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O rder N u m b er 9 3 0 3 0 4 4

C h a ra cteristics o f ad u lt stu d e n ts ’ m o tiv a tio n t o p a rtic ip a te in
h ig h sch ool co m p letio n program s in rural school d istricts in
M ich igan
Roose, Marybeth Rose, Ph.D.
Michigan State University, 1992

UMI

300 N. Zeeb Rd.
Ann Arbor, MI 48106

CHARACTERISTICS OF ADULT STUDENTS’ MOTIVATION TO
PARTICIPATE IN HIGH SCHOOL COMPLETION PROGRAMS
IN RURAL SCHOOL DISTRICTS IN MICHIGAN

By

Ma r y b e t h Roose

A DISSERTATION
Michigan S t a t e U n i v e r s i t y
in p a r t i a l f u l f i l l m e n t of the requ ir em ents
fo r the degree of

DOCTOR OF PHILOSOPHY

Department o f Ed uc a ti o na l A d m i n i s t r a t i o n

1992

ABSTRACT

CHARACTERISTICS OF ADULT STUDENTS’ MOTIVATION TO
PARTICIPATE IN HIGH SCHOOL COMPLETION PROGRAMS
IN RURAL SCHOOL DISTRICTS IN MICHIGAN
By
Ma r y b e t h Roose

Th e

researcher’s

investigate

the

factors

requirements

for

high

(AHS)

school

investigate
program

to

high

the

direct

programs

toward
and

participants
knowl e d g e
program

of

school

demographic

helped

in

purpose

motivating

completion

students.

participate

primary

students

who

p r o g r a m.

A secondary

characteristics

are

these

allowed

to

met

in

an

purpose

the
adult

was

recruitment

presently

aimed a t

of

the re se a rc h e rto

AHS

to

strategies

enrolled

i n AHS c o m p l e t i o n

characteristics

to

o f AHS c o m p l e t i o n -

stu d e n ts’ motivation

effective
not

wa s

not

participate

form ulating techniques

demographic

ha ve

to

in d e t e r m i n i n g
who

t h is study

graduation

o nc e t h e y h a ve e n r o l l e d
the

adults

Exploration of

those

in

in

s uch

retaining
programs.

A

completion-

identify

target

p o p u l a t i o n s t o whi c h r e c r u i t m e n t e f f o r t s s h o u l d be d i r e c t e d .
A q u e s t i o n n a i r e was d e v e l o p e d and d i s t r i b u t e d
r andom s a mp l e o f AHS c o m p l e t i o n - p r o g r a m
A, B, and C r u r a l
comprised

60

school d i s t r i c t s

p a r t i c i p a n t s - - 65%

students

in Michi gan.
of

the

AHS

in

to

a stratified

selected

Class

The r e s e a r c h s a mp l e
completion-program

Ma r y b e t h Roose

students

enrolled during

each of t h e d i s t r i c t s

spring

term of the

1990- 91

how t h e y

and why t h e y

year

in

information,

to

surveyed.

P a r t i c i p a n t s we r e a s k e d t o p r o v i d e d e m o g r a p h i c
indicate

school

had become a wa r e

had d e c i d e d

to

of the

return

to

AHS c o m p l e t i o n

school

program,

when t h e y d i d .

The

d e m o g r a p h i c d a t a i n d i c a t e d t h a t t h e " t y p i c a l " AHS c o m p l e t i o n - p r o g r a m
student

in

this

study

was

a g e s o f 18 and 27 y e a r s ,

a married

the

f r om s c h o o l ,
decided
that

to

AHS c o m p l e t i o n
a s we l l

return

recognition

encouragement

of

to
of

as

school
the

being

friends,

in

school

need
and

and

this
for

programs

in

school

friends

we r e

primary

Furthermore,

study.

Dr . R i c h a r d G a r d n e r

rural

why t h e y

to

of

factors

districts

had

and

the

in

the

associated

teachers,

retention

home

indicated

diploma

satisfaction

encouragement

the

sent

participants

high

the

t i m e and had

information

a

the

b e t we e n

i n i t i a l l y became

In r e l a t i n g

time,

and f e l l o w s t u d e n t s we r e r e l a t e d

i n AHS c o m p l e t i o n

Advisor:

friends.

at

decision to return to school.
with

Participants

program t h ro ug h

through

family

female

who was empl oye d p a r t o r f u l l

p r e v i o u s l y completed the t e n t h gr ad e.
a wa r e o f

Caucasian

of

included

family,
students
in

the

ACKNO W LE D GM EN T S

The s t u d y f i n d i n g s
played a primary r o l e
complete

the

indicated that teachers,
in encouraging the

requirements

encouragement o f t e a c h e r s ,
t o me a s

I wor ke d t o

these special
Special
diligent

their

family,

complete

students

high

and f r i e n d s

in t h e

school

s a mp l e t o

diplomas.

The

and f r i e n d s was e q u a l l y i m p o r t a n t

my d o c t o r a l

dissertation,

and

it

is

p e o p l e I wi s h t o r e c o g n i z e .
appreciation

guidance,

dissertation

for

family,

i s e x t e n d e d t o Dr .

advice,

chairman.

and

I wa nt

Ri cha rd Gardner f o r h i s

support

to

as

my

a c k n o wl e d g e

the

committee

and

contribution

of

Dr . Howard Hi c k e y and Dr . Cas He i l ma n , who s h a r e d t h e i r e x p e r t i s e i n
t h e d e v e l o p m e n t and c o m p l e t i o n o f t h i s d i s s e r t a t i o n .
t h a n k Dr .
Fo r

Ben B o h n h o r s t f o r s e r v i n g on t h e c o m m i t t e e .
her

professional

dissertation,

special

Howell

D istrict

Public

assistance

editor

and

i s e x t e n d e d t o my p r o f e s s i o n a l

S c h o o l s ’ Department

Superintendent,

and t h e

c o n s is t e n t ly offered support,
I am i n d e b t e d

as

typist

of

this

t h a n k s a l s o a r e e x t e n d e d t o Sus a n C o o l e y .

Deep a p p r e c i a t i o n
the

I a l s o wa nt t o

for

their

unending

years,

the

roles

of

wife

A ssistant

J i m,

patience
and

Communit y

encouragement,

t o my h u s b a n d ,

Stacy,

of

mother

colleagues
Education,

the

Superintendent,

who

and m o t i v a t i o n .

and o u r c h i l d r e n ,

and

understanding.

ha ve

in

been

Scott
For

inextricably

and
many

woven

with t h a t of s tu d e n t,
t h e m.

Special

thanks

and t h i s
also

are

dissertation
extended

to

is

a credit

my

parents

c o n f i d e n c e i n my a b i l i t y t o c o m p l e t e t h i s d i s s e r t a t i o n .

v

to each of
for

their

TABLE OF CONTENTS
Page
LIST OF T A B L E S .............................................................................................................
LIST OF F I G U R E S .............................................................................................................

viii
x

Chapter
I.

II.

III.

NATURE AND PURPOSE OF THE INVESTIGATION ...............................

1

Introduction
........................................................................................
S t a t e m e n t o f t h e Pr o b l e m
...........................................................
P u r p o s e .......................................................................................................
I m p o r t a n c e o f t h e S t u d y ................................................................
..........................................................................
Research Questions
R e s e a r c h Me t h o d o l o g y
.....................................................................
.......................................
L i m i t a t i o n s and G e n e r a l i z a b i l i t y
D e l i m i t a t i o n s ........................................................................................
D e f i n i t i o n o f Terms ..........................................................................
O v e r v i e w ..................................................................................................

1
2
3
4
6
7
8
8
9
10

REVIEW OF THE L I T E R A T U R E .................................................................

11

S i g n i f i c a n c e o f A d u l t Hi gh School C o m p l e t i o n
P r o g r a m s .............................................................................................
F a c t o r s M o t i v a t i n g A d u l t s t o E n r o l l i n AHS
C o m p l e t i o n Pr o g r a ms .....................................................................
Recruitment S t r a t e g i e s F a c i l i t a t i n g the E n r o l l ­
ment o f P o t e n t i a l AHS C o m p l e t i o n - P r o g r a m
S t u d e n t s .............................................................................................
Ret en tio n S t r a t e g i e s Encouraging S t u d e n t s ’
C o n t i n u a t i o n i n AHS C o m p l e t i o n P r o g r a ms ....................
De mogr a phi c C h a r a c t e r i s t i c s o f E n r o l l e e s i n AHS
C o m p l e t i o n Pr o g r a ms .....................................................................
S u m m a r y .......................................................................................................

32
34

PROCEDURES...................................................................................................

35

Introduction
........................................................................................
Research Questions
..........................................................................
The S t u d y P o p u l a t i o n and S a m p l e - S e l e c t i o n
P r o c e d u r e .............................................................................................

35
35

vi

11
12

20
23

36

Page

IV.

V.

The I n s t r u m e n t ...................................................................................
D a t a - C o l l e c t i o n Met hods ...............................................................
..........................................................
Data-Analysis Procedures

37
38
39

PRESENTATION AND ANALYSIS OF THE DA T A ...................................

40

........................................................................................
Introduction
Findings P e r t a i n i n g t o th e Research Questions . . .
De mogr a phi c C h a r a c t e r i s t i c s .................................................
How P a r t i c i p a n t s Became Aware o f AHS C o m p l e t i o n
P r o g r a m s ........................................................................................
I n d i v i d u a l s Who Were I n f l u e n t i a l i n R e s p o n d e n t s ’
R e t u r n t o S c ho ol
....................................................................
Fa c to rs That A s s i s t e d in t h e Responde nts’
R e t u r n t o S c hool
....................................................................
B e n e f i t s That A t t r a c t e d S t u d e n t s t o Enr oll in
t h e AHS C o m p l e t i o n P r o g r a m ............................................
P e r c e i v e d B a r r i e r s t o P a r t i c i p a t i o n .............................
F a c t o r s E n c o u r a g i n g R e t e n t i o n ............................................
S u m m a r y ......................................................................................................

40
40
40

SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS,
AND SUGGESTIONS FOR FURTHER RESEARCH .............................

47
49
53
57
62
64
69

71

S u m m a r y ......................................................................................................
Summary o f F i n d i n g s and Co mp a r i s o n t o P r e v i o u s
R e s e a r c h .............................................................................................
R e s e a r c h Q u e s t i o n 1 ......................................................................
R e s e a r c h Q u e s t i o n 2 ......................................................................
R e s e a r c h Q u e s t i o n 3 ......................................................................
R e s e a r c h Q u e s t i o n 4 ......................................................................
R e s e a r c h Q u e s t i o n 5 ......................................................................
R e s e a r c h Q u e s t i o n 6 ......................................................................
R e s e a r c h Q u e s t i o n 7 ......................................................................
C o n c l u s i o n s and Re c omme nda t i ons ............................................
Sugg estions f o r F u r t h e r Research
.......................................

71
72
72
75
77
78
81
84
85
86
92

LETTER OF APPROVAL FROM THE UNIVERSITY COMMITTEE
ON RESEARCH INVOLVING HUMAN SUBJECTS ..................................

95

B.

COVER LETTER AND INSTRUMENT ............................................................

96

C.

SUMMARIES OF RESPONSES ONSURVEY INSTRUMENT ........................

101

APPENDICES
A.

BIBLIOGRAPHY

................................................................................................................

vi i

Ill

LIST OF TABLES
Table
2.1

Page
H y p o t h e s i z e d R e l a t i o n s h i p s Bet ween Some S o c i a l
V a r i a b l e s and M o t i v e s f o r P a r t i c i p a t i n g i n
A d u l t E d u c a t i o n ...................................................................................

34

4.1

Distribution

o f R e s p o n d e n t s by Ge nde r

4.2

Distribution

o f R e s p o n d e n t s by A g e .............................

4.3

Distribution

o f R e s p o n d e n t s by L a s t Gr a de Compl e t e d

4.4

Distribution
o f R e s p o n d e n t s by Pr ogr a m i n Which
They Were E n r o l l e d ..............................................................................

44

4.5

Distribution

44

4.6

Distribution
o f R e s p o n d e n t s by S p o u s e s ’ E d u c a t i o n a l
L e v e l s ...........................................................................................................

45

4.7

D i s t r i b u t i o n o f R e s p o n d e n t s by R a c e .......................................

46

4.8

D i s t r i b u t i o n o f R e s p o n d e n t s by Annual

4.9

D i s t r i b u t i o n o f R e s p o n d e n t s by Empl oyment S t a t u s

. . .

47

4.10

S o u r c e s Thr ough Which P a r t i c i p a n t s Became Aware o f
AHS C o m p l e t i o n Pr ogr a ms
...............................................................

48

P e r s o n s Who Were I n f l u e n t i a l i n R e s p o n d e n t s ’
D e c i s i o n t o R e t u r n t o S c h o o l ......................................................

50

S i n g l e P e r s o n Who Was Most H e l p f u l i n R e s p o n d e n t s ’
D e c i s i o n t o R e t u r n t o S c h o o l ......................................................

52

F a c t o r s T h a t He l p e d R e s p o n d e n t s i n T h e i r D e c i s i o n
t o R e t u r n t o S c hool
.........................................................................

54

4.14

Why P a r t i c i p a n t s R e t u r n e d t o School When They Did

. .

56

4.15

Two Most I m p o r t a n t Re a s o n s f o r R e t u r n i n g t o School

. .

58

4.11

4.12

4.13

o f R e s p o n d e n t s by M a r i t a l

vi i i

....................................

Status

41

42
.

. . . .

Fa mi l y Income

.

43

46

Page
4.16

Co mp a r i s o n o f Two Most I m p o r t a n t Re a s o n s f o r
..........................................................................
R e t u r n i n g t o School

59

B e n e f i t s T h a t A t t r a c t e d R e s p o n d e n t s t o AHS C o m p l e t i o n
P r o g r a m s .......................................................................................................

61

4.18

Factors P r e v io u sly Preventing Enrollment

.............................

63

4.19

P r e v i o u s Ter ms D u r i n g Which t h e S t u d y P a r t i c i p a n t s
Took AHS C o m p l e t i o n - P r o g r a m C l a s s e s
...................................

64

Le n g t h o f Time R e s p o n d e n t s Had Been E n r o l l e d i n
AHS C o m p l e t i o n P r o g r a ms
................................................................

66

R e s p o n d e n t s ’ D i s c o n t i n u a t i o n o f A t t e n d a n c e During
t h e Ter ms They Had Been E n r o l l e d i n AHS C o m p l e t i o n
P r o g r a m s .......................................................................................................

66

Re a s o n s f o r D i s c o n t i n u a t i o n o f A t t e n d a n c e i n t h e
AHS C o m p l e t i o n Pr o g r a m .....................................................................

67

F a c t o r s E n c o u r a g i n g R e t e n t i o n i n AHS C o m p l e t i o n
P r o g r a m s .......................................................................................................

69

4.17

4.20

4.21

4.22

4.23

ix

LIST OF FIGURES
Figure
2.1

P l a c e m e n t o f L i f e - S p a c e and L i f e - C h a n c e
P a r t i c i p a n t s i n Ma s l ow’ s Need H i e r a r c h y

CHAPTER I
NATURE AND PURPOSE OF THE INVESTIGATION

Introduction
A d u l t e d u c a t i o n h a s be e n d e f i n e d a s a " r e l a t i o n s h i p
educational
and

a g e n t and a l e a r n e r i n whi c h t h e a g e n t s e l e c t s ,

continuously

provide

between

systematic

directs

a

experience

participation

in

production role

in so c ie t y "

of present-day

sequence

such

adult

to

achieve

activities

is

(Klevins,

education

of

progressive
learning

for

subsidiary

1976,

p.

11).

p r o g r a ms was l a i d

arranges

tasks

that

those

whos e

to

a

primary

The f o u n d a t i o n

as e a r l y

as

when e v e n i n g s c h o o l s w e r e e s t a b l i s h e d f o r w o r k i n g c h i l d r e n
a ge o f
da y

12.

The c u r r i c u l u m o f t h e s e

program,

( Mi nz e y

& Le

stabilize,
shifted

stressing
Tarte,

reading,

1972).

As

schools

writing,
these

reflected
and

evening

an

1810,

over the

that

conceptual
schools

of

the

skills

b e ga n

to

t h e age o f t h e s t u d e n t p o p u l a t i o n b e i n g s e r v e d g r a d u a l l y

to

older

established

teens

and young

adults.

This

the foundation for the current adult

gradual

expansion

education

programs

in the p u b l ic s c hools .
Although
1800s,

it

the

adult

was n o t u n t i l

education

1966 t h a t t h e f e d e r a l

t h e need t o fund a d u l t e d u c a t i o n .
Title

III

of

the

concept

Elementary

and

can

be

traced

to

the

government r e c o g n i z e d

The A d u l t E d u c a t i o n Ac t o f 1966,
Secondary

1

Education

Amendments

2
(ESEA),

became

enacted.

part

of

the

By v i r t u e

of

that

considered

for

r e n e wa l

largest

any

federal

inclusion,
time

adult

Congress

E l e m e n t a r y and S e c o n d a r y E d u c a t i o n A c t .

education
education

considered

In e f f e c t ,

i n t o the mainstream o f educatio n

States;

Congress

education

when

legislation,

a l l Americans,

specific

training

learning

programs,

courses,

not

elem entary

be

programs.

encompasses

this
was

needs

only

such

of adults

as

for

renewing

be
the

in t h e United

and

secondary

children,

However,

variety

of

concerned

have l e d

Americanization

special- interest

completion

researcher

woul d

woul d

but

for

r e g a r d l e s s o f age.

The u n i q u e
of

it

enacted

ever

this legislation

moved a d u l t e d u c a t i o n
thus,

bill

programs

only

with

the

and

though

and

the

classes,

classes,

even

to

vocational-

high-school-

adult

education

activities,
adult

formation

the

high

present

school

(AHS)

c o m p l e t i o n - p r o g r a m c o mp o n e n t .

S t a t e m e n t o f t h e Pr o b l e m
Increasing

number s

of

adults

in

the

United

States

completed t h e req u i r em e n ts f o r high school g r a d u a t i o n .
many o f

these

e mp l o y me n t ,

individuals

ma n a g i n g t h e i r

Researchers

have

facilitating

the

encounter
personal

provided
return

adults

completion o f a high school

diploma.

and s o c i a l

of

characteristics

population are lacking,

affairs,

lim ited
of

the

as w e l l .

difficulties

to

into

programs

not

As a r e s u l t ,
in

and c o p i n g

insights

ha ve

obtaining
in

society.

the

factors

that

lead

to

Studies regarding the personal
potential

AHS c o m p l e t i o n - p r o g r a m

3
Understanding
school

diploma

formulating

factors

return
tive

to

return

that

to

ai med

th a t motivate
classroom

at

recruitment

strategies

enrolled

in

who l a c k

a high

such programs.

to

toward

a high

prerequisite

Likewise,

prerequisite

directed

is

participants

programs.

also

t h o s e who l a c k

classroom

retaining

those

is

motivate

the

i n AHS c o m p l e t i o n

to the

presently

factors

techniques

ha ve e n r o l l e d
the

the

once

they

understanding

school

diploma

determining
those

Furthermore,

to

who

it

effec­

are

is

to

not

essential

t o i d e n t i f y t h e t a r g e t p o p u l a t i o n t o whi c h t h e s e r e c r u i t m e n t s t r a t e ­
gies will

be d i r e c t e d .

W i t h o u t kn o wl e d g e o f t h e d e m o g r a p h i c c h a r a c ­

t e r i s t i c s o f t h o s e p r e s e n t l y e n r o l l e d i n AHS c o m p l e t i o n p r o g r a m s ,
is

difficult

strategies

to

identify

target

populations

to

whi c h

it

recruitment

s h o u l d be d i r e c t e d .

Purpose
The

researcher’s

investigate

the

requirements

factors

for

high

c o m p l e t i o n p r o g r a ms

primary

motivating
school

in r u r a l

programs

students,
enrolled

would

as well

this

who
to

h a ve

as f o r t he r e t e n t i o n

for

wa s

to

met

the

in

AHS

I t was a s s ume d t h a t

encouraging

im plications

not

participate

districts.

factors

study

the

participation

in

recruitm ent

of

o f s t u d e n t s who w e r e a l r e a d y

in t h o s e programs.

A secondary
characteristics
districts

have

in

adults

graduation

school

understanding the motivational
such

purpose

in

purpose

wa s

o f AHS s t u d e n t s

Mi c h i g a n

who

we r e

to
in

investigate
rural

Class

participating

A,
in

the

demographic

B,

and C s c h o o l

AHS

completion

4
programs

during

considered

in

the

1990- 91

this

study

year.

included

De mogr a phi c

gender,

last

educational

s t a t u s of spouse ( i f a p p l i c a b l e ) ,

conjunction

completed,

with

the

family

race,

enrollment,

In

grade

school

a ge

i n c o me ,

purposes

variables

at

time

marital

of

status,

and empl oyme nt s t a t u s .

of

this

study,

major

o b j e c t i v e s we r e a s f o l l o w s :
1.

To

identify

the

demographic

characteristics

of

AHS

completion-program students.
2.

To d e t e r m i n e

how p a r t i c i p a n t s

we r e made a wa r e o f AHS com­

p l e t i o n programs.
3.

To i d e n t i f y

person(s)

influential

in

the

return

to

school

in t h e r e t u r n

to

school

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .
4.

To i d e n t i f y

factors

that

assisted

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .
5.

To

identify

program s t u d e n t s ,
6.
students

"benefits,"

as

perceived

by

AHS

completion-

r e s u l t i n g f r om t h e i r r e t u r n t o s c h o o l .

To i d e n t i f y t h e f a c t o r s p e r c e i v e d by AHS c o m p l e t i o n - p r o g r a m
as

barriers

that

previously

prevented

their

enrollment

in

such programs.
7.

To d e t e r m i n e t h e f a c t o r s

encouraging s tu d e n ts

to

remain

to

the

in

AHS c o m p l e t i o n p r o g r a m s .

I mpor tance o f t h e Study
The

importance

of

percentage of a d u lts ,
neither

a high

school

this

study

is

closely

related

b o t h n a t i o n a l l y and l o c a l l y ,
d i p l o m a n o r a Ge n e r a l

large

who ha ve o b t a i n e d

Education

De g r e e

(GED)

5
certificate.
Adult

A s t u d y c o n d u c t e d by t h e N a t i o n a l

Education

and

reported

by

Klevins

m i l l i o n p eo p le o f l a b o r - f o r c e age,
t h a n a high school
p e o p l e had a n n u a l
It
attest

is
to

not
the

education.

A d v i s o r y Co u n c i l

( 1976)

identified

Approxi mat el y t h r e e - f o u r t h s

need f o r

own

h o we v e r ,

to

rely

on n a t i o n a l

e n l a r g e m e n t o f AHS c o m p l e t i o n

public

Michi gan

reflects

district

contains

direction

of

revealed th at
reside

in

m unicipalities

the

school

need

to

district
e xpa nd

the

Division

Livingston

a considerable
rural

public

programs;

varies

potential

AHS

b e t we e n

student

This

Bureau,

school

district.

18% and 26%.

population

of

in

rural

under

In

(1988),

the

12 y e a r s

this

the

nongraduates
seven

18 y e a r s
of

Th e s e p e r c e n t a g e s
5,583

in

c o m p i l e d by t h e

Commi s s i on

fewer than

the

county

the percentage of res id e n ts

o f a ge and o l d e r who h a ve c o m p l e t e d

to

A look a t the

rural

Ce ns us

Planning

school

figures

programs.

p e r c e n t a g e o f high

in th e d i s t r i c t ,

schooling

a

Statistics

of the

Count y

in

s uch

seven m u n i c i p a l i t i e s .

Statistics

this

of these

i n c o me s o f l e s s t h a n $ 5 , 0 0 0 .

necessary,

Municipalities

54.67

not e n r o l l e d in sc h o o l, with l e s s

n e e d ca n e a s i l y be r e c o g n i z e d i n o n e ’ s own c ommuni t y.
researcher’s

in

f o r ma l

reflect

rural

a

public

school d i s t r i c t .
Determining
presently
districts
sim ilar
such

specific

participating
will

help

characteristics

programs.

in

demographic
in

AHS

completion

identifying
b u t who a r e

Recognizing

the

characteristics

target
not

programs
audiences

presently

most

likely

e n r o l l m e n t i n AHS c o m p l e t i o n p r o g r a ms i n r u r a l

of

those

in

rural

who

share

participating
candidates

districts

in
for

should help

6

enhance r e c r u i t m e n t
of

students

in

strategies.

AHS

completion

t r a d i t i o n a l l y be e n l ow,

ha s

several

the

learners

advantage

the

positive

h a v i n g p a r e n t s who a r e
Statistics

indicate
educational

possible,

then,

goodwill

ha ve

not

can

had

a

in

districts

AHS c o m p l e t i o n

direct

educational

to

influence

on c h i l d r e n

Mi nzey

(1972).
that

there

is

and

a

direct

study

that

of

their

developed

positive

b e t we e n

school

n e g a t i v e f e e l i n g s toward school

program.
the

p r o g r a ms
to

One

s uc h

results

f r om

education.

relationship

b e t we e n

children.

an AHS c o m p l e t i o n p r o g r a m w i l l

be

ha s

benefits

i n and c o n c e r n e d a b o u t

i n f l u e n c e on t h e r e g u l a r d a y - s c h o o l
that

rural

according

level

that

the

interested

that

parents’

of adults

besides

themselves,
the

in

of retention

increasing the retention rate .

retention

advantages

is

programs

the r a t e

and t h e f i n d i n g s t h a t e me r ge f r om t h i s

may h e l p i n s i g n i f i c a n t l y
Increasing

In a d d i t i o n ,

It

is

have a p o s i t i v e

A second advantage
school

experience

and

and

adults

who

often

is
who

h a ve

and t o w a r d e d u c a t i o n i n g e n e r a l .

Research Qu e s t i o n s
This

study

was

designed

to

provide

answers

to

the

following

questions:
1.

What

are

the

demographic

characteristics

of

the

AHS

completion-program populatio n?
2.

How

were

Who

wa s

participants

ma d e

aware

of

AHS

completion

programs?
3.

influential

completion-program stu d e n ts ?

in

the

return

to

school

of

AHS

7
4.

What

factors

assisted

in

the

return

to

school

of

AHS

in

AHS

completion-program stu d e n ts ?
5.

What

benefits

attracted

students

to

enroll

co mp l et io n programs?
6.

What f a c t o r s

prevented

students

f r om p a r t i c i p a t i n g

in

AHS

in

AHS

c o m p l e t i o n p r o g r a ms b e f o r e t h i s t i m e ?
7.

What

factors

have

encouraged

students

to

remain

c o m p l e t i o n programs?

R e s e a r c h Me t h o d o l o g y
Although p r e v i o u s
conducted,
this
AHS

s t u d i e s o f AHS c o m p l e t i o n p r o g r a m s

none was l o c a t e d

descriptive

study.

we r e

structuring
(1974),

factors

to
that

(1971),

assist
motivate

experiences.

The

consulted

develop

to

information,

in

( b)

Ay e s

people

items

of

the

participate

related

( 1980)
to

motivating

above-mentioned

and

in

people

to

in

of

literature

on

social

science

developing
and

and

Sma r t

(1976)

was

items

regarding

adult

education

Tate

general
return

and ( c ) f a c t o r s

( 1971)

was

demographic
to

programs

influencing the

programs.

studies

q u e s t i o n n a i r e was d e v e l o p e d t o c o l l e c t

that

Klevins

and

(a)

to

Morstain

questionnaire

Deldin

completion,

of

of

of

direction

r e t e n t i o n of s t u d e n t s in a d u l t ed u c at io n
Using

types

(1979),

to

similar

paucity

research

developing

factors

t h a t l e a d t o high school

other

The

research

the

provide

instrument.

Burgess

consulted

to

a design

of

students,

investigated

the

used

Be c a u s e

completion-program

research

that

h a v e been

for

direction,

the data for t h i s

study.

a
To

8

e sta b lish the

internal

of the

survey,

s a mp l e

that

the

consistency,

questionnaire

consisted

completion c l a s s e s
The f i n a l

of

ten

clarity,

was d i s t r i b u t e d

students

i n o ne r u r a l

and o v e r a l l

who

to

we r e

usefulness

a pilot

enrolled

study
in

AHS

school d i s t r i c t .

v e r s i o n o f t h e i n s t r u m e n t was d i s t r i b u t e d t o s t u d e n t s

e n r o l l e d i n AHS c o m p l e t i o n p r o g r a m s i n s e l e c t e d Mi c h i g a n C l a s s A, B,
and C r u r a l

public

school

districts.

T h r e e d i s t r i c t s we r e i n c l u d e d

t o p r o d u c e an a d e q u a t e r e s e a r c h s a mp l e .
the

spring

term

surveyed,
total

1990- 91

allowing

population.

enrollees

The s a mp l e c o m p r i s e d 65% o f

f r om e a c h o f t h e

generalizations

to

be

The m e t h o d o l o g y

is

described

three d i s t r i c t s

formulated

regarding

i n more d e t a i l

the
in

Chapter I I I .

L i m i t a t i o n s and G e n e r a l i z a b i l i t v
The s t u d y was l i m i t e d
questionnaire.
difficulty
addition,
the

settings
racial,

Th e s e f a c t o r s

in

securing

caution

results
and

by t h e

of

ethnic,

be

study

geographic

include,

inherent

but

exercised
because

regions

in

use o f a

limited

to,

cooperation.

attempting

conditions

whose

in the

are not

re s p o n d e n ts ’ complete

should

this

factors

to

might

populations

In

generalize

vary
h a ve

the

in

other

different

and s o c i o e c o n o m i c c h a r a c t e r i s t i c s .

Del i m i t a t i o n s
The mai n d e l i m i t a t i o n
students
districts.

enrolled
Thos e

in

AHS

enrolled

of

this

study

completion
in

other

is

that

programs
adult

it

included

in

rural

education

only

school

experiences,

9
such

as

grade

programs

education

located

designed
or

in l a r g e

for

programs

people

of

a

urban c e n t e r s ,

having

less

postsecondary

we r e n o t

than

an

nature,

included

eighthor

in t h i s

those

investi­

gation.

D e f i n i t i o n o f Terms
The f o l l o w i n g

terms

are

defined

in

the

context

i n wh i c h

they

a r e used in t h i s d i s s e r t a t i o n .
Adult
that

high

requires

school

the

completion

successful

i s s u a n c e o f a high school
five

test

science)

areas

(i.e.,

Retention.

completion

writing,

school)

enrollment
for

this

program

18 o r more c r e d i t s

social

score

for

o f 45 on t h e

studies,

math,

and

C o n s i s t e n t a t t e n d a n c e by an a d u l t e d u c a t i o n s t u d e n t

Class A public
the

accredited

E d u c a t i o n De g r e e (GED) p r o g r a m .

throu gho ut the term of e nro ll ment

ing

of

An

d i p l o m a o r an a v e r a g e

reading,

f o r t h e Ge n e r a l

program.

(Cross,

school d i s t r i c t .
criterion

category

set

(950
by t h e

1981).

A p u b l i c school d i s t r i c t meet­
o r more

students

in

Mi c h i g a n Hi gh School

the

high

Athletic

Association.
Class B public
ing

the

school)

enrollment
for this

school d i s t r i c t .
criterion

category

set

(502

A p u b l i c school
to

949

students

d i s t r i c t meet­
in

by t h e Mi c h i g a n High School

the

high

Athletic

Association.
Class C public
ing

the

school)

enrollment
for th is

Association.

school d i s t r i c t .
criterion

category

set

(262

A p u b l i c school d i s t r i c t m e e t ­
to

501

students

in

by t h e Mi c h i g a n High Sc hool

the

high

Athletic

10
Ove r v i e w
Chapter
of

the

I contained

an i n t r o d u c t i o n

p r o b l e m and p u r p o s e o f

research,

the

research

the

to

study,

questions,

a

the

study,

the

importance

brief

description

r e s e a r c h m e t h o d o l o g y and d a t a - c o l l e c t i o n p r o c e d u r e s ,
delimitations,
Chapter
study.

II

contains
covered

programs,

factors

programs,

recruitment

potential

AHS

a review
are

motivating

of

the

significance

adults

strategies

to

students’ continuation

students,

the

o f d a t a c o l l e c t i o n , and d a t a - a n a l y s i s
The r e s u l t s
summary o f t h e

AHS

completion

in

AHS

completion

the

enrollment

retention

the

strategies

programs,

in c o n d u c t i n g

research

the

study

previous research,
pertaining

a summary o f

AHS c o m p l e t i o n

are

s a mpl e

instrument,

met hod

procedures.

the

findings

c o n c l u s i o n s dr awn f r om t h e
to

and

of the

o f t h e d a t a a n a l y s i s a r e r e p o r t e d i n C h a p t e r IV.
study,

of

i n AHS c o m p l e t i o n p r o g r a m s .

Included are a d e s c r i p t i o n

sample-selection procedure,

to the

of

i n AHS c o m p l e t i o n

t h a t we r e f o l l o w e d

d e s c r i b e d in Chapter I I I .

enroll

facilitating

completion-program

The p r o c e d u r e s

tions

of

l i m i t a t i o n s and

literature pertinent

demographic c h a r a c t e r i s t i c s o f e n r o l l e e s

and t h e

of the

and d e f i n i t i o n s o f key t e r m s .

Topics

encouraging

a statement

programs,

f u r t h e r r e s e a r c h a r e p r e s e n t e d i n C h a p t e r V.

and

comparison

findings,
and

A
to

r e c omme nda ­

suggestions

for

C H A PT E R II
REVIEW OF THE LITERATURE

Introduction
I n t h i s c h a p t e r , w r i t i n g s on f i v e t o p i c s r e l a t e d t o t h e p r e s e n t
investigation
completion
enroll

are

reviewed.

programs

is

First,

established.

the

significance

Factors

i n s uc h p r o g r a m s a r e c o n s i d e r e d n e x t .

facilitating
students

and

continuation
findings

the

of

participants

enrollment
retention

in

these

research

of

strategies

programs
on

potential

also

the

are

motivating

of

adults

AHS
to

Recruitment s t r a t e g i e s
AHS

completion-program

encouraging
discussed.

demographic

enrollees’
Finally,

characteristics

the
of

i n AHS c o m p l e t i o n p r o g r a m s a r e p r e s e n t e d .

S i g n i f i c a n c e o f A d u l t High Sc hool C o m p l e t i o n Pr ogr a ms
In
Le T a r t e

Community
(1972)

Education:

discussed

programs w i t h i n t h e

From Pr o g r a m t o
the s ig n ific a n c e

Process.
of

p u b l i c schoolsystem o f t o d a y .

Mi nzey

and

AHS c o m p l e t i o n
They w r o t e :

P u b l i c s c h o o l s h a ve a r e s p o n s i b i l i t y t o a s s i s t t h e c i t i z e n r y i n
keeping a b r e a s t of changes w i t h in s o c i e t y .
Adult e d u c a t o rs
have r e c o g n i z e d t h a t s o c i e t y r e q u i r e s n o t o nl y a l i t e r a t e
p o p u l a t i o n , b u t an i n t e l l i g e n t one t h a t i s w i l l i n g t o s h a r e
r e s p o n s i b i l i t y f o r s o c i a l p r o g r e s s . . . . P u b l i c s c h o o l s h a ve a
r e s p o n s i b i l i t y to provide second-chance o p p o r t u n i t i e s to those
i n d i v i d u a l s i n s o c i e t y , who, f o r a v a r i e t y o f r e a s o n s , d i d n o t
complete high
school.
The p r o b l e m s f a c e d by t h e n o n - h i g h s c h o o l g r a d u a t e a r e s e v e r e and w i l l become i n c r e a s i n g l y s o .
A d u l t s mus t be g i v e n t h e o p p o r t u n i t y t o o b t a i n t h e b a s i c h i g h
school c r e d e n t i a l s t h a t a r e r e q u i r e d in s o c i e t y . . . . Because

11

12
o f t e c h n o l o g i c a l a d v a n c e s and e x p a n d i n g j o b a u t o m a t i o n , t h e
public
schools
should
become
increasingly
involved
in
v o c a t i o n a l t r a i n i n g , r e t r a i n i n g and r e a d j u s t m e n t , ( p . 85)
Likewise,
of

AHS

the federal

completion

opportunities.

N a t i o n a l Ad v i so r y Council
to the

President of the

adopt a n a ti o n a l

government has
The

recognized the
recommendations

United

States

in

1975 i n c l u d e d

One o f t h e

citizens

(Klevins,

leading

to

diploma

factors

high

relationships,

that

school

Burgess

initial

( 1971)

and
eight

motivational

a personal goal,
to

take

need t o

1976).

in

w r i t e r was c o n c e r n e d was

certificate.

Morstain

motivated

adults

70

items
A

concerning

that

factor
these

factors

(1974)
p r o g r a ms

we r e

social

welfare,

career

motivational

representative
of

items

of

responses

revealed

the
to

a

several

Among t h e s e f a c t o r s we r e t h e d e s i r e t o r e a c h

d e s i r e to reach a r e l i g i o u s goal,
part

in

the

and c o g n i t i v e i n t e r e s t .

analysis
70

Smart

preliminary

we r e

for

Us i n g

enroll

social

escape/stimulation,
eight

and

to

These

expectations,

clusters.

factors.

GED

Scale,

hypothesized

identified

questionnaire

desire

and/or

completion.

external

preparation/advancement,

clusters

w i t h wh i c h t h i s

Participation
six

the

t o t h e cla ssroom t o complete t h e r eq u i r em e n ts

school

Educational
identified

questions

return

high

the

s t a t e m e n t o f p o l i c y a f f i r m i n g t h e need f o r l i f e l o n g

Fa c to r s Moti vatin g Adults t o Enroll
AHS C o m p l e t i o n Pr ogr a ms

their

that

on E x t e n s i o n and C o n t i n u i n g E d u c a t i o n made

learning opportunities for all

why a d u l t s

importance

in

a

social

activity,

d e s ire to escape,

desire

to

c ompl y

with

13
f o r ma l

requirements, d e s ire for personal

cultural

fulfillm ent,

and d e s i r e f o r

k n o wl e d g e .

A l t h o u g h Houl e ( 1961)
three-way

typology

of

conducted his

motivation

r e s e a r c h 30 y e a r s

for

adult

ago,

learning

his

remains

influential.

Houl e i d e n t i f i e d g o a l - o r i e n t e d l e a r n e r s a s t h o s e whose

participation

in a d u l t e d u c a t io n i s r e l a t e d t o f u l f i l l i n g

need

or

interest.

participate
develop

for

In

the

a skill

or

Houle i d e n t i f i e d

sake
to

are

contrast,
of

learn

the
the

a specific

activity-oriented

activity
subject

itself,

matter.

learning-oriented

learners

rather
The

than

third

individuals,

to

group

who p u r s u e

l e a r n i n g f o r i t s own s a k e .
Houle’ s ty p o lo g ies
described

by

Morstain

escape/stimulation
the

factors

Likewise,

and

can be c ompa r e d t o t h e
and

Sma r t

and

Houle’ s

Smart’ s

external-expectation

factors

Houle’ s

learners;

goal-oriented

in

social-relationship

m otivating

Morstain

(cited

motivational
Cross,

factors

1981).
are

the

is,

factors

to

learners.

preparation/advancement

parallel
that

Their

similar

activity-oriented

career

factors

and

influencing

self-motivated

learners

p u r s u e c a r e e r p r e p a r a t i o n o r a r e m o t i v a t e d by a s i g n i f i c a n t o t h e r t o
pursue educational
are

sim ilar to

goals.

learners

Finally,
in Mor st a in

Houle’ s l e a r n i n g - o r i e n t e d a d u lt s
and S m a r t ’ s c o g n i t i v e - i n t e r e s t

and s o c i a l - w e l f a r e c a t e g o r i e s .
It
Cross

s h o u l d be n o t e d t h a t ,
(1981)

and

participation

in

Burgess
adult

whereas M o rs t a i n
(1971)

education,

addressed
Houle’ s

and S m a r t
the
more

(cited

reasons

in
for

subjective

o b s e r v a t io n s served to c l a s s i f y groups of people i n t o l e a r n e r t y p e s .

14
Th u s ,

although

study,

the

combi ne d

we r e s e l e c t e d
have

Houle’s

many

wor k

typologies

f o r use in t h i s

reasons

remains

for

of

an

influential

Morstain

and

Sma r t

study because the

deciding

to

return

to

motivational
and

Burgess

same i n d i v i d u a l
school,

and

may

Houle’s

subgroups are not s u i t a b l e f o r t h i s type of m u l t i v a r i a t e a n a l y s i s .
Yates
education
high

(1982)
(ABE),

school

surveyed

general

completion

151

participants

educational
p r o g r a ms

in

development

in

the

adult

(GED),

mid-Michigan

basic

and

adult

area.

The

r e s e a r c h e r ’ s pur p os es were:
( 1) t o i d e n t i f y t h e p e r s o n a l and e n v i r o n m e n t a l c h a r a c t e r i s t i c s
o f women e n r o l l e d
i n ABE, GED and h i g h s c h o o l
completion
p r o g r a m s ; ( 2) t o i d e n t i f y i n t r i n s i c and e x t r i n s i c f a c t o r s whi c h
m o t i v a t e d t h e r e t u r n o f women t o f o r ma l e d u c a t i o n , and ( 3) t o
i d e n t i f y t h e most s i g n i f i c a n t m a r k e t i n g p r o c e d u r e s which
c r e a t e d t h e awa r ene s s o f t h e a d u l t e d u c a t i o n programs f o r
women, ( p. 5)
R e s p o n d e n t s we r e a s k e d t o i n d i c a t e ,
expected

o u t c o me s

The i t e m s on t h e
reflecting

(a)

opportunities
mos t

commonly

decision
further

to

f r om

participating

checklist

the

in

AHS

completion

programs.

to

i mpr ove

empl oyment

and/or

career

t h e e x p e c t a t i o n o f i mpr ove d s e l f - e s t e e m .

selected

participate
or

expectations

f ound

i n AHS c o m p l e t i o n
career

the

i n t o one o r more b r o a d c a t e g o r i e s ,

expectation

and ( b)

educational

fell

on a 1 0 - i t e m c h e c k l i s t ,

plans,"

to

h a ve

motivated

p r o g r a ms we r e

"Expect

The

"Expect

self-enjoyment,"

the
to
and

" E x p e c t a new j o b . "
In h i s

study of p e r s i s t e r s

completion programs,
and s a t i s f a c t i o n
persisters

Tomlanovich

we r e c i t e d

as r e a s o n s

for

versus
( 1988)

nonpersisters
f ound t h a t

in high

self-improvement

by 95. 3% o f n o n p e r s i s t e r s

returning

to

school.

school

and 95. 7% o f

Bot h g r o u p s

listed

15
receipt
study

of

a high

of

116

districts

( 1979)

enrolled

program

AHS

to

complete

their

Communit y

asked

checklist of potential

students

factors

for

to

selected

College’s

societal

requirements
we r e

a

high

indicate

high

i mp r o v e

their

offered

by

location.

school
job

Surry

adult

for

skills,

personal
and

Community

Twenty-four

school

diploma.

factors

f r om

items

reflecting

satisfaction,

(c)

the

College
on t h e

wanted

opportunity,"
Klevins
influenced

these

to

finish

and

the

( b)

40-item

of

desire

the

schedule

convenience

to

of

we r e

its

checked

factors

return

to

to

f ound
school

I ha ve c o m p l e t e d h i g h s c h o o l , "
school

and

now

I

have

an

and " I wa n t a b e t t e r e d u c a t i o n . "
(1976)

the

identified

adults

in

his

specialized

and

preparation

for

seven

s a mp l e

additional

to

societal

return

to

factors
the

that

classroom

in

Th e s e f a c t o r s we r e ( a ) t h e ne e d f o r

extensive

emancipation of various groups,
in

to

Survey
a

the

instrument

decision

high

q u e s t o f a high school diploma.
more

them

(a) t h e d e s i r e t o

flexibility

survey

" I wa n t t o be a b l e t o s a y t h a t

always

who

The i t e m s on t h e c h e c k l i s t

students’

"I

school

completion

m otivated

to

were:

this

students

that

The mos t commonly s e l e c t e d

influenced

19

school

by t e n o r more s t u d e n t s .
h a ve

in

i n f l u e n c e s t h a t had e n c o u r a g e d t hem t o e n r o l l

i n t o one o r more b r o a d c a t e g o r i e s ,

complete

choice
from

high

those

i n t h e S u r r y Community C o l l e g e p r o g r a m .
fell

second

Mi c h i g a n a r e a .

Surry

determine

participants

as

s u r v e y e d 30 r a n d o ml y

in

the

diploma

completion-program

in the c e n t r a l

Ay e r s
were

school

education,

(b)

the

social

(c) t h e need t o c ompl et e high school
schooling,

(d)

an

increasingly

16
technological

society,

a f e e l in g of personal
Nickse

( 1976)

participation
we r e

(e)

a c c e s s ib ility of education,

satisfaction,

cited

both

and (g) a l o n g e r l i f e

internal

and e x t e r n a l

i n AHS c o m p l e t i o n p r o g r a m s .

e c o n o mi c

in

nature

and

(f)

included

span.

motivators

Most e x t e r n a l

reasons

need f o r

such

as

for

motivators
to

increase

i ncome and t o r e s p o n d t o p r e s s u r e t o u p g r a d e j o b s o r mee t l i c e n s i n g
requirements.
need

for

Internal

increased

or

psychological

self-esteem

and t h e

motivators

ne e d t o

p e r c e i v e d t o be a p i e c e o f l i f e ’ s b u s i n e s s
also

cited

preparation

the

decision

the

classroom.

school

for college

Th u s ,

the

motivating

students

and

participation
interests.

requirements

past

Peters

b e t we e n

alternative

Boshier

(1976)

claimed

life

that

the

whereas

needs

and

experience,

and

Boshier

current

interests

habits,

defined

state

interests

experiences.

force

in

return

to

for

a

are

of

the

and

level

motives

as

learner

and

interests

of

and

Boshier

(1976)

chance"

According t o th e a u t h o r s ,

the

for

a d u lt’s
social

ga p

that

some d e s i r e d

preference

formulate

distinguished

an

immediate

"needs"

expressions

Needs and

s t u d e n t s who a r e m o t i v a t e d by " l i f e
space."

high

plan.

reflect

m o ti v atio n to approach or avoid f u r t h e r e d ucat io nal
Peters

many

i n a d u l t e d u c a t i o n a r e d e t e r m i n e d by a d u l t s ’ n e e d s and

system,

condition,

step of t h e i r educational

In c o m b i n a t i o n ,

situation.

"life

to

the

Nickse

d i p l o m a f o r t h o s e m o t i v a t e d t o c o n t i n u e on t h e c o l l e g e

Peters

exists

of

wha t

unfinished.

as a s t r o n g

completion

r e p r e s e n t s only a f i r s t

belief

conclude

left

o f many AHS c o m p l e t i o n - p r o g r a m

included

an

among
adult’s

experience.
adult

education

f r om t h o s e m o t i v a t e d

by

s t u d e n t s m o t i v a t e d by l i f e

17
chance are motivated

by a ne e d t o

acquire

knowl e dge o r

skills,

t h e y a r e g e n e r a l l y i nv ol ve d in s a t i s f a c t i o n o f l o w e r - l e v e l
defined

i n Ma s l ow’ s h i e r a r c h y .

motivated

by l i f e

expression

and

actualization,
a

pictorial

participate

development

representation

participants

seek

their

or

social

of

those

in a d u l t

education

higher-order

in
to

life-chance

and

Ma s l ow’ s

need

hierarchy.

i mpr ove

their

"chances

vocational

satisfied

of

horizons,

such needs

needs

or

as

for

self-

F i g u r e 2.1

life-space

life"

life-space

and s e e k t o

classes

Wher e a s
in

needs,

s t u d e n t s who a r e

as r e l a t e d t o Masl ow’ s ne e d h i e r a r c h y .

p a n t s ’ placement

previously

space

In c o n t r a s t ,

and

is

partici­

life-chance
by

improving

participants

expand t h e i r

ha ve

k nowl e dge

f o r t h e i n h e r e n t j o y o f p a r t i c i p a t i o n and l e a r n i n g .

Li f e - s p a c e
par ti ci pants

e s t ee m ne e ds

l o v e and b e l o n g i n g n e eds

Li f e - c h a n c e
parti ci pants

s a f e t y ne e ds
physiological

Figure 2.1:

As one m i g h t

needs

P l a c e m e n t o f l i f e - s p a c e and l i f e - c h a n c e
p a r t i c i p a n t s i n Ma s l ow’ s n e e d h i e r a r c h y .

anticipate,

Peters

and

Boshier

the attendance pattern of life-chance p a rtic ip a n ts

( 19 7 6 )

predicted

i n AHS c o m p l e t i o n

18
programs

to

be

objectives,

sporadic

whereas

participants

is

as

s uc h

the

constant

students

attendance

and

tends

to

attain

their

pattern

of

continue

over

short-term
life-space

a much l o n g e r

period.
Whe r e a s

Peters

and

s t u d e n t s ’ motivation
life-space

Boshier

for participation

classifications,
tasks"

motivation

participation.

arising

achievement

later

tasks,

individual,
tasks"

(p.

to

home,

do

and

He d e s c r i b e d

move

used

the

and

concept

of

tasks

as

while

failure

by

the

to

his

leads

society,

happiness

to
and

and

success

unhappiness
difficulty

in

with

the
later

207).
of

with

developmental
selecting

finding

a

a

tasks
ma t e ,

job.

associated
starting

However,

a

with

young

family,

middle-aged

adults

ma na gi ng

persons

a

find

set

o f developmental

including preparing children to a s s e r t t h e i r

i n d e p e n d e n c e and

from

"free"

life-chance

developmental

t h e m s e l v e s c o n c e r n e d w i t h a somewhat d i f f e r e n t
tasks,

to

a s s e s s i n g AHS c o m p l e t i o n - p r o g r a m s t u d e n t s ’

o f whi c h l e a d s

disapproval

Exa mpl e s
have

( 1971)

completion-program

" a t or about a c e r t a i n peri od in t h e l i f e o f t h e i n d i v i d u a l ,

successful
with

in

AHS

according

Havighurst

"developmental
for

analyzed

home,

assuming

or l e i s u r e time,

physiological

changes

civic

responsibility,

creatively

a d j u s t i n g to aging p a r e n t s ,
associated

with

middle

using

and a d j u s t i n g t o

age.

Persons

in

the

l a t e r stages of l i f e

f i n d t h e i r c o n c e r n s / i n t e r e s t s c e n t e r i n g on s uc h

developmental

or

reduced
social

i n c o me ,

tasks

adjusting

stages
to

as

adjusting

the death

to

retirement

of a spouse,

r e l a t i o n s h i p s w i t h a new age g r o u p .

and

a

and d e v e l o p i n g

19
A more
r e la te d to

specific

m otivation

experiences,

for

these

developmental

participation

a s p r e s e n t e d by H a v i g h u r s t

in

(1971),

adult

tasks

as

education

follows:

Bet ween a g e s 2 0 - 3 0 .
A period of seeking social i d e n t i t y
and maximum c o n c e r n
w i t h o n e s e l f and o n e ’ s i m m e d i a t e ,
personal l i f e .
Educati on i s used c h i e f l y t o p r e p a r e f o r
and t o a d v a n c e i n wor k.

2.

Bet ween a g e s 3 0 - 4 0 .
A pe rio d of r e l a t i v e l y high s t a b i l i t y
and g e n e r a l p s y c h o l o g i c a l w e l l - b e i n g w i t h l e s s i n t r o s p e c ­
t i o n and s e l f - a w a r e n e s s .
Education is s t i l l w o r k - r e l a t e d ,
b u t e d u c a t i o n i s a l s o s o u g h t f o r o t h e r r e a s o n s s u c h as
e n j o y m e n t o f l e a r n i n g and m e e t i n g new p e o p l e .

3.

Bet ween a g e s 4 0 - 5 0 .
A p e r i o d o f g r e a t e r p a r t i c i p a t i o n in
civic a c tiv itie s.
The e f f e c t s o f body c h a n g e s become more
noticeable.
E d u c a t i o n i n t e r e s t i s b a s e d on s o c i a l
and
cultural a c tiv itie s.

4.

Bet ween a g e s 5 0 - 6 0 .
A period of lessened self-confidence
and g r e a t e r i n t r o s p e c t i o n .
P h y s i c a l and s o c i a l a c t i v i t i e s
a r e l e s s f r e q u e n t , e ve n t h o u g h t h e r e i s more l e i s u r e t i m e .
Education is mostly f o r non - w o r k -r e la t e d r ea son s.

5.

Bet ween a g e s 6 0 - 7 0 .
A period of separation of the i n d i ­
v i d u a l f r om s o c i a l a c t i v i t i e s .
I n d i v i d u a l h a s l e s s need
f o r a p p r e c i a t i o n and t e n d s t o a v o i d b e c o m i n g d e e p l y
a t t a c h e d b o t h t o p e o p l e and o b j e c t s , ( p. 219)
subconscious

participation

needs

interpreted

by H a v i g h u r s t
developmental
also

by

Gr abows ki

(1971).
tasks

with

catalyze

(1975),

social

adults’

ca n

be

seen

stages of the adult l i f e

Implied

in t h e m ot iv es

surroundings.
in values

motivation

for

a s d e s c r i b e d by M c C l e l l a n d

i s t h e change in a d u l t

a c c o m p a n i e d by a c h a n g e
new c a r e e r s .

that

i n AHS c o m p l e t i o n p r o g r a m s ,

th roug ho ut the developmental

but

of

1.

The

and

description

to

s pa n d e s c r i b e d

ascribed

roles,

to

specific

n o t o n l y w i t h age

Developmental

and g o a l s ,

fluctuate

often

change

associated

is
with

20
Fr i e d ma n

( 1976) c o n s i d e r e d

adults’ participation
occupational
into the

roles.

the

"value

orientations"

motivating

i n AHS c o m p l e t i o n p r o g r a ms i n a s s o c i a t i o n w i t h
He d i v i d e d t h e c a t e g o r i e s o f o c c u p a t i o n a l

following four stages:

(a)

entry

into

a career

roles

for

those

i n t h e a ge r a n g e o f 20 t o 28 y e a r s ,

( b) c a r e e r d e v e l o p m e n t f o r t h o s e

i n t h e a ge r a n g e o f 25 t o 50 y e a r s ,

(c)

t h e a ge r a n g e o f 35 t o 60 y e a r s ,
the

a ge r a n g e

o f 55 t o

s t a g e as f o l l o w s :

and

68 y e a r s .

In t h e

first

for

vi e we d

as

prerequisite

participation

proportionally
by many

in

high.

changes

in

value o r ie n ta tio n s
m i g h t be why o l d e r ,

to

AHS

for those

in

( d) p r e r e t i r e m e n t f o r t h o s e

in

Fr i e d ma n
stage,

t h e f u t u r e t o c o n t a i n improvements.
is

career plateau

a better

adult’s

life

adults

each

expect

a change in o n e ’ s a b i l i t y

future

life,

p r o g r a ms

The c a r e e r p l a t e a u
an

described

career entry,

Th u s ,

completion

further

at

stage,

that

this

stage

h o we v e r ,

require

as o p p o s e d t o a c q u i s i t i o n

and m o t i v a t i o n

is

is

mar ke d

reformulation

of competencies.

of

This

l e s s - e d u c a t e d a d u l t s do n o t t u r n t o c o m p e t e n c y -

b a s e d AHS c o m p l e t i o n p r o g r a m s .

Recruitment S t r a t e g i e s F a c i l i t a t i n g the Enrollment of
P o t e n t i a l AHS C o m p l e t i o n - P r o g r a m S t u d e n t s
Th e
efforts

identification

of

target

populations

for

recruitm ent

i s p e r h a p s t h e mos t i m p o r t a n t a s p e c t o f r e c r u i t i n g p o t e n t i a l

AHS c o m p l e t i o n - p r o g r a m

students.

necessity

changing

to

motivational
of the l i f e

adapt

to

force for learning.
cycle:

responsibility

one’ s f i r s t

on t h e j o b

and

Cross
life

( 1981)

circumstances

Universal
job,

in the

suggested
is

that

a

the

powerful

changes r e p r e s e n t phases

marriage,
communi t y,

children,

increasing

retirement,

and so

21
forth.

Other changes,

job, divorce,

h o we ve r ,

on

the

life

cycle

l e a r n i n g has i n d i c a t e d t h a t ,

moments";

" tr ig g e r events"
corroborated
with

Aslanian

fact

are

Schlossberg
by

that

( 19 8 4 )

for

transition,

s uc h

as

the

Havighurst
B riek e 11

wor k

that

trigger

the motivation

( 1971) c a l l e d
(1980)

these

referred

to

These a s s e r t i o n s
programs

force,

today

are

abound

new p a r e n t s ,

those

Transitional

assessing
that

of

is

an

individual’s

reentering

determined

key a r e a s :

(a)

Model,

the

by

defined

readiness
f o r ma l

measuring

the t r a n s i t i o n

as

for

a
any

educational
strengths

and

or the s it u a ti o n

when t h e a d u l t p e r c e i v e s t h e l e a r n i n g s i t u a t i o n a s p o s i t i v e ,

negative,

or dreaded;

successfully

returning
within

of

and r e t i r e e s .

the

readiness

weaknesses in t h r e e

cope

loss

s u g g e s t e d t h a t r e a d i n e s s f o r l e a r n i n g c a n be

applying

system

itself,

and

changes

in l i f e ,

AHS c o m p l e t i o n

reentering

structured

Such

life

a t some p e r i o d s

maki ng m i d l i f e c a r e e r c h a n g e s ,

understood

on

as p o t e n t m o t i v a t i n g f o r c e s .

by t h e

women who

system.

and

is e x c e p t i o n a l l y high.

"teachable

s u d d e n and t r a u m a t i c :

and i l l n e s s o r d e a t h o f o n e ’ s s p o u s e .

Research

for learning

are

the

to

with

school;

to

the

and

educational

o n e ’ s c ommuni t y.
according

( b) t h e i n n e r s t r e n g t h o f t h e a d u l t s t u d e n t t o

Th u s ,

struggles

(c)

program
an

Schlossberg,

support

systems

itself,

one’s

individual’s
is

s o me t i me s

directly

associated

(or

lack

family,

readiness
correlated

and

of

with
t hem)

possibly

for

transition,

to

his

or

her

r e a d i n e s s f o r r e c r u i t m e n t i n t o t h e AHS c o m p l e t i o n p r o g r a m.
Schlossberg
for potential

( 1976)

a lso pointed out t h a t

i f counseling services

AHS c o m p l e t i o n - p r o g r a m s t u d e n t s c o u l d be e x t e n d e d f r om

22
the

traditional

the

opportunity

cautioned,

educational
for

environment

recruitment

h o we v e r ,

that

into

could

"counseling

be

the

larger

expanded

facilities

c ommuni t y,

greatly.

are

only

She

beginning

t o make t h e m s e l v e s a c c e s s i b l e t h r o u g h e f f e c t i v e o u t r e a c h p r o g r a m s t o
p e o p l e who a r e una wa r e o f t h e i r e x i s t e n c e o r a v a i l a b i l i t y
not

know how t o

concerned with
are
they

not

utilize
those

not

able

services"

potential

participating

are

their

in

to

74).

Schlossberg

AHS c o m p l e t i o n - p r o g r a m

adult

find

( p.

educational

help

in

maki ng

o r who do

students

opportunities
career

and

might

services

that

increased
well

could

link
of

in

the
with

organizations,
the p o ten tia l

educational

counseling

having

appropriate

adults

AHS c o m p l e t i o n

into

an u n d e r s t a n d i n g

completion

local

program

religious

judicial

community-based

guidance

resources.

Th u s ,

programs

might

of the b e n e fits

t o be

among

organizations,

departments,

Such

professionals
social

service

and o t h e r s who f r e q u e n t l y s e r v e

AHS c o m p l e t i o n - p r o g r a m p o p u l a t i o n .

Finally,

Schlossberg

as

a

observed

socially,

AHS

by

people with

begin with e s t a b l i s h i n g

associated

ideal

resolved

recruitment

attained

She

be

who

because

d e c i s i o n s and i n d e t e r m i n i n g wha t o p p o r t u n i t i e s a r e a v a i l a b l e .
concern

was

recruitment

that

for

and

AHS

highlighted

strategy

foreign-born

culturally,

recruits

(1976)

in

the

individuals

educationally

completion

the

importance

twenty-first
in

Ame r i c a

century.
are

disadvantaged.

programs

and

yet

of

h a ve

often

They

are

mi ni mal

awareness o f o r a c c e s s t o such o f f e r i n g s .
Rachlis
enrolled

in

( 1981)
the

studied

continuing

100

AHS

education

completion-program
program

at

Bathurst

students
Heights

23
S e c o n d a r y Sc hool

in

adults

enroll

who m i g h t

t o f o r ma l
flyers

suburban

at

libraries

cable-television

children,

and

available;

counselors,

announcements
Also

and

important

program

that

consequently,

placement

adults

communi t y

channel,

centers

of

letters

and

the

notices

placed

word

in
mouth

who

have

is

the

to

locate

was

that

respond

and

mailed

of

home w i t h

best

social

with

easily.

the

local
school
He

advertising

workers,

respond

to

potential

potential
of

to

newspapers.

the

typically

accessibility
it

to

contact

recruitment

sent

communi t y

we r e s e n t

others

who woul d

in

students

interested

and

advertisements

h o we v e r ,

do n o t u s u a l l y

f i l m s p o t a n n o u n c e me n t s shown on t h e

c ommuni t y

noted,

He f o u n d

R a c h l i s d i d j u d g e t o be somewhat e f f e c t i v e

neighborhood a d d r e s s e e s ,

also

Toronto.

i n a c a d e mi c c o u r s e s

announcements.

posted

metropolitan

AHS

f o r ma l

clients.
completion

school,

A central

job-

allowing

location

also

p r o v i d e s communi t y r e c o g n i t i o n and a w a r e n e s s o f t h e e x i s t e n c e o f t h e
AHS c o m p l e t i o n p r o g r a m.

R e t e n t i o n S t r a t e g i e s Encouraging S t u d e n t s ’
C o n t i n u a t i o n i n AHS C o m p l e t i o n Pr ogr a ms
Although
challenging
educators

recruiting

undertaking,

may be t h e

in such programs.
of th e ir

former

students

f o r AHS c o m p l e t i o n

the

difficult

most

retention

of students

task

p r o g r a ms

confronting

o nc e t h e y

is

a

adult

ha ve e n r o l l e d

Most AHS c o m p l e t i o n - p r o g r a m s t u d e n t s d r o p p e d o u t
educational

Whether

past

educational

negative

connotation

of

experience,
associations

"school,"

it

is

for

a variety

imprinted
wise

to

of

reasons.

a positive

consider

that,

or
at

24
best,

the

individual’s

first

steps

back

to

the

classroom

are

a c c o m p a n i e d by f e e l i n g s o f t r e p i d a t i o n and u n c e r t a i n t y .
The

competence

of

AHS c o m p l e t i o n - p r o g r a m

staff

members--

e s p e c i a l l y t h e c o u n s e l i n g s t a f f - - a p p e a r s t o be c r u c i a l

for returning

students.

importance of

the

Mi nzey and Le T a r t e

adult

counseling

( 19 7 2 )

program,

underscored the

asserting

that

a

sufficiently

large

s t a f f o f c o m p e t e n t c o u n s e l o r s s h o u l d be a v a i l a b l e d u r i n g t h e i n i t i a l
enrollment period.
should continue
entry

to

mus t

the

Also,

the counseling

beyond t h e

program.

be m a i n t a i n e d ,

contact

system t h a t

made upon t h e

C o u n selo rs’ c o n ta c ts with

and,

during

the

first

year,

is

established

student’s

initial

the

learner

an

adult

individualized

p r o g r a m s h o u l d be e s t a b l i s h e d and t h e s t u d e n t ’ s c r e d i t s e v a l u a t e d .
Gr a bows ki
the

Los

Acadia

( 1975)

Angeles
Parish

progress

discussed

the

Acadia

Parish

Adult

Schools

study.

The

indicated

that

City

study

( in terms of e d u c a t i o n ,

the

occupation,

t h e g r o u p s t h a t we r e n o t c o u n s e l e d .
study

indicated

that

existing

counseled

pilot

study

findings
groups

and s o c i a l

and

of

the

made more

skills)

than

F i n d i n g s f r om t h e Los A n g e l e s

guidance

services

we r e

inadequate

to

the

of

me e t t h e n e e d s o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .
Erickson

( 1970)

conducted

a

study

to

determine

needs

a d u lts returning to school.

He f o u n d t h a t 56% o f t h o s e s u r v e y e d had

a need not o nl y f o r s p e c i a l

a d v i s e m e n t and c o u n s e l i n g b e f o r e comi ng

or returning

t o an e d u c a t i o n a l

environment,

but a l s o f o r c o n t i n u in g

counseling services.
P e t e r s and B o s h i e r ( 1 9 7 6 ) s u p p o r t e d t h e h y p o t h e s i s t h a t a d u l t s ’
needs

and

interests

continue

to

formulate

m otivation

for

25
participation
authors

in

or

avoidance

extended

the

influence

of

AHS

completion

o f needs

programs.

and i n t e r e s t s

on

The

students’

d e c i s i o n t o r e m a i n i n an AHS c o m p l e t i o n p r o g r a m by s t a t i n g :
U n l e s s t h e i n t e n d e d ou t c o me s o f t h e p r o g r a m c o n f o r m t o t h e
a d u l t ’ s n e e d s and i n t e r e s t s , b e l i e f s y s t e m , and c o n c e p t o f
r e a l i t y , i t is unlikely th a t the p o ten tia l le a rn e r will accept
and make u s e o f i t s c o n t e n t .
The e d u c a t i o n a l o r g a n i z a t i o n ca n
be o v e r l y p r e s u m p t u o u s i f i t i g n o r e s t h e i d i o s y n c r a s i e s o f t h e
a d u l t p a r t i c i p a n t and o f f e r s a t r a d i t i o n a l " c u r r i c u l u m " more
s u i t e d t o a c a p t i v e group o f a d o l e s c e n t l e a r n e r s .
It is
e q u a l l y presumptuous i f i t o f f e r s c o u rse s t h a t merely r e f l e c t
t h e i n t e r e s t s and t r a d i t i o n a l c o n c e r n s o f p r o g r a m m e r s , ( p. 199)
Thus,

the

interests,
student

interaction

attitudes

to

continuing

program

knowledge,

the

mutual

education
if

content

do

attendance

content

and

a skill,

satisfaction

department

not

is

future l i f e goals,
participation

develops

or

p a r t i c i p a n t s ’ needs,

education student will
whi c h

program

adults’

needs,

and m o t i v e s h a s me a ni ng o n l y t o t h e e x t e n t t h a t t h e a d u l t

increases

Therefore,

of

it

be r e t a i n e d
or

the

student

sponsoring

interests,

coincide,

mandatory

of

or shapes h is or her

is

and

motives

unlikely

to

that

or

and

the

the

adult

In s i t u a t i o n s

be

prerequisite

t h e s t u d e n t may c o n t i n u e i n t h e p r o g r a m ;

may become i n f r e q u e n t

the

organization.

in t h e program.
perceived

and

nonexistent

and

in
for

h o we ve r ,

the

student

may f i g u r a t i v e l y become a " d r o p o u t " a l t h o u g h a t t e n d a n c e c o n t i n u e s .
Wlodkowski
saying

that

completion

attitude,

agreed

addressing

programs

s uc h p r o g r a m s .
student

(1985)

adult

critical

Peters

needs
in

to

participate

stimulation,

and

and

achieving

Six f a c t o r s d e li n e a t e d

motivation
need,

is

with

and

affect,

Boshier

interests
student

by Wl adkowski
remain

in

competence,

such

( 1976)
w ithin

retention
as

in
AHS
in

influencing
programs

are

and r e i n f o r c e m e n t .

26
These
can

factors,
be

whi c h

used

instruction

in

have

a p o we r f u l

designing

that

directly

influence

effective

on

adult

motivational

and p o s i t i v e l y

affects

learning,

strategies
student

for

retention

i n t h e p r o g r a m.
Wlodkowski
strategies,
instructor
Th u s ,
in

(1985)

accompanied
behavior,

in a d d i t i o n

the

presented

to

to

by

AHS c o m p l e t i o n

related

enhance

adult

68

specific
learning

adults’

m otivational
activities

motivation

for

students’ inherent motivation

p r o g r a m,

the

teacher

becomes

an

and

learning.
to

remain

effective

determinant of student re te n tio n .
The c o n c e p t o f c o n g r u e n c e
learning

environment

and B o s h i e r ( 1 9 7 6 ) .

and t h e

b e t we e n t h e

adult

physical

aspects

s t u d e n t was d i s c u s s e d

by

of

the

Peters

I n c o n g r u e n c e ca n o c c u r when a d u l t s a r e e x p e c t e d

t o u s e f u r n i t u r e made f o r c h i l d r e n o r a r e e x p e c t e d t o f u n c t i o n i n an
environment
is

r e p l e t e with

manifested

teach

at

s ymbol s

psychologically

high

levels

of

education.

by i n s t r u c t o r s

abstraction,

s t u d e n t s in t h e l e a r n i n g p r o c e s s .
the learning

of child

and

Incongruence

who l e c t u r e
do

not

too

actively

Co n g r u e n c e b e t w e e n a l l

e n v i r o n m e n t and t h e n e e d s and i n t e r e s t s

long,
engage

aspects of

of students

is

t h o u g h t t o h a ve a p o s i t i v e i n f l u e n c e on t h e r e t e n t i o n o f s t u d e n t s i n
AHS c o m p l e t i o n p r o g r a m s .
Gr abows ki
standpoint
continued

( 1975)

of

approached a d i s c u s s io n o f r e t e n t i o n

obstacles

participation

this

author,

the

types

from

participating

in

in

that

lessen

the

AHS c o m p l e t i o n

of obstacles

that

AHS c o m p l e t i o n

chance

programs.
prevent

programs

of

f r om t h e
students’

According

motivated
arise

to

adults

from

the

27
individual,

from

the

course

environment.

Obstacles

arising

stem

from

life

situations

and

attitudes

amount

regarding

s uc h

o f time

as

content,
f r om t h e
the

to

from

individual

AHS c o m p l e t i o n

insufficient

required

and

time,

finish

the

the

are

thought

program

home

social

or

to

f r om

responsibilities,

AHS c o m p l e t i o n

program.

O b s t a c l e s a r i s i n g f r om c o u r s e c o n t e n t o c c u r i f a d u l t s t u d e n t s do n o t
p e r c e i v e AHS c o m p l e t i o n - p r o g r a m c o u r s e s
and i n t e r e s t s .

The s o c i a l

as

relevant

to

their

e n v i r o n m e n t may p r e s e n t o b s t a c l e s

needs

such as

i n a d e q u a t e t r a n s p o r t a t i o n a n d / o r c o n f l i c t i n g wor k h o u r s .
Wi t h

regard

program s t u d e n t s ,

to

encouraging

Gr abows ki

the

retention

of

AHS c o m p l e t i o n -

advised:

T e a c h e r s ought t o o r g a n i z e t h e l e a r n i n g e x p e r i e n c e s so as t o
t a k e f u l l a d v a n t a g e o f t h e maximum p e r f o r m a n c e t h a t l e a r n e r s
are capable of giving.
The way t o r e a l i z e t h e f u l l p o t e n t i a l
o f l e a r n e r s i s t o m o t i v a t e t hem by a p p e a l i n g t o t h e i r n e e d f o r
a ut onomy and s e l f - f u l f i l l m e n t , n o t m e r e l y by a p p e a l i n g t o t h e i r
b a s i c n e e d s and t h e r e b y i mp o s i n g e x t r i n s i c f o r ms o f m o t i v a t i o n
and e n c o u r a g e m e n t .
A good t e a c h e r l o o k s f o r s p e c i f i c i n t e r e s t s and m o t i v e s o f
i n d i v i d u a l a d u l t l e a r n e r s and t r i e s t o a r r a n g e t h e c o u r s e t o
f i t t h e s e i n t e r e s t s and m o t i v e s .
A t e a c h e r mus t f i r s t become
a wa r e o f t h e n e e d s whi c h m o t i v a t e t h e a d u l t l e a r n e r [ i . e . , t h e
m o t i v a t i o n f o r p a r t i c i p a t i o n ] , ( p . 221)
Cross
students

( 1982) s u g g e s t e d t h a t r e t e n t i o n o f AHS c o m p l e t i o n - p r o g r a m

depends

institutional,
Dispositional
themselves;
particular
those

on

students’

and

situational

barriers

result

situational
times

associated

in
with

ability

their

are

lives;

policies,

ove r c ome

barriers

f r om t h e

barriers

to

and

to

attitudes
specific

dispositional,
participation.

people
to

institutional

procedures,

and

have

about

individuals
barriers

activities

of

at
are
the

28
educational

o r g a n i z a t i o n o r AHS c o m p l e t i o n p r o g r a m t h a t e n c o u r a g e o r

discourage student r e te n tio n .
Before a p r o f e s s i o n a l ,

competent

i n s t r u c t o r determines

c o m p l e t i o n - p r o g r a m s t u d e n t ’ s n e e d s and i n t e r e s t s ,
counselor

classes.

Goldberg

programs,

t h e c o u n s e l o r p r o v i d e s g ui d a n c e t h a t t h e r e c i p i e n t us es in

relatively

prim arily

the

student

in

particular

( 19 8 0 ) s t a t e d t h a t , w i t h r e g a r d t o AHS c o m p l e t i o n

short

time;

voluntary,

meaningful.

places

an a d u l t e d u c a t i o n

program

a

initially

t h e AHS

the

and

decision

the

to

services

use

such

are,

in

services

general,

is

more

T h u s , t h e c o u n s e l o r becomes an e f f e c t i v e r e t e n t i o n t o o l

with the p o t e n t i a l

t o i n c r e a s e t h e number s o f AHS c o m p l e t i o n - p r o g r a m

s t u d e n t s who r e m a i n i n t h e p r o g r a m u n t i l
for graduation.

t h e y me e t t h e r e q u i r e m e n t s

The f o l l o w i n g d i s c u s s i o n u n d e r s c o r e s t h e i m p o r t a n c e

o f t h e c o u n s e l o r i n AHS c o m p l e t i o n p r o g r a m s .
Goldberg (1981) a s s e r t e d t h a t a d u l t s
( b)

wi s h

become
thus

to

better

themselves

disillusioned

need

as

they

s omeone who w i l l

with helpful

advice.
need t o

information.

In a d d i t i o n ,

educational

often

achieve

be

do n o t

greater

a good

and

(c)

self-realization

and

listener

know how,

and

respond

kindly

A d u l t s ha ve a ne e d t o a c h i e v e i mm e d i a t e g o a l s

and t h e r e f o r e

an

but

( a ) n e e d t o be s t i m u l a t e d ,

obtain

situation

specific

educational

and o c c u p a t i o n a l

many a d u l t s l a c k c o n f i d e n c e when e n t e r i n g
and

t h e m s e l v e s and t h e i r p r o g r e s s .

often

tend

to

be

unrealistic

about

Goldberg f u r t h e r s t a t e d :

Memor i es o f p a s t s c h o o l e x p e r i e n c e s and f a i l u r e s c a n c a u s e
a d u l t s t o be a p p r e h e n s i v e and a n x i o u s and i n t e r f e r e w i t h t h e
a b il it y to learn.
They f e e l t h e p r e s s u r e o f t i m e - - t h e l a c k o f
i t - - t o a c c o m p l i s h e v e r y t h i n g t h e y wa n t as o p p o s e d t o how l o n g
i t w i l l t a k e t hem t o r e a c h t h e i r g o a l s .
Be c a u s e o f t h e i r many

29
o t h e r r e s p o n s i b i l i t i e s , t h e y mus t b a l a n c e t h e i r t i m e b e t we e n
s t u d i e s and a m y r i a d o f o t h e r o b l i g a t i o n s , s o me t i m e s m e e t i n g
r e s i s t a n c e f r om b o t h f a m i l y and e m p l o y e r .
Lack o f c o n t i n u o u s
c o n t a c t w i t h f a c u l t y , c o u n s e l o r s , and a d m i n i s t r a t i o n i n d i c a t e s
a need f o r l o n g e r c o u n s e l i n g s e s s i o n s t o compensate f o r t h e i r
i n f r e q u e n c y , ( p . 71)
Adulthood
security,
tically

often

maturity,

is

characterized

and

certainty.

seen as a time o f change.

as

a

time

However ,

it

Schlossberg

of
is

stability,

more

realis­

(1976) n ot ed t h a t t h e

a d u l t n e e d s s u p p o r t and g u i d a n c e i n c o p i n g w i t h t h e c r i s e s he o r s h e
experiences,
life,

and

especially

c ommuni t y

Schlossberg

pointed

c o mpl e ti on program,

in t h e

life,
out

areas

and

that

in

of

vocation,

dealing

it

is

with

common,

intimacy,
one’s

upon

inner

entering

to ta k e stock o f one’ s accomplishments,

o f t h e m,

and t o r e a s s e s s t h e d i r e c t i o n

Feelings

of anxiety

family
life.
an

or lack

i n l i f e one w i s h e s t o p u r s u e .

and d e s p a i r may s u r f a c e

as

t h e AHS c o m p l e t i o n -

program s t u d e n t d e t e r m i n e s t h a t t h i s

i s his or her l a s t chance,

there

and

are

no

mor e

opportunities,

AHS

that

he

or

she

that

has

not

f u lf ille d certain expectations,

e i t h e r o n e ’ s own o r t h o s e i mpos e d by

significant

counselor

mentor or

others.
coach

if

Thus,
he o r

the
she

is

to

be

might

a s s ume

effective

in

the

role

retaining

of
AHS

completion-program students.
Wi l s o n

(1980)

highlighted

the

importance

c o mp l et io n programs b ec au s e r e s o u r c e
attendance

patterns.

considering

having

a second

f u l1-tim e-equivalent
programs;

this

Th e

( FTE)

possibility

allocation

Michigan
count

date

students

increases

of

retention

often

is

in

related

Legislature

currently

to

the

determine

attending

adult

AHS

AHS
to
is

number o f
completion

e d u c a t o r s ’ concern

about

30
retention.
out,

e ve n

morale

A secondary
temporarily,

decreases

noticeably

smaller

as

result

of the tendency of stu d e n ts

f r om AHS c o m p l e t i o n
the

as

number

the

of

semester

programs

students

is

t o drop

that

group

remaining

becomes

Wi l s o n

asserted

progresses.

that:
E a r l y i d e n t i f i c a t i o n o f t h o s e who p o s e a h i g h d r o p o u t r i s k
woul d a s s i s t i n t h e s o l u t i o n o f t h e a t t r i t i o n p r o b l e m .
Such
i d e n t i f i c a t i o n c o u ld he lp t h e a d u l t e d u c a t o r in a c c o m p l i s h i n g a
b e t t e r ma t c h o f t h e p e r s o n o l o g i c a l n e e d s o f p a r t i c u l a r s t u d e n t s
t o t h o s e e d u c a t i o n a l e n v i r o n m e n t s and e x p e r i e n c e s mo s t l i k e l y
t o f o s t e r p e r s i s t e n c e and r e t e n t i o n , ( p . 174)
Wi l s o n we nt

on t o

suggest

d i f f e r e n t i a t e educational
Us i n g
(1980)

the

found

rebellious,
irresponsible.

Adjective
that
less

that

personality

instruments

be

used

to

p e r s i s t e r s f r om n o n p e r s i s t e r s .
Check L i s t

dropouts

(ACL)

described

socialized,

in

his

themselves

impulsive,

research,
as

Wi l s o n

hostile

headstrong,

and
and

In W i l s o n ’ s w o r d s ,

D r o p o u t s we r e s e e n a s i n d i f f e r e n t t o t h e f e e l i n g s and n e e d s o f
o t h e r s and a s a s s e r t i v e , l e s s w i l l i n g t o s u b o r d i n a t e s e l f and
more d e s i r o u s o f a t t e n t i o n
and a u t h o r i t y .
They s e e k
succorance.
Wh i l e b e i n g i n a t t e n t i v e t o t h e n e e d s o f o t h e r s ,
t h e y may d e s i r e more s u p p o r t i v e and d e p e n d e n t r e l a t i o n s h i p s
than p e r s i s t e r s .
P e r s i s t e r s w e r e s e e n a s more o b l i g i n g , t a c t f u l , d i l i g e n t ,
p r a c t i c a l and c o m p l i a n t t h a n t h e d r o p o u t .
They w e r e more
i n t e r e s t e d i n s t a b i l i t y and r e d u c i n g r i s k .
In r e l a t i o n s h i p s
they
we r e mor e c o n c e r n e d a b o u t t h e n e e d s o f
o t h e r s , more
s u p p o r t i v e , more p e r s e v e r i n g , and more a b l e t o y i e l d t o t h e
r e a s o n a b l e r e q u e s t s o f o t h e r s , ( p . 183)
In c o n c l u s i o n ,

Wi l s o n ( 1980) r e i t e r a t e d t h e i m p o r t a n c e o f u s i n g

AHS c o m p l e t i o n - p r o g r a m
profiles

students’ self-described

in a tt e m p t i n g t o i n c r e a s e r e t e n t i o n .

personological

He w r o t e :

I f t h e n o n - p e r s i s t e r i s t o be r e t a i n e d , more u n d e r s t a n d i n g and
s u p p o r t w i l l be n e e d e d .
P a s t f a i l u r e s and p r e s e n t a n x i e t i e s

31
r e q u i r e g r e a t e r e f f o r t s and c o n s i d e r a t i o n s f r om t h e t e a c h e r ,
l e a r n i n g p e r i o d s may ne e d t o be s h o r t e n e d and t h e number o f
su c ce ss e x p e r i e n c e s i n c r e a s e d in o r d e r t o r e t a i n t h e s e p e r s o n s .
P e e r r e l a t i o n s h i p s may be e n c o u r a g e d and f o s t e r t o i n c r e a s e
bo nds t o t h e p r o g r a m .
Above a l l , n o n - p e r s i s t e r s w i l l n e e d
i n s t r u c t o r s who a r e m a t u r e and w i l l i n g t o a b s o r b some o f t h e
j o l t s and j a r s e n c o u n t e r e d when w o r k i n g w i t h p e r s o n s who may
t e n d t o be s e l f - c e n t e r e d and i n s e n s i t i v e , ( p . 184)
Wi l s o n

(1980)

the r e t e n tio n
the

further

suggestions

a i med

r a t e o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .

importance

the school.

offered

of

the

interested

candidate’s

initial

at

increasing
He s t r e s s e d

contact

with

In W i l s o n ’ s w o r d s :

A d u l t s who ha ve made t h e d e c i s i o n t o
r e t u r n t o s c h o o l ha ve
o v e r c o me wh a t i s f o r t hem a f i r s t m a j o r h u r d l e .
They a r e
f e e l i n g v u l n e r a b l e and n e e d e n c o u r a g e m e n t a t t h i s s t a g e .
Their
initial
contact
w i t h t h e school i s
c r u c i a l - - a cranky,
or
preoccupied,
or
l e s s - t h a n - k n o w l e d g e a b l e r e c e p t i o n i s t on t h e
telephone or at the office counter is
e nough t o make many o f
t hem l o s e t h e i r c o u r a g e .
A f e a r o f s c h o o l f r om p a s t f a i l u r e s
i s r e i n f o r c e d by i n i t i a l r e d t a p e .
I t is important th a t t h e i r
f i r s t c o n t a c t be w i t h a c o n c e r n e d and i n t e r e s t e d s t a f f member,
be i t a s e c r e t a r y , c o u n s e l o r , o r t e a c h e r .
A d u l t s t u d e n t s ’ f i r s t e x p e r i e n c e s s h o u l d be p o s i t i v e ,
p r a c t i c a l and n o n - t h r e a t e n i n g .
T e s t i n g s h o u l d be p o s t p o n e d .
A
short
discussion
about
the
students’
backgrounds
and
e x p e c t a t i o n s w i t h a c o u n s e l o r o r t e a c h e r i s a good s t a r t i n g
point.
As t h e c o u n s e l o r o r t e a c h e r h e l p s t hem f i l l o u t a s h o r t
f o r m, a q u i c k e v a l u a t i o n o f t h e s t u d e n t s ’ l i t e r a c y c a n be made.
The d i s c u s s i o n c a n i n c l u d e wha t s t u d e n t s e x p e c t f r om t h e
p r o g r a m and wha t t h e i r a s p i r a t i o n s a r e .
Finding out i f the
s t u d e n t s and p r o g r a m a r e s u i t a b l e f o r e a c h o t h e r s h o u l d s t a r t
a t t h e b e g i n n i n g , ( p . 377)
Furthermore,
much

more

teachers
life

retention

of

likely

when

school

recognize

that

adults

experiences

and when

make r e a s o n a b l e c o n c e s s i o n s .

these

AHS c o m p l e t i o n - p r o g r a m
adm inistrators,
are

mature

school

counselors,

individuals

personnel

students

are

with

is
and

varied

prepared

to

Wi l s o n ( 19 8 0 ) s t a t e d :

The s c h o o l mus t a l s o be p r e p a r e d t o make c l e a r wha t i s e x p e c t e d
o f a d u l t s t u d e n t s a n d be p r e p a r e d t o s u b s t a n t i a t e t h e s e

32
expectations.
T h u s , e n t e r i n g t h e p r o g r a m c a n be c o n s i d e r e d
entering into a contract.
The r e t u r n i n g a d u l t s t u d e n t s , by
t h e i r e nrollm ent, agree to
t h e r u l e s and c o n d i t i o n s o f t h e
s c h o o l . ( p . 377)
C larification

of

the

school’s

expectations

for

AHS c o m p l e t i o n

p r o g r a m s t u d e n t s p r o v i d e s a d u l t l e a r n e r s an o p p o r t u n i t y t o d e t e r m i n e
their

chances

for

success

at

the

outset

of

the

program--a

strong

fa c to r for continued r e t e n ti o n .

De mo g r a p h i c C h a r a c t e r i s t i c s o f E n r o l l e e s
i n AHS C o m p l e t i o n Pr o g r a ms
In

answer t o

programs?"
typifying
school

the question

several
those

writers

students

"Who p a r t i c i p a t e s

have
who

suggested

return

to

i n AHS c o m p l e t i o n

general
school

characteristics

to

obtain

a

high

d i p l o m a a n d / o r a GED c e r t i f i c a t e .

In a s t u d y o f GED s t u d e n t s c o n d u c t e d by t h e f a c u l t y o f Mo r a i n e
Valley

Community

College

(1982),

the

"typical"

student

was

i d e n t i f i e d a s a w h i t e , m a r r i e d f e m a l e who was a p p r o x i m a t e l y 32 y e a r s
of

age a t

her

initial

the

t i m e o f e n r o l l m e n t and

school

experience.

s t u d e n t s were found t o
w i t h an a v e r a g e a n n u a l
N i c k s e ’ s ( 19 7 6 )
Mo r a i n e

Valley

be

In

e mpl oye d

had c o m p l e t e d
addition,

either

full

the

tenth

grade

majority

time

or

of

part

in
GED

time,

i ncome o f $ 1 2 , 0 0 0 .

f i n d i n g s were s i m i l a r t o t h o s e r e p o r t e d

Communit y

College

study.

" t y p i c a l " AHS c o m p l e t i o n - p r o g r a m s t u d e n t

Nickse

in t h e

identified

as a w h i t e ,

married

the

female

who was a p p r o x i m a t e l y 40 y e a r s o f a ge a t t h e t i m e o f e n r o l l m e n t

and

had

The

completed

10.5

grades

in

her

initial

school

experience.

33
m a j o r i t y o f s t u d e n t s i n t h i s s t u d y we r e e mp l o y e d ; t h e y had an a n n u a l
i ncome o f $ 1 4 , 0 0 0 .
Mi ze ( 1 9 8 3 ) r e p o r t e d on t h e d e m o g r a p h i c c h a r a c t e r i s t i c s o f
students

at

Seminole

Community

College

in

Sanford,

f o u n d t h e " t y p i c a l " GED s t u d e n t t o be a w h i t e ,

Florida.

tenth

grade

in

her

initial

f i v e p e r c e n t o f t h e s t u d e n t s in t h i s

school

adult

(1982)

basic

completion
city.

conducted

education,
programs

Fifty-seven

19.3% were
Ame r i c a n

black,

Indian.

u n e mp l o y e d ,

in

five

percent

of

the

with

an

of

relationships

and

between

for participating
in Table 2.1 .

Boshier

we r e

surrounding

found

o f a ge a t

(1976)

social

participating

development,

women we r e

or

the

i ncome o f

completed t e n t h grade in t h e i r i n i t i a l
Peters

151 women

$5,000

AHS

mid-Michigan
or

Caucasian,

and

2.2% we re

typically
time o f

and

in

to

the
or

be

single,

study.
less,

They

and

had

school e x p e r i e n c e .

cited

previously

demographic

in a d u l t e d u c a t io n .

a

white

M exican/Hispanic,

annual

Seventy-

i ncome we r e n o t a v a i l a b l e .

locations

Respondents

experience.

educational

16.3% were

and 2 7 . 1 y e a r s

w e r e u n e mp l o y e d ,

a study

general

and who had

s t u d y we r e e mpl oye d e i t h e r f u l l

t i m e o r p a r t t i m e ; d a t a on t h e i r a n n u a l
Yates

He

s i n g l e f e m a l e who was

a p p r o x i m a t e l y 36 y e a r s o f age a t t h e t i m e o f e n r o l l m e n t
completed

GED

variables

hypothesized
and

motives

T h e s e r e l a t i o n s h i p s a r e shown

34
T a b l e 2 . 1 . - - H y p o t h e s i z e d r e l a t i o n s h i p s b e t we e n some s o c i a l v a r i ­
a b l e s and m o t i v e s f o r p a r t i c i p a t i n g i n a d u l t e d u c a t i o n .

Variable

Life-Chance
Motivation

Life-Space
Motivation

Young

Ol d

Low

Hi gh

Low

Hi gh

Low

Hi gh

Age
Occupational

status

Income
Educational

attainment

Low
( S p a s mo d i c )

Previous p a r t i c i p a t i o n
in a d u lt education

Source:

Hi gh
(Continuous)

J ames M. P e t e r s and Roge r B o s h i e r , " A d u l t Ne e d s , I n t e r e s t s
and M o t i v e s , " i n M a t e r i a l s and Met hods i n C o n t i n u i n g Edu­
c a t i o n . e d . C h e s t e r K l e v i n s (New Yor k:
Klevins P ublic a ­
t i o n s , 1976).

Summary
This
cance

of

enroll

chapter contained
AHS

completion

in such pr ograms,

a review of l i t e r a t u r e

programs,
recruitment

t h e demographic c h a r a c t e r i s t i c s
The me t h o d s and p r o c e d u r e s

factors
and

on t h e

motivating

retention

signifi­
adults

strategies,

to
and

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .

used in c o nd u c t i n g t h i s

study,

including

t h e p i l o t s t u d y and r e s e a r c h s a m p l e , t h e i n s t r u m e n t ,

data-collection

methods,

in Chapter I I I .

and d a t a - a n a l y s i s p r o c e d u r e s ,

are described

CHA PT E R III
PROCEDURES

Introduction
This

descriptive

study

was

undertaken to

a b o u t s t u d e n t s who we r e p a r t i c i p a t i n g

gather

information

i n AHS c o m p l e t i o n p r o g r a m s

s e l e c t e d C l a s s A, B, and C r u r a l

p u b l i c school d i s t r i c t s

during the

D a t a we r e c o l l e c t e d

1990- 91 s c h o o l

m otivating

adults

to

year.

enroll

in

AHS

completion

demographic c h a r a c t e r i s t i c s of e n r o l l e e s
(c)

recruitment

strategies

completion-program

reten tio n of students
In

this

and

the

research

described.

The

p o p u l a t i o n and

sam ple-selection

collection

of

factors

programs,

(b)

enrollment

of potential

AHS

strategies

encouraging

the

procedures

are

me t h o d s

research questions

the

procedures

on ( a )

i n AHS c o m p l e t i o n p r o g r a m s .

chapter,

development

( d)

i n Mi c h i g a n

i n AHS c o m p l e t i o n p r o g r a m s ,

facilitating

students,

in

are r e s t a t e d ,

procedures

survey instrum ent
are

and

explained,

and

the

are

described,

is discussed,
the

study

the

data-analysis

datame t h o d s

are d e lin e ate d .

Research Questions
The f o l l o w i n g
data for th is

q u e s t i o n s we r e p o s e d t o g u i d e

study:

35

the

collection

of

36
1.

What

are

the

demographic

characteristics

of

the

AHS

completion-program population?
2.

How

were

Who

wa s

participants

ma d e

aware

of

AHS

completion

programs?
3.

influential

in

the

return

to

school

of

AHS

completion-program students?
4.

What

factors

assisted

in

the

return

to

school

of

AHS

completion-program students?
5.

What

benefits

attracted

students

to

enroll

in

AHS

c o m pl e ti o n programs?
6.

What f a c t o r s

prevented

students

f r om p a r t i c i p a t i n g

in

AHS

in

AHS

all

AHS

c o m pl e ti o n programs b e f o r e t h i s t ime?
7.

What

factors

have

encouraged

students

to

remain

c o m pl e ti o n programs?

The S t u d y P o p u l a t i o n and S a m p l e - S e l e c t i o n P r o c e d u r e
The

target

population

completion-program students
The

s a mp l e

was

selected

for
in

rural

f r om

the

s t u d e n t s f r om one C l a s s A r u r a l
rural

public

district.

school

district,

Us i n g a s t r a t i f i e d

sample.

study
school

consisted

public

school
Class

of

districts

accessible

and one

in

enrolled

district,
C rural

y e a r in each d i s t r i c t

during

Michi gan.

population

spring

of

AHS

one C l a s s B

public

random s a m p l i n g t e c h n i q u e ,

AHS c o m p l e t i o n - p r o g r a m s t u d e n t s
1990- 91 s c h o o l

this

school

65% o f t h e
term of

the

s u r v e y e d we r e s e l e c t e d f o r t h e

37

Us i ng a t a b l e o f random nu mb e r s ,
drawing

an i n i t i a l

starting

a random s a mp l e f r om e a c h d i s t r i c t was c h o s e n .

f o r b o t h day and e v e n i n g c l a s s e s ,
courses,

we r e

arranged

as we l l

as v o c a t i o n a l

alphabetically,

and

every

and a c a d e m i c

third

i n e a c h AHS c o m p l e t i o n p r o g r a m d u r i n g s p r i n g

been o b t a i n e d .

The t o t a l

the Class A d i s t r i c t ,
Class

C district.

provided

for

enrollees

Selection

for

each

of

of

the

analysis,

The r e s e a r c h
the

class

three

whi c h

t e r m 1991 had

school

not

s a mpl e o f 65% o f t h e
three

rural

30 f r om

and 10 f r om t h e

rural

woul d

districts

of

65% o f t h e

i n c l u d e d 60 r e s p o n d e n t s :

20 f r om t h e C l a s s B d i s t r i c t ,

comparative

been p o s s i b l e .

s a mpl e

for

Class l i s t s

s t u d e n t s was s e l e c t e d t o c o m p l e t e t h e q u e s t i o n n a i r e u n t i l
students

point

districts

otherwise

spring

term

surveyed

g e n e r a l i z a t i o n s t o be f o r m u l a t e d r e g a r d i n g t.he t o t a l

ha ve
1991

allowed

population.

The I n s t r u m e n t
The r e s e a r c h e r f i r s t d e v e l o p e d a p i l o t s u r v e y i n s t r u m e n t ,

whi c h

was a d m i n i s t e r e d t o t e n AHS c o m p l e t i o n - p r o g r a m s t u d e n t s i n t h e C l a s s
A school d i s t r i c t
of these

selected for this

students,

study.

and a f t e r d e t e r m i n i n g

Bas ed on t h e s u g g e s t i o n s
the

approximate

time r e q u i r e d t o complete the survey i n st r u m e n t,
slight

m odifications

a c c o mp a n y i n g
and

cover

the

in

survey.

letter

to

the

instrument

The r e s e a r c h e r

university

and
then

professors,

administrators,

and t e a c h e r s

in

education,

reviewed

questionnaire

val i d i t y .

who

the

the

field

of
to

length

of

t h e r e s e a r c h e r made
the
gave

cover
the

instrument

c ommuni t y
adult

and

ensure

letter

education
continuing

its

content

38
The

final

version

of

the

t h a t we r e d e s i g n e d t o e l i c i t
Ap p e n d i x B ) .

questionnaire

contained

the necessary data for t h i s

before

study

enrolling

in

the

AHS c o m p l e t i o n

age,

spouse’s

educational

level,

race,

last

program,

c o m p l e t i o n p r o g r a m i n wh i c h r e s p o n d e n t s we r e e n r o l l e d ,
status,

items
(see

De mogr a phi c i n f o r m a t i o n was g a t h e r e d t h r o u g h a s e r i e s

of q u e stio n s p e r t a i n i n g to the res p o n d e n ts ’ gender,
completed

20

grade

the

AHS

t h e i r marital

fam ily

income,

and

e mpl oyme nt s t a t u s .
Data
students

also

we r e

pertaining

the

ways

in

those

people

respondents

to

return

had

return

to

helped

the

to

school

the

as

retention

we l l

asked

whe n

as

they

barriers

whi c h

1990- 91

academic y e a r ,

whether

they

had

p e o p l e who

students

terms
the

did.

that

to

Additional

decision.

had

number o f y e a r s

had c h o s e n

survey

items

i n t h e AHS c o m p l e t i o n

enrollment.

attending

and

f a c t o r s t h a t had e n c o u r a g e d

of e n ro llin g

respondents

discontinued

t h e y had be e n e n r o l l e d ,

make

c l a s s r o o m and why s t u d e n t s

concerned the perceived b e n e f i t s
program,

whi c h

in s t u d e n t s ’ d e c i s i o n s t o r e t u r n t o s c h o o l,

F u r t h e r items ad dressed t he m o t i v a t i o n a l

to

to

had become a wa r e o f t h e AHS c o m p l e t i o n p r o g r a m ,

had b e e n i n f l u e n t i a l
how

gathered

Items
attending

related
during

t h e y had t a k e n

during

any

term

to
the

classes,
in

whi c h

and f a c t o r s t h a t e n c o u r a g e d t hem t o s t a y

in

school.

D a t a - C o l l e c t i o n Met hods

the

Before c o l l e c t i n g

the data for th is

study

f r om

was

sought

the

study,

University

approval

Co mmi t t e e

to
on

conduct
Research

39
Involving

Human S u b j e c t s

Appendix

A) .

directors

of

Class
AHS

B,

The
the

researcher

communi t y

and C l a s s

gave t h e i r

That

then

in

permission.

was g r a n t e d

permission

departments

districts

students

approval

sought

education

C school

completion-program

directors

(UCRIHS).

to

those

in

the

districts.

The r e s e a r c h e r

f r om

the

administer

(see
the

Class

A,

survey

to

Al l

and t h e

three

communi t y

education d i r e c to r s

a g r e e d on t i m e s and d a t e s f o r a d m i n i s t e r i n g

survey instrum ent.

Each communi t y e d u c a t i o n d i r e c t o r was p r o m i s e d a

copy

of

the

completed

dissertation

in

appreciation

of

the

their

anticipated cooperation.
The i n v e s t i g a t o r p e r s o n a l l y
during

class

times

administering the
cover l e t t e r ,

to

survey,

administered

insure

a

100%

the

survey

return

instrument

rate.

Before

the r e s e a r c h e r read aloud t o s tu d e n t s

the

s t r e s s i n g t h a t t h e i r a n o n y m i t y and t h e c o n f i d e n t i a l i t y

o f t h e i r r e s p o n s e s wo u l d be m a i n t a i n e d .
After
students,

the

completed

survey

instruments

we r e

collected

f r om

t h e s u r v e y s w e r e number e d and c o l o r c o d e d by d i s t r i c t ,

for

d a ta - a n a ly s is purposes.

Data-A nalvsis Procedures
The q u e s t i o n n a i r e
for

computer

mode s ,

and

Statistical

r e s p o n s e s we r e e n t e r e d

analysis.
frequencies,
Package

analyzing the d ata.

for

Descriptive
we r e
the

used

Social

onto

statistics,
in

analyzing

Sciences

IBM punch
such
the

(SPSS-X)

as

cards
mea ns ,

data.
was

The r e s u l t s a r e p r e s e n t e d i n C h a p t e r IV.

used

The
in

CHA PT E R IV
PRESENTATION AND ANALYSIS OF THE DATA

Introduction
The

data

that

were

q u e s t i o n s posed in t h i s

collected

to

answer

the

each r e s e a r c h q u e s t i o n i s r e s t a t e d ,

results

data

supplement

the
the

research

study are presented in t h i s c h a p t e r .

following pages,
of

seven

analysis

narrative

pertaining

report,

the

data

In t h e

f o l l o w e d by t h e

to

that

question.

are

also

presented

To
in

a

ta b u la r format.
The t o t a l
rural
and

school
10

random

f r om

s a mp l e i n c l u d e d 60 r e s p o n d e n t s :
district,

20 f r om t h e

the

C rural

s a mp l e

Class

represented

program s t u d e n t s

enrolled

Class

school

65% o f

the

30 f r om t h e C l a s s A

B rural

school

district,

district.

This

stratified

number

AHS

in t h o s e d i s t r i c t s

of

during

completion-

spring

term of

t h e 1990- 91 s c h o o l y e a r .

Findings P e r ta i n in g to the Research Questions
De mo g r a p h i c C h a r a c t e r i s t i c s

Research Question 1 : What are the demographic characteristics
of the AHS completion-program population?
The q u e s t i o n n a i r e
characteristics
addressed

in

the

of

the

study

contained

nine

respondents.
we r e

gender

items
The
(Item

40

pertaining

to

demographic
1),

age

(Item

personal
variables
2),

last

41
grade

completed

at

respondent

wa s

educational

level

family

i ncome

findings

time

of

enrolled

enrollment
(Item

4),

(Item
m arital

of r e s p o n d e n t ’ s spouse

(Item

regarding

11),

each

and

of

program
status

(Item 9),

e mpl oyme nt

these

3),

status

characteristics

race
(Item
are

in

wh i c h

(Item

8),

(Item

10),

12).

The

discussed

in

the following paragraphs.
Gender.

Of t h e t o t a l

male.

Similarly,

tions,

a

district,

in each o f t h e

preponderance

of

72% w e r e f e m a l e and 28% ( 1 7 ) we r e
three

females

school

was

district

found.

In

26% more f e m a l e s t h a n m a l e s p a r t i c i p a t e d

the Class B d i s t r i c t ,
ents,

sample,

and i n t h e C l a s s

ma l e r e s p o n d e n t s

classifica­
the

Class

in t h e st u d y .

A
In

t h e r e we r e 50% mor e f e m a l e t h a n ma l e r e s p o n d ­
C district,

there

we r e 80% more f e m a l e t h a n

(see Table 4 . 1 ) .

T a b l e 4 . 1 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by g e n d e r (N = 6 0 ) .

District
Total
Ge nde r

Class B

Class A
No.

Femal e
Male
Total

%

No.

Class C

%

No.

%

19
11

63.0
37.0

15
5

75.0
25.0

9
1

90.0
10.0

30

100.0

20

100.0

10

100.0

No.

%

43a
17

72.0
28.0

60

100.0

a Modal c a t e g o r y .

Age.
18- 27 y e a r s ,

F i v e age c a t e g o r i e s
28-37 y e a r s ,

we r e

38-47 y e a r s ,

included

on t h e

48-57 y e a r s ,

questionnaire:

and 58 y e a r s and

42

above.

Most o f t h e r e s p o n d e n t s

(55% o r 33) we r e 18 t o 27 y e a r s o l d .

Onl y 3% ( 2) we r e 58 y e a r s o r o l d e r ( s e e T a b l e 4 . 2 ) .

T a b l e 4 . 2 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by a ge (N = 6 0 ) .

District
Total
Class A

Age

No.

%

20
5
4
1
0

67.0
17.0
13.0
3.0
0.0

30

100.0

18-27 y e a r s
28-37 y e a r s
38-47 y e a rs
48-57 y e a r s
58 and o l d e r
Total

Class B
No.

Class C
No.

%

40.0
20.0
10.0
30.0
0.0

33a
10
9
6
2

55.0
17.0
15.0
10.0
3.0

100.0

60

100.0

%

No.

%

9
3
4
2
2

45.0
15.0
20.0
10.0
10.0

4
2
1
3
0

20

100.0

10

aModal c a t e g o r y .

Last
response

grade

com pleted.

categories

for

The

last

questionnaire

grade completed a t

i n t h e AHS c o m p l e t i o n p r o g r a m:

eighth,

other.

33. 3%

Of

the

respondents
respectively.
completed
enrolling

the

total

had
Just

sample,

completed
13. 4% ( 8)

eighth

and

the

ninth,
( 20)

tenth

and
and

contained

time
tenth,

of

enrollment

eleventh,

28. 3%

( 17)

eleventh

of

grades,

respectively,

i n t h e AHS c o m p l e t i o n p r o g r a m ( s e e T a b l e 4 . 3 ) .

and
the

grades,

and 18.3% ( 11) o f t h e r e s p o n d e n t s
ninth

five

had

before

43

T able 4 . 3 . --Distribution of respondents by last grade c ompleted
(N = 60).
D istrict
Total
Class A

L a s t Gr a de
Co mp l e t e d

No.

Eighth grade
Ninth grade
Tenth g r a de
Eleventh grade
Other
Total

Class B

%

No.

Class C

%

No.

No.

%

8
11
20d
17
4

13.4
18.3
33.3
28.3
6.7

%

3
5
10
12
0

10.0
17.0
33.0
40.0
0.0

3
4
6
5
2

15.0
20.0
30.0
25.0
10.0

2
2
4
0
2

20.0
20.0
40.0
0.0
20.0

30

100.0

20

100.0

10

100.0

60

100.0

a Modal c a t e g o r y .

Pr ogr a m
contained
both.

i n wh i c h

three

respondent

response

According

to

was

categories

the

enrolled.

The

for enrollment:

questionnaire

responses,

questionnaire
GED,

AHS,

60% ( 36)

of

and
the

r e s p o n d e n t s had d e t e r m i n e d t o p u r s u e an AHS d i p l o m a a s o p p o s e d t o a
GED c e r t i f i c a t e .
that

their

goal

However ,
was

to

27% ( 16)

attain

of

both

the

respondents

a GED c e r t i f i c a t e

indicated
and

an

AHS

diploma (see Table 4 . 4 ) .
Marital
The

response

wi dowe d,
single,

status

and

choices

and d i v o r c e d .
46. 7% ( 28)

educational

for

marital

level
status

Forty percent

we r e m a r r i e d ,

( 24)

11.6% ( 7)

( 1) had b e e n wi dowed ( s e e T a b l e 4 . 5 ) .

of

respondent’s

we r e
of the

single,

spouse.
married,

r e s p o n d e n t s we r e

we r e d i v o r c e d ,

and

1.7%

44

Table 4 . 4 . --Dis t ri b ut io n of respon de n ts by progr a m in w hich they were
enrolled (N = 60).
D istrict
Total
Place

Pr o g r a m

A

Class B

Place

P

No.
No.

%

No.

%

No.

%

%

AHS
Bot h
GED

22
4
4

73.4
13.3
13 . 3

7
9
4

35.0
45.0
20.0

7
3
0

70.0
30.0
0.0

36a
16
8

60.0
27.0
13.0

Total

30

100.0

20

100.0

10

100.0

60

100.0

a Modal c a t e g o r y .

T a b l e 4 . 5 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by m a r i t a l

status

(N = 6 0 ) .

District
Total
Marital

Place

Status

A

Class B

Place

P

No.
No.

%

No.

%

No.

%

%

Married
Single
Divorced
Widowed

12
13
5
0

40.0
43.0
17.0
0.0

9
8
2
1

45.0
40.0
10.0
5.0

7
3
0
0

70.0
30.0
0.0
0.0

Total

30

100.0

20

100.0

10

100.0

28a
24
7
1
60

46.7
40.0
11.6
1.7
100.0

a Modal c a t e g o r y .

Response
follows:
diploma,

choices

for

spouse’s

did not complete high sc h o o l,
some c o l l e g e c o u r s e s ,

educational

level

were

GED c e r t i f i c a t e / h i g h

b a c h elo r’s degree,

and o t h e r .

as

school
Of t h e

45

28 m a r r i e d
not

respondents,

completed

high

43% ( 1 2 )

school.

indicated

Thirty-two

that

percent

their
( 9)

spouses

said

that

had

their

s p o u s e s had f i n i s h e d some c o l l e g e wor k ( s e e T a b l e 4 . 6 ) .

T a b l e 4 . 6 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by s p o u s e s ’ e d u c a t i o n a l
l e v e l s (N = 2 8 ) .

District
Total
Marital

Status

Class A
No.

Di d n o t c o m p l e t e
high school
GED/ di pl oma
Some c o l l e g e
Bachelor’ s degree
Total

Class B

%

No.

Class C

%

No.

%

4
3
4
1

33.3
25.0
33.3
8.4

5
2
2
0

56.0
22.0
22.0
0.0

3
1
3
0

43.0
14.0
43.0
0.0

12

100.0

9

100.0

7

100.0

No.

%

12a
6
9
1

43.0
21.0
32.0
4.0

28

100.0

a Modal c a t e g o r y .

Race.

The

identification;

respondents

were

homogeneous

97% ( 58) we r e C a u c a s i a n .

included

income.

response

in t h e q u e s t i o n n a i r e :

$14,001-$18,000,
percent

Five

( 21)

than $10,000,

$18,001-$22,000,

of the respondents

for

family

$10,000,

over

had an a n n u a l

and a n o t h e r 35% ( 21)

i ncome a bove $ 2 2 , 0 0 1

than

and

of

i ncome

(8%)

we r e

$ 1 0 , 0 0 1 - $ 1 4 , 0 00,

$22,001.
family

Thirty-five
i ncome o f l e s s

r e p o r t e d h a v i n g an a n n u a l

(se e Table 4 . 8 ) .

racial

(see Table 4 . 7 ) .

choices

less

terms

J u s t t wo r e s p o n d e n t s

i d e n t i f i e d t h e m s e l v e s a s Ame r i c a n I n d i a n s
Family

in

family

46

Table 4 . 7 . --Distribution of res po n de n ts by race (N = 60).
D istrict
Total
Class A

Race

Class B

Class C
No.

Caucasian
Ame r i c a n I n d i a n
Total

No.

%

No.

%

29
1

97.0
3.0

19
1

95.0
5.0

10
0

100.0
0.0

58a
2

30

100.0

20

100.0

10

100.0

60

No.

%

%

97.0
3.0
100.0

a Modal c a t e g o r y .

T a b l e 4 . 8 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by a n n u a l
(N = 6 0 ) .

f a m i l y i ncome

D istrict
Total
F a m i l y Income

Class A
No.

Le s s t h a n $ 1 0 , 0 0 0
$10,001-$14,000
$14,001-$18,000
$18,001-$22,000
Over $ 2 2 , 0 0 1
Total

%

Class B
No.

Class C

%

No.

No.

%

21a
10
6
2
21a

35.0
17.0
10.0
3.0
35.0

%

12
6
4
0
8

40.0
20.0
13.0
0.0
27.0

6
3
0
2
9

30.0
15.0
0.0
10.0
45.0

3
1
2
0
4

30.0
10.0
20.0
0.0
40.0

30

100.0

20

100.0

10

100.0

60

100.0

a Modal c a t e g o r i e s .

Employment s t a t u s .
f o r e mpl oyme nt s t a t u s :
off,

and u n e mp l o y e d .

The q u e s t i o n n a i r e c o n t a i n e d f o u r c a t e g o r i e s
e mpl oye d f u l l

time,

e mp l o y e d p a r t t i m e ,

Most o f t h e r e s p o n d e n t s

(60% o r 36)

laid

indicated

47
that

they

time,

and

percent

we r e

employed.

another

( 22)

of

Thirty

30% ( 18)
the

we r e

percent
working

respondents,

(18)
part

h o we v e r ,

we r e

working

time.
we r e

full

Thirty-seven

une mp l o y e d

(see

Table 4 . 9 ) .

T a b l e 4 . 9 . - - D i s t r i b u t i o n o f r e s p o n d e n t s by e mpl oyme nt s t a t u s
(N = 6 0 ) .

D istrict
Total

Empl oyment
Status

Class A
No.

Empl oyed f u l l t i m e
Empl oyed p a r t t i m e
Laid o f f
Unempl oyed
Total

Class B
No.

%

Class C
No.

%

No.

%

18a
18a
2
22

30.0
30.0
3.0
37.0

%

9
8
2
11

30.0
26.7
6.7
36.6

6
6
0
8

30.0
30.0
0.0
40.0

3
4
0
3

30.0
40.0
0.0
30.0

30

100.0

20

100.0

10

100.0

60

100.0

a Modal c a t e g o r i e s .

How P a r t i c i p a n t s Became Aware
o f AHS C o m p l e t i o n Pr o g r a ms

Research Question 2 . How were participants made aware of AHS
completion programs?
Eleven

sources

through

a wa r e

o f AHS c o m p l e t i o n

(Item

13).

friends,

radio,

information
other.

T h e s e we r e

given

whi c h

programs
a teacher

television,

respondents

we r e
or

in

the

administrator

newspaper,

t o you f r om t h e

listed

could

flyer

school,

or

in

h a ve

questionnaire
the

pamphlet,

billboards,

were

ranked

first

among

the

sources

of

program,
family,

posters,

R e s p o n d e n t s c o u l d i n d i c a t e more t h a n one s o u r c e .

pamphlets

become

and

Flyers or
inform ation

48

regarding

AHS c o m p l e t i o n

programs

( 32 o f

125

Ra n k i n g s e c o n d and t h i r d we r e i n f o r m a t i o n
friends,

with

18. 4% ( 2 3 )

and

17.6% ( 22)

tively.

At t h e o t h e r end o f t h e s c a l e ,

responses

or

2 5 . 6 %) .

s e n t home f r o m s c h o o l
of

the

radio,

responses,

television,

and

respec­
posters,

and b i l l b o a r d s r a n k e d e x t r e m e l y l ow; j u s t t h r e e o r f e w e r r e s p o n d e n t s
indicated

that

prompting t h e i r

these

publicity

return

to

school.

avenues

had

been

The r e s p o n s e s

meaningful

to

this

in

item

are

shown i n T a b l e 4 . 1 0 .

T a b l e 4 . 1 0 . - - S o u r c e s t h r o u g h whi c h p a r t i c i p a n t s became a wa r e o f t h e
AHS c o m p l e t i o n p r o g r a m s (N = 6 0 ) .

District
Total
Source

Class A
No.

Flyer/pamphlet
I n f o , f r om s c h o o l
Friends
F a mi l y
Ne ws pa pe r
Teacher/admin.
Billboards
Posters
O t h e r 13
Total

Note.

%

Class B
No.

%

Class C
No.

No.

%

32a
23
22
18
13
10
2
2
3

25.6
18.4
17.6
14.4
10.4
8.0
1.6
1.6
2.4

%

20
13
12
7
6
5
2
2
2

29.0
19.0
17.0
10.0
9.0
7.0
3.0
3.0
3.0

10
7
7
7
5
3
0
0
1

25.0
17.0
17.0
17.0
13.0
8.0
0.0
0.0
3.0

2
3
3
4
2
2
0
0
0

13.0
18.0
18.0
25.0
13.0
13.0
0.0
0.0
0.0

69

100.0

40

100.0

16

100.0

125

100.0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
aModal c a t e g o r y .

^ R e s p o n s e s w r i t t e n i n u n d e r " o t h e r " we r e " a w a r e n e s s t h r o u g h
j u d i c i a l s y s t e m " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t and 1
r e s p o n d e n t f r o m t h e C l a s s B d i s t r i c t ) and " a w a r e n e s s t h r o u g h
e m p l o y e r " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t ) .

49

Three

respondents

AHS c o m p l e t i o n

indicated

program t h r o u g h

made a wa r e o f t h e

that

t h e y had become a wa r e

other

program through

sources.

Two s a i d

the ju d ic ia l

system,

of

they

the
we r e

and one was

made a wa r e o f t h e e x i s t e n c e o f s u c h a p r o g r a m by an e m p l o y e r .

I n d i v i d u a l s Who Were I n f l u e n t i a l
R e s p o n d e n t s ’ R e t u r n t o Sc hool

in

Research Question 3 . Who was influential
school of AHS completion-program students?
Survey p a r t i c i p a n t s

we r e a s k e d t o

who ha d be e n i n f l u e n t i a l
14).

Possible

friends,

all

of

the

persons

in t h e i r d e c i s i o n t o r e t u r n to school

responses

relatives,

identify

in the return to

included

parents,

school

children,

counselor,

spouse,

and

(Item

teacher,

other.

The

r e s p o n s e s a r e shown i n T a b l e 4 . 1 1 .
Parents
influential
total

we r e

ranked

with

16% ( 19)

Th o s e who we r e l e a s t

However ,
and

Sixteen respondents

school.

place
to

friends

14% ( 17)

influential

t o s c h o o l we r e c h i l d r e n ,

listed

first

in r e s p o n d e n t s ’ r e t u r n

120 r e s p o n s e s .

behind,

in

as

school,
and

of the

the
with

person(s)
17% ( 20)

relatives
responses,

ranked

of the
close

respectively.

in r e s p o n d e n t s ’ d e c i s i o n

w i t h 7% ( 8) o f t h e t o t a l

mos t

to

return

responses.

i n d ic a te d t h a t i n d i v i d u a l s o t h e r than those

in t h e q u e s t i o n n a i r e

had be e n i n f l u e n t i a l

in t h e i r r e t u r n

to

Ten o f t h e s e r e s p o n d e n t s s a i d t h a t t h e i r e m p l o y e r s had been

influential,

three c ite d a judge,

and t h r e e m e n t i o n e d a m i n i s t e r .

50
T a b l e 4 . 1 1 . - - P e r s o n s who we r e i n f l u e n t i a l i n r e s p o n d e n t s ’ d e c i s i o n
t o r e t u r n t o s c h o o l (N = 6 0 ) .

D istrict
Total
Class A

Person

No.

Parents
Friends
Relatives
Sc hool c o u n s e l o r
Spouse
Teacher
Children
Other
Total

Note.

Class B

%

No.

Class C
No.

%

No.

%

20a
19
17
15
13
12
8
16

17.0
16.0
14.0
12.0
11.0
10.0
7.0
13.0

%

10
11
11
9
8
9
3
7

15.0
16.4
16.4
13.4
12.0
12.0
4.4
10.4

6
6
4
6
3
2
4
7

16.0
16.0
10.5
16.0
8.0
5.0
10.5
18.0

4
2
2
0
2
2
1
2

26.7
13.3
13.3
0.0
13.3
13.3
6.8
13.3

67

100.0

38

100.0

15

100.0

120

100.0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
a Modal c a t e g o r y .

^Responses w r i t t e n in under " o th e r " were "em ployer"
(4
r e s p o n d e n t s f r om t h e C l a s s A d i s t r i c t , 5 r e s p o n d e n t s f r o m t h e C l a s s
B d i s t r i c t , and 1 r e s p o n d e n t f r om t h e C l a s s C d i s t r i c t ) , " j u d g e " (1
r e s p o n d e n t f r om e a c h o f t h e t h r e e d i s t r i c t s ) ,
and " m i n i s t e r " (2
r e s p o n d e n t s f r om t h e C l a s s A d i s t r i c t and 1 r e s p o n d e n t f r om t h e
Class B d i s t r i c t ) .

As

shown

differed

in

Table

Respondents

primarily

by f r i e n d s

or

10).

from
and

Class

the

counselor (all

Class

relatives

in

the

with

B r e s p o n d e n t s who c h o s e

A district

(both

B respondents

i n f l u e n c e d p r i m a r i l y by o t h e r s
school

respondents

three

districts

i n t e r m s o f t h e p e r s o n s who mos t i n f l u e n c e d t h e i r r e t u r n t o

school.

(15%

4.11,

16. 4% o r

indicated

11)

"other"

category,

influenced
and

that

(18% o r 9) and p a r e n t s ,

16% o r 6 r e s p o n s e s ) .

the

we r e

parents

they
friends,

were
and

Of t h e s e v e n C l a s s
five

we r e

influenced

51

t o r e t u r n t o school
minister.

Class

influential.
found

to

by t h e i r e m p l o y e r s ,

C respondents

listed

one by a j u d g e ,
parents

( 26. 7% o r 4)

Five o f t h e seven remaining c a t e g o r i e s ,

be e q u a l l y

influential

in

these

and one by a
a s mos t

h o we v e r ,

we r e

respondents’ decision

to

return to school.
Respondents

a l s o were asked t o

had h e l p e d t hem t h e mo s t
to

specify

option

how t h i s

of

parents,

choosing

children,

respondents
relatives.

in t h e i r d e c i s i o n

person
school

the

had

t hem

the

to

single

return

(Item

teacher,

of

"other,"

tabulation

of

to

friends,

who

school

and

Gi ve n

the

relatives,

23% ( 14) o f t h e

whereas

responses

person

15).

o r o t h e r a s mos t h e l p f u l ,

category

A complete

helped

counselor,

spouse,

chose

identify

22% ( 13)

to

this

chose

item

is

the

14

p resented in Table 4.12.
Wi t h

regard

respondents
listed
their

to

in t h e

"employer"
decision

responses
total

in

the

"other"

category,

s a mp l e who c h o s e t h i s

response,

of

57. 2% (8)

a s t h e s i n g l e p e r s o n who had b e e n mos t h e l p f u l

to

return

to

school.

"Judge"

and

"minister"

in

we r e

l i s t e d by t h r e e r e s p o n d e n t s e a c h ( 2 1 . 4 %) .
A c o m p a r i s o n o f t h e r e s p o n s e s o f C l a s s A, B, and C p a r t i c i p a n t s
indicated

that

the

relatives

as t h e

decision to return
checked t h e
the

seven

identified

largest

single

person

to school.

category of
Class

percentage

who had

"other"

one

be e n mo s t

helpful

in

chose
their

The m a j o r i t y o f C l a s s B p a r t i c i p a n t s

B respondents

"employer,"

of Class A respondents

in

response

who

identified

chose

to

this

this

"judge,"

and

question.

category,
one

Of
five

identified

52
"minister"
their

as

the

decision

respondents
relatives,

single

to

were

parents,

person

return

to

equally

who had

been

school.

The

distributed

spouse,

mo s t

influential

answers

among

of

four

in

Class

C

categories:

and o t h e r .

T a b l e 4 . 1 2 . - - S i n g l e p e r s o n who was mos t h e l p f u l i n r e s p o n d e n t s ’
d e c i s i o n t o r e t u r n t o s c h o o l (N = 6 0 ) .

District
Total
Class A

Person

No.

Relatives
Friends
Spouse
Sc hool c o u n s e l o r
Parents
Teacher
Children
O t h e r 13
Total

Class C

Class B

%

No.

%

No.

No.

%

13
9
8
6
5
3
2.
14b

22.0
15.0
13.0
10.0
9.0
5.0
3.0
23.0

%

9
6
4
3
0
2
1
5

30.0
20.0
13.3
10.0
0.0
6.7
3.0
17.0

2
2
2
3
3
1
0
7

10.0
10.0
10.0
15.0
15.0
5.0
0.0
35.0

2
1
2
0
2
0
1
2

20.0
10.0
20.0
0.0
20.0
0.0
10.0
20.0

30

100.0

20

100.0

10

100.0

60

100.0

a Modal c a t e g o r y .
^Responses w r itte n
in under " o th e r " were "employer"
(2
r e s p o n d e n t s f r om t h e C l a s s A d i s t r i c t , 5 r e s p o n d e n t s f r om t h e C l a s s
B d i s t r i c t , and 1 r e s p o n d e n t f r om t h e C l a s s C d i s t r i c t ) , " j u d g e " (1
r e s p o n d e n t f r om e a c h o f t h e t h r e e d i s t r i c t s ) ,
and " m i n i s t e r " (2
r e s p o n d e n t s f r om t h e C l a s s A d i s t r i c t and 1 r e s p o n d e n t f r om t h e
Cl a s s B di s t r i c t ) .

In

the

describe

in

influential
helped

t he m.

second
their
in

part
own

their
For

of

Item

wo r d s

decision

analysis

how
to

15,
the

participants
person

return

purposes,

to

who
school

we r e
had

asked
be e n

actually

respondents’ written

to

mos t
had

answers

53

we r e c a t e g o r i z e d a s ( a ) t h i s p e r s o n p r o v i d e d e n c o u r a g e m e n t ,

( b) t h i s

p e r s o n h e l p e d me k e e p my own m o t i v a t i o n ,

and ( c )

this

me

the

respondents

stay

out

identified

of

jail.

Forty-two

of

"providing encouragement,"

" h e l p e d me keep my own m o t i v a t i o n , "
"staying

out

influential

of
in

jail"
the

as

the

decision

17 r e s p o n d e n t s
and

way

to

60

person helped

( 28. 3%)

listed

( 1. 7%)

listed

1 respondent

in

which

return

to

(70%)

the

person

school

had

most

been

of

assistance.

F a c to rs That A s s i s t e d in the
R e s p o n d e n t s ’ R e t u r n t o Sc hool

Research Question 4 . What factors assisted in the return to
school of AHS completion-program students?
In

Item

check a l l
return

16 on

the

of the f a c to rs

to

school.

diploma,

increase

family

job

but

that

school,

or feel
takes

to

had h e l p e d

promotion,

listed

were

t hem i n t h e i r
for

asked

to

decision

to

respondents

me e t

to gain

new p e o p l e

general

and

information

i n y o u r c ommuni t y and s o c i e t y ,

about y o u r s e l f ,

special

obtain

participants

to

check

h e l p c h i l d r e n w i t h s c h o o l wor k, wa nt a h i g h

i n c o me ,

t o become more u s e f u l
you t h i n k

that

Categories

included the following:
school

questionnaire,

training,

e mp l o y me n t ,

and

to

go i n t o

your

job

other

make
and

k n o wl e d g e ,

to

i mp r o v e how

a field

pays

reasons

friends,

you

wh i c h
for

I

like

being

(respondents

in

we r e

asked t o s p e c i f y ) .
As shown i n T a b l e 4 . 1 3 ,
19.1%

( 50)

of

the

261

total

" wa nt a h i g h s c h o o l
responses

as

a

diploma"
factor

received

influencing

54
respondents’ decision
concept
16%

(to

( 42)

of

to

return

the

school.

i mp r o v e how you t h i n k o r f e e l
the

responses

as

p a rtic ip a n ts ’ decision to return
of

to

responses,

"gaining

chosen as being i n f l u e n t i a l

an

I mpr ove me nt
about y o u r s e l f )

influential

to school.

general

of

factor

However ,

information

and

self-

received
affecting

i n 13. 8% ( 36)
k n o wl e d g e "

was

in t h e d e c i s i o n t o r e t u r n t o sc ho ol .

Table 4 . 1 3 . - - F a c t o r s t h a t helped re s po nd e nt s in t h e i r d e c i s i o n to
r e t u r n t o s c h o o l (N = 6 0 ) .

D istrict
Tr>+ a 1

Factor

Place

No.

Hi gh s c h o o l d i p l o m a
I mpr ove s e l f - c o n c e p t
Ga i n i n f o r m a t i o n
Special t r a i n in g for
preferred field
Meet p e o p l e
O b t a i n empl oyme nt
I n c r e a s e i ncome
Job promotion
Be u s e f u l i n com­
munity
He l p c h i l d r e n w i t h
s c h o o l wor k
Job pays t o a t t e n d
Otherb
Total

Note.

A

%

Place

No.

R

%

Place

No.

P

No.

%

19. 1
16.0
13.8

%

26
19
16

19.0
14.0
11.3

16
14
12

20.8
18. 1
15.6

8
9
8

18.2
20.4
18.2

50a
42
36

13
12
12
12
9

9.0
8.5
8.5
8.5
6.0

9
5
5
5
6

11.7
6.5
6.5
6.5
7.8

2
5
5
2
0

4.5
11.4
11.4
4.5
0.0

24
22
22
19
15

9.2
8.4
8.4
7.3
5.7

12

8.5

1

1.3

1

2.3

14

5.4

6
1
2

4.3
1.0
1.4

2
2

2.6
0.0
2.6

3
1
0

6.8
2.3
0.0

11
2
4

4.2
1.0
1.5

140

100.0

77

100.0

44

100.0

261

100.0

0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
a Modal c a t e g o r y .

^ R e s p o n s e s w r i t t e n i n u n d e r " o t h e r " we r e " c o l l e g e p r e p a r a t i o n "
(1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t ) ,
" g r a d u a t e b e f o r e my
d a u g h t e r (1 r e s p o n d e n t f r o m t h e C l a s s B d i s t r i c t ) , " k e e p p r o m i s e t o
my f a m i l y " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t ) ,
and "new
a s p e c t s o f j o b " (1 r e s p o n d e n t f r om t h e C l a s s B d i s t r i c t ) .

55

Categories with the fewest responses included
you f o r

being

responses),

in

and

responses).

school
(c)

helping

In t h e

influencing

these

(1% o r 2 r e s p o n s e s ) ,
children

category

four

of

with

"other,"

respondents’

( b)

other

school

wor k

( 1. 5% o r
( 4. 2% o r

the motivational

decision

we r e ( a ) t o c o n t i n u e my e d u c a t i o n i n c o l l e g e ,
my d a u g h t e r ,

(a) y o u r j o b pays

to

return

4
11

factors
to

school

(b) t o g r a d u a t e b e f o r e

( c ) t o ke e p a p r o m i s e made t o my f a m i l y t e n y e a r s

ago,

and ( d) new a s p e c t s o f my j o b and i n c r e a s e d r e s p e c t o f c o - w o r k e r s .
A c o m p a r i s o n o f t h e r e s p o n s e s o f C l a s s A, B, and C p a r t i c i p a n t s
w i t h r e g a r d t o f a c t o r s t h a t we r e h e l p f u l
to

school

chose

showed t h a t

"high

Nine

Class

motivational
listed

school

a majority of

the

diploma"

prime

C participants
factor,

"high

on

Class

A and

m otivational

"improved

possible,

diploma"

whole,

and

"acquisition

21).
diploma,

Their
be

there

chose

answers
a model

needed a b e t t e r j o b ,
in Table 4.14,

as

a

of

to

were
for

my

information"

as

in t h e i r d e c i s i o n t o r e t u r n t o s c h o o l.
was

no m e a n i n g f u l

a l s o we r e a s k e d t o

why t h e y

factor.

self-concept"

difference

r e s p o n s e s o f C l a s s A, B, and C p a r t i c i p a n t s t o t h i s
Respondents

B respondents

and e i g h t r e s p o n d e n t s f r om t h e C l a s s C d i s t r i c t

school

the

asa

chose

f a c t o r s t h a t had been h e l p f u l
However ,

in t h e i r d e c i s i o n t o r e t u r n

return

indicate,
to

grouped

t o go t o c o l l e g e ,

no

a s much d e t a i l
they

six categories:
other

and l e a r n

the

item.

s c h o o l when

into

children,

in

in

did

as

(Item
get

a

responsibilities,
to read.

As shown

37% ( 22) o f t h e r e s p o n d e n t s s a i d t h e y c h o s e t o r e t u r n

t o s c h o o l when t h e y d i d t o e a r n a d i p l o m a .

The a t t a i n m e n t o f a h i g h

56
s c h o o l d i p l o m a may n o t a p p e a r t o be a m o t i v a t i o n a l
with a s p e c i f i c time frame.
high

school

wa s ,

for

respondents

ne e d t h a t we i g h e d h e a v i l y
they did.

The r e a s o n

(7% o r 4 ) .
need

to

Once
learn

enrollment,

cited

least

although

read

only a t t h i s

i t m i g h t be t h a t c o m p l e t i o n o f

citing

this

in t h e d e c i s i o n

again,
to

However ,

for

a

factor associated

to

frequently

factor,
return
was

an
to

i mm e d i a t e

school

learning

to

when
read

respondents

may ha ve p e r c e i v e d

relatively

long

period

a

before

p o i n t had i t become a s t r o n g e nough n e e d t o

motivate t h e i r return to school.

T a b l e 4 . 1 4 . --Why p a r t i c i p a n t s
60).

r e t u r n e d t o s c h o o l when t h e y d i d (N =

D istrict
Total
Re as on

Class A

Class B

Class C
No.

No.

Get d i p l o m a
Needed b e t t e r j o b
Model f o r c h i l d r e n
No o t h e r r e s p o n sibilities
To go t o c o l l e g e
Learn t o r e a d
Total

a Modal c a t e g o r y .

No.

13
8
5

43.0
27.0
17.0

6
5
1

30.0
25.0
5.0

3
2
1

30.0
20.0
10.0

22a
15
7

37.0
25.0
11.0

3
1
0

10.0
3.0
0.0

3
4
1

15.0
20.0
5.0

1
0
3

10.0
0.0
30.0

7
5
4

11.0
9.0
7.0

30

100.0

20

100.0

10

100.0

60

100.0

%

No.

%

%

%

57
B e n e f i t s That A t t r a c t e d S t u d e n t s t o
E n r o l l i n t h e AHS C o m p l e t i o n Pr ogr a m

Re se a r c h Q u e s t i o n 5 . What benefits a t t r a c t e d s tudents to
enroll in AHS completion programs?
Respondents’
(i.e.,

selections

perceived

benefits)

of

for

are p r e s e n t e d in Table 4. 1 5 .

the

t wo

t hem t o

mos t

return

important
to

school

reasons
(Item

17)

A c o m p a r i s o n o f r e s p o n d e n t s ’ f i r s t and

s e c o n d r e a s o n s i s shown i n T a b l e 4 . 1 6 .
A review of r e s p o n d e n ts ’ f i r s t
to school

choice of reason

for

returning

i n d i c a t e s t h a t 41. 7% o f t h e r e s p o n d e n t s w e r e a t t e n d i n g t h e

AHS c o m p l e t i o n p r o g r a m p r i m a r i l y t o e a r n t h e i r h i g h s c h o o l d i p l o m a s .
A review
school

of

1\spondents’

indicates

second cho ice

of

reason

for

returning

t h a t 21. 7% p e r c e i v e d an i mp r o v e d s e l f - c o n c e p t a s

to
a

secondary b e n e f i t .
These r e s u l t s
4.13,

wh i c h

are c o n s i s t e n t with

illustrates

that

the

chose r e c e i p t o f a high school
decision
highest
which

to

return

response
is

also

to

The

as a m o t i v a t i n g

as

with
the

largest

findings

percentage

shown
of

in

Table

respondents

d i p l o m a as a f a c t o r m o t i v a t i n g t h e i r

school.

consistent

the

category

factor

was

receiving
i mp r o v e d

respondents’

i mp r o v e d

self-concept

highest

enrolling

i n an AHS c o m p l e t i o n p r o g r a m.

rated

the

second

self-concept,

identification

secondary

benefit

of
of

58
T a b l e 4 . 1 5 . --Two mos t i m p o r t a n t r e a s o n s f o r r e t u r n i n g t o s c h o o l
60).

(N =

D istrict
Total
Reas on

Class A

Class B

Class C
No.

No .

%

No .

%

No.

%

%

Re a s on L i s t e d a s 1F i r s t
Hi gh s c h o o l d i p l o m a
I mp r o v e s e l f - c o n c e p t
Ga i n i n f o r m a t i o n
Preferred fie ld
He l p c h i l d r e n w i t h
s c h o o l wor k
Meet p e o p l e
O b t a i n e mpl oyme nt
I n c r e a s e i ncome
Job promotion
Be u s e f u l i n c ommuni t y
Job pays t o a t t e n d
Total

17
2
4
1

56.7
6.7
13.4
3.3

8
4
1
4

40.0
20.0
5.0
20.0

0
2
2
0

0.0
20.0
20.0
0.0

1
0
2
1
0
1
1

3.3
0.0
6.7
3.3
0.0
3.3
3.3

0
1
0
1
1
0
0

0.0
5.0
0.0
5.0
5.0
0.0
0.0

4
2
0
0
0
0
0

40.0
20.0
0.0
0.0
0.0
0.0
0.0

30 1 0 0 . 0

20 1 0 0 . 0

10 1 0 0 . 0

25a 41.7
8 13.3
7 11.6
5
8.3
5
3
2
2
1
1
1

8.3
5.0
3.3
3.3
1.7
1.7
1.7

60 1 0 0 . 0

Re a s o n 1. i s t e d a s Second
I mp r o v e s e l f - c o n c e p t
O b t a i n empl oyme nt
Ga i n i n f o r m a t i o n
Special t r a i n i n g for
preferred field
Meet p e o p l e
I n c r e a s e i ncome
Hi gh s c h o o l d i p l o m a
Job promotion
Be u s e f u l i n c ommuni t y
Job pays t o a t t e n d
Total

a Modal c a t e g o r y .

4
7
3

13.3
23.3
10.0

5
2
6

25.0
10.0
30.0

4
2
2

40.0
20.0
20.0

13a 2 1 . 7
11 1 8 . 3
11 1 8 . 3

7
4
3
0
2
0
0

23.3
13.3
10.0
0.0
6.7
0.0
0.0

2
0
1
3
0
0
1

10.0
0.0
5.0
15.0
0.0
0.0
5.0

1
0
0
0
0
1
0

10.0
0.0
0.0
0.0
0.0
10.0
0.0

10
4
4
3
2
1
1

30 10 0 . 0

20 1 0 0 . 0

10 1 0 0 . 0

16.7
6.7
6.7
5.0
3.3
1.7
1.7

60 1 0 0 . 0

59
T a b l e 4 . 1 6 . - - C o m p a r i s o n o f two mos t i m p o r t a n t r e a s o n s f o r r e t u r n i n g
t o s c h o o l (N = 6 0 ) .

F i r s t Reas on

Se c ond Reas on

Reas on

Hi gh s c h o o l d i p l o m a
I mpr ove s e l f - c o n c e p t
Ga i n i n f o r m a t i o n
He l p c h i l d r e n w i t h s c h o o l wor k
Special t r a i n in g for
preferred field
Meet p e o p l e
I n c r e a s e i ncome
O b t a i n empl oyment
Be u s e f u l i n communi t y
Job pays t o a t t e n d
Job promotion
Total

No.

%

No.

%

25a
8
7
5

41.7
13.3
11.6
8.3

3
13
11
0

5.0
2 1 . 7a
18.3
0.0

5
3
2
2
1
1
1

8.3
5.0
3.3
3.3
1.7
1.7
1.7

10
4
4
11
1
1
2

16.7
6.7
6.7
18.3
1.7
1.7
3.3

60

60

a Modal c a t e g o r i e s .

A review
perceived

to

of

Tables

be t h e

r e t u r n t o school

4.15

least

we r e

"to

and

4.16

important

reveals

reasons

those

prompting

become more u s e f u l

s o c i e t y " and " y o u r j o b p a y s you f o r b e i n g

that

factors

respondents’

i n y o u r c ommuni t y and

in s c h o o l,"

e a c h o f whi c h

was c h o s e n by j u s t one r e s p o n d e n t ( 1 . 7 % ) .
In c o m p a r i n g t h e

responses

o f C l a s s A,

B,

and C p a r t i c i p a n t s ,

i t c a n be s e e n t h a t t h e l a r g e s t p e r c e n t a g e s o f s t u d e n t s
A and B d i s t r i c t s
t o school

was a c q u i s i t i o n

respectively).
in

the

indicated that

Class

C district

t h e i r primary reason f o r r e t u r n in g

of a high

In c o n t r a s t ,

the
(40%)

in t h e Class

school

largest
chose

diploma

percentage
"helping

( 56. 7% and 40%,
of

respondents

children

s c h o o l wor k" a s t h e i r p r i m a r y r e a s o n f o r r e t u r n i n g t o s c h o o l .

with

60
Further
district,
chose
for

investigation

returning
A and

the

school

to

diploma"

school.

Class

returning to
in

responses

a s shown i n T a b l e 4 . 1 5 ,

"the high

Class

of

those

as e i t h e r

a first

whereas

C school

the

Class

C

second reason

students

the

primary

districts

district

or

for

s c h o o l was a c q u i s i t i o n o f a h i g h

Class

in

i n d i c a t e d t h a t no s t u d e n t s u r v e y e d

Th u s ,

B school

by

school

attached

in

both

reason

diploma,

minor

the
for

those

importance

to

a c q u i r i n g a high school diploma.
Differences

a l s o w e r e n o t e d among r e s p o n d e n t s

f r om C l a s s A,

B,

and C d i s t r i c t s w i t h r e g a r d t o t h e i r s e c o n d a r y r e a s o n s f o r r e t u r n i n g
to school.

Wher e a s 23. 3% o f C l a s s A r e s p o n d e n t s m e n t i o n e d

training for preferred field"
those

f r om t h e

(30% and 20%,

Class

40%, r e s p e c t i v e l y )

and " e mp l o y me n t " a s s e c o n d a r y r e a s o n s ,

B and C d i s t r i c t s

respectively),

"special

and

chose

"improving

"gaining

information

self-concept"

(25% and

as s e c o n d a r y r e a s o n s f o r t h e i r d e c i s i o n t o r e t u r n

to school.
When a s k e d t o c h e c k a l l
t hem

to

times"
( 31)
the

of

the

adult

and " c l o s e n e s s
the

respondents

the

adult

of

wrote in th e

program

cited

respectively.

education

the

child

offered that

(Item

home" w e r e c h o s e n

chose f i n a n c i a l

responses to t h i s
F our

to

respondents,

and o n l y 2.6% ( 3)
to

education

of the b e n e fits

18),

by 32. 5% ( 37)

However ,

assistance

as

c a r e as a b e n e f i t

program.

"variety

only

Atabulation

of

class

and 27. 2%

1.8% ( 2)

a perceived
that

attracted

benefit,

attracted
of

all

of

t hem
of

the

qu e s tio n is pr e s e n te d in Table 4.17.
five

respondents

who c h o s e

" o p p o r t u n i t y t o me e t p e o p l e "

the

"other"category

as a p e r c e i v e d b e n e f i t

of

61
t h e AHS c o m p l e t i o n
jail"

program.

One r e s p o n d e n t

listed

"staying

out of

as a p e r c e i v e d b e n e f i t o f e n r o l l i n g in t h e program.

T a b l e 4 . 1 7 . - - B e n e f i t s t h a t a t t r a c t e d r e s p o n d e n t s t o AHS c o m p l e t i o n
p r o g r a m s (N = 6 0 ) .

Di s t r i c t
Total
Benefit

Class A
No.

Variety of class
times
C l o s e n e s s t o home
Special courses
Job i n fo rm a tio n
Counseling
Child care
Financial a s s i s t .
Otherb
Total

Note.

Class B

%

No.

Class C

%

No.

No.

%

37a
31
16
11
9
3
2
5

32.5
27.2
14.0
9.6
7.9
2.6
1.8
4.4

%

22
14
8
6
4
2
2
3

36.1
22.9
13. 1
9.8
6.6
3.3
3.3
4.9

10
12
5
3
4
0
0
1

28.6
34.3
14.3
8.6
11.4
0.0
0.0
2.8

5
5
3
2
1
1
0
1

27.7
27.7
16.7
11.1
5.6
5.6
0.0
5.6

61

100.0

35

100.0

18

100.0

114

100.0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
a Modal c a t e g o r y .

^ R e s p o n s e s w r i t t e n i n u n d e r " o t h e r " we r e " o p p o r t u n i t y t o me e t
p e o p l e " (2 r e s p o n d e n t s f r o m t h e C l a s s A d i s t r i c t , 1 r e s p o n d e n t f r om
t h e C l a s s B d i s t r i c t , and 1 r e s p o n d e n t f r om t h e C l a s s C d i s t r i c t )
and " s t a y i n g o u t o f j a i l " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t ) .

In c o m p a r i n g t h e
it

c a n be s e e n t h a t

chose

responses

students

"variety of class

o f C l a s s A,

f r om a l l

times"

B,

three

g r o u p s mo s t f r e q u e n t l y

and " c l o s e n e s s t o home" a s b e n e f i t s

a t t r a c t i n g t he m t o t h e a d u l t e d u c a t i o n p r o g r a m .
( 22)
Class

of the respondents
B district,

and

in t he
27. 7%

and C p a r t i c i p a n t s ,

Class A d i s t r i c t ,
( 5)

in

the

Class

Specifically,
28. 6% ( 10)
C district

36. 1%
in the
chose

62
" v a r i e t y o f c l a s s t i m e s " a s a b e n e f i t t h a t a t t r a c t e d t he m t o t h e AHS
completion

program.

Furthermore,

the Class A d i s t r i c t ,
( 5)

34. 3% ( 12)

in the Class C d i s t r i c t

22. 9% ( 14)

of the

respondents

in t h e Class B d i s t r i c t ,

chose

"closeness

to

home" a s

in

and 27. 7%
a benefit

t h a t a t t r a c t e d t hem t o t h e AHS c o m p l e t i o n p r o g r a m.

Perceived B arriers to P a r tic ip a tio n

Research Question 6 . What factors prevented students from
participating in AHS completion programs before this time?
R e s p o n d e n t s we r e a s k e d t o

indicate

the

factors

they

perceived

t o h a v e be e n b a r r i e r s t o t h e i r e n r o l l m e n t i n AHS c o m p l e t i o n p r o g r a m s
previously

(Item

19).

categories

c h e c k e d mos t

interested

previously"

whi c h r e c e i v e d
tively.

Responses

are

frequently

as

and

23. 7% ( 22)

In c o n t r a s t ,

"child

shown

Table

perceived

and 22. 6% ( 21)

4.18.

barriers

care/family

The

were

"not

responsibilities,"

of the

the category of " i l l

the fewest respondents

in

responses,

respec­

h e a l t h " was p e r c e i v e d by

( 3. 3% o r 3) t o h a ve b e e n a b a r r i e r t o e n r o l l ­

ment.
Examination o f t he ten r es pon se s of " ot her"
of the
been

persons
a

checking

barrier

to

this

response

enrollment.

in dicates t h a t four

found t r a n s p o r t a t i o n

Three

of

the

to

h a ve

respondents

had

p r e v i o u s l y a t t e n d e d r e g u l a r high school

as f u l l - t i m e s t u d e n t s ,

woul d

of

h a ve

completion

precluded
programs

persons

indicated

finish,

and t h u s

enrollment.

the
due

possibility
to

state-mandated

t h e y had assumed
this

Last,

perception

one

their

it

had

respondent

woul d
served

said

age

enrollment

in

requirements.

take
as

whi c h

t hem t o o

a barrier

incarceration

had

AHS
Two

long
to

to

their
been

a

63
barrier
at

to

enrollment.

Livingston

Co u n t y

c lo se st to the s it e s

S i n c e AHS c o m p l e t i o n
Jail

and

Jackson

invo lve d in t h i s

programs

State

study),

Prison

are

provided

(the

jails

i t c a n be a s s ume d t h a t

t h e r e s p o n d e n t had be e n un a wa r e o f t h e e x i s t e n c e o f s uc h p r o g r a m s o r
had be e n i n c a r c e r a t e d e l s e w h e r e .

T a b l e 4 . 1 8 . - - F a c t o r s p r e v i o u s l y p r e v e n t i n g e n r o l l m e n t (N = 6 0 ) .

District
Total
Factor

Class A
No.

Not i n t e r e s t e d
Child care/fam ily
responsibilities
Inconvenient p lac e s/
times fo r c la sse s
Unawar e o f p r o g r a m
previously
Lack o f f a m i l y
support to attend
111 h e a l t h
0therb
Total

Note.

Class B

%

No.

Class C
No.

%

No.

%

%

8

17.5

8

28.6

5

35.7

22a

23.7

14

27.5

5

17.9

2

14 . 3

21

22.6

8

15.6

2

7.1

3

21.5

13

13.9

5

10.0

7

25.0

1

7.1

13

13.9

6
3
6

11.8
5.8
11.8

4
0
2

14.3
0.0
7.1

1
0
2

7.1
0.0
14 . 3

11
3
10

11.8
3.3
10.8

51

100.0

28

100.0

14

100.0

93

100.0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
a Modal c a t e g o r y .

^ R e s p o n s e s w r i t t e n i n u n d e r " o t h e r " we r e " t r a n s p o r t a t i o n " (2
r e s p o n d e n t s f r o m t h e C l a s s A d i s t r i c t and 2 f r om t h e C l a s s C
d i s t r i c t ) , " i n d a y s c h o o l " (2 r e s p o n d e n t s f r om t h e C l a s s A d i s t r i c t
and 1 f r o m t h e C l a s s B d i s t r i c t ) , " a n t i c i p a t e d t o o l o n g t o f i n i s h (1
r e s p o n d e n t f r o m t h e C l a s s A d i s t r i c t and 1 f r om t h e C l a s s B
d i s t r i c t ) , and " i n j a i l " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t ) .

A comparison o f t h e r es pon se s of p a r t i c i p a n t s
and

C districts

reveals

that

a

majority

of

the

f r om C l a s s A,
Class

B and

B,
C

64

respondents
previous

( 28. 6% [ 8]

interest"

and 35. 7% [ 5 ] ,

respectively)

Class

A district,

responsibilities"

"lack

of

as t h e b a r r i e r t h a t p r e v e n t e d t h e i r e n r o l l m e n t in

AHS c o m p l e t i o n p r o g r a m s b e f o r e t h e t i m e o f t h i s
from t h e

cited

mos t

h o we v e r ,

frequently

chose
( 27. 5%

study.

"child
or

Participants

care

14)

as

and

family

the

factor

previously preventing t h e i r enrollment.

Fa c to r s Encouraging R e te nti on
R e s e a r c h Q u e s t i o n 7 . What f a c t o r s
r e m a i n i n AHS c o m p l e t i o n p r o g r a m s ?
Before
remain
tion

discussing

is presented.

term,

that

program,

encouraged

related

Table 4.19 c o n ta i n s

60% ( 36)

had

in t h i s
also

students

demographic

1991-92 school

informa­

year

s t u d y who we r e a t t e n d i n g

attended

during

fall

term,

to

to

i n f o r m a t i o n on t h e t e r m s

took c la sse s during the

Of t h e 60 r e s p o n d e n t s

spring

factors

i n t h e AHS c o m p l e t i o n

wh i c h r e s p o n d e n t s
5).

the

have e n cour age d s t u d e n t s

in

(Item
during

and 68%

(41) were in a t t e n d a n c e d u r i n g w i n t e r t er m.

T a b l e 4 . 1 9 . - - P r e v i o u s t e r m s d u r i n g wh i c h t h e s t u d y p a r t i c i p a n t s t o o k
AHS c o m p l e t i o n - p r o g r a m c l a s s e s (N = 6 0 ) .

D istrict
Total
Term

Class A
No.

Fall
Winter
Spring

a Modal c a t e g o r y .

15
17
30

%

50.0
56.0
NA

Class B
No.

12
16
20

%

60.0
80.0
NA

Class C
No.

9
8
10

No.

%

36
41a
60

60.0
68.0
NA

%

90.0
80.0
NA

65

In c o m p a r i n g t h e a t t e n d a n c e p a t t e r n s o f p a r t i c i p a n t s f r om C l a s s
A, B, and C d i s t r i c t s ,
participants

also

respectively;

60%

i t was f o u n d t h a t

had
and

attended during f a l l

attended
80%

of

terms,

during

the

respectively.

had

fall

Class

and w i n t e r t e r m s ,

o f t h e C l a s s A s a mp l e members

90% and 80% o f t h e C l a s s C
and

winter

B respondents

respectively;

attended

terms,

also

had

and 50% and 56%

during

fall

Thus, t h e s m a l l e r t h e d i s t r i c t ,

and w i n t e r

t h e h i g h e r was

the re te n tio n r a t e .
Table
respondents
None o f

the

four years.

4.20

inform ation

had b e e n e n r o l l e d
respondents

for

11. 7% ( 7)

had

had be e n a t t e n d i n g

been

for

B,

any

one

Table

of

4.21

sample,

a l s o were

their
the

contains

76. 7%

(46)

for

enrolled.

21. 7% ( 1 3 )

length

of

programs

her

(Item 6).

p r o g r a m more

than

of the respondents

had be e n a t t e n d i n g

for

time

three years,

No m e a n i n g f u l

f o r two

and 3. 3%

differences

as r e g a r d s

had

the

(2)
we r e

length

i n AHS c o m p l e t i o n p r o g r a m s .

asked t o

i n d i c a t e whether they

in the

wh i c h

the

answers

of

the

discontinued attending

the

and C r e s p o n d e n t s

attendance

terms

or

63. 3% ( 3 8 )

attending

o f t i m e t h e y had b e e n e n r o l l e d

discontinued

his

four years.

a p p a r e n t among C l a s s A,

Respondents

in

sample,

one y e a r ,

on

i n AHS c o m p l e t i o n

had b e e n

Of t h e t o t a l

be e n a t t e n d i n g
years,

contains

they
to

AHS c o m p l e t i o n
had
this

respondents

be e n

said

that

ever

program dur ing

enrolled

question.

had

Of
they

(Item
the
had

7).

total
not

f o r any o f t h e t e r m s f o r whi c h t h e y had been

66

T a b l e 4 . 2 0 . - - L e n g t h o f t i m e r e s p o n d e n t s had b e e n e n r o l l e d i n AHS
c o m p l e t i o n p r o g r a m s (N = 6 0 ) .

District
Total
L e n g t h o f Time

Class A

Class B

Class C
No.

No.

1
2
3
4

year
years
years
years
Total

%

No.

%

No.

%

%

21
6
3
0

70.0
20.0
10.0
0.0

10
5
4
1

50.0
25.0
20.0
5.0

7
2
0
1

70.0
20.0
0.0
10.0

30

100.0

20

100.0

10

100.0

38a
13
7
2
60

63.3
21.7
11.7
3.3
100.0

a Modal c a t e g o r y .

Table 4 . 2 1 . --Respondents’ d i s c o n t in u a t io n of attendance during the
t e r m s t h e y had be e n e n r o l l e d i n AHS c o m p l e t i o n p r o g r a m s
(N = 6 0 ) .

District
Total
Discontinuation

Class A

Class B

Class C
No.

No.

Yes
No
Total

%

No.

%

No.

%

%

22
8

73.3
26.7

17
3

85.0
15.0

7
3

70.0
30.0

30

100.0

20

100.0

10

100.0

46a
14
60

76.7
23.3
100.0

a Modal c a t e g o r y .

The

reasons

discontinued th e ir

for

interruption

attendance

given

by

i n t h e AHS c o m p l e t i o n

those

who

had

programs d u r i n g

67
one o r more o f t h e t e r m s f o r whi c h t h e y had b e e n e n r o l l e d a r e
in Table 4.22 .
who

said

cited

Of t h e

that

their

"personal

another
remaining

three
t wo

14 r e s p o n d e n t s

attendance

problems,"
( 21. 4%)

( 14. 3%)

three

listed
gave

had

been

of

health"

the

total

s a mp l e )

six

( 42. 9%)

interrupted,

( 21. 4%)

"lack

"ill

( 23. 3% o f

stated

" wor k

schedule,"

transportation,"
as

reasons

shown

for

and

the

temporarily

d i s c o n t i n u i n g t h e i r a t t e n d a n c e i n t h e AHS c o m p l e t i o n p r o g r a m .

T a b l e 4 . 2 2 . - - R e a s o n s f o r d i s c o n t i n u a t i o n o f a t t e n d a n c e i n t h e AHS
c o m p l e t i o n p r o g r a m (N = 1 4 ) .

D istrict
Total
Re as on

Class A

Total

Class C
No.

%

33.3
33.3

6a
3

42.9
21.4

1
0

33.3
0.0

3
2

21.4
14.3

3

99.9

14

100.0

%

No.

%

No.

%

3
1

37.5
12 . 5

2
1

66.7
33.3

1
1

2
2

25.0
25.0

0
0

0.0
0.0

8

1 0 0. 0

3

100.0

No.

Pe rso na l problems
Work s c h e d u l e
Lack o f t r a n s p o r ­
tation
111 h e a l t h

Class B

aModal c a t e g o r y .

A c o m p a r i s o n o f t h e r e s p o n s e s o f C l a s s A, B, and C p a r t i c i p a n t s
reveals

that

interrupted
However ,
districts

between
their

b e t we e n
had

temporarily.

attendance
15%

found
The

70% a n d

and

it

Class

30%

85%

of all

respondents

in

t h e AHS

completion

of

the respondents

necessary
B district

to

discontinue
had t h e

in

their

lowest

had

not

program.
the

three

attendance

discontinuance

68

rate

( 15%) ,

whereas

discontinuance

the

( 30%) .

Class

C district

districts

the

highest

rate

of

The p e r c e n t a g e s f o r t h e C l a s s A d i s t r i c t we r e

very c lo s e to those of the Class
three

had

we r e

very

C district.

similar

in

Respondents

the

reasons

f r om t h e

they

gave

for

the

AHS

discontinuance.
Factors

that

encouraged

c o m p l e t i o n p r o g r a m ( I t e m 20)
to

the

total

sample,

encouraged

by

22. 4%

their

p a rtic ip a n ts ’ continuation
are
( 40)

shown i n T a b l e 4 . 2 3 .
of

teachers

the

to

respondents

remain

in

F o l l o w i n g c l o s e l y we r e f a m i l y and f r i e n d s

( 18. 9% o r

34

17. 3%

(31)

each)

said

continuation
indicating
and

the

the

"other"

cited

and

that

the

their

retention

as

a

six

completion

and c l a s s m a t e s

retention.

factor

the

AHS

Another

encouraging

(3.4%)

their

respondents

t h r e e c i t e d " ar med s e r v i c e s e l i g i b i l i t y "
"court

mandate"

as

o f C l a s s A,

percentages

respectively,
continuation

whereas t h e h i g h e s t perc enta ge
classmates

Of

responses

highest

B respondents,

encouraging

was

on

t h e y we r e

factors

encouraging

i n t h e AHS c o m p l e t i o n p r o g r a m.

Co mp a r i s o n o f t h e
reveals

influences

program.

factors,

three

th eir retention

positive

self-satisfaction

in

other

as

Wi t h r e g a r d

said

the

program.

in

having

been

an

in

B,

and C p a r t i c i p a n t s

( 21. 9% and 24. 1%)
chose
the

teachers

as

AHS c o m p l e t i o n

of Class
a

i n t h e AHS c o m p l e t i o n p r o g r a m .

factor

factor

program,

( 27. 6%) o f C l a s s C r e s p o n d e n t s
influential

A

promoting

chose
their

69

T a b l e 4 . 2 3 . - - F a c t o r s e n c o u r a g i n g r e t e n t i o n i n AHS c o m p l e t i o n p r o g r a m s
(N = 6 0 ) .

District
Total
Class A

Factor

No.

Teachers
Classmates
Family/friends
Self-satisfaction
College attendance
O b t a i n e mpl oyme nt
O t h e r 13
Total

Note.

Class B

Class C

%

No.

No.

21
21
20
17
12
9
2

21.9
15.6
20.8
17.7
12.5
9.4
2.1

13
11
10
11
6
2
1

24.1
20.4
18.5
20.4
11. 1
3.7
1.8

6
8
4
3
2
3
3

20.8
27.6
13.8
10.3
6.9
10.3
10.3

96

100.0

54

100.0

29

100.0

%

No.

%

40a
34
34
31
20
14
6

22.4
18.9
18.9
17.3
11.2
7.9
3.4

%

179

100.0

R e s p o n d e n t s c o u l d c h e c k more t h a n one a n s w e r .
a Modal c a t e g o r y .

^ R e s p o n s e s w r i t t e n i n u n d e r " o t h e r " we re "armed f o r c e s
e l i g i b i l i t y " (1 r e s p o n d e n t f r om e a c h o f t h e t h r e e d i s t r i c t s ) and
" c o u r t m a n d a t e " (1 r e s p o n d e n t f r om t h e C l a s s A d i s t r i c t and 2 f r om
t h e Cl a s s C di s t r i c t ) .

Summary
The f i n d i n g s o f t h e d a t a a n a l y s e s c o n d u c t e d f o r t h i s
presented

in Chapter

questionnaires
programs
research

in

three

question

study,

research,

The d a t a we r e o b t a i n e d

distributed

findings pertaining
of the

IV.

public
posed

in

to

60

school
the

participants
districts

study

to th a t question.

a summary o f t h e

conclusions

drawn

was

f r om r e s p o n s e s
in

in

stated,

AHS

to

completion

Michigan.
followed

Each
by

the

C h a p t e r V c o n t a i n s a summary

findings
from t h e

s t u d y we r e

and c o m p a r i s o n t o
findings,

previous

recommendations

70

pertaining
research.

t o AHS c o m p l e t i o n

programs,

and

suggestions

for

further

CHAPTER V
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS,
AND SUGGESTIONS FOR FURTHER RESEARCH

Summary
The

researcher’s

investigate

the

requirements
completion
a s s ume d

recruitment
are

high

programs

in

school

in r u r a l

of

s uc h

as

enrolled

in

adults

school
the

ha ve

wa s

not

participate

districts

in Michigan.

motivational

we l l

study

to

woul d

in

this

who

graduation

programs

students,

already

purpose

motivating

understanding

participation

who

factors

for

that

primary

as

ha ve

for

such

the

factors

to

met

the

in

AHS

It

was

encouraging

implications

for

retention

students

programs.

The

of

the

research er’s

s p e c i f i c o b j e c t i v e s we r e as f o l l o w s :
1.

To

identify

the

demographic

characteristics

of

the

AHS

completion-program p opulation.
2.

To d e t e r m i n e

how p a r t i c i p a n t s

we r e made a wa r e o f AHS com­

p l e t i o n programs.
3.

To i d e n t i f y

person(s)

influential

in

the

return

to

school

in th e

return

to

school

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .
4.

To i d e n t i f y

factors

that

assisted

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s .
5.

To

identify

program s t u d e n t s ,

"benefits,"

as

perceived

by

AHS

r e s u l t i n g f r om t h e i r r e t u r n t o s c h o o l .

71

completion-

72
6.

To i d e n t i f y t h e f a c t o r s p e r c e i v e d by AHS c o m p l e t i o n - p r o g r a m

students

as

barriers

that

previously

prevented

their

enrollment

in

s uc h p r o g r a m s .
7.

To d e t e r m i n e t h e f a c t o r s

encouraging stu d e n ts

to

remain

in

AHS c o m p l e t i o n p r o g r a m s .
A q u e s t i o n n a i r e was u s e d t o o b t a i n

information

f r om a s t r a t i ­

f i e d r andom s a mp l e o f 60 AHS c o m p l e t i o n - p r o g r a m s t u d e n t s i n s e l e c t e d
C l a s s A, B, and C r u r a l

school d i s t r i c t s

in Michigan.

Summary o f F i n d i n g s and Co mp a r i s o n t o P r e v i o u s R e s e a r c h
Research Question 1

What are the demographic characteristics of the AHS completionprogram population?
According to
profile

of

the

t h e demographic d a t a g a t h e r e d

AHS c o m p l e t i o n - p r o g r a m

b e t w e e n t h e a g e s o f 18 and 27,
time;

who was w o r k i n g

was

a

either

study,

white
part

the

female
or

full

s h e had p r e v i o u s l y c o m p l e t e d t h e t e n t h g r a d e and was p u r s u i n g

a high
this

student

in t h i s

school

diploma

as

opposed

to

a GED c e r t i f i c a t e .

Further,

f e m a l e was m a r r i e d t o a man who a l s o had n o t c o m p l e t e d h i s h i g h

school

graduation

requirements.

provide conclusive
$10,000"

and

"over

The f a m i l y

in fo rm atio n because the
$22,001"

both

received

i ncome c a t e g o r y d i d
i ncome l e v e l s
21% o f

"less

the

not
than

responses,

whi c h we r e t h e h i g h e s t r e s p o n s e f i g u r e s f o r t h i s q u e s t i o n .
De mo g r a p h i c

findings

f r om t h i s

study

Mo r a i n e V a l l e y Communit y C o l l e g e f a c u l t y
Mize
grade

( 1983)

in

regard

completed.

In

to

race,
all

gender,

three

paralleled

(1982),

Nickse

e mpl oyme nt

studies,

the

those

of

the

(1976),

and

status,

and l a s t

preponderance

of

73

students
tenth

we r e

grade

identified

as

white

before en ro llin g

Mo r a i n e

Valley

females

who

had

and we r e e mp l o y e d a t

Community

College

faculty

completed

least

part

(1982)

the
time.

found

the

a v e r a g e AHS c o m p l e t i o n - p r o g r a m s t u d e n t t o be 32 y e a r s o f a ge a t t h e
time o f e n ro llm en t,
enrollees,
students
age

at

Yates

Nickse

( 1982)

and Mize

participants

l i k e l y to e n r o l l .

recent

participants

AHS

study,

the

be t h e

( 19 8 3 )

in

In t h i s

t o 27 y e a r s o f age a t

f o u n d 40 t o be t h e

f ound 27 t o

in her stud y,
whi c h

( 1976)

a ge o f

identified

completion

a v e r a g e age o f
the

majority

26 y e a r s

programs

as

we r e

of
the

most

a m a j o r i t y o f r e s p o n d e n t s we r e 18

time o f e n r o l l m e n t ,

i n AHS c o m p l e t i o n

indicating

programs

tend

to

that

more

be y o u n g e r

than t h e i r predecessors.
As r e g a r d s

the

family

V a l l e y Communit y C o l l e g e
program

participants
( 1976)

of

Although

present

study

i ncome

("less

mean

of

the

$16,000.

t wo

an

$10,000"

1982 and $ 1 4 , 0 0 0

and

$16,000

in

1991

that

respondents

Y a t e s ( 1982)

found
in

in

this

the

had an

in

of

$12,000,

annual

respondents
categories

$22,001"),

an

Mo r a i n e

AHS c o m p l e t i o n -

i ncome

of

lowest

"over

yields

in

annual

number s

Gi ve n t h e wage d i f f e r e n t i a l
in

of

and

categories

that

participants

highest

$12,000

found

average

identical
the

program p a r t i c i p a n t s ,

(1982)

found t h a t

checked
than

faculty

had

whereas Nickse
$14,000.

i ncome o f

average

annual

1976,

the

average

study

may

be

annual

considered

two a b o v e - m e n t i o n e d

in

of

the

a nn u a l

calculating
annual

average

i ncome

i ncome

the
of

i n c o me s o f
i ncome

of

similar

to

studies.

f o u n d $ 5 , 0 0 0 o r be l ow t o be t h e a v e r a g e a n n u a l

Although
i nc ome ,

74
the

majority

u n e mp l o y e d ,

of

respondents

in

whereas p a r t i c i p a n t s

e i t h e r p a r t time or f u l l
In t er ms

( 1982)

( 1976)

to

spouses
Yates
cant

were

not

(1982),
others"

study

pants

in

the

e x a mi n e d t h e

and f ound t h e

had c o m p l e t e d r e q u i r e m e n t s
this

to

to

be

largest
for

i t was f o u n d t h a t

Valley

Community

found t h e p r e p o n d e r a n c e o f
whereas

be s i n g l e .

Mize

( 1983)

In t h i s

study,

and 40% we r e s i n g l e .

educational

included

though,

found

s t u d y we r e e mpl oyed

be m a r r i e d ,

students

46. 7% o f t h e s t u d e n t s we r e m a r r i e d ,
the

also

b o t h t h e Mo r a i n e

and N i c k s e

f o u n d mos t

Da t a r e g a r d i n g

we r e

in t he p r e s e n t

status,

AHS c o m p l e t i o n - p r o g r a m s t u d e n t s
( 1982)

study

time.

of marital

College f a c u l t y

and Y a t e s

her

level

of

studies

the

cited

educational
response

a high

school

married

students’

in

research.

this

status

category

of

(i.e.,

diploma.

a majority of the

33. 6%)

However ,

spouses

i n AHS c o m p l e t i o n p r o g r a m s had n o t c o m p l e t e d t h e

"signifi­

in

of p a r t i c i ­
requirements

f o r high school g r a d u a t i o n .
Previously cited
did

not

address

studies,

whether

with

the

the

exception

educational

of

Yates

(1982),

aspirations

of

c o m p l e t i o n - p r o g r a m s t u d e n t s we r e t o o b t a i n a GED c e r t i f i c a t e ,
school

diploma,

of respondents,
as

opposed

obtained

to

or possibly
across
ABE o r

all

both.

Yates

e th n ic groups,

AHS c o m p l e t i o n

( 1982)

a high

found t h e m a j o r i t y

t o be e n r o l l e d

programs.

AHS

However ,

i n t h e GED
the

data

i n t h e s t u d y r e v e a l e d t h a t t h e m a j o r i t y o f AHS c o m p l e t i o n -

p r o g r a m s t u d e n t s we r e p u r s u i n g a h i g h s c h o o l d i p l o m a .

75
Research Q uestion 2
How were participants made aware of AHS completion programs?
Although

previously

cited

researchers

presented

a

clear

d e m o g r a p h i c p i c t u r e o f t h e AHS c o m p l e t i o n - p r o g r a m s t u d e n t ,

they did

not

a wa r e

address

such

t h e ways

programs,

"friends"
been

to

ma d e

with

be

and

whi c h

the

the

aware

"Television,"
third,

in

exception

primary

of

h o we v e r ,

study.

Yates

through
and

AHS

"personal

respectively,

you f r om t h e c e n t e r "
that

GED,

and

awareness f o r p a r t i c i p a n t s

in

of

means

ABE,

"fam ily,"

fourth,

participants

as

in Y a t e s 's

had b e e n
(1982).
whi c h

Yates

completion

avenues

of

found

participants

contacts"

study.

made

had

programs.

ranked

second,

providing

program

"Information given

to

r e c e i v e d o n l y a 4. 8% r e s p o n s e f r o m p a r t i c i p a n t s

According

"information

to

the

data

collected

s e n t home f r om s c h o o l "

in

this

and " f r i e n d s "

study,

we r e t h e

p r i m a r y means t h r o u g h whi c h s t u d e n t s had be e n made a w a r e o f t h e AHS
completion

program

in

their

communities.

might s e r v e t o r e i n f o r c e t h e o t h e r .
pamphlet s e n t

home f r om s c h o o l

AHS c o m p l e t i o n p r o g r a m s ,

the

Each

of

these

factors

For e x a mp l e , w h e r e a s a f l y e r o r

provides

necessary

information received

information

about

from a f r i e n d

may

p r o v i d e t h e e n c o u r a g e m e n t and m o t i v a t i o n n e c e s s a r y f o r a p r o s p e c t i v e
s t u d e n t t o a c t on
In a d d i t i o n ,
con stan t reminder

s uc h i n f o r m a t i o n .
information

it.

r e a d i l y a v a i l a b l e in t h i s
television,

f r om s c h o o l

o f s uc h p r o g r a ms u n t i l

consciously discards

radio,

s e n t home

Specific

and

s uc h t i m e a s t h e

information about t h e

literature.

posters,

may s e r v e

In c o n t r a s t ,

billboards

was

as

a

recipient
program is

the influence of
deemed

relatively

76

insignificant,

according

participants,

in

terms

completion programs.
posters,

of

in f l y e r s

that

television,

posters,

community

awareness

programs,

is

not

literature
This

present
and/or
of

means

sim ilarity
in

marketing

tool

students

is

in

not

b e t we e n

one’s

as

recruitm ent

Wher e a s

effective

Secondary
programs,

Yates

found

television,
a s wha t may
information

radio,

might
AHS

wor d

study

contact

heighten

completion
of

AHS

means

h o we v e r ,

means

in th e p r e s e n t r e s e a r c h .

attributed

"information sent

wa s

and

to

mout h

or

the

present

a

primary

be

completion-program
found

to

differed

"television"

insignificant
to

in
as

( 1982)

prospective

this

AHS

students.

of

strategy,

of

Although

interest

personal

soliciting

h o me .

announcements

Yates’s

significant.

studies.

awareness

study

i t as r e a d i l y a c c e s s i b l e a s t h e

public

determining
in

the

N e i t h e r can such

billboard

and

are

p a r t i c i p a n t s ’ awareness
t wo

nor is

sent to prospective rural

investigation

their

by

as compl ete o r d e t a i l e d

and p a m p h l e t s .

is

these

provided

heightening

s e r v e as a c o n s t a n t r emi nder ,
literature

responses

The i n f o r m a t i o n r e l a y e d by r a d i o ,

and b i l l b o a r d s

be i n c l u d e d

to

to

found

be

to

Furthermore,

home f r om s c h o o l "

heighten

between

the

an e f f e c t i v e

be

relatively

the

in t h i s

importance
s t u d y was

n o t e v i d e n t i n Y a t e s ’ s wor k.
An
"urban"

explanation
context

for

s uc h

of Yates’s

a

( 1982)

discrepancy
study

may

and t h e

be

"rural"

wh i c h t h e p r e s e n t s t u d y was c o n d u c t e d .

"Information

school"

in school

in t h i s

study is

often

included

found

in

setting

the
in

s e n t home f r om

n e w s l e t t e r s or in

77
communi t y e d u c a t i o n p u b l i c a t i o n s
with

the

public

population
plausible

school

served

that

district.

in

rural

a sense o f

associated

With

as

rural

and i d e n t i f i e d

a relatively

opposed

familiarity,

may be a s s o c i a t e d w i t h t h e
its

directly

to

urban

comfort,

school

areas,

and

district

smaller

K-12
it

is

identification

more s o t h a n w i t h

urban c o u n t e r p a r t .
Another d i s t i n c t i o n

b e t we e n t h e s e t wo s t u d i e s

is

that

Yates’s

( 19 8 2 ) s t u d y i n c l u d e d an ABE p r o g r a m c o mp o n e n t , wh i c h i s d e s i g n e d t o
s e r v e a d u l t s w i t h l e s s t h a n an e i g h t h - g r a d e e d u c a t i o n .
the

present

students.

study
It

included

may we l l

be

lacked the reading s k i l l s

only
that

GED

the

and

AHS

In c o n t r a s t ,

completion-program

ABE s t u d e n t s

in

Yates’s

study

n e c e s s a r y t o u n d e r s t a n d and i n t e r p r e t

the

i n f o r m a t i o n g i v e n t o t hem f r om t h e c e n t e r .

Research Question 3

Who was influential in the return to school of AHS completionprogram students?
The d a t a f r om t h i s r e s e a r c h r e v e a l e d t h a t p a r e n t s ,
relatives

we r e

mos t

influential

completion-program s tu d e n ts .
Cross

(1981),

Houl e

( 1961)

pursue

as

being

educational

categorized
in

who d e s c r i b e d

adult

interest,

as

in

the

goal-oriented

p r im a r i ly motivated

goals.

is

return

to

school

The

related

AHS

defined

by

others

to

by s i g n i f i c a n t

participants

to

subgroup

in

learners,
fulfilling

this
whos e
a

study

t h e i r need f o r a high school

may

be

participation

specific

be ca u s e t h e overwhelming m a j o r i t y o f r e s p o n d e n t s

that fu lfillin g

of

and

This fin d in g c l o s e l y p a r a l l e l s t h a t of

Houle’ s g o a l- o r ie n te d

education

the

friends,

need

or

indicated

d i p l o m a was t h e

reason

78

they

returned

to

school.

This

aspect

is

discussed

further

in

r e f e r e n c e t o R e s e a r c h Q u e s t i o n 4.
A number o f r e s p o n d e n t s a l s o i d e n t i f i e d e m p l o y e r s a s a p o s i t i v e
i n f l u e n c e on t h e i r d e c i s i o n t o
employers

as s ume d t h e

role

( p r i m a r i l y a ge d 18 t o

27,

return

to

school.

o f mentors

to

influence

according

to

this

It

might

their

research)

be t h a t

e mp l o y e e s

to

return

to

school.
Data r e l a t e d

to

way i n whi c h t h i s
to return to
is

this

research

to

also

revealed

that

the

s i g n i f i c a n t o t h e r helped in r e s p o n d e n t s ’ d e c i s i o n

school

was by p r o v i d i n g e n c o u r a g e m e n t .

such encouragement e x t r e m e l y

to return

question

school,

but

continued p a r t i c i p a ti o n

it

is

beneficial
also

Thus,

not only

initial

decision

in promoting

students’

in

helpful

the

i n t h e p r o g r a m.

Research Question 4

Wha t factors a s s i s t e d in the
completion-program students?

return

Of

the

all

participants

the

factors

mos t

often

listed

chose

in

"wa nt

f a c t o r t h a t helped in t h e i r d e c i s i o n
mo s t f r e q u e n t r e s p o n s e was
yourself."
that

The

third

respondents

"to

mos t

chose

to

a

to

school

of AHS

questionnaire,

high

school

to return

study

diploma"

to school.

return

checked

to

school

response
"to

a

The n e x t

i mpr ove how you t h i n k o r f e e l

frequently

as

about

indicates

gain

general

i n f o r m a t i o n and k n o w l e d g e . "
Each o f t h e s e
items

or

reasons

three
for

responses

enrollment

seems
in

AHS

to

be r e l a t e d

completion

to

the

programs

six
that

79
Marstain

and

Educational

Sma r t

( 1974)

Participation

relationships,

Scale.

external

preparation/advancement,
However,

several

derived

responses

to

response

to

preferred

social

of

attend,"

w elfare,

field"

in

Table

indicated

promotion,"
4.16

program s t u d e n t s ’ d e c i s i o n

woul d

that

spur

economic
Combi ni ng

and

yielded

"obtain
"special

responses

respectively,

of
for

Th u s , e c o n o mi c s as r e l a t e d t o i n c r e a s e d i ncome

ca n be vi e we d a s a s i g n i f i c a n t m o t i v a t i o n a l

postulated

social
career

income,"

18.3% and 46. 7% f o r p r i m a r y and s e c o n d a r y r e a s o n s ,
returning to school.

the

and c o g n i t i v e i n t e r e s t .

"increase

"job

of

include

i n AHS c o m p l e t i o n p r o g r a m s .

pays

training

analysis

factors

categories

categories

"job

six

escape/stimulation,

the

employment,"
for

Th e s e

factor

expectations,

motivation for p a r t i c i p a ti o n
the

f r om

difficult

increased

to return

to

school.

e c onomi c t i m e s

number s

of

f o r c e i n AHS c o m p l e t i o n It

(i.e.,

students

may be f u r t h e r

high

to

un e mp l o y me n t )

participate

in

AHS

completion programs.
Yates
of

career

three
and

( 1982) a l s o i d e n t i f i e d a h i g h s c h o o l
and

i ncome

opportunities,

primary m oti v at i o n al
AHS

completion

categories

related

participation
respondents

in

factors

programs.

and
for

self-esteem

However ,
issues

s uc h

p r o g r a ms

indicated

i mpr ove me nt o f t h e i r

in

combining

e c onomi c

as

a

i mp r o v e me n t

issues

participating

to

vi e we d

diploma,

that

e c o n o mi c

ABE,

the

causal
the

as

GED,

response

factor
majority

status

the

as

for
of

a p r i me

de te r m i n a n t in t h e i r d e c i s i o n to r e t u r n t o sc h o o l.
Burgess

( 1971)

t h o s e who had n o t

found

finished

eight
high

motivational
school

to

factors

return

to

the

encouraging
classroom.

80

Of t h e s e e i g h t m o t i v a t i o n a l
goal,

desire

personal

to

c ompl y

fulfillm ent

factors,

with

the d e s i r e to reach a personal

f o r ma l

paralleled

requirements,

this

study’s

and d e s i r e

findings

for

regarding

p a r t i c i p a n t s ’ motivation to return to school.
Houle’s
participate

(1961)
in

adult

interest,

s eems

indicated

that

motivational
identified
for

its

education

applicable to
"wanting

force

the

a

of
to

goal-oriented
fulfill

a

participants

in

high

behindt h e i r

school
return

Participants

information

and

decision

return

in t h i s

k n o wl e d g e " a s
to

oriented particip an ts

complete

response

high

school

study,

was

the

school.

the
may

be

motivational
likened

for

mo s t

personal-satisfaction
choice

who

primary

Ho u l e a l s o

force

to

or

learning
"to gain
in

Houle’s

their

learning-

i n AHS c o m p l e t i o n c l a s s e s .

school

categories

response

this

who

need

s t u d y who c h e c k e d

In t h e S u r r y Communit y C o l l e g e s t u d y
to

specific

diploma"
to

learners,

l e a r n i n g - o r i e n t e d p e r s o n as one who p u r s u e s

own s a k e .

to

identification

personal

frequently

category

in the

present

of

(Ayers,

1979),

satisfaction
chosen

Ayers’s

by

wor k

the

desire

was one o f t h r e e
respondents.

is

similar

s t u d y - - " h o w you t h i n k

The
to

or feel

the
about

y o u r s e l f " - - w h i c h a l s o r e c e i v e d a high p e rc e n ta g e o f r e s p o n s e s .
In
return

addition
to

to

school,

being

asked

participants

whi c h

factors

assisted

in

their

we r e a s k e d why t h e y c h o s e t o

return

t o s c h o o l when t h e y d i d .

R e s p o n s e s t o t h i s o p e n - e n d e d q u e s t i o n we r e

categorized

(a)

model

for

as

follows:

children,

(c)

n e e d a d i p l o m a now,

h a ve no o t h e r

( b)

need

responsibilities,

( d)

to

be

a

need a

81
better

job,

(e)

need

to

go

to

college,

and

(f)

need

to

learn

to

read.
Each o f t h e s e r e s p o n s e s m i g h t be c o n s i d e r e d t o h a v e a r i s e n f r om
changing
said

circumstances

constitute

in

the

a powerful

students’

and

in

life
to

marriage,

the

children,

c ommuni t y,

moment s"

about

AHS

wh i c h

learning.

Such

r e p r e s e n t phases of the l i f e

cycle:

force

for

increasing resp o n sib ility

that

and

so

forth.

on t h e j o b

Research

school

completion

1972).

The

awareness

me a n s ,

of

has o c c u r r e d ;

described

as

a

the

AHS

this

d r o p o u t who r e c e i v e s
p r o g r a ms

changing l i f e c y c le ,

completion

period

teachable

the

over

moment

rise

teachable-moment

an

promotional

extended

c h o o s e s a p a r t i c u l a r s e m e s t e r i n whi c h t o r e t u r n t o s c h o o l .
time,

on

s uc h c h a n g i n g c i r c u m s t a n c e s g i v e

(Havighurst,

t h e o r y e x p l a i n s why a h i g h
materials

( 1981)

retirement,

c y c l e has i n d i c a t e d
"teachable

Cross

motivational

c h a n g i n g c i r c u m s t a n c e s may we l l
f i r s t job,

lives,

At t h i s

through

whatever

in the p a r t i c i p a n t ’ s l i f e

woul d be

by

p r o g r a m,

period

Havighurst

or

related

to

the

a s d e s c r i b e d by C r o s s .

Research Question 5
What b e n e f i t s
programs?
Participants
reasons

for

considered
Results

we r e

their

indicated
(i.e.,

students

asked

return

perceived

requirements
improved

attracted

to

to

of

were

of
the

a

the

AHS

of
high

t wo

enroll

The

the

completion

receipt

self-concept

record

school.

benefits

that

to

in

two

AHS c o m p l e t i o n

mos t

answers

important

given

completion

high
school

factors

school

were

program.

graduation

diploma)

and

respondents

an

most

82

fre q u e n tly perceived

as b e n e f i t s ,

with the exception

of respondents

from t h e C l a s s C d i s t r i c t .
Those

surveyed

in t h e

Class

r ea son f o r r e t u r n i n g to school

C district

chose as t h e i r

"helping c h ild r e n with

primary

school

work."

A n a l y s i s o f t he demographic d a t a o f f e r e d a p l a u s i b l e e x p l a n a t i o n f o r
this

response tendency of those

r e s p o n d e n t s f r om t h a t d i s t r i c t ,
a nd

B districts

had

75% and

This

researcher

has

found

male

AHS c o m p l e t i o n - p r o g r a m

f r om t h e C l a s s

Of t h e

90% we r e f e m a l e , w h e r e a s t h e C l a s s A

63% f e m a l e

respondents,

f r om e x p e r i e n c e
students

h e l p i n g c h i l d r e n with school

C district.

wor k.

that

express

respectively.

female

a

rather

than

responsibility

for

The h i g h e r p e r c e n t a g e o f f e m a l e

r e s p o n d e n t s f r om t h e C l a s s C s c h o o l d i s t r i c t t h a n f r om t h e o t h e r two
d i s t r i c t s may p a r t i a l l y e x p l a i n t h i s r e s e a r c h f i n d i n g .
The d e m o g r a p h i c v a r i a b l e o f " a g e " may p r o v i d e some i n s i g h t i n t o
why n one o f t h e

respondents

school

as

diploma"

to school.

their

f r om t h e

primary or

Class

C district

secondary reason

for

T h r e e p e r c e n t and 20% o f t h e r e s p o n d e n t s

A and C l a s s

B school

districts,

respectively,

we r e

categories.
Boshier,
needs

may

be

The

1976)

and

Ma s l o w’ s

h o we v e r ,

30% o f t h e

discussion

satisfying

life-chance
safety

and

relevant

in

of

in

life-space

participants

physiological
explaining

the

in t h e s e

self-actualization
being

needs
Class

combi ne d

In t h e C l a s s

we r e

participants

returning

the

respondents

Ma s l o w’ s

in

C district

combi ne d
(Peters

and

concerned with
(discussed

"high

f r om t h e C l a s s

a g e c a t e g o r i e s o f " 4 8 - 5 7 y e a r s " and "58 y e a r s and u p . "
C district,

chose

&

esteem

satisfying
Chapter

II)

respondents’

83
failure

to

cite

secondary

"high

reason

for

school

diploma"

participating

in

as

either

the

given

participating

in

as

AHS

respondents

indicate

opposed

life-chance

Boshier

to

(1976),

actualization
physiological

primary

completion

that

wor k" and

secondary

programs

by

t h e y ca n be c a t e g o r i z e d
participants,

because
and

and

they

esteem

as

were

needs

primary

AHS c o m p l e t i o n

The r e s p o n s e s o f " h e l p i n g c h i l d r e n w i t h s c h o o l
self-concept"

a

more
as

for

group

of

life-space
by

concerned

opposed

program.

reasons

as

to

a

"improving

this

defined

or

as

Peters
with

and
self-

safety

and

n e e d s i n Ma s l o w’ s h i e r a r c h y .

Klevins

( 1976)

identified

societal

factors

that

influenced

a d u l t s t o r e t u r n t o t h e c l a s s r o o m in q u e s t o f a high school di ploma.
These s o c i e t a l

factors

in t o d a y ’ s s o c i e t y ,
and c o n s e q u e n t

a p p e a r t o ha ve an e q u a l

for

more

perceived

benefits

specialized

logical

for

society,

additional
(e)

feelin g of personal

that

AHS s t u d e n t s

Th e s e s o c i e t a l

and e x t e n s i v e

emancipation of v arious groups,
preparation

influence

and t h e y g i v e r i s e t o t h e p e r c e p t i o n o f n e e d f o r

f r om t h e AHS c o m p l e t i o n p r o g r a m .
need

or g r e a te r

(c)

factors

education,

to

gain

include

( b)

the

(a)

social

need t o c ompl et e high school

schooling,

accessibility

satisfaction,

expect

( d)

of

an

increasingly

education,

in

techno­

(f)

need

and ( g) a l o n g e r l i f e

span.

for

a

Th u s , AHS c o m p l e t i o n - p r o g r a m s t u d e n t s r e c o g n i z e t h a t a t t a i n m e n t
o f a high school diploma w i l l
extensive

education,

individuals,

will

will

open

p r o v i d e a c c e s s t o more s p e c i a l i z e d and

assist

avenues

in
for

social

emancipation

additional

n e c e s s a r y i n an i n c r e a s i n g l y t e c h n o l o g i c a l

schooling,

society, will

for
will

some
be

provide for

84

a fe e l in g of personal

satisfaction,

a n ti c ip a t e a longer l i f e

to

their

4.9,

respondents c ite d
homes

as

being

60% o f t h e t o t a l

s e r v e t he m w e l l

attracted

t hem t o t h e AHS c o m p l e t i o n

the v a rie ty of c la ss times

of

primary

influence.

As

s a mp l e we r e m a r r i e d

of children

experience

shown

is

with

not

known,

the

in

researcher

AHS c o m p l e t i o n - p r o g r a m

Table

or p a r t time.

(Table 4 . 5 ) .

t h e p e r c e n t a g e o f r e s p o n d e n t s who we r e r e s p o n s i b l e

her

and p r o x i m i t y

s a m p l e we r e e mp l o y e d e i t h e r f u l l

A l s o , 46. 7% o f t h e t o t a l

welfare

as t h e y

span.

When a s k e d whi c h b e n e f i t s
program,

and w i l l

Although

f o r t h e c a r e and
assumed,

b a s e d on
that

the

m a j o r i t y o f p a r t i c i p a n t s d i d have such r e s p o n s i b i l i t i e s .

Th u s ,

the

constraints

household

on o n e ’ s t i m e t h a t

responsibilities,

and

variety

times

of

class

students enrolled

are

possibly
and

students,

i mpos e d by e mp l o y me n t ,

child

closeness

care
to

help
home

explain
are

why

important

the
to

i n AHS c o m p l e t i o n p r o g r a m s .

Research Question 6

What factors prevented students from
completion programs before this time?

participating

In t h i s

perceived

participation

study,

the

t wo mos t

frequently

in

this

inclined

chapter,
to

enroll

these credentials
is

associated

barriers

i n AHS c o m p l e t i o n p r o g r a m s we r e "no p r e v i o u s

and " c h i l d c a r e and f a m i l y r e s p o n s i b i l i t i e s . "
people
in

who

lack

high

AHS c o m p l e t i o n

with major

life

changes,

programs

such

to

interest"

As m e n t i o n e d e a r l i e r

school

become i m p o r t a n t t o t h e m.

in AHS

credentials
until

such

This awareness
as

first

job,

are
time

not
as

usually
marriage

85
and f a m i l y ,

divorce,

and s o f o r t h

(Aslanian & B r i c k e l l ,

1980; C r o s s ,

1981).
"Child
highest

care

and

response

family

as

responsibilities"

previous

barriers

received

to

enrollment

completion programs.

De mogr a phi c d a t a f r om t h i s

the

completion-program

majority

through

of

27

AHS

years

responsibilities
respondents

of

age.

child

are a s s o c i a t e d with t h i s

indicating

child

care

and

we r e
care

age g r o u p ,
family

second
in

AHS

study in d ic a te th a t

students

Because

the

females
and

it

18

family

may be t h a t

responsibilities

as

f a c t o r s p r e v i o u s l y p r e v e n t i n g p a r t i c i p a t i o n might not have p e r c e i v e d
c o m p l e t i o n o f high school

g r a d u a t i o n r e q u i r e m e n t s t o be a s i m p o r t a n t

a t an e a r l i e r t i m e a s t h e y d i d upon e n r o l l m e n t .

Research Question 7

What factors have encouraged students to remain in AHS comple­
tion programs?
A review of

related

demographic

information

illustrates

o f t h e p a r t i c i p a n t s who we r e a t t e n d i n g s p r i n g t e r m ,
during
total
ha d

fall

t e r m and 68% had a t t e n d e d

sample,

the

t wo

respondents

indicated

that

during

of

demographic
study

60% had a t t e n d e d

winter

term.

63. 3% had a t t e n d e d f o r one y e a r p r e v i o u s l y ,

attended

any

during

for

the

terms

information

followed

a steady

o ne s e m e s t e r t o t h e n e x t .

previous
they
for

Also,

not

discontinued

which

indicates
and

years.

had

that

consistent

they
the

had

Of t h e
and 21. 7%

76. 7%

of

of

the

attendance

enrolled.

participants

pattern

that,

This
in

this

attendance

f r om

86
In

response

to

e n c o u r a g e d t hem t o
a ge me n t

of

with,"

stay

teachers,

as

we l l

school."

the

questionnaire
in

school,

family,

as

"the

The r e t e n t i o n

item

asking

respondents

friends,

and

satisfaction

wh a t

factors

"the

encour­

attend

school

listed

those

I

associated

with

being

o f AHS c o m p l e t i o n - p r o g r a m s t u d e n t s m i g h t

in
be

i n c r e a s e d by p l a n n e d a c t i v i t i e s t h a t c e n t e r on i n v o l v e m e n t o f f a m i l y
and f r i e n d s .

Providing o p portunitie s for students

know and e n c o u r a g e one a n o t h e r m i g h t a l s o
the

retention

can

be

rate.

heightened

esteem

and

individual

Satisfaction
through

through

h a ve a p o s i t i v e e f f e c t

associated

activities

independent-study

in t h e program t o

with

designed
projects

being

to

in

school

increase

designed

to

on

self­
p r o mo t e

s t u d e n t s ’ i n t e r e s t and c o n s e q u e n t s a t i s f a c t i o n .

C o n c l u s i o n s and Re c omme nda t i ons
As

a result

objectives

of

this

established

in

study,
this

and

in

relation

research,

the

to

the

following

specific

conclusions

we r e dr awn and r e c o m m e n d a t i o n s made.
1.

Written

effective

strategies

advertisements
for recruiting

and

the

adults

influence

into

high

of

friends

school

comple­

tio n programs.
In e f f o r t s t o r e c r u i t s t u d e n t s f o r AHS c o m p l e t i o n p r o g r a m s ,
audience p ro file d
targeted
such

in t h e f l y e r s ,

programs.

placed

in

in t h e demographic d a t a o f t h i s

It

locations

supermarkets,

is

brochures,

and o t h e r

r ecommended

that

laundromats,

are

that

frequented

nurseries

s t u d y n e e d s t o be

literature

promotional
by t h i s

and da y c a r e

the

publicizing
materials

audience,
centers,

such

be
as

selected

are

87
e mpl oyme nt

sites,

social

service

agencies,

and

other

appropriate

c ommuni t y l o c a t i o n s .
Literature

may be m a i l e d t o

larg e percentage of t h i s
posters
types

selected

neighborhoods

p o p u l a t i o n c ompone nt l i v e .

and b i l l b o a r d s we r e f o u n d t o ha ve l e s s

of publicity

in the d e c is i o n

such a p pr oa c he s a r e

used,

to

return

i n wh i c h

In t h i s

a

study,

in flu en ce than o th er
to

school.

t h e y s h o u l d be p l a c e d c l o s e

Thus,

to

the

if

loca­

t i o n s f r e q u e n t e d by t h i s a u d i e n c e o r i n t h e n e i g h b o r h o o d s wh e r e t h e y
live.

Likewise,

although

influencing the decision
should

be

aired

l i k e l y to hear.

at

radio

a n n o u n c e me n t s

to return

times

and

However ,

to school,

on

stations

identification

we r e

rated

l ow

in

i f t h e y a r e used t h ey
this

audience

is

mos t

of the category of frie nds

a s a p r i m a r y means t h r o u g h whi c h s t u d e n t s had been made a wa r e o f t h e
AHS c o m p l e t i o n p r o g r a m s i n t h e i r c o m m u n i t i e s pr o mp t e d t h e

following

recommendations.
Students

who c u r r e n t l y

m i g h t h a v e f r i e n d s who a l s o

are

attending

AHS c o m p l e t i o n
diplomas,

b u t who ha ve

n o t d e t e r m i n e d p u r s u i t o f a d i p l o m a t o be a l i f e g o a l .

Invitations

by c u r r e n t
provided

students

with

the

AHS

Administrators

opportunities
events
this

such

nonthreatening,

acquainted
staff.

to

that

purpose.

to

first-hand
completion

join

planned

such

as

or

t hem a t

school

opportunities

p r o g r a m,

by e n c o u r a g i n g

already
Events

friends

o f AHS c o m p l e t i o n

available
are

l a c k high school

programs

other

p r o g r a ms

could

an AHS open

designed
house

become

students,

students to bring

those

to

woul d

make

s uc h

friends

especially

might

and

afford

to
for
the

88
personal

interaction

p o s s i b l y commi t t o ,
Current

required

some

individuals

to

consider,

or

c o mpl e ti on o f high school c r e d e n t i a l s .

students

also

could

number s o f f r i e n d s who do
increase

by

potential

not

telephone

provide

ha ve

their

the

names

high

school

recruitment.

Current

a l s o c o n s i d e r s e r v i n g as t e l e p h o n e r e c r u i t e r s
who h a ve n e v e r be e n e n r o l l e d

and

telephone

diplomas,

students

in c o n t a c t i n g

i n AHS c o m p l e t i o n p r o g r a m s ,

to

might
friends

a s we l l

as

t h o s e s t u d e n t s who a r e n o t c u r r e n t l y e n r o l l e d b u t w i t h whom t h e y had
e s ta b lis h e d friendships during previous semesters.
Door-to-door

canvassing

neighborhoods

with

the

interaction

personal

whi c h

by

teacher-student

students
that

are

the

familiar

students

t e a ms
might

in
also

participating

selected
provide
in

s t u d y c o n s i d e r e d t o ha ve be e n a p r i m a r y s o u r c e o f i n f o r m a t i o n

this
about

AHS c o m p l e t i o n p r o g r a m s .
2.
well

as

Significant
employers

are

others

primary

(parents,
sources

relatives,
influencing

and

friends)

prospective

students to return to school.
It
the

i s t h e r e f o r e recommended t h a t t h e s e p e o p l e be made a wa r e o f

AHS c o m p l e t i o n

program

in

their

c ommuni t y.

Identification

e m p l o y e r s who h i r e p e o p l e w i t h o u t a h i g h s c h o o l d i p l o m a ,
a

personal

program,

contact

with

i s r ecommended.

a

representative

of

the

AHS

of

f o l l o w e d by
completion

The a v a i l a b i l i t y o f l i t e r a t u r e a t wor k and

t h e e n c o u r a g e m e n t o f o n e ’ s e m p l o y e r and p o s s i b l y c o - w o r k e r s c o u l d be
an e f f e c t i v e

recruitment

m i g h t a l s o be a r r a n g e d .

strategy.

In some c a s e s ,

on-site

classes

as

89
It

might

accredited
to

job

also

as

completion
present

develop

higher

a course

courses

positions
in

e mpl oyme nt
to

result

increase

that

the

to

Certainly

retention

the

AHS

students’

this

AHS

of

in

met hod

of student

in

be

place

results

related

in a high le ve l

will

specifically

within

reading

positions.

student

that

that relate

c o u l d be b a s e d on m a t e r i a l s

desired

possible

to

and so f o r t h ,

in

For e x a m p l e ,

c o u l d be a n t i c i p a t e d
and

math,

required

credit

or

possible

English,

skills

e mp l o y me n t .

be

interest

completion

program.
3.

Awa r e n e s s o f t h e n e e d t o a c q u i r e a h i g h s c h o o l

self-esteem

issues

(i.e..

to

think

are primary reasons fo r e n r o l l i n g
The l i t e r a t u r e
ing

life

needs.
trate

advertisements

completion

adjustment

to

often

of

a high

changing

recruitment strategy.

feel

about

oneself)

study pointed out t h a t

catalyze

people’s

or

promotional

school

diploma

life

better

i n an AHS c o m p l e t i o n p r o g r a m .

reviewed f o r t h i s

circumstances
Thus,

and

d i p l o m a and

awareness

materials
as

circumstances

a

first

may

be

chang­
of

s uc h

that

illus­

step

in

a

the

successful

Such i n f o r m a t i o n c o u l d a l s o be u s e d t o a t t a i n

h i g h e r l e v e l s o f r e t e n t i o n o f s t u d e n t s i n AHS c o m p l e t i o n p r o g r a m s i f
AHS t e a c h e r s a r e a wa r e o f and s e n s i t i v e t o t h e c h a n g i n g l i f e c i r c u m ­
s t a n c e s t h a t p r o mp t e d t h e i r s t u d e n t s ’ r e t u r n t o t h e c l a s s r o o m .
It

is

important

program s t u d e n t s
until

they

knowing

are

wh e n

to

might
affected

these

recognize

not
by

types

choose

that
to

participate

life-cycle
of

potential

changes

changes.
will

AHS c o m p l e t i o n in

such

Havi ng

influence

programs

no way

of

potential

90
students’

lives,

the

AHS

recruiting

and/or

promotional

materials

mus t c o n t i n u o u s l y be made a v a i l a b l e f o r t h e s e p r o g r a m c a n d i d a t e s .
I t a l s o mus t

be r e a l i z e d

a c q u i r e high school
of

potential

that

credentials

students.

the

p e r c e i v e d d e g r e e o f ne e d t o

is not c o n s ta n t throug ho ut th e l i v e s

Te mp o r a r y

or

partial

c h a n g e s i n t h e i r l i f e c y c l e may, f o r a t i m e ,
need

to

another

complete
reason

high

to

school

encourage

graduation

a continuous

program i n f o r m a t i o n t o p o t e n t i a l
perceived

need t o

obtain

high

to

the

obscure or diminish the
requirements.
flow

students.

school

adjustment

of

This

AHS c o m p l e t i o n -

An i n c o n s i s t e n c y

credentials

is

is

also

in the

reflected

i n t h e t e n d e n c y o f some s t u d e n t s t o d r o p o u t o f t h e p r o g r a m , o n l y t o
re-enroll

for

completion
ne e d

the

next

programs

become s

consistently

greater

particular life
and s o f o r t h ,

semester.

than

situation.

initially

fluctuating
rise

to

regularly

obstacles

to

to

when

attend

the

perceived

attendance

Onl y t h e n a r e t h e h a r d s h i p s ,

AHS

in

their

sacrifices,

by many AHS c o m p l e t i o n - p r o g r a m s t u d e n t s as

return

degree

the

and

begin

c o n s i d e r e d w o r t h w h i l e t o o b t a i n a high school di ploma.

The t r e p i d a t i o n f e l t
they

the

Students

need

of

to

an

perceived

for

educational
need

to

professional

environment

complete

high

and

school

the
give

guidance

and/or

counseling

o f a high

school

diploma

s e r v i c e s t o be a v a i l a b l e o n - s i t e .
Recognizing t h a t
improved

the

self-esteem

i n t e r n a l i z e d as p e r s o n a l
materials
meaningful

that
to

address
an

acquisition

are

based

on

societal

conditions

and
and

needs encourages development o f promotional
these

audience

societal
of

factors

potential

because they will

be

AHS c o m p l e t i o n - p r o g r a m

91

students.
through

Likewise,
messages

counselors,
increase

a

(printed

and g u e s t

the

program

promoting

or

spoken)

speakers

retention

rate

these
from

perceived
teachers,

guidance

t h r o u g h o u t t h e AHS s t u d e n t

of

students

within

the

benefits

body may

AHS c o m p l e t i o n

program.
4.

Variety

of

class

times

and

proximity

to

one’s

home

are

i m p o r t a n t t o s t u d e n t s e n r o l l e d i n AHS c o m p l e t i o n p r o g r a m s .
Realizing
one’s

home

flexible

that

are

the

variety

important

scheduling

woul d p r o m o t e
rate.

the

to

system

increased

of

AHS

and

class

and

and p o s s i b l y

variety

would

of class

classroom

site

times
near

findings of th is
incorporated

provide
and

their

study t h a t ,

into

an

AHS

likelihood that potential

for

a higher

the

residence.

likelihood
It

woul d

t h e more f l e x i b i l i t y
completion

students will

program,
enroll

a

p r o g r a ms
retention

located throughout

AHS c o m p l e t i o n - p r o g r a m

increase

to

students,

locations

Day and e v e n i n g l e a r n i n g c e n t e r s and s i t e s
community

proximity

completion-program

satellite

enrollment

times

students

of

a school

appear

f r om

a
or
the

and a c c e s s i b i l i t y
the

greater

the

and r e m a i n i n t h e AHS

c o m p l e t i o n program.
5.

Lack o f i n t e r e s t

we r e b a r r i e r s

and c h i l d c a r e and f a m i l y r e s p o n s i b i l i t i e s

to the previous enrollment of students

i n AHS c o m p l e ­

tio n programs.
Therefore,

it

is

r ecommended t h a t

the

provision

of

child

care

f o r AHS c o m p l e t i o n - p r o g r a m s t u d e n t s be e x p l o r e d and p o s s i b l y removed

92
as

a perceived

barrier

to

participation

with

establishment

of

on­

s it e child care f a c i l i t i e s .

Su g g e s ti on s f o r F u r t h e r Research
Although t h i s r e s e a r c h e r a d d r e s s e d t h e e d u c a t i o n a l
s p o u s e s o f m a r r i e d AHS c o m p l e t i o n - p r o g r a m s t u d e n t s ,
we r e f o u n d t h a t
in t h i s

included

this

variable.

AHS c o m p l e t i o n - p r o g r a m

students

is

suggested.

AHS c o m p l e t i o n - p r o g r a m

students

for

their

research

level
The

information

importance

placed

family

on

structure

stressing

in

and

possibly
of

century through l i f e l o n g ,

participants

be e n

reveal

generation

topic.

with successful

a wa r e

encompassing
development

cooperative
of

trends

States

the

tw enty-first

the

system

experiences.

w r i t e r d i d a d d r e s s t h e ways i n whi c h
of

recruitment stra te g ies

United

of

for

AHS

completion

g r a d u a t e s in t h e i r communities,

Current educational
the

within

programs,

being

include

learning,

critical-thinking

no

s t u d y we r e f o u n d

I f AHS c o m p l e t i o n p r o g r a m s a r e t o e f f e c t i v e l y

the non-high-school

through

degree

value

o t h e r s t u d i e s w i t h t h e e x c e p t i o n o f Y a t e s ’ s ( 1982)
on t h i s

the

research.

emerging

continuing educational

made

of

educational/

achievement

an

only

aspirations

children’s

woul d

uncover

each

although t h i s

had

areas

educational/academic

preparation

Once a g a i n ,

these

not

of parents of

a c a d e m i c a t t a i n m e n t a l s o s h o u l d be t h e s u b j e c t o f f u r t h e r
Additional

of the

no o t h e r s t u d i e s

Further

area but a ls o reg a r d in g th e educatio nal

level

serve

research dealing

is required.
introduced
an

in t h e

K - 12 s y s t e m

outcome-based

curriculum

integration

skills,

and

of

subject

areas,

new a s s e s s m e n t

tools,

93
such as t h e s t u d e n t p o r t f o l i o .
instructional
AHS

techniques,

and a s s e s s m e n t n e e d t o be i n f u s e d i n t o t h e

completion-program

classroom following

development

of

these areas

i s needed t o

instructional

Michigan,

candidates

to

mos t
the

program wi t h

1993,

the

Currently,
being

of

the

toward t h e

high

with

f ew,

if

any,

can

no

Michi gan
as

regarding

used

not

certificate,
school

but

an

credits

diploma.

instrument

in

to

of

credit

be

toward

used
the

Assessment

alternative

test

determine

determining

the

accuracy

Carnegie

as

a

program s t u d e n t s ’ f u l f i l l m e n t

of

requirements

for

enter
June

vehicle

for

school

Pr ogr a m

toward

is

In

diploma.
(MEAP)

is

Following
research will

appropriateness

credit

grant

who

school.

instrument.

and

to

students

high

Educational

qualify

The GED t e s t

f r om h i g h

longer

to

also

i m p l e m e n t a t i o n o f t h e MEAP o r a n o t h e r a s s e s s m e n t t o o l ,
be n e c e s s a r y

each

in enhancing

only

AHS c o m p l e t i o n - p r o g r a m

Carnegie

considered

te s t is
GED

GED t e s t

accumulation

GED
the

commonly u s e d

Research

completion programs.

the

receive

Carnegie c r e d i t s

staff.

adequate pro fessio n al

determine t h e i r e ffe c tiv e n e s s

s t u d e n t s ’ s u c c e s s i n AHS
In

T h e s e new a p p r o a c h e s t o c u r r i c u l u m ,

of

the

AHS

completion-

the

high

school

diploma.
Another t o p i c f o r f u r t h e r r e s e a r c h i s the r o l e o f t h e c o un s el or
i n t h e AHS c o m p l e t i o n p r o g r a m .
we r e c i t e d

who a d v o c a t e d

Throughout t h i s

expanding the

notably,

with regard to

However ,

the types of counseling th a t

role

student retention,

study,

many a u t h o r s

of the

counselor--most

but a ls o

in r e c r u i t m e n t .

a r e mos t e f f e c t i v e w i t h t h o s e

94
who

fit

the

demographic

profile

s t u d e n t have n o t y e t been d e t e r m i n e d .

of

the

AHS

completion-program

APPENDICES

APPENDIX A
LETTER OF APPROVAL FROM THE UNIVERSITY COMMITTEE ON
RESEARCH INVOLVING HUMAN SUBJECTS

95

M I C H I G A N S T AT l i U N I V E R S I T Y
( i m
AND

a

of

v k

D I-AN

.i : i u f i s i d i .n i

OF

fo r

1 II I - : C . K A D U A T I -

J u n e 13,

FAST

k f s i .a k c m

LANSING

•

M ICH IGA N

• -1KH2-I-1(116

SC IIO O I.

1991

Ma rybe t h Roose
865 Davis
Howell, MI 48843

RE:

CHARACTERISTICS
OF
ADULT
PARTICIPATION, IRB #9 1- 289

HIGH

SCHOOL

STUDENTS’

MOTIVATION

FOR

Dear Ms. Roose:
The above p r o j e c t i s exempt from f u l l UCRIHS r e v i e w .
The p r o p o s e d r e s e a r c h
p r o t o c o l has been r e v i e w e d by a n o t h e r c o mm i t t e e member. The r i g h t s and w e l f a r e
o f human s u b j e c t s a p p e a r t o be p r o t e c t e d and you have a p p r o v a l t o c o n d u c t t h e
research.
You a r e r emi n d e d t h a t UCRIHS a p p r o v a l i s v a l i d f o r one c a l e n d a r y e a r .
I f you
p l a n t o c o n t i n u e t h i s p r o j e c t beyond one y e a r , p l e a s e make p r o v i s i o n s f o r
o b t a i n i n g a p p r o p r i a t e UCRIHS a p p r o v a l one month p r i o r t o J un e 11, 1992.
Any c h a ng es i n p r o c e d u r e s i n v o l v i n g human s u b j e c t s must be r ev i e w e d by UCRIHS
p r i o r t o i n i t i a t i o n o f t h e c h a n g e . UCRIHS must a l s o be n o t i f e d p r o m p t l y o f any
pr ob le m s ( u n e x p e c t e d s i d e e f f e c t s , c o m p l a i n t s , e t c . ) i n v o l v i n g human s u b j e c t s
d u r i n g t h e c o u r s e o f t h e work.
Thank you f o r b r i n g i n g t h i s p r o j e c t t o my a t t e n t i o n .
h e l p , p l e a s e do n o t h e s i t a t e t o l e t me know.
S

Ufl

CJ

D;
'i g h t , Ph.D., Chair
U n i v e r s i t y Committ ee on Resea
Human S u b j e c t s (UCRIHS)
DEW/deo
cc:

Dr. R i c h a r d G a r d n e r

I f I can be o f any f u t u r e

APPENDIX B

COVER LETTER AND INSTRUMENT

96

You a r e b e i n g a s k e d t o p a r t i c i p a t e i n a s t u d y u n d e r t a k e n by Ma r y b e t h
Ro o s e , a g r a d u a t e s t u d e n t a t Mi c h i g a n S t a t e U n i v e r s i t y i n E a s t
Lansing, Michigan.
The s t u d y w i l l c o n c e r n i t s e l f w i t h a n s w e r i n g
these questions:
1.

Who a r e t h e s t u d e n t s p a r t i c i p a t i n g i n A d u l t High School
programs?
( i . e . , age, s ex, r a c e , e t c . )

2.

Why h a v e t h e s e a d u l t s c h o s e n t o p a r t i c i p a t e
Hi gh Sc hool C o m p l e t i o n p r ogr a m?

in t h e Adult

In o r d e r t o g a t h e r i n f o r m a t i o n n e c e s s a r y f o r t h i s s t u d y , t h e
a t t a c h e d q u e s t i o n n a i r e i s being d i s t r i b u t e d t o s e l e c t e d c l a s s e s in
A d u l t Hi gh S c hool C o m p l e t i o n p r o g r a m s .
Completion time f o r t h i s
q u e s t i o n n a i r e i s a p p r o x i m a t e l y 15 m i n u t e s .
C o m p l e t i o n o f t h e q u e s t i o n n a i r e w i l l be y o u r f r e e c h o i c e and w i l l
n o t i n a ny way a f f e c t t h e c o m p l e t i o n o f c l a s s e s i n whi c h you a r e
e n r o l l e d o r c o mp l et io n o f r e q u i r e m e n t s f o r a high school e q u i v a l e n c y
c e r t i f i c a t e o r high school diploma.
Names a n d / o r any o t h e r i d e n t i ­
f y i n g i n f o r m a t i o n w i l l n o t be u s e d on t h e q u e s t i o n n a i r e , and anonym­
i t y is guaranteed to a ll those f i l l i n g out the q u estio n n a ir e.
You may, a t any t i m e , d i s c o n t i n u e y o u r c o m p l e t i o n o f t h e q u e s t i o n ­
n a i r e w i t h o u t p e n a l t y , and a r e n o t o b l i g a t e d t o a n s we r any q u e s t i o n s
wh i c h a r e f e l t t o be o b j e c t i o n a b l e .
Al l r e s u l t s o f t h i s q u e s t i o n ­
n a i r e w i l l be t r e a t e d w i t h t h e s t r i c t e s t c o n f i d e n c e .
You i n d i c a t e
v o u r v o l u n t a r y a g r e e m e n t t o p a r t i c i p a t e by c o m p l e t i n g and r e t u r n i n g
t h i s q u e s t i o n n a i r e . C o m p l e t i o n and r e t u r n o f t h i s q u e s t i o n n a i r e
a l s o i n d i c a t e s t h a t you h a v e u n d e r s t o o d t h e e x p l a n a t i o n and t h e
purpose of t h i s study.
R e s u l t s w i l l be f u r n i s h e d upon r e q u e s t .
If
you h a ve q u e s t i o n s o r c o n c e r n s r e g a r d i n g y o u r p a r t i c i p a t i o n i n t h i s
s t u d y a t a l a t e r d a t e , p l e a s e c o n t a c t me a t ( 517) 54 8 - 6 2 3 3 d u r i n g
business hours.
Sincerely,

Ma r y b e t h Roose

A P P EN D IX C
SUMMARIES OF RESPONSES ON SURVEY INSTRUMENT

Q u e s t i o n n a i r e Number
Cl a s s A B C

P lea se i n d i c a t e your sex:
Male
Female
P l e a s e i n d i c a t e y o u r p r e s e n t age:

_ _ _

18- 27 y e a r s
28-37 y e a r s
38-47 y ea rs
48-57 y e a r s
58 and up

P l e a s e i n d i c a t e t h e l a s t g r a d e you c o m p l e t e d b e f o r e e n r o l l i n g i n A d u l t
High School Co m p l et i on c l a s s e s :
_ _ _

8th
9th
10th
1 1t h
Other

P l e a s e i n d i c a t e t h e pr ogra m in which you a r e e n r o l l e d :
GED

AHS
Both
P l e a s e i n d i c a t e which t e r m s you h av e t a k e n c l a s s e s t h i s y e a r :
Fall
Winter
Spring
P l e a s e i n d i c a t e how l o n g you have t a k e n A d u l t High School Compl et ion
cl a s s e s :
1 year
2 years
__ _ _ _ 3 y e a r s
4 years
5 years
More t h a n 5 y e a r s
P l e a s e i n d i c a t e w h e t h e r you have e v e r d i s c o n t i n u e d a t t e n d i n g d u r i n g any
o f t h e t e r m s f o r which you were e n r o l l e d .
_ _ _

No
Yes

I f you a n s we r e d " y e s" t o t h i s q u e s t i o n , p l e a s e e x p l a i n why you c o u l d n ’ t
co n tin u e to a t te n d c l a s s e s at t h a t time.

98

8.

Please i n d i c a t e your m a ri ta l

status:

Single
Married
Widowed
D i v o r ce d
9.

I f married, please in d ic a te the educational

level

o f your spouse:

Did n o t c o m p l e t e h i g h sc ho ol
GED c e r t i f i c a t e / h i g h s c h o o l d i p lo ma
Some c o l l e g e c o u r s e s
B a c h e lo r ’ s degree
Other
10.

Please i n d i c a t e your rac e:
Amer ican I n d i a n
Bl a c k
Whi te
Asian
Mexican/Hispanic
A s i a n American
O t h e r ( p l e a s e s p e c i f y ) ______________________________

11.

P l e a s e i n d i c a t e y o u r f a m i l y income:
L ess t h a n $ 10, 0 0 0
$10,001-$14,000
$14,001-$18,000
$18,001-$22,000
Over $22, 001

12.

P l e a s e i n d i c a t e y o u r employment s t a t u s :
Employed f u l l t i m e
Employed p a r t t i m e
Lai d o f f
Unemployed

13.

How d i d you h e a r a b o u t t h e a d u l t e d u c a t i o n c l a s s e s ?

Check a l l t h a t a p p l y .

From a t e a c h e r o r a d m i n i s t r a t o r in t h e pr ogra m
Through f r i e n d s
Through r a d i o
Through t e l e v i s i o n
Through n ews pa p er
Through f l y e r o r p am p h l e t
Through f a m i l y
Through i n f o r m a t i o n g i v e n t o you from t h e s c h o o l
Billboards
Posters
___ O t h e r ( p l e a s e s p e c i f y ) _____________________________

99

14.

Who o f t h e p e r s o n s l i s t e d bel ow h e l p e d you in y o u r d e c i s i o n t o r e t u r n t o
s c h o o l ? Check a l l t h a t a p p l y .
S chool c o u n s e l o r
Teacher
Friends
Relatives
Parents
Children
S pouse
O t h e r ( p l e a s e s p e c i f y ) ______________________

15.

Of t h e a b o v e , who was t h e s i n g l e p e r s o n who h e l p e d you most i n y o u r
d ecisio n to re tu rn to school?
(Please specify)

D e s c r i b e how he o r s he h e l p e d yo u:

16.

Of t h e l i s t b e l o w, whi ch f a c t o r ( s )
t o s c h o o l ? Check a l l t h a t a p p l y .

h e l p e d you in y o u r d e c i s i o n t o r e t u r n

Help c h i l d r e n w i t h s c h o o l work
Want a h i g h s c h o o l d i p l o m a
Job promotion
Meet new p e o p l e and make f r i e n d s
I n c r e a s e f a m i l y income
To g a i n g e n e r a l i n f o r m a t i o n and knowledge
____ To become more u s e f u l i n y o u r community and s o c i e t y
_ _ _ To i mp r ove how you THINK o r FEEL
abouty o u r s e l f
b ut t a k e s s p e c i a l t r a i n i n g
To go i n t o a f i e l d which I l i k e ,
Your j o b p ay s you f o r b e i n g in school
To o b t a i n employment
O t h e r r e a s o n s ( p l e a s e s p e c i f y ) __________________________________

17.

Which o f t h e abo ve wer e t h e two most i m p o r t a n t r e a s o n s f o r you t o r e t u r n
to school?
( p l e a s e s p e c i f y ) __________________________________________________

18.

Which b e n e f i t s o f f e r e d a t t r a c t e d you t o t h e a d u l t e d u c a t i o n program?
Check a l l t h a t a p p l y .
Child ca r e
Financial assista n ce
C l o s e n e s s t o y o u r home
V a r i e t y o f t i m e s when c l a s s e s a r e o f f e r e d
Counseling
Job in f o r m a t i o n
S p e c i a l c o u r s e s i n r e a d i n g , math and w r i t i n g
O t h e r ( p l e a s e s p e c i f y ) ______________________________________________

100

19.

Which o f t h e f o l l o w i n g p r e v e n t e d you frofii e n r o l l i n g b e f o r e ?
that apply.

Check a l l

Child ca re and/or family r e s p o n s i b i l i t i e s
H u s b a n d / w i f e / s i g n i f i c a n t o t h e r d i d n o t want me t o a t t e n d
111 h e a l t h
C l a s s e s n o t o f f e r e d a t t i m e s o r p l a c e s c o n v e n i e n t f o r me
D i d n ’ t know t h e p r ogra m e x i s t e d
Not i n t e r e s t e d b e f o r e
O t h e r ( p l e a s e s p e c i f y ) _______________________________________________
20.

Which f a c t o r s have e n c o u r a g e d you t o s t a y i n s c h o o l ?
apply.

Check a l l

that

Encour agement o f f a m i l y and f r i e n d s
Encour agement o f t e a c h e r s
Encour agement o f t h o s e I a t t e n d sc h ool w i t h
I have t o f i n i s h s c h o o l i n o r d e r t o g e t a j o b
S a t i s f a c t i o n a s s o c i a t e d w i t h b e i n g i n s c h o o l ke e ps me coming bac k
I have t o f i n i s h s c h o o l i n o r d e r t o go on t o c o l l e g e
Other ( p lea se sp e cify )
21.

P l e a s e e x p l a i n , i n as much d e t a i l as p o s s i b l e , why you c h o s e t o r e t u r n t o
sc ho ol when you d i d . ____________________________________________________________

101

A bsolute

Freq.

+
1.

Relative

Freq.

+

Please i n d i c a t e your sex:
17_ H a l e
A3 F e m a l e

28%
72%

P l e a s e i n d i c a t e y o u r p r e s e n t age:
33
TF
9
6
2

18- 27 y e a r s
28-37 y e a r s
38-47 y e a r s
48-57 y e a r s
58 a n d up

55%
17%
15%
10%
3%

P l e a s e i n d i c a t e t h e l a s t g r a d e you c o m p le te d b e f o r e e n r o l l i n g
Hi gh S c h o o l C o m p l e t i o n c l a s s e s :
8
11
20
17
A
4.

8th
9th
10th
11th
Other

60%
68%
100% ( w h o l e

th is year:

sample)

P l e a s e i n d i c a t e how l o n g y o u h a v e t a k e n A d u l t Hi g h S c h o o l
classes:
38
13
7
2
0
0

7.

13%
60%
27%

P l e a s e i n d i c a t e wh i c h t e r m s y o u h a v e t a k e n c l a s s e s
36 F a l l
41 W i n t e r
60 S p r i n g

6.

13 • A9/
18.3?
3 3 . 39
2 8 . 39
6 . 79

P l e a s e i n d i c a t e t h e program in which you a r e e n r o l l e d :
8 GED
3 6 AHS
16 Bot h

5.

in Adult

1 year
2 years
3 years
4 years
5 years
More t h a n 5 y e a r s

Completion

63.3%
21.7%
11.7%
3.3%
0.0%
0.0%

P l e a s e i n d i c a t e w h e t h e r y o u h a v e e v e r d i s c o n t i n u e d a t t e n d i n g d u r i n g any
o f t h e t e r m s f o r wh i c h yo u w e r e e n r o l l e d .
A6 No
1A Yes

76.7%
2 3 . 3%

I f y o u a n s w e r e d " y e s " t o t h i s q u e s t i o n , p l e a s e e x p l a i n why y o u c o u l d n ’ t
c o n tin u e to a tt e n d c l a s s e s a t t h a t time.
6
3
3
2

Personal problems
Work s c h e d u l e
T ransportation
111 h e a l t h

42.9%
21.4%
21.4%
14.3%

102

A b s o l u t e Freq.

R e l a t i v e Freq.

+
8.

+

Please
24
28
1

7
9.

Please
21
“n rr

T
21
12.

in dicate the educational

level

o f y our spouse:

Di d n o t c o m p l e t e h i g h s c h o o l
GED c e r t i f i c a t e / h i g h s c h o o l d i p l o m a
Some c o l l e g e c o u r s e s
B a ch e lo r’ s degree
Other

43%
21%
32%
4%
0%

American I n d ian
Black
White
Asian
Mexican/Hispanic
A s ia n American
O t h e r ( p l e a s e s p e c i f y ) ________________________________

3%
0%
97%
0%
0%
0%
0%

i n d i c a t e y o u r f a m i l y i n c o me :
Less t h a n $10,000

35%

$io,ooi-$i4,ooo
$14,001-$18,000
$18,001-$22,000
Over $ 2 2 , 0 0 1

17 %
10%

3%
35%

P l e a s e i n d i c a t e y o u r e mp l oy me nt s t a t u s :
18
18
2
22

13.

please

40.0%
46.7%
1.7%
11.6%

Please in d ic a te your race:
2
IT
58
0
0_
0_
0

11.

status:

Single
Married
Widowed
Divorced

If married,
12
6
9
1_
0

1 0.

in d ic a te your m arital

Empl o y e d f u l l t i m e
Empl o y e d p a r t t i m e
Laid o f f
Un e mp l o y e d

30%
30%
3%
37%

How d i d y o u h e a r a b o u t t h e a d u l t e d u c a t i o n c l a s s e s ?
10
22
0_
0_

Ch e c k a l l

From a t e a c h e r o r a d m i n i s t r a t o r i n t h e p r o g r a m
Through f r i e n d s
Through r a d i o
Through t e l e v i s i o n
13
Through ne wspaper
32 T h r o u g h f l y e r o r p a m p h l e t
18 T h r o u g h f a m i l y
23 T h r o u g h i n f o r m a t i o n g i v e n t o yo u f r o m t h e s c h o o l
2_ B i l l b o a r d s
2_ P o s t e r s
3_ O t h e r ( p l e a s e s p e c i f y ) ________________________________
2
1

A w a r e n e s s /ju d ic ia l system
Awareness/employer

67%
33%

th at apply.
8.0%
17.6%
0.0%
0.0%
1 0 . 4%
25.6%
14.4%
1 8 . 4%
1 . 6%
1 . 6%
2.4%

103

A bsolute

Freq.

R elative

'I'
14.

Who o f t h e p e r s o n s l i s t e d b e l o w h e l p e d you i n y o u r d e c i s i o n
school?
Ch e ck a l l t h a t a p p l y .
15
12

17

20
8
13
16

to re tu rn

Sc h o o l c o u n s e l o r
Teacher
Friends
Relatives
Parents
Children
Spouse
Other (please specify)
10
3
3

15.

Freq.

T

Employer
Judge
M inister

to

12%
10%
16%
14%
17%
7%
11%
13%
6 2 . 6%
18.7%
18.7%

Of t h e a b o v e , who was t h e s i n g l e p e r s o n who h e l p e d y o u m o s t i n y o u r
d e c isio n to re tu r n to school?
(Please specify)
13
9
8
6
5
3
2
14

R elati ves
Fri ends
Spouse
School c o u n s e l o r
Parents
Teacher
Chi 1 d r e n
Other

22%
15%
13%
10%
9%
5%
3%
23%

( Empl oy e i —
3 / 2 1 . 4 % , mi

how he o r s h e h e l p e d y o u :
42
17
1
16.

Of t h e l i s t
to school?
11
50
15
22
19
36
14
42
24
2_
22
4_

Provided encouragement
H e l p e d " k e e p my own m o t i v a t i on "
H e l p e d me s t a y o u t o f j a i l
b e l o w , wh i c h f a c t o r ( s )
Ch e ck a l l t h a t a p p l y .

70.3%
2 3 . 0%
1 .7%

h e l p e d you in y o u r d e c i s i o n t o r e t u r n

H e l p c h i l d r e n w i t h s c h o o l wo r k
Want a h i g h s c h o o l d i p l o m a
Job promotion
Me e t new p e o p l e and make f r i e n d s
I n c r e a s e f a m i l y i ncome
To g a i n g e n e r a l i n f o r m a t i o n and k n o wl e d g e
To become mor e u s e f u l i n y o u r c o mmu n i t y a nd s o c i e t y
To i m p r o v e how yo u THINK o r FEEL a b o u t y o u r s e l f
To go i n t o a f i e l d w h i c h I l i k e , b u t t a k e s s p e c i a l t r a i n i n g
Your j o b p a y s yo u f o r b e i n g i n s c h o o l
To o b t a i n e mp l oy m e n t
O t h e r r e a s o n s ( p l e a s e s p e c i f y ) ____________________________________
1
1
1
1

College p re p a ra tio n
Graduate b efo re daughter
Ke ep p r o m i s e t o f a m i l y
New a s p e c t s o f j o b

25%
25%
25%
25%

4 . 2%
19.1%
5.7%
8. 4%
7.3%
13.8%

5A°&
16.0%
9 . 2%
1. 0%
8.4%
1. 5%

104

R elative

A bsolute Freq.

^ ------

17.

Which o f t h e a b o v e w e r e t h e t wo m o s t i m p o r t a n t r e a s o n s f o r y o u t o r e t u r n
to school?
( p l e a s e s p e c i f y ) _____________________________________________________
2n d
Freq.

1st
Freq.
Want h i g h s c h o o l d i p l o m a
Improve s e l f - c o n c e p t
Cain i n f o r m a t i o n
Help c h i l d r e n w i t h sc hool
Special t r a in in g
Me e t p e o p l e / m a k e f r i e n d s
I n c r e a s e income
O b ta in employment
Job p rom otion
Job pays t o a t t e n d
Be u s e f u l i n c o m m u n i t y
18.

wo r k

A1 . 7
13.3
11.6
8.3
8.3
5.0
3.3
3.3
1 .7
1 .7
1 .7

3
13
11
0
10
A
A
11
2
1
1

3.3
21 . 7
18.3
0.0
16.7
6.7
6.7
18.3
3.3
1.7
1.7

80%
20%

Which o f t h e f o l l o w i n g p r e v e n t e d y o u f r o m e n r o l l i n g b e f o r e ?
that apply.
21
11
3
13
13
7?
10

Check a l l

22. 6%
1 1 . 8%
3 . 3%
1 3 . 9%
1 3 . 9%
2 3 . 7%
10.8%

Child care and/or family r e s p o n s i b i l i t i e s
H u s b a n d / w i f e / s i g n i f i c a n t o t h e r d i d n o t w a n t me t o a t t e n d
111 h e a l t h
C l a s s e s n o t o f f e r e d a t t i m e s o r p l a c e s c o n v e n i e n t f o r me
D i d n ’ t know t h e p r o g r a m e x i s t e d
Not i n t e r e s t e d b e f o r e
Other (please specify)

A
3
2
1
Which f a c t o r s
apply.
3A
A0_
3A
1A
31
20
6

2 . 6%
1. 8%
27.2%
32.5%
7.9%
9.6%
1 A. 0%
A. A%

Child care
Financial a ssistan ce
C l o s e n e s s t o y o u r home
V a r i e t y o f t i m e s when c l a s s e s a r e o f f e r e d
Counseling
Job in fo rm a tio n
S p e c i a l c o u r s e s i n r e a d i n g , mat h and w r i t i n g
Other (please specify)
O p p o r t u n i ty t o meet p e o p le
A ltern ativ e to in carceratio n

20.

25
8
7
5
5
3
2
2
1
1
1

Which b e n e f i t s o f f e r e d a t t r a c t e d y ou t o t h e a d u l t e d u c a t i o n p r o g r a m ?
Check a l l t h a t 3 dd 1 v .
3
2
31
37
9
11
16
5

19.

vF r e q .

T ransportation
A0%
In da y s c h o o l
30%
A n t i c i p a t e d t o o long t o f i n i s h
20%
In j a i 1
10%
have e nc o u r a g e d you t o s t a y in s c h o o l ?
Check a l l

that

E n c o u r a g e m e n t o f f a m i l y a nd f r i e n d s
Encouragement o f t e a c h e r s
Encouragement o f t h o s e I a t t e n d school w it h
I have t o f i n i s h school in o r d e r t o g e t a j o b
S a t i s f a c t i o n a s s o c i a t e d w i t h b e i n g i n s c h o o l k e e p s me c o mi n g b a c k
I h a v e t o f i n i s h s c h o o l i n o r d e r t o go on t o c o l l e g e
Other (please specify)
3
3

E l i g i b i l i t y f o r a r me d f o r c e s
C o u rt mandate

50%
50%

18.9%
2 2 . A%
18.9%
7.9%
17.3%
11.2%
3.A%

105

A bsolute

21.

Freq.

R elative

^

Freq.

P l ea se e x p l a i n , in as much d e t a i l as p o s s i b l e , why you chose t o r e t u r n to
school when you di d . _______________________________________________________
22
15
7
7
5
A

Get diploma
Needed b e t t e r j o b
Model f o r c h i l d r e n
No o t h e r r e s p o n s i b i l i t i e s
To go t o c o l l e g e
Learn t o read

37%
25%
11%
11%
9%
7%

106

Total
Total
Please
17
43

2.

Please
36
41
60

Mal e
F e ma l e

5
15

1
9

18-27 y e a r s
28-37 y e a r s
38-47 y e a r s
48-57 y e a r s
58 a n d up

20
5
4
1
0

9
3
4
2
2

4
2
1
3
0

8th
9th
10th
11th
Other

3
5
10
12
0

3
4
6
5
2

in Adult

2
2
4
0
2

GED
AHS
Bot h

4
22
4

4
7
9

0
7
3

i n d i c a t e w h i c h t e r m s y o u h a ve t a k e n c l a s s e s
Fall
Winter
Spring

15
17
30

12
16
20

th is year:

9
8
10

P l e a s e i n d i c a t e how l o n g y o u h a v e t a k e n A d u l t Hi gh S c h o o l
classes:
38
13
7
2
0
0

7.

11
19

i n d i c a t e your sex:

P l e a s e i n d i c a t e t h e p r o g r a m i n wh i c h y o u a r e e n r o l l e d :
8
36
16

6.

C

P l e a s e i n d i c a t e t h e l a s t g r a d e yo u c o m p l e t e d b e f o r e e n r o l l i n g
Hi gh S c h o o l C o m p l e t i o n c l a s s e s :
8
11
20
17
4

4.

B

P l e a s e i n d i c a t e y o u r p r e s e n t age:
33
10
9
6
2

3.

A

1 year
2 years
3 years
4 years
5 years
More t h a n 5 y e a r s

21
6
3
0
0
0

10
5
4
1
0
0

Completion

7
2
0
1
0
0

P l e a s e i n d i c a t e w h e t h e r y o u h a v e e v e r d i s c o n t i n u e d a t t e n d i n g d u r i n g any
o f t h e t e r m s f o r which you were e n r o l l e d .
46
14

22
8

No
Yes

17
3

7
3

I f y o u a n s w e r e d " y e s " t o t h i s q u e s t i o n , p l e a s e e x p l a i n why y o u c o u l d n ’ t
c o n tin u e to a t t e n d c l a s s e s a t t h a t time.
Personal problems
Work s c h e d u l e
Lack o f t r a n s p o r t a t i o n
111 h e a l t h

3
1
2
2

2
1
0
0

1
1
1
0

107

Total
A

B

C

13
12
0
5

8
9
1
2

3
7
0
0

4
3
4
1
O

5
2
2
0
O

3
1
3
0
0

1
0
29
0
O
O
0

1
O
19
0
O
O
0

0
O
10
O
0
0
O

12
6
4
0
8

G
3
0
2
9

3
1
2
O
4

9
8
2
11

6
6
0
8

3
4
0
3

Total
8.

Please i n d ic a te your m arital
24
28
1
7

9.

9
1

0

10.

0

0
0

o f your spouse

Di d n o t c o m p l e t e h i g h s c h o o l
GED c e r t i f i c a t e / h i g h s c h o o l d i p l o m a
Some c o l l e g e c o u r s e s
B achelor’s degree
Other

American I n d i a n
Black
Wh i t e
Asian
Mexican/Hispanic
As ian American
Other (please specify)

Less t h a n $10,000
$10,001-$ 14,000
$14,001-$18,000
$18,001-$22,000
Over $22,001

P l e a s e i n d i c a t e y o u r e mp l o y m e n t s t a t u s :
18
18
2
22

13.

level

P l e a s e i n d i c a t e y o u r f a m i l y i n c o me :
21
10
6
2
21

12.

please in d ic a te the educational

Please in d ic a te your race:
2
0
58
0

11.

Sinqle
Harried
Widowed
Divorced

I f married,
12
6

status:

Empl oyed f u l l t i m e
Empl oye d p a r t t i m e
Laid o f f
Une mpl oye d

Hnw d i d vou h e a r a b o u t t h e a d u l t , e d u c a t i o n c l a s s e s ?
10
22
O
0
13
32
18
23
2
2
3

Check a l l

From a t e a c h e r o r a d m i n i s t r a t o r i n t h e p r o g r a m
Throuqh f r i e n d s
T hr ough r a d i o
T hrouqh t e l e v i s i o n
Through n e w s pa p er
T hrough f l y e r o r p a m p h l e t
T hr ough f a m i l y
T h r o u g h i n f o r m a t i o n g i v e n t o you f r om t h e s c h o o l
B illboards
Posters
Other (please specify)

t h a t aoolv.

5
12
O
O
6
20
7
13
2
2
2

3
7
O
O
5
10
7
7
O
0
1

2
3
0
0
2
2
4
3
0
O
O

108

Total
A

B

C

9
8
11
11
10
3
8
7

6
2
6
4
6
4
3
7

0
2
2
2
4
1
2
2

9
6
4
3
0
2
1
5

2
2
2
3
3
1
0
7

2
1
2
0
2
0
1
2

2
16
b
5
5
12
1
14
9
0
5
2

3
8
0
5
2
8
1
9
2
1
5
U

Total
14.

Who o f t h e p e r s o n s l i s t e d b e l o w h e l p e d yo u i n y o u r d e c i s i o n
school?
Ch e c k a l l t h a t 3 dd 1 v .

to re tu rn

15
12

Sc h o o l c o u n s e l o r
Teacher
19
Friends
17_ R e l a t i v e s
20 P a r e n t s
8 Children
13
Spouse
16 O t h e r ( p l e a s e s p e c i f y )

15.

to

Of t h e a b o v e , who was t h e s i n g l e p e r s o n who h e l p e d y o u m o s t i n y o u r
d e cisio n to re tu rn to school?
(Please specify)

13
9
8
6
5
3
2
14

Relati ves
Fri ends
Spouse
School c o u n s e l o r
Parents
Teacher
Chi 1dren
Other

D e s c r i b e how h e o r s h e h e l p e d y o u :

16.

Of t h e l i s t
to school?
11
50
15
22
19
36
14
42
24
2
22
4

below, which f a c t o r ( s )
Ch e c k a l l t h a t a p p l y .

h e lp e d you in y o u r d e c i s i o n t o r e t u r n

He l p c h i l d r e n w i t h s c h o o l wor k
Want a h i g h s c h o o l d i p l o m a
Job promotion
Meet new p e o p l e and make f r i e n d s
I n c r e a s e f a m i l y i ncome
To g a i n g e n e r a l i n f o r m a t i o n and k n o w l e d g e
To become mor e u s e f u l i n y o u r c o mmu ni t y and s o c i e t y
To i m p r o v e how yo u THINK o r FEEL a b o u t y o u r s e l f
To go i n t o a f i e l d w h i c h I l i k e , b u t t a k e s s p e c i a l t r a i n i n g
Your j o b p a y s y o u f o r b e i n g i n s c h o o l
To o b t a i n e mp l o y me n t
Other reasons (please specify)

6
26
9
12
12
16
12
19
13
1
12
2

109

Total
A __B _C

Total
17.

you t o Ir e t u r n
to sc hool?

(please specify)
2n d

1 St
A

18 .

28 Want a h i g h s c h o o l d i p l o m a
17
8
2
k
21
To i m p r o v e how y o u THINK o r FEEL a b o u t y o u r s e l f
k
1
18
To g a i n g e n e r a l i n f o r m a t i o n a n d k n o w l e d g e
1
k
15
To g o i n t o f i e l d I l i k e , t a k e s s p e c i a l t r a i n i n g
13
To o b t a i n e m p l o y m e n t
2
0
7 Me e t new p e o p l e a n d make f r i e n d s
0
1
1
1
6 I n c r e a s e fa m ily income
5 H e l p c h i l d r e n w i t h s c h o o l wo r k
1
0
3 Job prom otion
0
1
2 To b e c o me u s e f u l i n c o m m u n i t y a n d s o c i e t y
1
0
2 Your j o b p a y s y o u f o r b e i n g i n s c h o o l
1
0
Which b e n e f i t s o f f e r e d a t t r a c t e d y o u t o t h e a d u l t e d u c a t i o n p r o g r am ?
Ch e ck a l l t h a t a p p l y .
3
2
31
37
9
11
16
5

19.

A

B

C

0
2
2
0
0
2
0
k
2
0
0

0
k
3
7
7
k
3
0
k
0
0

3
5
6
2
2
0
1
0
0
0
1

0
k
2
1
2
0
0
0
0
1
0

2 0
2 0
1k 12
22 10
k k
6 3
8 5
3 1

1
5
5
1
2
3
1

1k
6
3
8
5
9
6

5
k
0
2
7
8
2

2
1
0
3
1
5
2

10
13
11
2
11
6
1

k
6
8
3
3
2
3

0

Check a l l

Child c a r e a n d /o r fa m ily r e s p o n s i b i l i t i e s
H u s b a n d / w i f e / s i g n i f i c a n t o t h e r d i d n o t w a n t me t o a t t e n d
111 h e a l t h
Classes not o ffere d at times or p lacesconvenient
f o r me
D i d n ’ t know t h e p r o g r a m e x i s t e d
Not i n t e r e s t e d b e f o r e
Other (please sp e c ify )

Which f a c t o r s h a v e e n c o u r a g e d y o u t o s t a y i n s c h o o l ?
apply.
3k
kO
3k
Ik
31
20
6

C

Child c are
Financial a ssista n ce
C l o s e n e s s t o y o u r home
V a r i e t y o f t i m e s when c l a s s e s a r e o f f e r e d
Counseling
Job in fo rm atio n
S p e c i a l c o u r s e s i n r e a d i n g , mat h and w r i t i n g
O t h e r ( p l e a s e s p e c i f y ) _________________________________________________

Which o f t h e f o l l o w i n g p r e v e n t e d y o u f r o m e n r o l l i n g b e f o r e ?
th at apply.
21
11
3
13
13
22
10

20 .

B

Check a l l

that

E n c o u r a g e m e n t o f f a m i l y and f r i e n d s
Encouragement o f t e a c h e r s
Encouragement o f t h o s e I a t t e n d sc ho ol w i t h
I have t o f i n i s h school in o r d e r t o g e t a j o b
S a t i s f a c t i o n a s s o c i a t e d w i t h b e i n g i n s c h o o l k e e p s me comi ng b a c k
I h a v e t o f i n i s h s c h o o l i n o r d e r t o go on t o c o l l e g e
Other (please sp ecify )

20
21
15
9
17
12
2

110

T otal
Total

21.

A

B

P l ea se e x p l a i n , in as much d e t a i l as p o s s i b l e , why you chose t o r e t u r n to
school when you d i d . ________________________________________________________
22
15
7
7
5

E n c o u r a g e m e n t of f a m i l y and f r i e n d s
S a t i s f a c t i o n a s s o c i a t e d w i t h b e i n g i n s c h o o l k e e p s me
coming ba ck
Encouragement of th o s e 1 a t t e n d school w ith
1 have t o f i n i s h school in o r d e r t o g e t a j o b
1 h a v e t o f i n i s h s c h o o l i n o r d e r t o g o on t o c o l l e g e
Other

13
8

6
5

15 11
3 3
1 4
0 1

C

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