOo: Fo mchcmm .mcouumcFO FF.v anwN 73 As can be seen in the Table, there were many commonalities among the top responses given. A synopsis of the most frequent responses were developed to be used during the third stage of the study. The statements developed are as follows: I. -In-service training for teachers to sensitize them to the adult learner's needs; more counseling; support personnel to help with follow-up procedures. 2. I would like to designate a member of my staff (additional staff) to work on dropouts and non- attendance follow-up on a full-time basis. He/she would have to be a problem solver. I would need funds for staff as well as transportation expenses. It would be costly, but would pay off. A lot of agency help is available, it just is difficult to get the message across to them. 3. I would use a full-time counselor to assist with proper student orientation; and use paraprofessionals for more personalized contact and follow-up. Stage III - Data During the third stage of the study, the synopsis statement listed above was mailed to the sixteen directors that were to be interviewed. The mailing also included the following statement: Your Analysis Given the above statements and your analysis as to the primary reasons for students dropping out, if you were a staff member of the State Education Department, what conclusions would you draw as to the most effective method(s) for alleviating the problem of student dropouts? During the follow-up interview session, the directors were also asked: All of the previous questionnaires addressed the issue of follow-up after the student had dropped out of the program; what do you feel can be done to prevent, or decrease the number of persons from ever dropping out? The responses to both the statements mailed and the follow-up question stressing the prevention of dropout overwhelmingly stressed the role of the teacher in following up on dropouts and preventing students from dropping out. With responses first two 74 the exception of one director's response, none of the given directly addressed the data generated during the stages of the study. One director stated that the solution to the problem of dropping out could be resolved by "the development of rapport on the part of the teacher-~the teacher has the responsibility for holding the student.” Another respondent stated “teacher-student relationship is key - we need to work with teachers to improve their counseling skills." The one respondent who addressed the statements given stated the following: The i Statement number two is unrealistic. In most cases, if the student is properly motivated, they can usually find a way to solve the problem that is hindering them, themselves. It would, however, be helpful to in-service A.B.E. programs on how to develop and maintain inter-agency cooperation. Statement number three is unrealistic. I'm sure anyone would like to have, and would utilize a full-time counselor. It is a potential answer, but is it practical in terms of finances? Statement number one is realistic and practical. Not only do teachers need to be sensitized to the adult learners needs, but they also need more of a background in motivating the adult learner. ssue of student motivation, previously mentioned as a primary reason for dropping out, also was addressed by other respondents. One director suggested that we need: More information on motivation and interference. Then we need to learn to enhance the motivating factors and minimize the interference factors that we have the time, ability and money to control. We need to realize that some students' problems are very complex and we may be able to do little to make them more motivated. We should make friends and allies of these students, who at some time in the future, may be able to attend school and learn. It was suggested that teachers and counselors could perform the above by: 75 Intensive work on long-range goals, planning, projecting, pulling loose ends together with the students - especially through work on employability skills, use of M.O.I.S (Michigan Occupational Information System), Career Resource Centers - all of which are excellent for improving motivation. The directors also felt that there was a need for more cooperation by referring agencies to aid in the effort to motivate students. Two suggestions given in this area were as follows: I) A support system of all agencies who deal with this clientele must be established, with concrete guidelines of intervention. 2) More agency assistance.and cooperation, specifically by way of counseling clients on long range goals, helping with immediate needs which stand in the way of getting to classes. Discussion of Findings At this point in the study, consensus had started to emerge. There is general agreement that students dropping out of programs is a problem, although the magnitude of the problem may vary from program to program. There is general agreement that in the socio- economic status of the population served there are numerous life situations (interference factors) that inhibit and, in some instances, prevent attendance in educational programs. The proposed solutions for this problem revolve around the individuals who have the most contact and involvement with the student--the teachers. The responsibility of the teacher is to develop a sensitivity to the needs of the student to help motivate him. The responsibility of the program directors is two-fold: I) To provide release time and training opportunities to enable the teachers to better fulfill their responsibilities, and 76 2) To develop inter-agency cooperation with referring agencies for the development of support systems to meet the immediate life needs that inhibit or prevent attendance in educational programs. RESEARCH QUESTION: What is the consensus opinion as to the role of the Department of Education in addresSing the problem of dropouts? Stage I — Data The first questionnaire asked the respondents to list any suggestions that they might have on ways that the Department of Education could «...... . .- F, .. TWIN“ ““9 DEV assist them in improving their follow-up procedures. Most of the responses centered around the need for additional funds. All of the responses were compiled, forming the basis for one of the questions for the second stage of the study. The compilation was on the basis of the five community types. The results were five separate lists of statements suggesting things that the Department could do to assist in addressing the problem of dropouts. Due to the size of the list, it is included as Appendix J. Stage II - Data In this stage, the respondents were asked to review the suggestions submitted by their colleagues within their community type. They were then asked to rank the top three suggestions based on their perception of the most effective actions that could be taken by the Department. Table 4.12 presents the suggestions that received the most support by community. As seen in the lists, the dominant suggestion was a request for additional funds to allow districts to implement different procedures. This information was used in the third stage of the study. 77 1.1:! I III-IIIIOnIII 111-110-1-‘1'1‘ '1 III'I.-1-I NO.OF FF .302; m: FmF .auwaeou Fw:0mcoa cwgu assume coupon w mF mews» FF An Ne.FN NF .mmoacza Mmza cow mFawFFw>w :FwOw mew: Nance FF aFm; OFsoz FF .mzmmF coFucmumc mag 5FF3.FwwO o» FFme Ochch» chos mFsu No 2625 me: m3 Ozw mFowFFw>w mwz Noses muF>cwm-:F cwsuwm» .umwa mcwmx :F Aw chzz NMOF NF ......Emocoo 5:28 3 .3939: new mechqu ”EzeoFgczu Fm .coFucmamc AN .mmczvmooca OzFqucumc FF ”FmecOocQ cwcuo :F meow mcan m.uw;3F nosmxcoz muF>NmmicF Ommz An N0.0F ON .:oFumngou Foozom :OF: “Fanw gqu mmeo Fwscm cw co mcFuczF :oFFwozcm umeO FF3O< mOwczoocm Fw m:3OF N0.0F OF .mm>Fuomnao oFEocoom new choFuwoauw.meE on mNchONo .cha mucmuaum aFm; op 3o; mw FFw: mw szum «FFF m.cwceme . aFacw one o» mcmsowmu mNFachmm aFm; FFFz zoFcz mchchu moF>cmm-:F Fa NF.ON NN .chsz w mw Omuwmca «an .FwFuemmmw mF szF .mocwummew oeFmeczou on OFaoz «F .mec ucwucogEF Ncm> w mcFumoE ma mucwvaum FFw ou woF>cmm czo m>ogaEF .mEFu mawm mga aw ch :oFucmumc m>ogaEF cu FFw gm>o meru mco mmooco Oono F FF Fw mwchN swag: . .meoF>Nmm FwFuom No Ne.eN OF Femaucwamo o» mmmcumv nz-zoFFoF coF NNFFFnchoammc wees mszmmw mmFucmOw m>wz .3ocx m: FmF Oew mqucamFO cacao :F wacoz mw; “we: Nae Och Fa .as-zoFFOF NN.Fm mF muwFOmEEF mxwa ca mEFF mg» squ mzo mEOm Fwa o» mcFuczF OcFOO< Aw mmFFFO NN.OF .O .mczvmooca Oz-zoFFow mucwucmuuw :o OcF>ocQsF EON moF>cmm-:F egos ozFOF>oca .muwc uzoaocc quFquu w mmst Fwsz AchmFu OchFFmO An Nw.mN NF 3:53 2a.: 25 9.283 ..8 58 t3... was-:5 8.62 Fe mcou :quFogocuwz -- mcoum mOaF an mmcommmm .11. mOwuemucma FcFoa mFoz m.:oFawo:ON No uzmsuchmO msu we mcoFammOOOm Fo Ochcwz m.c0aomcFO NF.e anwN 78 Stage III : Data In the third stage of the study, the following statement was submitted to the randomly selected directors: The most frequent response to this issue revolved around the State Department of Education distributing additional funds to allow districts to hire staff to concentrate on working with dropouts. Other responses not directly related to increased funding were: a) By defining clearly what makes a critical dropout rate. b) Need in-service workshop (what's being done in other programs): 1) Recruiting Procedures N ) Retention 3) Curriculum - Materials and Methods 4)- Common Concerns c) In-service training which will help sensitize teachers to the adult learner's life style as well as how to help students plan and organize to meet educational and economic objectives. Given the above responses and your analysis of the two previous areas of concern, if you were a staff member of ” the State Education Department, what conclusions would you draw as to the role of the Department in addressing the problem of dropouts? The majority of the responses in this stage related to the State Department of Education taking a more active role in providing in-service training for program directors and teachers on how to most effectively deal with the problem of student dropout. Related to this function were also suggestions that the Department serve the function of a clearinghouse for the collection and dissemination of information and. other resources that would be helpful to programs. Included in the clearinghouse should be "How to Manuals" of successful practices. 79 There were two suggestions related to the State providing additional funds. The first suggested that the State provide funds to the programs for additional support services. The second suggested that the funds be used as a stipend to pay adults for attending school. The respondent stated that this is already being done for some of the A.B.E. students, i.e., D.S.S. recipients, C.E.T.A. eligible students, etc. Her position is that it is unfair for some students to receive funds for attending classes while others do not. I Three other suggestions related to policy and/or procedural issues are as follows: I) That the State should clearly define for programs what is'a critical dropout rate. 2) That the State should stop funding districts solely on the basis of enrollment, and fund districts on the basis of results. 3) That the State Department of Education should aggressively pursue legislation requiring strong and defined agency - cooperation, and which also limits eligibility for public . assistance funds to those who will participate in programs. which will raise their employability skills. Discussion of Findings The responses to the question of the Michigan Department of Education's role in assisting local programs in alleviating the problem 0f droPout were similar to responses to a previous question asking for additional things that the directors would like to do so solve the 1 problem of student dropout. In both cases, the majority of the responses centered around the need for in-service training for teachers and administrators. It was 80 . suggested that the training would provide the teachers with greater insight into the adult learner. The role of the Department of Education was primarily that of providing funds to facilitate the offering of the in-service training. Although the role of the Department of Education in providing funds reCeived the most emphasis, there were two other suggestions that received support from the directors.- Both suggestions concerned policy formulation. ' The first suggestion requested that the Michigan Department of Education define what is a critical dropout rate. In this area, the directors were requesting that.some standards be established by whiéh they could judge their performance. At present, there are no performance standards established by the Department. A . The second suggestion was closely related to the first. It was recommended that the State stop funding programs solely on the baSis of enrollment and consider the results achieved by the program. The directors expressed concern that regardless of how well they run their programs, they received the same funding as less successful programs. Because the basis for the funding formula is enrollment and not results, the only monetary incentive is in the area of recruitment, not retention. Since funds are limited, a statewide increase in enrollment results in fewer dollars per student. The recommendation suggests that by changing the funding formula to reflect retention rates, the State could assist in alleviating the problem of dropouts. 81 RESEARCH QUESTION: Are there differences in the perceptions, attitudes, and common practices based on geographical location within the State and/or type of community within which the program is located? Because of the particular nature of this question, the methodology and procedures used to address it were different than those used for previous research questions. In collecting data on this question, an analysis was made of the responses to the previous questions as they related to the perceptions, attitudes, and common practices of the directors. During the third stage of the study, a question related directly to the research question was given to the selected respondents. Stage I - Data During this stage two questions were examined in an effort to draw inferences about the perceptions, attitudes, and common practices of the directors of Adult Bgsic Education Programs. The questions were: I) Do you feel that these are the ppgl_reasons (student-given reasons) why students drop out? Yes____No___ 2) Are you satisfied with the results of your follow-up procedure? Yes____No____ On a statewide basis, 54 percent of the directors responded "yes" and 46 percent responded "no" to the first question. (See Table 4.5) An analysis on the basis of community type revealed that directors operating programs located in Cities deviated the most from the norm. Thirty-three percent of the directors of programs operating in Cities responded l'yes," while 67 percent responded "no." (See Table 4.5) 82 An analysis of the responses on a regional basis revealed that the greatest amount of disagreement with student-given reasons for dropping out appeared in Region I (41.1 percent "yes” and 58.9 percent "no") which involves Wayne, Oakland, Macomb Counties; and Region II (40 percent "yes“ and 60 percent "no") which involves counties in the southern part of the State. Since these two regions contain most of the areas categorized as Cities, this finding is consistent with the first analysis. In regard to the second question, about satisfaction with the results of the follow-up procedures used, there were some vast differences on the basis of community type. Directors operating programs in communities described as Metropolitan Core, Cities, and Urban Fringe displayed the greatest amount of dissatisfaction with the results of their follow-up procedures. The least amount of satisfaction was expressed by directors operating programs in Cities (33 percent). (See Table 4.9) Directors operating programs in communities categorized as Towns and Rural responded at the rates of 76.2 percent and 77.8 percent respectively, regarding satisfaction, with follow-up procedures. Stage II - Data This issue was not addressed during the second stage of the study. Any distinctions that occurred in this stage of the study were pointed out in the discussion of findings in the five previous research questions. Stage III - Data During this stage, the following question was asked during the interview process: 83 Do you feel that there may be a difference in the reasons for dropouts and the methods best used for alleviating the problem on the basis of community type within which the program is offered and/or geographical region? The initial response of all of the respondents was that there were no differences based on these two variables. When pressed for responses to the issue, the following statements were given: 1) There are no real differences in the people or the program; there may be some differences based on unique political or social problems in the area. 2) General similarities across the State - major variable could be specific population served, i.e., unemployed, physically and/or mentally handicapped, employed part-time student, etc. 3) The geographical area may have an impact on the need for credentials for jobs. Expectation would be greater for rapport on part of teacher in smaller communities. 4) Greater difficulty in working with C.E.T.A. and D.S.S. (this response was given by a director located in a metropolitan area, and a director in a rural area). Discussion of Findings Inferences drawn from the data seem to suggest that directors who operate programs located in Metropolitan Cores, Cities, and Urban Fringes have less trust in student-given reasons for dropping out. They also appear to be 1855 satISfied than their counterparts in the Towns and Rural areas with the results of their follow-up procedures. Both of these factors may be a result of the size of the program. In general, these areas have a much larger student enrollment than programs located in Towns or Rural areas. When asked directly, the directors felt that there was little or no difference among causes for dropping out, and/or the methods used to alleviate the problem on the basis of community type or geographical region. CHAPTER V CONCLUSIONS, DISCUSSIONS, IMPLICATIONS, REFLECTIONS AND SUGGESTIONS FOR FURTHER RESEARCH The purpose of this study was two-fold. The primary purpose was to find out about the perceptions, attitudes, and common practices of Michigan Directors of federal Adult Basic Education Programs as they relate to dropouts. To accomplish this purpose, the following research questions were developed: 1) Do Adult Basic Education Directors in Michigan perceive dropping out as a problem? What is the consensus opinion of the Directors about the primary reasons for dropping out? What are the common methods used to alleviate the problem? What additional things do the Directors perceive need to be done? What is the consensus opinion of the Directors about the role of the Michigan Department of Education in addressing the problem of dropouts? Are there differences in the perceptions, attitudes, and common practices based on: a) Geographical location within the State, or b) Type of district within which the program is offered? The secondary purpose was to examine the feasibility and effectiveness of using educational research techniques to complement 84 85 and supplement data presently being received by the Michigan Department of Education. Conclusions In response to the primary purpose of the study, the following conclusions were drawn from the findings: 1) The majority of Directors within the State consider dropping out a problem. At the same time, there is wide variance in defining who and what point a student becomes a dropout. The Directors felt that lack of interest and/or lack of motivation were the real reasons that students dropped out of their programs. The most common method used to follow-up on a dropout involved teachers and/or counselors: a) telephoning the student, b) sending letters, c) contacting the referring agencies, and d) when possible, attempting a home visit. Given sufficient resources, the directors would attempt to alleviate the problem of student dropouts by: a) providing additional in-service training to teachers and counselors to assist them in developing greater sensitivity to the problems and needs of adult learners; and b) developing interagency cooperation with referring agencies for the development of support systems to meet the immediate life needs that inhibit or prevent attendance in educational programs. The Directors perceived the role of the Department of Education as two-fold: 86 a) to facilitate through funding and technical assistance, the ability of the Directors to offer in-service training to teachers and counselors. b) to develop standards of quality for the operation of Adult Basic Education Programs. 6) That there are only minor differences in the perceptions, attitudes, and common practices of the Directors based on geographical location and/or type of district within which the programs are offered. In response to the secondary purpose of the study, the following conclusions were drawn from the findings: 1) There is a need for the development and utilization of research instruments to supplement the standard reporting documents that are presently being used by the Department of Education. 2) The Directors are receptive to a research process that provides them with information on the techniques and practices of their peers. Discussion and Conclusions The discussion of the conclusions will follow the same order used in presenting the conclusions. For the ease of the reader, the research question will be paraphrased and underlined. IS DROPPING OUT A PROBLEM? Although the majority of the Directors (61.9 percent) considered dropping out a problem, the data collected revealed the highly subjective nature of the responses. The subject- ivity is related to the definition of dropout. For some Directors there is no such thing as a dropout adult student; simply active and inactive students. For the majority of the Directors, a dropout is 87 defined as a student who has missed anywhere from three consecutive classes to not being seen or heard from for a month (Appendix K). Further evidence of the subjectivity of the responses was provided by some of the Directors that responded that dropping out was not a problem. For some of these Directors their response was based on their perception of an ”expected dropout rate." For one Director this was - 50 percent of the students. For other Directors the critical dropout rate was related to the dropout rate of students in the K-12 program within their district. Since the purpose of the study was to find out about the percep- tions, attitudes and common practices of the Directors, the responses are worthwhile and valuable. They illustrate issues that must be addressed when collecting dropout data for the purpose of planning and policy formulation. Some of these issues will be addressed later in this chapter under the heading of ”Reflections." WHY DO STUDENTS DROP OUT? The findings in this area replicated the findings cited in Chapter II of similar studies on the national level as well as other states. The students list reasons such as employment conflicts, illness to themselves or family members, child care, and transportation. When asked initially, the majority of the Directors (54 percent) agreed with the student-given reasons. But, during the second stage of the study, after having the opportunity to review the responses of the 46 percent who did not agree with the student-given reasons, the responses changed. Although the Directors continued to recognize the reality of the problems stated by the students, they stated that the pgal_reasons students dropped out were because of lack of interest and/or motivation. 88 It is worth noting that none of the Directors raised the issue of why the students were not interested or motivated. Since enrollment is not mandatory for the adult student, at some point they had the interest and motivation to start the program. If the student-given reasons for dropping out are not the ppgl_reasons, it would appear that perhaps the programs offered must share in the reasons for them dropping out. WHAT ARE THE COMMON METHODS USED TO FOLLOW-UP ON DROPOUTS? The methods used for following up on dropouts were consistent statewide. The initial step involved a telephone call or a letter if the student could not be reached at home. The second step usually involved contact with a referring agency if appropriate. Depending upon the availability of staff, a home visit to talk to the student was also attempted. When asked to categorize their follow-up procedure as formal or informal, 52.4 percent considered the procedure informal, and 39.7 percent considered it formal. There were no discernable differences in the procedures classified as formal or informal. The majority of Directors (59 percent) stated that they were satisfied with the procedure that they were using. It should be noted that there were no differences in the procedures used by Directors who believed the students, as to why they dropped out, and those who did not believe the student-given reasons. HOW WOULD YOU MODIFY YOUR FOLLOW-UP PROCEDURE? The greatest amount of changes in responses occurred in response to this research question. The responses given in the first stage centered around hiring additional persons to perform the tasks listed in the previous question; i.e., making telephone calls, visit student's home, contact agencies. A 'similar response was also given in the second stage of the study. 89 By the third stage of the study, the responses had changed drastically. A part of this change can probably be attributed to the manner in which the data was presented in Stage III of the study (Appendix L). During this stage, the following information was presented: I) A consensus statement of the common methods used for follow-up. 2) Three statements of additional things that the Directors felt should be done. The Directors were asked to consider these statements in light of their previous statements as to the ygal_reasons students dropped out. It was at this point that the importance of providing additional training for teachers was emphasized. The emphasis appeared to move from following up on dropouts, to the prevention of it. Even though there was some change in emphasis in this area, the changes were quite limited. Limited in the sense that the literature on adult education contains a wide range of options that can be implemented to aid in addressing the problem of student dropouts. The fact that options such as home based study, external diploma programs, etc., were not suggested will be explored later in this chapter. WHAT IS THE ROLE OF THE DEPARTMENT OF EDUCATION? The responses to this question went through the same transition as that of the previous question. The initial response was to request additional funds to hire additional people to call and visit the students who had dropped out. By the third stage the responses had changed in a number of respects. The first recommendation was that the Department assist in facilitating the offering of in-service training to teachers. 90 The second recommendation related to the Department taking a more active role in establishing standards by which the programs should operate. A major area of concern dealt with the fact that the only incentives for programs were in the area of recruitment of students. For most programs within the State, the federal dollars only support 10 to 15 percent of the operating budget. The rest of the funding comes from the state-aid membership count and is under the control of the local superintendent. The local program director like other program directors on the local level, must negotiate for their operating budget. The absence of any specified standards for the federal adult education program puts the local director at a disadvantage when compared, for example, with the vocational education director or the special education director. Seen in this light, this is a case where the local program people are advocating, privately, for more leadership and control from the state level. ARE THERE DIFFERENCES IN THE PERCEPTIONS, ATTITUDES, AND COMMON PRACTICES BASED ON GEOGRAPHICAL REGIONS, AND/0R COMMUNITY TYPE? In general, the findings indicated that there were no major differences based on the variables of geographical regions and/or community type. There were, though, some trends in the data that are worthy of note. I) In response to the question, ”Is dropping out a problem for your program?” The highest percentage of affirmative responses occurred in the programs located in the large communities (Metropolitan Core 71.4 percent, Cities 66.7 percent and Urban Fringe 71 percent). In communities described as Towns (52.4 percent) and Rural (55.6 percent), the affirmative :91 responses were lower. Yet, at the same time the highest reported dropout rate (Table 4.3) occurred in communities described as Towns (26.6 percent). 2) The communities described as Towns (61.9 percent) and Rural (55.6 percent) showed a greater tendency to believe the student-given reasons for dropping out than their counterparts in the other community types (Table 4.5). There is insufficient data to draw any conclusions as to the reasons for the above mentioned trends. IS IT FEASIBLE AND/OR EFFECTIVE TO USE EDUCATIONAL RESEARCH TECHNIQUES TO COMPLEMENT AND SUPPLEMENT DATA PRESENTLY BEING RECEIVED? The response of the Directors to the study indicates that there is a desire to participate in projects of this nature. The value of the process (as expressed by a number of Directors) was that it forced them to examine the basis for some of their practices. It also provided the opportunity to review the ideas and practices of other Directors operating programs in similar geographical areas and community types. From the perspective of the Department of Education, the process provided an opportunity to make more informed judgment about the statistical data normally received. In fact, a similar process is now being used to address the issue of equitable funding of the federal Adult Basic Education Program. 1 Implications The conclusions drawn from this study has implications for adult education professionals on the local, state, and national levels. On the local level, the implications are as follows: 92 I. There is an apparent need for local program directors, in conjunction with their instructional staff to analyze the issue of dropouts for their particular program. This analysis should take into account the attitudes of the program staff towards dropouts. This is important because the attitudes Will to a large extent determine the practices utilized to alleviate the problem of dropouts. On the state level, the following implications apply: 1. The data and reports submitted to the federal government on dropout rates do not accurately reflect what is occurring in the field. In order to get an accurate picture of the dropout rate, there is a need to establish a consistent, statewide definition of dropout. 2. Attention must be directed to the manner in which programs are funded. As long as the primary criteria for funding is enrollment, there is little chance of a great deal of attention being paid to the area of retention. 3. Procedures need to be established to facilitate training for staff on the local level. On the national level, there is a need to develop an awareness that data received from the states on dropouts can be quite misleading, if not completely unreliable. Reflections The data and responses not obtained in this study are probably as important, if not more important, than that obtained. This situation is probably not an uncommon occurrence in studies of this nature. The purpose of this section is to reflect briefly on some - , 93 responses pg: received from the local program directors. There will also be some speculations as to the reasons why certain responses were not given. The first area relates to the percentage of directors who felt that dropping out was a problem.’ Although 61.9 percent stated that it was a problem, it is somewhat surprising that the figure is not higher. Perhaps, part of the reason that there was not a higher percentage relates to the funding procedure used by the state. The nature of the funding procedure requires only that the student be enrolled and attending on the State's count day (fourth Friday of September). If the student is in attendance on that date, full funding is received for the entire year. One of the implications of this policy is that there is no financial penalty to the district if a student drops out. In fact, a sufficient number of dropouts could result in a financial advantage to the district. The second area relates to the limited range of responses given for addressing the problem of student dropouts. As mentioned earlier there are a number of existing practices in other states such as homebound study, external degree programs, traveling vans, that are utilized to address some of the barriers to participation. None of these options were suggested by the directors in the study. It is the author's contention that the reason they were not addressed is related to the funding patterns for the State of Michigan. Both state and federal funding policies within Michigan are predicated upon the concept of ”student/teacher contact hours.” This concept makes it financially impossible for a school district to offer the types of programs mentioned above. The only viable p 94 format that can be used,-from a fiscal perspective, is the traditional classroom setting. It is the author's contention that this fiscal restraint is the primary reason that the solutions offered by the program directors were limited in scope. . Further Research One of the limitations of the study was that it examined the responses of the director on only two variables, geographical region and community type. Additional insight into the attitudes, percep- tions, and common practices of directors could be obtained by examining the following variables: 1) Race of the director as compared to the racial distribution of the program. 2) Sex of the director. 3) Number of years in the position of director. 4) Educational and employment background of the director. (Any formal adult education training or experience) 5) Racial and sexual distribution of staff as compared to the distribution of students. 6) Age distribution of students. One other possibility for further research would be to replicate this study in another state with different funding patterns than Michigan. Part of the intent of a study of this nature would be to examine the impact of a state's.rules and regulations on the way that local program directors handle the problem of student dropouts. APPENDICES APPENDIX A PARTICIPATING DISTRICTS BY GEOGRAPHICAL REGION AND COMMUNITY TYPE Type I. Detroit Highland Park Pontiac Appendix A Participating Districts by Type II. Garden City Livonia Mt. Clemens Plymouth Canton REGION I. Type III. Oxford Rochester Walled Lake 95 Geographical Region and Community Type N=27 Type IV. Type V. East Detroit Brandon Ferndale Lakeview L'Anse Cruese N = 2 Madison Heights 7.4% Melvindale Oak Park Redford Union Royal Oak Southfield Troy Warren Waterford Wayne Westland West Bloomfield Woodhaven N = 15 55.5% Type I. Battle Creek Flint Grand Rapids Jackson Kalamazoo Lansing Muskegon Muskegon Heights Saginaw Type II. Albion Grand Haven Holland Midland Port Huron 96 REGION II. Type III. Algonac Allegan Alma Caro Dowagiac Eaton Rapids Hillsdale Howell Ionia Lapeer Milan St. Louis Sturgis Three River N = 14 31.1% Type IV. Bedford Beecher Brandywine Bullock Creek Haslett Orchard View Reeths Puffer Southkent Willow Run Wyoming Ypsilanti N = II 24.4% N=45 Type V. Cedar Spring Central Montcalm Clio Area Croswell- Lexington Fernville Lakewood 97 REGION III. Type II. Type III. Alpena Gaylord Mt. Pleasant Manistee N = 2 Petoskey 25% N = 3 37.5% Type IV. N=8 Type V. Gladwin Hart Standish- Sterling Type I. Escanaba Marquette Sault Ste. Marie 98 REGION IV. Type III. Gladstone Area Gwinn Ironwood Ishpeming Munising- Eben Portage Lake Rudyard Bark River Harris West Iron APPENDIX 8 STAGE I QUESTIONNAIRES Appendix 8 STAGE I QUESTIONNAIRES What criteria do you use to classify a student as a dropout? Students who drop out are most apt to do so: before the end of the first month before the end of the first term with no set pattern other (specify) Of the students that drop out of your program, what are the three most frequent reasons they give for dropping out? 0 CT 9’ vvv Do you feel that there are the real reasons why students drop out? Yes No If no, what do you feel are the three most common real reasons? What kind of follow-up procedures do you use for students who drop out? no follow-up procedure informal follow-up procedure formal follow-up procedure Please describe your procedure: (If there is a written procedure, please enclose) Are you satisfied with the results of the procedure you use? Yes No 99 10. 11. 1 60 Given sufficient resources, how would you modify your follow-up procedure to make it more effective? Is "dropping out” a problem for your program? Yes No What percentage of dropouts would you estimate return as a direct result of your follow-up? % If you have any suggestions on ways that the Michigan Department of Education can assist you in improving your follow-up procedure, please list them. a 1 b) C) d) Name of District APPENDIX C STAGE I COVER LETTER Appendix C Stage I Cover Letter DATE: June 4, 1980 TO: Adult Basic Education Directors FROM: Ken Walsh SUBJECT: Questionnaire on Follow-Up Process According to data recently compiled from the annual performance report for fiscal year 1979, over 20% of adult basic education students separated from the program without meeting their personal objectives. Although a 20% dropout rate is not alarming, we feel that it is worthy of some attention. The recruitment/retention/follow-up process is one of the areas that s we will be addressing in the upcoming fiscal year. We would like your assistance in our efforts to address this issue. Enclosed is a questionnaire that we would like for you to complete. Please be as specific as possible in your response. We realize that this is a very busy time of the year for you so we have attempted to make the questionnaire as brief as possible. We would appreciate it if you could return it by July 1, 1980. If you have any questions, feel free to contact Ray Coley (517) 373-3396. Thank you for your assistance in this matter. enclosure 101 APPENDIX D STAGE II QUESTIONNAIRES Appendix 0 Stage II Questionnaires Type I. Statement Question #5 of the original survey asked for responses only if the respondent felt that the reasons given by students for dropping out were not the real reasons. Three out of seven respondents replied to this question. Directions Listed below are the responses that were provided. Regardless of whether you responded to this section or not, will you please rank in numerical order the top three statements that could apply to the students who drop out of your program. RANK ONLY THREE Ranking_ Responses Lack of commitment May not like the teacher Needs not being met Learning is more difficult than anticipated Lack of real personal motivation Personal problems with the law, DSS, financial, etc. Lack of adequate program orientation is a factor 102 103 la. If you feel strongly that there are some statements not included in the above that should be considered, please list them and their ranking. Ranking Statement 2. Statement Question #6 of the original survey asked, ”What kind of follow-up procedure do you use for students?" There was also a request for a description of the procedures used. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Ranking Procedure Repeated telephone calls; home visits; contact friends and relatives and ask them to try and motivate the student. Send information on the following semester's registration. Direct phone call to student either by a teacher who has worked with the stu- dent or by the school secretary. Letter is sent to students who cannot be reached by phone. A personal telephone contact is made by the individual's instructor. If a contact cannot be made, it is turned over to the student advisor to try to contact. As time permits, a home visit 2a. 104 is made. We make an attempt to solve the problem which prevents them from attending. We maintain their file and call them from time to time to see if the problem has been resolved to see if they can return. Send "Your Chair is Empty" card by teacher. If you did not respond to this section on the original survey and would like your existing procedure considered, please describe it in the space below. (If there is a written procedure, please enclose) Statement Question #8 of the original survey asked, "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?" Again, there was some duplication in the responses. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Rankin ‘ Modified Procedures ______9 I would have a part-time person whose prime responsibility would be to ascer- tain why a student is not attending and would encourage the student to return. This would be done consistently, not sporadically as is done now. We are considering use of a double post card so student could mail back a response if they cannot be reached by phone. I would like to designate a member of my staff (additional staff) to work on drop-out or non-attendance follow-up on a full-time basis. He/she would have to be a problem solver. I would need funds for staff as well as transportation expenses. It would be costly but would pay off. A lot of agency help is avail- able, it just is the difficulty getting the message across to them. 3a. .105 I would utilize a full-time counselor to assist with proper student orienta- tion; and utilize para-professionals for more personalized contacts and follow-up. Increased recordkeeping, more effective use of central counseling staff. If after reflecting on this issue, you would like to describe a procedure that you feel would be even more effective than any listed above, please describe it in the space below. Statement Question #11 of the original survey asked for any suggestions on ways that the Department of Education could assist in improving your follow-up procedures. Direction Listed below are all of the suggestions received. Will you please rank the top three suggestions based on your perceptions of the most effective actions that could be taken by the Adult Extended Learning Services Area. Ranking Suggestions Additional full-time staff - both for teaching and field work. By defining clearly what makes a critical drop-out rate. By providing more in- service for improving on attendance follow-up procedure. The money I work with is tight operating this program with all its diverse needs. Maybe we have reached a place in time where you will have to direct or order us to spend a certain portion of the funds granted to us in follow-up activities. 106 You know that student drop-out or non-attendance is a universal problem. They cannot succeed unless they are here and want to succeed. We try to make the program so interesting that they do not want to miss a minute, but when problems surface in adult lives, school is the first one to be eliminated or placed on the back burner. Write into the program assurances that local districts will hire para-professionals for direct contact and submit a letter to local superintendents and boards of education which acknowledges the need to channel resources into both recruitment and follow-up. Publish or inform community educators of research in the area. Encourage or hold workshops on the subject. Identify and publish papers on districts with positive programs dealing with dropouts. Work with districts to develop systems. 4a. If, after reflecting on this issue, you would like to make other suggestions that you feel would be more effective than any listed above, please list them in the space below. 1) 2) 3) NAME OF DISTRICT Please return to: Raymond Coley Michigan Department of Education Adult Extended Learning Services P.O. Box 3008 Lansing, Michigan 48909 Thank you for your cooperation! 107 Type II. Statement Question #5 of the original survey asked for responses only if the respondent felt that the reasons given by students for dropping out were not the real reasons. Six out of nine respondents replied to this question. Within the responses submitted, there were some duplications. -In these cases, only one statement is listed. Directions Listed below are the responses that were provided. Regardless of whether you responded to this section or not, will you please rank in numerical order the top three statements that could apply to the students who drop out of your program. RANK ONLY THREE Ranking Responses No long-term benefits seen by dropout. Personal concerns. Some find returning to school requires discipline, time and effort that they are not yet willing or able to give. I believe that many of our clientele lack self-esteem and are therefore not personally motivated. Diverse external factors often determine the commitment adults can make. No family support or direction.- Students lack responsibility which origi- nates from poor home environment. Peer pressure - poor self-image - downright lazy. Students cannot handle structure or being told what to do. No reliable babysitter - husband refuses to watch kids. Unwilling to seek ride with fellow stu- dents; gas costs too much. 108 Don't or won't make the extra effort to come each night after working, taking care of family and otherwise full day - just too much effort involved. la. If you feel strongly that there are some responses not included in the above that should be considered, please list them and their ranking. Ranking Responses 2. Statement Question #6 of the original survey asked, ”What kind of follow-up procedure do you use for students?” There was also a request for a description of the procedure used. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perceptions of their effectiveness in getting students to return. RANK ONLY THREE . Ranking Procedure Phone calls, home visitations, informal write up in school files for record. A phone call or visit. Periodic calls or agency contact. We attempt to make contact by phone and if not successful by letter to determine the reason for leaving and to explore the possibility and conditions for having the student return to class. Fellow students call drop-out friends. We call students who are out a week. When teachers do it, the response is best. In the orientation, we explain the individual nature of the program. We insist that if they need to be out for a time, they should not stay away for good. 2a. 109 If you did not respond to this section on the original survey and would like your existing procedure considered, please describe it in the space below. (If there is a written proce- dure, please enclose) Statement Question #8 of the original survey asked, "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?" Again, there was some duplication in the responses. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE , Ranking Iodified Procedure Develop a mailable questionnaire and allow one staff member enough release time to pursue the procedure. More personal contact and feedback from agencies. Hire a person who could work full time at counseling, home visits, vocational counseling, providing transportation, etc. Pay teachers and/or aides to call on students at their homes and a quicker response of staff towards follow-up on absences. We intend to hire a full-time outreach worker to follow-up on absentees and to collect data to help develop a retention program. 110 3a. If after reflecting on this issue, you would like to describe a procedure that you feel would be even more effective than any listed above, please describe it in the space below. 4. Statement Question #11 of the original survey asked for any suggestions on ways that the Department of Education could assist in improving your follow-up procedures. Directions Listed below are all of the suggestions received. Will you please rank the t0p three suggestions based on your perceptions of the most effective actions that could be taken by the Adult Extended Learning Services Area. RANK ONLY THREE Ranking Suggestions Monies for staff time to develop a procedure, disseminate questionnaires and compile results. Find out what has worked in other districts and let us know. Have agencies assume more responsibility for follow- up. (Stress to D.S.S.) Resource people to assist in estab— lishing alternative procedures. Run a one-day conference exposing all districts to various follow-up procedures. Added funding to pay someone with the time to make immediate follow-up. Advertising at a state level for recruitment. 111 Insist that counseling services be part of the federal programs in local districts. Establish a task force to study problems and remedies. Provide more funds so large school systems can offer smaller alternative schools which have proven effective in helping dropouts help themselves. Assist at state level with obtaining CETA counselors for this task. 4a. If, after reflecting on this issue you would like to make other suggestions that you feel would be more effective than any listed above, please list them in the space below. NAME OF DISTRICT Please return to: Raymond Coley Michigan Department of Education Adult Extended Learning Services P.O. Box 30008 Lansing, Michigan 48909 Thank you for your cooperation! 112 Type III. Statement Question #5 of the original survey asked for responses only if the respondent felt that the reasons given by students for dropping out were not the real reasons. Eight out or twenty-one respondents replied to this question. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are the responses that were provided. Regardless of whether you responded to this section or not, will you please rank in numerical order the top three statements that could apply to the students who drop out of your program. RANK ONLY THREE . Ranking Responses People lack motivation - only want their Social Services check. People lack confidence. Poor self-concept. Family problems - abuse - husband (physical, verbal) Don't wish to return to school setting. Can't get along with other classmates. Are not self-motivated/low energy level. For students dropping out within a few days of starting class, I feel the real reason is often that they are not truly interested in coming to school. Excitement of participation at the beginning, but then a return to their former school attitudes acquired when in school at a younger age. 113 Lack of commitment to education. Job and/or family conflict (i.e., work schedule is changed from day to evening). Occasionally a person may be afraid of failure but this is pgt_the rule. Learning deficiencies. Laziness/complacency. la. If you feel strongly thatthere are some responses not included in the above that should be considered, please list them and their ranking. Ranking Responses 2. Statement Question #6 of the original survey asked, ”What kind of follow-up procedure do you use for students?" There was also a request for a description of the procedure used. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Ranking Procedure All students are sent letters after the first and second absences. Letters state our policy (on attendance). After the third unexcused absence, "Audit/Drop" status letter is mailed. Student has seven days to respond. 2a. L‘ - ' F—. , F _ _ .__._..._..F -.. ..—_——- 114 If a student has not been seen or heard from for two weeks, we contact them by phone. If no phone, by letter or friend. Usually a phone call to determine if a student is ill or to invite them to a class social function._ If a student is absent three days in a row and has not phoned in, I notify the Work Incentive Office. Workers there attempt to contact the missing student by phone or mail. The student is~ advised of any resources that may be available for dealing with a problem affecting attendance. Written memo or verbal communication with the referral agency involved and the student if they can be located. Telephone call and/or home visit to consult with student to determine reasons why! (Students in class call poor- attending students to remind them of class). A letter is sent to each trying to seek out the reason for leaving school usually on a random basis. Student is contacted by the teacher (by telephone or letter) after several consecutive absences. Then student is contacted by program director at a later date to determine student's plan. Students are called - invited back and asked if there is anything we can do to help them return to class. If you did not respond to this section on the original survey and would like your existin procedure considered, please describe it in the space below. 11f there is a written procedure, please enclose) 115 3. Statement Question #8 on the original survey asked, "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?" Again, there was some duplication in the responses. Directions Listed below are all of the unduplicated responses received; Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Ranking Modified Procedure More calling by our counselor - personal approach works very well. Help students to overcome problems such as transportation, abuse, etc. In person, visitation at home or at work. Provide home visits if we were adequately staffed to do so, send additiona letters of concern, develop a record system of who was contacted and how many times. Not sure that problem is in follow-up but in the type of offering - course/ programming. Set up a more formal follow-up procedure and very possibly hire someone to conduct this as well as work in recruiting. We feel that additional resources would not make it more effective. We provide as much contact with them as possible. To do more, we would have to force them to attend. Can't spend anymore time on this area unless we hire a secretary for ABE only. 3a. If, after reflecting on this issue, you would like to describe a procedure that you feel would be even more effective than any listed above, please describe it in the space below. F..- , 116 Statement Question #11 of the original survey asked for any suggestions on ways that the Department of Education could assist in improving your follow-up procedures. Directions Listed below are all of the suggestions received. Will you please rank the top three suggestions based on your perceptions of the most effective actions that could be taken by the Adult Extended Learning Services Area. Ranking RANK ONLY THREE Suggestions Fund a summer program to eliminate academic regression that occurs during this time. Fund administrative time to conduct efficient follow—up procedure. Funding to allow for follow-up home visits. Financial assistance to employ a full- time counselor. Access to state-tested programmed learning modules and audiovisual equipment. A work-study cooperative education component. Need in—service workshop (what's being done in other programs) A. Recruiting procedures 8. Retention C. Curriculum: Materials and methods D. Common concerns 117 The department should provide a work- shop on retention. Are there procedures that work better than others? What are some successful models? Additional money for child care centers. Encourage ABE funding on an equal basis with high school completion. 4a. If, after reflecting on this issue you would like to make other suggestions that you feel would be more effective than any listed above, please list them in the space below. NAME OF DISTRICT Please return to: Raymond Coley ' Michigan Department of Education Adult Extended Learning Services P.O. Box 30008 Lansing, Michigan 48909 Thank you for your cooperation! 118 Type IV Statement Question #5 of the original survey asked for responses only if the respondent felt that the reasons giVen by students for dropping out were not the real reasons. Eight out of seventeen respondents replied to this question. Within the response submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are the responses that were provided. Regardless of whether you responded to this section or not, will you please rank in numerical order the top three statements that could apply to the students who drop out of your program. RANK ONLY THREE Ranking Responses Generation of welfare heredity. Lack of necessary motivation and effort. Open-entry enrollment procedures. Student and teacher objectives may not be clearly stated and understood. Teacher may not be sensitive to adult learning styles, problems and needs. There are usually contributing circum- stances that may or may not come to light. Often the culmination of several events/situations causes the decision to drop. Loss of interest because too much time or energy is required. Shifting priorities. Difficulty with the materials and being unable to approach the teacher with this fact. . 119 Lack of self-confidence. Embarrassment over their lack of reading ability. Teacher/Student personality conflict. Lack of relevancy of material. Transportation. Unrealistic expectation of how rapidly they will acquire their needed skills. Whenever I hear or see a student who states, "I want to learn to spell," I know I have a potential dropouts. la. If you feel strongly that there are some responses not included in the above that should be considered, please list them and their ranking., Ranking Responses 2. Statement Question #6 of the original survey asked, "What kind of follow-up procedure do you use for students?” There was also a request for a description of the procedure used. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Ranking Procedure We place the required phone call but make it as conversational and concerned as possible. 2a. 120 Telephone contact, personal inquiry, home contact if possible, contact with referring agency. Telephone call to student to determine why he/she has not attended. Step two, letter with a post card enclosed for student to return. Teachers are responsible for initial. contact with students not in attendance. After two unexplained absences, contact is also made by a counselor/advisor. A letter or notice, addressed to the ABE student is sent within three months. Personal letters addressed to the indivi- dual by name are sent to students who, in the opinion of the faculty, require personal attention for their return or have the ability or need to continue. Will phone them once, and remind them of class; talk with them about any difficulty they may be having. Teacher either knows before student leaves or calls to find out; documentation (of reasons for leaving) is kept; if cannot be reached by phone, a letter is sent to last known address. Personal call, one week after three ' absences; another call, one month later; then a formal letter requesting their return to the program. After five consecutive absences, we call the student. We note on the attendance record the reasons for the absence. When a new semester begins and before the final third of the semester, we call to see if the student will be able to come back. If you did not respond to this section on the original survey and would like your existin procedure considered, please describe it in the space below: (If there is a written procedure, please enclose) 121 Statement Question #8 of the original survey asked, "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?” Directions Again, there was some duplication in the responses. Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE Ranking Modified Procedures Give the teacher the responsibility to maintain the students in their classes. In-service training for teachers to sensitize them to the adult learner's needs; more counseling; support personnel to help with follow-up procedures. A person who leaves because of his pride, laziness, or insincerity will seldom, if ever, experience sufficient personality or behavioral changes to succeed. Modification would necessitate other activities, especially social, to be dominant over education. Little chance of success. A full-time adult education counselor to not only work with student "drop-outs," but to find solutions to the problem. To meet with students in a neutral place and try to persuade them to give them- selves and the class another chance. Face-to-face contact instead of telephone. We would like to back up our teachers' efforts with more assertive counseling procedures to resolve personal barriers or change schedules to allow students to continue with us. 3a. 122 Follow-up isn't the problem in itself. If students cannot provide their own transportation, we have to come up with some means to provide that service. If after reflecting on this issue, you would like to describe a procedure that you feel would be even more effective than any listed above, please describe it in the space below: Statement Question #11 of the original survey asked for any suggestions on ways that the Department of Education could assist in improving your follow-up procedures. Directions Listed below are all of the suggestions received. Will you please rank the top three suggestions based on your perceptions of the most effective actions that could be taken by the Adult Extended Learning Services Area. RANK ONLY THREE Ranking Suggestions Allocation of federal funds for child care. CETA clients are paid for coming to class though unemployed. Most of our students are hard-working and should be paid, if only mileage allowance. Encouragement of industry to reward class attendance. Change in 4th Friday Count so it is related to federal government fiscal year of October I. In-service training which will help sensitize teachers to the adult learner's life style as well as how to help stu- dents plan, organize to meet educational and economic objectives. 4a. 123 Designing an instrument that will guide programs in developing, organizing, and evaluating student needs. If I could choose one thing over all to improve retention and at the same time improve our services to all students by meeting a very important need - it would be counseling assistance. This is an essential - but treated as a luxury. I would like to have a statewide/county- wide assessment of "drop-out" reasons and then adjust the High School Completion, ABE, Vocational Program, etc., in a way that would help adult students be better able to stay in and cope with school. For example: More flexible methods of class or course delivery, especially, not tied down to a cumbersome number of actual class hours. Assist with computerization of attendance records, increase efficiency. No, not really. We feel any additional measures might be identified as badgering . or pushing those individuals and result in their never re—entering an ABE Program. Provide in-service on best way to teach. How can we best communicate to recruit. If, after reflecting on this issue you would like to make other suggestions that you feel would be more effective than any listed above, please list them in the space below: (use extra sheet if necessary) NAME OF DISTRICT Please return to: Raymond Coley Michigan Department of Education Adult Extended Learning Services P.O. Box 30008 Lansing, Michigan 48909 Thank you for your cooperation! 124 Type V. 1. Statement Question #5 of the original survey asked for responses only if the respondent felt that the reasons given by students for dropping out were not the real reasons. Four out of nine respondents replied to this question. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. Directions Listed below are the responses that were provided. Regardless of whether you responded to this section or not, will you please rank in numerical order the top three statements that could apply to the students who drop out of your program. RANK ONLY THREE Ranking Responses The student is not highly motivated to stay. Lack of personal commitment. Inability to visualize long-range goals. Genuine fear of attempting, once more, an experience that had often been painful previously. la. If you feel strongly that there are some responses not included in the above that should be considered, please list them and their ranking. Ranking Responses 2. Statement Question #6 of the original survey asked, "What kind of follow-up procedure do you use for students?" There was also a request for a description of the procedure used. Within the responses submitted, there were some duplications. In these cases, only one statement is listed. 125 Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perceptions of their effectiveness in getting students to return. RANK ONLY THREE 2a. Ranking Procedure We give them a short breathing period (several weeks) in which we feel they get a better perspective of their situa- tion, then we will either call or go to their home or see if they would be interested in starting work on their lessons again. Notify the referring agency. They make the contact and report the information back to the teacher. Telephone call. Also check with friends and neighbors. Potential dropout is called and encour- aged to attend. Letters are sent to these students. If you did not respond to this section on the original survey and would like your existin procedure considered, please describe it in the space below. (If there is a written procedure, please enclose) Statement Question #8 of the original survey asked, "Given sufficient resources, how would you modify your follow-up procedure to make it more effective?” Again, there was some duplication in the responses. Directions Listed below are all of the unduplicated responses received. Will you please rank the top three procedures based on your perception of their effectiveness in getting students to return. RANK ONLY THREE 126 Ranking Modified Procedure The teachers would be given more staff assistance to do more thorough "Exit Interviews" with students possibly face to face. A written questionnaire could be sent to the student with a list of reasons for him to check to help us to know if the program needed revising. If it is determined at the time of the phone call that the student is dropping out, a follow-up questionnaire could be sent, giving dropout students the opport- unity to reply in writing regarding reasons for dropping out and/or personal concerns related to school. Assign staff time to develop a procedure and follow through with it. In addition to telephone calls, we feel that house calls could be effective. 3a. If after reflecting on this issue, you would like to describe a procedure that you feel would be even more effective than any listed above, please describe it in the space below. 4. Statement Question #11 of the original survey asked for any suggestions on ways that the Department of Education could assist in improving your follow-up procedures. Directions Listed below are all of the suggestions received. Will you please rank the top three suggestions based on yoUr perceptions of the most effective actions that could be taken by the Adult Extended Learning Services Area. RANK ONLY THREE Ranking 127 Suggestions In years past, teacher in-service money was available and we used much of this money training staff to deal with the retention issue. It would help if money were again made available for this purpose. Teacher training in psychology of dealing with adult learner. Suggested questions to send to a dropout in a questionnaire. If there is a better method than personal contact, let us know! Compilation of concrete techniques that have succeeded. Make available more man hours for the follow-up procedures. 4a. If, after reflecting on this issue you would like to make other suggestions that you feel would be more effective than any listed above, please list them in the space below. NAME OF DISTRICT Please return to: Raymond Coley Michigan Department of Education Adult Extended Learning Services P.O. Box 30008 Lansing, Michigan 48909 Thank you for your cooperation! APPENDIX E STAGE II COVER LETTERS 129 August 8, 1980 Early in June a questionnaire was mailed to your office seeking information on the procedures that you utilize for follow-up on drop-outs from your Adult Basic Education Program. Although we did not receive a response from your program, on a statewide basis the responses were substantial. As I'm sure you would have imagined, the responses to several of the questions varied a great deal. We are requesting your assist- ance in our efforts to synthesize the responses to these questions. We have divided all of the responses into five categories, based on the Department's grouping of community types. The groupings are Type I, Metropolitan Core; Type II, City; Type III, Town; Type IV, Urban Fringe; and Type V, Rural. Enclosed are the responses given by your colleagues, within your grouping, to some of the questions. We would appreciate it if you would complete the survey based on the instructions and return it by September I, 1980. A compilation of the statewide results will be sent to you in a future mailing. It is our hope that this information will be of assistance to all of us in our efforts to find solutions to the problem of drop-outs and retention. Sincerely, Ray Coley, Consultant Adult Basic and Continuing Education enclosure APPENDIX F ANNUAL PERFORMANCE REPORT : TABLE 2, PART B DEPARTMENT OF HEALTH. EDUCATION, ANo WELFARE PERIOD COVEREP FORM ”Pam/5° _ OFFICE OP EDUCATION FROM TO “PM: "0- R 3‘ WASHINGTON, D.C. 202°: 7/1/79 6/30/80 APPROVAL EX'IRES 5130 STATE DA REPORT ADULT EDUCATION ANNUAL PERFORMANCE REPORT MICHIGAN 12/31/80 INSTRUCTIONS The principal purpose of the report is to allow States to make better , personnel and the amount of program-related training in which they use. for planning purposes. of information found in the six tables. are participating. The last tables are concerned with impact of the The report has several Other purposes at the Federal level. It serves adult education program. the Office of [Education by providing a standardived data-collection format for use by all States. The collected inl’ormaiion is used 10 . The new alignments Of data in the tables permit the State Administra- publish reports and respond to inquiries. More importantly. the re- ior to look at the overall performance of the State program. For this port is used as a program tool for the Of llec of Education to assess report to be of maximum value to both Slate and Federal P701331!“ the impact of adult education at the Slate. Regional and National officials it is better that figures which are considered unreliable not be levels. Such information provides a basis for changes in National included in the report. (Whm' "U ””4“? flk'fl’“ 4"" arailahlc. ”’0 policy. redirection of resources. and provision of Various forms of appropriate spaces in (he reporting Mh’t'S should 1’" ”WU ”WWW-'7 assistance to States. . The first table is concerned with various characteristics of the popula- To make the best powhlc the of 1111s information system the Stale lion served. the second table with instructional levels and participant Administrator should insist upon timely and accurate reporting of separations. the third lable with number of participants by location data from local jurisdictions. For Federal purposes. a signed original or Class“ and "U'I‘lbfl of day and evening 013““ by location. The and two copies of the report should reach the |)iv1sion of Adult fourth table is related to staffing pillcrns of paid Slate and local 1~ilucation no later than December 31 TABLE 1. NUMBER OF PARTICIPANTS BY RACE, SELECTED ETHNIC GROUPS. AGE AND SEX AMERICAN ASIAN OR INDIAN OR BLACK PACIFIC HISPANlC WHITE A55 ALASKAN NATIVE ISLANOE R _ TOTAL Male Female Male Female Male 7 Female Male Female Male Female la) (bl (c (d) lei (I) (97 (hi (i) (i) (kl (II 1. 1.6.44 32,163 2. 45-64 6 471 8. 65 plus 2 339 4 TOTAL 223 239 7,792 8,852 2,167 2,641 1,226 1,530 7,850 8,453 40.973 TAELE 2. PAPiTiCiPANTTPRocaess ANO SEPARATION OATA av INSTRUCTIONAL LEVEL PART A. NUMBER OF PARTICIPANTS lNST RUCTIONA L TOTAL N UMBE R o F N UMBE R COMP LETE o NUM BE R 55 P A RA TE 0 E3:3:35:535:33:3:5:E:§:§:E:§:§:§:§:§:§:§:§:§: LEVEL ENROLLEEs EACH LEVEL FROM EACH LEVEL .. . " ,. , 5:335:33 (Unduplica red caun (I (Unduplica ted toun fl (Unduplicatcd count} 535:2...2:2;I:Z;I;.;.;.;Z;.;.;.;.;I:2....;..Z;I;I;:; I ., / (bl (cl (d1 :1$232355:23:22!:3:3:3:=:3:3:3:3:3:§:23:21:32 1. t...- - 5555:5333552535555555£3E335355355553355555535535555533 2 9 , 9 4 5 9 , 2 6 6 9 , 3 8 4 -:-:5-:4.52.:-:;:;:;:;:;:;:;:;:;:;:-:;:;:;:;:;:;:::;: 2. um 11 ------ -—---- ------ EB53355552325535553535355532353555325553325255;;532;; -‘- “fit-mm 11 , 02 8 3 , 446 3 , 148 5555553533355355553333;555535535355555553355533555523555 4. TOTAL 40 , 973 12, 712 12,532 35533525555;E53353535323535555355355gisigigigigigigiig PART 8. REASONS FOR SEPARATION (Give the number at separations) 1. To lake :1 job (mu-mplm'i'd when entered 8. Because Of Child care pr‘éblems ‘ 699 [Harrow] I , 279 9. Because of family problems 662 2. To take a better job (wuploycd when 10. Because of time class/program is en (cred programl 3 7 O 5611chch ‘~ 25 5 3 To enter another training program 818 11. For other known reasons fSpcci/i-l * 4 Met personal objective 1‘ 389 (See Page 3 Of this form.) 1,985 5- F0? 1401‘ 01' interest 1 1 27 3 12. For unknown reasons 42rL311 o. - g i A 6 Becausc of. health problems 490% 13. TOTAL 7 Because of transportation problems )9 .1. 12 , 532 DE FORM 3654, 7719 , l , REP LACEs OE FORM 3551, 6/77, WHICH IS OBSOLETE 130 TABLE 3. NUMBER OF PARTICIPANTS AND NUMBER OF DAYTIME AND EVENING CLASSES BY TYPE OF LOCATION 131 LOCATION OF CLASSES (a) PARTICIPANTS NUMBER OF (b) SCHOOL BUILDING: I. a. Elementary 11,370 NUMBER OF NUMBER OF DAYTIME CLASSES EVENING CLASSES (d) NUMBER OF SITES OPERATING FULL«TIME PROGRAMS (25 hours or more per week) (Uridupll- cared count)!” 1). Secondary 7,966 c. Community College I'Junian‘o/lacc. Technical Institute. etc.) 156 7 Learning.- ('enter 10,592 3. (‘urrcctional Institute 2,390 I . Hospital 340 'JI . Work SIIL‘ 537 (l'l‘lll R L()(':\ TIONS 6. a. 4 Year (‘olleges O iloiiics or Horticliased 141 State/local Insritutions tor the Na nti icanpcti 993 (I. Other 6,488 7. TOTAL 40,973 554 AND TYPE OF JOB PERFORMED TABLE 4. NUMBER OF PAID PERSONNEL. BY LOCATION AND TYPE OF EMPLOYMENT, AND BY AMOUNT OF TRAINING ( N OTE .' PAID ADULT Include in this table information for only those persons who are paid from funds granted under the Adult Education Act. specify the various formulas or methods used in each of the categories. Please Use a separate sheet of paper and attach.) EDUCAT'ON PERSONNEL ORGANIZATIONAL PLACEMENT TOTAL NUMBER EQUIVALENT NUMBER OF OF FULL-TIME NO. TAKING TRAINING eraeaa v .....IIIO'OIIOOOIO. C O eaeeaeeeeaeaeaeoeeeeaeeeeaeeaeeeeeeeaeeeeeeeeeeBacon...- O O Ixsw+wa~.vax fiIYV Vv ..II‘ (at PE RSONN E L we RSONNE L F512153:333:3§333§53§5 (bl (c) (d) 1:52: .1333: I I ' ' ' ' ‘ ° 1. State Level Administrative & Supervrsory Personnel 4 3 3 I'V‘I’V ‘IY vv ae-“eeeeee.eaae-oae vvvvvvvvv'vvv e ...ooeooocluol I. O. 'eooe OCCOOOIIIIIOIMOOOOO 0.0 ...-IOOO‘OCOOOO'OOO O WOOOIOO:H.'.OOOOOOOOO O l O I O OOOOO. 2. Local Administrative and SuperVIsory Personnel 143 78 65 1 1711' vrv Get-oeeeee‘eeeee Isle-emeeeeeeeeeeue- e .ee.o.eee .... ...” .ame eeeJeeaeMeeeeeaee-ed L ode-Coal IVV 0". again 0 I I ImeeeeeeaeeoeeeeeeeDOOOOOCOOWOOIOOIOIOO a ee aeemeeee tea O. .0. I. O. 0. IO. .0 .0. 00. e."- 0 do a. 0 on Lee... eee eee Co a {ea-o'ezueeeaezmeeeeeee. I OIOI O. O.- OOOOIOOOOOAOOO AAA: A .AA A AA AAAA A... V'V'VVv'v—v V' v v .....IIIOCI. 10.0.. .0 00000-0.- Deeeeaeeeeeee eee oaeea‘fieeaaaeeeleeoo eeeee eeeee (eeeeeeeoe. .eeHeOOIO. oaaaeae eeahe eeae a .00.... BCIOOOOOOOO. eaeeeee eleeeeeaea. eaeeoae eqeeoeeoeeoeeee eaeee e ..aaeheeeeeeeaeeeee aeeea e eieeeeeoee Q e..aeeeea‘.em..aaeeaeeeea'eeeeeoaeaoeeeeoeel eaaaaae-eeeeeee eeeeeaeeeae eeeeeee ”I. Local Teachers 959 478 383 aeee ' 0 0e Iel .r..l’ bone e .A‘AAA‘A‘AA‘AAA‘A V'rrrrrva'I’.TT7U .....IOIOCOI .0... aeemmeeeeeeee.e.“eeeeeq eea ea e.aeee.a O O O O I O O O I 9 I I O O O :O O .O .O O O. O O .O O O. O. O. O .O O O O O O O O 0 O::: I. O D OWOO'I..O.””.OOOOOOO D 0.. O O. ’CIIIJIIIIIJI -I. Local (‘onnsclors 93 41 35 ...”WOODIIOOOCOOOIOOO e .- Local Paraprofessionals 382 196 177 i: D I. I Ho‘u‘e‘e‘o‘. I 0.... COCO-COO... OOOOIMHOIIOCICO O 0.- H... fl O C... TOTAL 1,581 796 663 IJIlIJlJ 0E FORM 365-1, OOIB.OC.O.JO.:O......O.C..O O ...-W. ”O O A I” ottelllltlljj. eaaeeeaaeaeeeaeae .....‘OIOCCOOOQ... ‘lll O'COOOCOOIBICT euqeeeeooaleoeeeee eole o o.- e e e a e a e a e e e a a e e .0 d .0 0.... a o ......I.O.I.O :.:0.o. ...-.........e.o.e.e.o.¢.l... aeaMeeeeeo.e"eeeee a : IOOIOOOOOOOOOOOOHO eeeeeeeeaeeeeeeeeuet eeeeeea-eleoee 00.0 e Inteei O. ......OO‘ e e ...°'.... 'aeooeee‘eeee.e.ee.e.eoe .9: .e no one .ae o o. .0 OOHOIO IWeeeaeeaeeaoeeeeee eaaeeaeeee-eeeeeelaooeeae 0000000.... :ewmaexfiwwxc OO‘.“ D II I .. e O C .....OOOOOI.O IIBOHOC . . . . . . .....0.00mOOO.I I 0...... 0...... m‘WOOO ...-oaeeeeOteoa a APPENDIX G DIRECTORS' PERCEPTIONS OF REASONS STUDENTS DROP OUT, BY COMMUNITY TYPE Appendix G DIRECTORS' PERCEPTIONS 0F REASONS STUDENTS DROP OUT, BY COMMUNITY TYPE Metropolitan Core 1) ) 0101-th ) ) ) ) ) \J Lack of commitment May not like teacher Needs not being met Learning more difficult than anticipated Lack of real personal motivation Personal problems with the law, 055, financial_ Lack of adequate program orientation is a problem Personal concerns Work Military Moving Lack of motivation Some find returning to school requires discipline, time and effort that they are not yet willing or able to give. I believe that many of our clientele lack self-esteem and are, therefore, not personally motivated. Agency referred adults are often not personally committed. Diverse external factors often determine the commitment adults can make. No family support or direction 132 ll) 12) ....J—J—J._l \IC‘U'l-b vvvv l8) 133 Students lack responsibility which originates from poor home environment. Peer pressure Poor self-image Downright lazy Students cannot handle structure, or being told what to do. No reliable babysitter--husband refuses to watch kids. Unwilling to seek ride with fellow students; gas cost too much. Don't or won't make the extra effort to come each night after working, taking care ofiamily and otherwise full day--just too much effort involved. Urban Fringe l N ) ) ) (JO TO) ll) 12) 13) Except in cases of substance abusers, who often lie Lack of motivation Generations of welfare heredity Looking for easy way out Lack of necessary motivation and effort Open-entry enrollment procedure Student and teacher objectives may not be clearly stated and understood. Lack of interest Teacher may not be sensitive to adult learning styles, problems and needs. There are usually contributing circumstances that may or may not come to light. Often the culmination of several events/ situations causes the decision to drop. Loss of interest because too much time or energy is required; school is not easy. My friends are impressed with my attending school; no need to continue. Other interests--girl friend, boy friend, the bar, parties, etc., are more important. T4) 15) —-'Okooo\1 vvvvv Towns 0301-5 VVVVV 10) ll) 12) l3) T4) 134 School work is difficult Shifting priorities Difficulty with the materials and being unable to approach me with this fact. Lack of self-confidence Embarrassment over their lack of reading ability Teacher/student personality conflict Lack of student initiative Lack of relevancy of materials People lack motivation, only want their Social Security check. People lack confidence Poor self-concept Family problems--abuse--husband (physical, verbal) Do not wish to return to school setting Can't keep up with the other students Can't get along with classmates Are not self-motivated/low energy level For students dropping out within a few days of starting class, I feel the real reason is often that they are not truly interested in coming to school. Excitement of participation at the beginning, but then a return to their former school attitudes acquired when in school at a younger age. Lack of motivation Lack of commitment to education Job and/or family conflict (i.e., work schedule is changed fromchys to evenings) Occasionally a person may be afraid of failure but this is ngt_the rule. 15) 16) Rural 7* "--v—-n-='—v- __ A, __ l35 Learning deficiences Laziness/complaining The student is not highly motivated to stay Lack of personal commitment Lack of confidence Conflicting interests Inability to visualize long-range goals Genuine fear of attempting once more, an experience that had often been painful previously. At times, the first step, registration, is all that can be handled the first time. The next step, completion of course, is handled at a later date, if follow-up is done. APPENDIX H DIRECTORS' DESCRIPTION AND CLASSIFICATION OF FOLLOW-UP PROCEDURES BY COMMUNITY TYPE Appendix H Directors' Description and Classification of Follow-Up Procedures by Community Type Metropolitan Core Formal I) Send "your chair is empty" card by teacher. Teacher phone call if possible. Send information on the following semester's registration. 2) Phone calls, letters, card from teacher. 3) Direct phone call to student either by a teacher who has worked with the student or by the school secretary. Letter (see attached) is sent to student who can not be reached by phone. In some instances, a visit to the home by the out- reach worker. 4) Letters inviting them to return to call us for help in resolving a problem(s). A personal telephone contact is made by the individual's instructor. If a contact cannot be made, it is turned over to the student advisor to try to contact. As time permits, a home visit is made. We make an attempt to solve the problem which prevents them from attending. We maintain their file and call them from time to time to see if the problem has been resolved, and if they can return. 5) Teachers are asked to call students who are absent for at most two weeks. Letters from teachers and the director are also sent. Informal T) We have no "official" follow-up procedure throughout Grand Rapids Community Education. However, many individual programs within their division have their own, particularly those involved with agencies, industries, etc. where reporting is necessary. During the l980-8l school year, a general policy on dropout follow-ups will be developed. 136 Informal I37 Repeated telephone calls, home visits. Contact friends and relatives and ask them to try and motivate the student. Cities We phone the student about dropout rationale. Phone call for re-entry. Appropriate letter to attempt to get person back into school. -Telephoning student--send flyers, personal letters. We attempt to make contact by phone and if not successful, by letter to determine the reason for leaving. We also explore the possibilities and conditions for having the student return to classes. Phone call, if no response, a letter. Fellow students call dr0pout friends. We call students who are out a week. When teachers do it, the response is best. In the orientation, we explain the individual nature of the program. We insist that if they need to be out for a time, they should not stay away for good. Contact by telephone. Encouraged to return. Phone calls, home visitations, informal write-up in school file for records. A phone call or visit. Periodic calls or agency contact. Both administrators and teachers call, if there is a contact number. If they do drop out, they are re-invited the following year. Phone calls. Urban Fringe We place the required phone call but make it as conversational and concerned as possible. Telephone contact, personal inquiry, home contact if possible. Contact with referring agency. The following lists the steps of our follow-up procedure: Step one; telephone call to student to determine why he/she has not attended. Step two; letter with enclosed post card (see attached). 10) II) Informal 1) 2) 138 Teachers are responsible for initial contact with students not in attendance. After two unexplained absences, contact is also made by a counselor/advisor. A letter or notice, addressed to the Adult Basic Education student, is sent within three months. Personal letters addressed to the individual by name are sent to students who, in the opinion of the faculty, require personal attention for their return or have the ability or need -to continue. Teacher call, and counselor call with a letter and next semester call by an administrator. After five consecutive absences, we call the student. We note on the attendance the reasons for the absences. When a new semester begins and before the final third of the semester, we call to see if the student will be able to come back. Teacher either knows before student leaves or calls to find out; documentation kept on AE—2700 and classroom attendance sheet; if can not be reached by telephone, a letter is sent to the last known address. Personal calls one week after three absences; another call one month later; then a formal letter requesting their return to the program. Phone call attempted for a week. If unable to make phone contact, a letter is written. Telephone contact. If this is unsuccessful, a letter is written. Phone calls -- form letter. Three contacts or attempted contacts are made when the student quits attending. After that, student is again contacted at the beginning of the following semester. Telephone call by teachers. Will phone them once, and remind them of class; talk with them about difficulties they might be having. We ask that the teachers phone their students and inquire. Formal 1) 8) Informal I39 Towns Students who have missed two classes are called. Notes are made of their responses and they are filed. If a student is absent three days in a row, and has not phoned in, I notify the work incentive office. Workers there attempt to Contact the missing student by phone or mail. The student is advised of any resources that may be available for dealing with a problem affecting attendance. Personal call from teacher when absent from class. Then a follow-up call by the director to ascertain reason for dropping. Phone and/or letter contact to determine reason for drop and whether we can help. A letter is sent to each trying to seek out the reason for leaving school. Student is contacted by the teacher (by telephone or letter) after several consecutive absences. Then student is contacted by program director at a later date to determine student's plans. All students are contacted via home visit, phone call or mailing by the instructor. All students are sent letters after the first and second absences. Letters state our policy. After the third unexcused absence, "audit/drop" status letter is mailed. Student has seven days to respond. Phone call plus letter. Phone call--question others in class. If a student has not been seen or heard from for two weeks, we contact them by phone. If no phone, by letter or friend. Student usually contacted by phone by director or secretary. Usually a phone call to determine if the student is ill or to invite them to a class social function. Telephone call--home visit to consult with student. Students in class call poor attending stUdents to remind them of class. Formal Informal 1) 140 Phone call to the student or to the referral source. In most cases, we telephone the student, or do nothing. We try to encourage them to return or have them give us a reason why they can't. Depends--most of the time we will contact student by phone. Letters and phone call. Students are called, invited back, and asked if there is anything we can do to help them return to class. - Rural Three follow-up phone calls are made by the teachers to try and persuade students to return. If the student still desires to drop, an "exit interview" form is then filled out. Teachers may call or personally contact any student who has been absent from a class. A counselor also makes a personal contact if the teacher cannot do so. Notify agency of absences. The agency contacts the student by phone or in writing concerning their absences. The agencies follow through by giving the information to the teacher. The potential dropout is called and encouraged to return. Letters are sent to these students informing them of the classes being offered the following semester and encouraging them to return. We give them a short breathing period (several weeks) in which we feel they get a better perspective of their situation, then we will either call or go to their home to see if they would be interested in starting to work on their lessons again. We call to discover reasons for not attending. Check with neighbors or friends. Letters--phone calls--personal visit. Written memo or verbal communication with the referral agency involved and the student; if they can be located. Often teachers will ask other students why a particular individual dropped out of the program. APPENDIX I DIRECTORS' STATEMENTS OF MODIFICATIONS IN THEIR FOLLOW-UP PROCEDURES BY COMMUNITY TYPE Appendix I Directors' Statements of Modifications in their Follow-Up Procedures by Community Type Metropolitan Core 1) Additional monies would allow us to hire a person to follow- up by mail, phone and personal visit, not leave it to the teacher who, for the most part, is part-time. Increased record keeping, more effective use of central counseling staff. Direct student contact I would have a part-time person whose prime responsibilities would be to ascertain why a student is not attending and would encourage the student to return. This would be done consistently, not sporadically as it is done now. We are considering use of a double postcard so student could mail back a response if they cannot be reached by phone. I would like to designate a member of my staff (additonal staff) to work on drop-out or non-attendance follow-up on a full time basis. He/she would have to be a problem solver. I would need funds for staff as well as transporta- tion expenses. It would be costly but would pay off. A lot of agency help is available it just is the difficulty of getting the message across to them. I would utilize a full time counselor to assist with proper student orientation; and utilize para-professionals for more personalized contact and follow-up. Personal contact Develop a mailable questionnaire and allow one staff member enough release time to pursue the procedure. More personal contact and feedback frbm agencies. Hire a person who could work full time at counseling, home visits, vocational counseling, provide transportation, etc. 141 T42 Pay teachers and/or aides to call on students at their homes. A quicker response of staff toward follow-up on absences. Many of the students have economic problems; hence, move, have phones disconnected, etc. Having a free person to "find” - locate - dropouts to talk would be helpful. We intend to hire a full time outreach worker to follow-up on absentees, and to collect data to help develop a retention program. Phone call, followed by simple survey-questionnaire, followed by a visit from counselor to see if negative situation could be resolved. Urban Fringe 1) 2) 10) Give the teachers the responsibility to maintain the students in their class. We would follow the phone call with a personal visit to the home because often the phone has been disconnected or replaced with an unlisted number. Make greater use of counseling services for greater personal contact and home visits. Direct contact - face to face Perhaps have staff members make personal visits to the home. In-service training for teachers to sensitize them to the adult learner's needs; more counseling; support personnel to help with follow-up procedures. It is often difficult to provide ample personal contact with students. A person who leaves because of his pride, laziness, or insincerity will seldom if ever experience sufficient personality or behavioral changes to succeed. Modifications would necessitate other activities, especially social, to be dominant over education. Little chance of success. A full time Adult Education counselor to not only work with student "dropouts,“ but to find solutions to the problem. We would like to back up our teacher's efforts with more assertive counseling procedures to resolve personal barriers, or change schedules to allow students to continue with us. ll) 12) l3) Towns 12) T3) 143 Follow-up isn't the problem in itself. If students cannot provide their own transportation, we have to come up with some means to provide that service. ‘ Hire a full time recruitment, retention, and follow-up person. We would utilize an attendance officer to make personal contacts. More calling by our counselors - personal approach works very well. Help students to overcome problems such as transporta- tion, abuse, etc. In person visitation at home or at work. Provide home visits if we were adequately staffed to do so, additional letters of concern, record system of who is con- tacted and how many times. Individual door to door contact. Would make a home visit. Not sure the problem is in follow-up but in type of offering. Set up a more formal follow-up procedure and very possibly hire someone to carry on this item, as well as work in recruiting. In certain situations, I would make a personal home visit and/or have the Adult Education contact the student. Send a card. Telephone. Pay visit to home. Hire a full or part-time counselor. Make a personal contact (by phone or otherwise) with the student. We feel that additional resources would not make it more effective. We provide as much contact with them as possible. To do more, we would have to force them to attend. Can't spend anymore time on this area unless we hire a secretary for Adult Basic Education only. Rural I44 The teachers would be given more staff assistance to do more thorough "Exit Interviews” with students possibly face to face. A written questionnaire could be sent to students with a list of reasons for him to check, to help us to know if our program needs revising. Direct follow-up contact through a home visit to the student by the school counselor. If it is determined at the time of the phone call that the student is dropping out, a follow-up questionnaire could be sent, giving dropout students the opportunity to reply in writing regarding reasons for dropping out and/or personal concerns related to school. Assign staff time to develop a procedure and follow through with it. APPENDIX J DIRECTORS' STATEMENTS OF THE ROLE OF THE DEPARTMENT OF EDUCATION BY COMMUNITY TYPE Appendix J Directors' Statements of the Role of the Department of Education by Community Type Metropolitan Core 1) 2) I) Additional full-time staff - both for teaching and field work. By defining clearly what makes a critical drop-out rate. By providing more in-service on improving of attendance follow-up procedures. The money I work with is tight operating this program with all its diverse needs. Maybe we have reached a place in time where you will have to direct or oder us to spend a certain portion of the funds granted to us in follow-up activities. You know that student drop-out or non-attendance is a universal problem. They cannot succeed unless they are here and want to succeed. We try to make the program so interesting that they do,not want to miss a minute, but, when problems surface in adult lives, school is the first one to be eliminated or placed on the back burner. Write into the program assurances that local districts will hire para-professionals for direct contact, and submit a letter to local superintendents and boards of education which acknowledges the need to channel resources into both recruitment and follow-up. Cities Monies for staff time to develop a procedure, disseminate question- naires and compile results. Find out what has worked in other districts and let us know. Have agencies assume more responsibility for follow-up. (Strees to DSS) Provide funds for additional services beyond instruction. Resource people to assist in establishing alternative procedures. Resource people to run an in-service for staff. ‘ Run a one-day conference exposing all districts to various follow- up procedures. ' I45 IO) II) I2) I46 Added funding to pay someone with the time to make immediate follow-up. Advertising at a state level for recruitment. Insist that counseling services be part of the federal programs in local districts. Establish a task force to study problems and remedies. Provide more funds so large school systems can offer smaller alternative schools which have proven effective in helping drop-outs help themselves. Assist at state level with obtaining CETA counselors for this task. Urban Fringe I) 2) 3) l0) II) Report follow-up methods of other programs. Allocation of federal funds for child care. CETA clients are paid for coming to class though unemployed. Most of our students are hard working and should be paid if only mileage allowance. Encouragement of industry to reward class attendance. Finances for more counseling help. Change in 4th Friday Count so it is related to federal government fiscal year of October l. Devise a set of recommended (proven) procedures. In-service training which will help sensitize teachers to the adult learners life style as well as how to help students plan, organize to meet educational and economic objectives. Designing an instrument that will guide programs in developing, organizing, and evaluating student needs. If I could choose one thing over all to improve retention and at the same time improve our services to all students by meeting a very important need - it would be counseling assistance. This is an essential - but treated as a luxury. I would like to have a statewide/countywide assessment of "drop-out” reasons and then adjust the high school completion, ABE, Vocational Program, etc., in a way that would help adult students be better able to stay in and cope with school. For example: More flexible methods of class or course delivery, especially, not tied down to a cumbersome number of actual class hours. I2) l3) I4) I5) I6) l7) I8) I9) 20) 21) I47 Provide training in ”how-to" of effective follow-up. Share "3l0" Projects on this topic. Assist with computerization of attendance records, increase efficiency. No, not really. We feel any additional measures might be identified as badgering or pushing those individuals and'result in their never re-entering an ABE Program. Provide in-service on best way to teach. How can we best communicate to recruit. Provide money in the budget. Provide additional funding to meet these needs. Give examples of procedures other districts are using. Show evidence of its effectiveness. Continuous student enrollment is a detriment, in my opinion for good attendance. Although the continual enrollment is a "program must" it deters from class progress. Late arrivals or enrollees often hold up the progress of the rest of the class and put a strain on teacher instruction techniques. Students are often observed to become bored while new students are taking time to review and question. If an efficient way is found, let us know about it. Provide transportation help. Fund a summer program to eliminate regression that occurs during this time. Fund administrator time to run efficient follow-up procedure. Establish state- wide workshops for adult education administrators on follow- -up procedures. Funding to allow for follow-up home visits. Financial assistance to employ a full-time counselor. Access to state tested programmed learning modules and audioevisual equipment. Transportation monies. IO) II) 0101 vvvv I48 A work-study cooperative education component. Need in-service workshop (what's being done in other programs) a) recruiting procedures b) retention c) curriculum - (materials and methods) d) common concerns The department should provide a workshOp on retention. Are there procedures that work better than ours? What are some successful models? Encourage better SEMTA transportation. Additional money for child care centers. Encourage ABE funding on an equal basis with high school completion. In years past teacher in-service money was available. We used much of this money training staff to deal with the retention issue. It would help if money were again made available for this .purpose. (Teacher training in psychology of dealing with adult learner. Suggested questions to send to a drop-out in a questionnaire. If there is a better method than personal contact, let us know! Compile a list of procedures used. Compilation of concrete techniques that have succeeded. Make available more than man-hours for the follow-up procedures.. APPENDIX K DIRECTORS' CLASSIFICATION OF DROPOUTS Appendix K Directors' Classification of Dropouts Metropolitan Core 1) 2) Withdrawal from l - ll hours of classes. Four categories for defining dropout a D" O ) ) ) d) dissatisfaction with program no show/sporadic attendance reasons and/or whereabouts unknown long term suspension With open enrollment, the student is dropped if the student tells the teacher that he/she is not going to return on the basis of a phone call if there is no response to phone calls, letter, card After repeated contact because of student absence and waiting another month, we drop the student from our rolls. a) b) information directly from the students that they will not return lack of attendance for one entire month unless students have indicated to us that they will be returning and when excessive absences--non attendance for two weeks--no valid reason given expulsion for inappropriate behavior lack of academic progress after an extended length of enrollment/participation I49 IO) II) I50 d) students who need "special help" which cannot be successfully provided due to lack of proper facilities or specially trained staff Any student who leaves the program before achieving his/her personal goals--as ascertained via the "Student Educational Plan and Achievement Report" completed on each student Not those who find employment Student age l6-l8 who is formally dr0pped from a local educa- tional agency enrollment list or who has been referred by the local educational agency a) missing three or more classes b) not responding to follow-up calls A person who fails to complete the course requirements during the semester and has voluntarily removed his/herself as a student Non attendance of four consecutive class sessions without valid reason or when student tells us they must withdraw from program a) when they tell us they are moving; are unable to attend; or do not wish to attend further b) if attempts to contact absent students by phone or by letter are not successful, we consider them dropped Termination of class/without notice to teacher or office For state reports, we count those who have been out l5 days and have not called in A student, who for various reasons, has not completed his or her requirement for a high school diploma If the student misses three consecutive classes without attempting to explain reasons If the student has not achieved reading levels or math ability of eighth grade or above and leaves the program not having taken a job or for other acceptable reasons Towns to N-‘O vvvvv _1 00 I4) I5) l6) I5I Students who tell us they will not return or have moved A student Who ceases coming to class a) when a student states that they are dropping from our Adult Basic Education program b) 'when a student exceeds our maximum number of allowable unexcused absences An adult who has been absent for three class periods (not necessarily in succession) No contact for at least two weeks Student is considered a dropout when they have three consecu- tive absences without a good reason (non-excused) a) attendance is less than 50% leading up to l00% non attendance b) or failure to return to class Since nearly all students are participants in the work incentive program, absence for one full W.I.N. attendance period (about one half month) is used as a criterion Poor attendance Telephone follow-up on absences Unexcused absence for four class sessions . Non attendance at classes--they tell us a) attitude toward school b) moving to another area c) school/work schedule conflict a) direct contact with student--what are plans b) student who does not attend for three or more weeks Two-three unexcused absences (has not called in) a) indicates they will not attend classes any longer b) is dropped from program for lack of attendance I7) I8) I9) 20) I52 A person who separates himself-herself from a credit class our program before the class or program is completed When a student accumulates more than five absences per semester per class. The student would not be classified as a dropout unless the student had accumulated more than five absences in each class When some means of communication has confirmed the students intention of not attending classes anymore When a student has not attended classes for three weeks (four classes a week) we try to contact him, then if unsuccessful, drop him Urban Fringe I) I0) II) a) student notification b) poor attendance Consistently absent from class A student who has missed Over one month's classes Student has not attended for four weeks, and we have made or attempted to make three contacts with the individual ‘After the initial follow-up procedure, a student is considered a dropout if they have not attended classes for four consecutive sessions If a student has been absent three (or more) times in a class with no notification or explanation we "drop" him/her from the class A dropout is a student who leaves the program before obtaining his immediate goal, because of his free will or because of reasons within his control Physical separation with verbal confirmation A student who notifies us that he/she no longer plans to attend classes A student who repeatedly fails to come to class a) lack of transportation b) vacation c) got a job, job transfer, or new working hours d) family responsibilities or family illness 12) 13) 14) 15)“ 16) 17) Rural 153 Several weeks of non attendance, does not respond to follow- up contact by returning to school, or states a reason why they can not return Attendance at two classes and then his or her absence Not attending three consecutive classes without pre-notifica- tion; not reaching their personal objectives before leaving Adult Basic Education dropouts are those who do not attend for an extended period ' A student dropout is a student that: a) has missed classes three or more times and hasn't contacted the center b) the center has attempted to contact, but hasn't been successful c) there has been no contact between the center and students for a month or more Student fails to attend class, has given no notification of intention to be absent, and cannot be contacted through existing methods available A dropout student more or less seems to follow a pattern. First lessons are not prepared. The student has a variety of excuses for this at first and then gradually makes no excuses. The student also is not present for his learning and follows the same pattern. Excuses are made for missing several sessions and then he is just not available. After doing this for approximately six times, we consider him a dropout. ' Students are considered dropped from the program after three consecutive absences. A student who has missed would have been contacted by a teacher all three times before dropped and the reason for drop would have been recorded on an "exit interview" form. A student is allowed three absences. He is considered dropped when he has missed a class for the fourth time. Extenuating circumstances can lead to getting the student back in class if he meets with the director and the teacher. When notified by agency (W.I.N.-8-Cap-etc.) to drop student When they cease to attend and have missed three class periods 154 No attending class for a period three to six class periods and not returning after letter and/0r phone call Notification from the student or a cooperating referral agency stating that the student will no longer continue attending classes A student who stops going to class before meeting his personal objectives is classified as a dropout Students who leave the program before completing their objectives for the semester or year APPENDIX L THIRD STAGE COVER LETTER AND QUESTIONNAIRE Appendix L Third Stage Cover Letter and Questionnaire October 3l, l980 Dear I would like to thank you for agreeing to participate in the final stage of the Adult Extended Learning Service survey concerning the problem of dropouts from Adult Basic Education Programs. As I mentioned to you on the telephone, there were three primary areas of concerns that the survey was intended to address: 1) To attempt to determine the primary reasons for students dropping ' out, 2) To attempt to reach consensus on the most effective method(s) for responding to the problem of dropouts, and 3) To attempt to reach consensus on the role of the service area in assisting Adult Basic Education Programs in responding to the problem of dropouts. To date, we have collected a great deal of information on the above areas of concern. The two primary sources of the information are the surveys and the annual performance report submitted by you and your colleagues at the end of the program year. We are now attempting to synthesize and analyze the data collected. Your assistance is sought in this effort. The enclosed survey is presented in the following format: 1) A statement of the area of concern, 2) A synopsis of the data collected related to the area of concern, and 3) A section for your analysis and comments. 155 156 Would you respond to the survey as if you were a staff member of the Adult Extended Learning Service area. Please record any comments that you have in the appropriate area. If additional space is needed, use the back of the form. I will call you in approximately one week to arrange a time and place to discuss your responses. Thank you, again, for your assistance. If you have any questions, please feel free to give me a call. Sincerely, Ray Coley Enclosures 157 Area of Concern What are the primary reasons for students dropping out of Adult Basic Education Programs? Data Collected There were two primary sources utilized to collect information on the reasons that students drop out of Adult Basic Education Programs. The sources were: l) The_survey questionnaire mailed earlier to all directors of Adult Basic Education Programs. 2) The annual performance reports submitted by the directors at the end of the program year. The questionnaire had three questions that related to the reasons for dropouts. The questions were: . l) Of the students that dropped out of your program, what are the three most frequent reasons that they give for dropping out? 2) Do you feel that these are the real reasons why students drop out? Yes No 3) If '‘no", what do you feel are the three most common real reasons. The data collected from the responses to these questions was as follows: 1) According to the directors, the most frequent reasons given by students for dropping out, in order of occur- rence were: transportation problems, family problems, child care problems, and students moving out of the area. 2) Fifty-four percent (54%) of the 67 directors responding checked "no“ in response to the question asking if they felt the student giving reasons were the real reasons. Forty-six (46%) percent checked "yes". 3) The most frequently listed real reasons given by directors who did not agree with the students were as follows: a) Lack of real personal motivation. b) Some find returning to school requires discipline, time and effort that they are not yet willing or able to give. 158 Personal problems with the law, Department of Social Services, financial, etc. Job and/or family conflict. There are usually contributing circumstances that may or may not come to light. Often the culmination of several events/situations causes the decision to drop. Analysis of the Annual Performance Report submitted by the directors on the "problem related” reasons for separations revealed the following: 1) 8,622 persons separated from the programs on a state- wide basis for "problem related" reasons. Of this total, 26.7% or 2,302 separated for reasons unknown to the directors. 2) Of the remaining 6,320 persons for whom the reasons for separating were know, the reasons and percentages were as follows: a) For lack of interest -------------- 20.0% b) Jail ------------------------------ 14.7% c) Because of health problems -------- 12.2% d) Child care problems --------------- 10.9% e) Family problems ------------------- 10.4% f) Transportation problems ----------- 9.0%. g) Moved ----------------------------- 8.3% Your Analysis If you were a staff member of the State Education Department, what conclusions would you draw from the data as to the primary reason(s) for students dropping out of Adult Basic Education Programs? II. 159 Area of Concern A) What are the common methods used to alleviate the problem? B) What additional things do directors perceive need to be done? Data Collected The following is a consensus statement of the methods used to alleviate the problem of dropouts? "A personal telephone contact is made by the individual's instructor. If a contact cannot be made by telephone, a letter is sent asking them to respond. As time and or monies permit, a home visit is made. We make an attempt to solve the problem which prevents them from attending. We maintain their file and call them from time to time to see if the problem has been resolved and to see if they can return. When and if it is applicable, the referring agency is contacted for assistance." In response to the question of what additional things need to be done, a synopsis of the most frequent responses were: l) In-service training for teachers to sensitize them to the adult learner's needs; more counseling; support personnel to help with follow-up procedures. 2) I would like to designate a member of my staff (addi- tional staff) to work on dropouts and non-attendance follow-up on a full-time basis. He/she would have to be a problem solver. I would need funds for staff as well as transportation expenses. It would be costly, but would pay off. A lot of agency help is available, it just is the difficulty of getting the message across to them. 3) I would utilize a full-time counselor to assist with proper student orientation; and utilize para-profes— sionals for more personalized contact and follow-up. Your Analysis Given the above responses and your analysis as to the primary reasons for students dropping out; if you were a staff member of the State Education Department, what conclusions would you draw as to the most effective method(s) for alleviating the problem of student dropouts? III. 160 Area of Concern What is the consensus opinion as to the role of the State Depart- ment of Education in addressing the problem of dropouts? Data Collecting The most frequent response to this issue revolved around the State Department of Education distributing additional funds to allow districts to hire staff to concentrate on working with dropouts. Other responses not directly related to increased funding were: l) By defining clearly what makes a critical dropout rate. 2) Need in-service workshop (what's being done in other programs): a Recruiting procedure, 0" ) ) Retention, c) Curriculum - materials and methods, and d) Common concerns. 3) In-service training which Will help sensitize teachers to the adult learner' 5 life style as well as how to help students plan and organize to meet educational and economic objectives. Your Analysis Given the above responses and your analysis of the two previous areas of concern, if you were a staff member of the State Education Department, what conclusions would you draw as to the role of the Department in addressing the problem of dropouts? LIST OF REFERENCES IO. 11. 12. 13. REFERENCES National Reading Center, A Nationwide Survey of Adult Reading Skills (Washington, D.C.: Adult Reading Development, the Center Nd., 1970) James Parker, Competency Based Adult Education Profile and Related Resources (Draft)'(Washington, D.C.: Division of Adult Education, U.S. Office of Education, 1976) Walter Mondale, "The Next Step: Lifelong Learning,” Change, October, 1976 Michael Harrington, The Other America: Poverty in the United States (New York: Macmillian, 1972) ‘ Report of the National Advisory Commission on Civil Disorder, by Otto Kerner, Chairman (Washington, D.C.: U.S. Government Printing Office, 1968) National Advisory Council on Adult Education, Adult Education: Survey of State Support (Washington, D.C.: U.S. Government Printing Office, 1977) David I. Verway, ed. Michigan Statistical Abstract (Michigan State University: Division of Research, 1978) Michigan Department of Education, Federal Adult Basic Education: Annual Performance Report (Lansing: Adult Extended Learning Services, 1978) Michigan Statistical Abstract The Other America: Poverty in the United States U.S. Department of Education, Office of Program Evaluation, Assessment of the State-Administered Programs of the Adult Education Act (Executive Summary, 1980) Edward V. Jones, et a1, "Perceived Social Support System Characteristics as Predictors of Persistence in Adult Basic Education," Journal of Adult Literacy and Basic Education, Spring, 1978, p. 48 National Center for Educational Statistics, Participation in Adult Education, Final Report (Washington, D.C.: U.S. Government Printing Office, 1975) 161 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. 28. 29. 30. 31. 32. 33. 162 Adult Education Act (P.L. 91-230 as amended) 1978 Rules and Regulations for the Adult Education Act of 1978, Federal Register, 45, No. 66 K. Patricia Cross, ”A Critical Review of States and National Studies of the Needs and Interest of Adult Learners,” (Paper prepared for N.I.E. Conference), Washington, D.C., September 26-28, 1977 Ibid.) Ibid. S. E. Hand, "Personality Factors which may Interfere with the Learning of Adult Basic Education Students,” Florida State University, 1968 J. V. Prins, "A Study to Determine Reasons Adults Drop Out of an Adult Basic Education Literacy Program.” Ph.D. Dissertation, Wayne State University, 1972 Ibid., p. 105 Richard E. Anderson and Gordon G. Darkenwald, "Participation and Persistence in American Adult Education.“ College Entrance Examination Board, New York, 1979 Ibid. Ibid. Ibid. Ibid. Jack Meziraw, et a1, Last Gamble on Education, Washington, D.C. Adult Education Association of the U.S.A., 1975 Ibid. Roger Boshier, "The Development and Use of a Dropout Prediction Scale,” Adult Education, Vol. XXII, No. 2, 1972, p. 88 Ibid. Ibid., p. 89 Ibid., p. 90 Ibid., p. 97 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 163 A. H. Maslow, Motivation and Personality, (New York: Harper Books, 1954) C. L. Turman, "The Application of Hertzherz's Motivator Hygiene Theory to Adult Education Programming,” George Washington University, 1976 Fredrick Hertzberg, et al., The Motivation to Work, (New York: John Wiley and Sons, Inc., 1959) Frank Freelander and Eugene Walton, "Negative and Positive Motivations to Work," Administrative Science Quarterly, June 1964 Macomb Intermediate School District, Michigan Adult Basic Education Needs Assessment, (Mt. Clemens, Michigan, 1978) Ibid. Cross, Patricia K. U.S. Department of Education, Office of Program Evaluation, Assessment of the State Administered Program of the Adult Education Act, (Executive Summary, 1980) Ibid. Neil Postman, ”The Politics of Reading,” Harvard Educational Review, Vol. 40, No. 2, May 1970, p. 244 Ibid., p. 245 Carmen St. John Hunter and David Harman, Adult Illiteracy in the United States, (McGraw Hill Book Co., New York, 1979), p. 15 National Center for Education Statistic, The Condition of Education, (U.S. Printing Office: Washington, D.C., 1978) Last Gamble on Education, p. 24 Darrell Anderson and John A. Niemi, Adult Education and the Disadvantaged Adult, (Syracuse University Publication: Syracuse, N.Y., 197) Ibid., p. 48 Ibid., p. 58 Ibid., p. 59 Ibid. Ibid., p. 1 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64. 65. 66. 164 Adult Illiteracy in the United States Ibid. Ibid., p. 108 Ibid., p. 101 John W. Best, Research in Education (Prentice-Hall, Inc.: Englewood Cliffs, N.W., 1959), p. 104 — Ibid. U.S. Department of Health, Education, and Welfare, Adult Education Services of State Departments of Education, Miscellaneous No. 31, (U.S. Government Printing Office: Washington, D.C.), p. 9 Michigan Department of Education, Levels of Educational Performance in Michigan; Assessment Report No. 4, (Lansing, Michigan, 1970) Ibid. Ibid. Cross, Patricia K. Cross Cross 11111111911191111911111111111111911119111711111191191111111111