Contributions of a Nonprofit Educational Measurement Organization to Education Policy Research

Coley, Richard J.; Goertz, Margaret E.; Wilder, Gita Z.

doi:10.1002/j.2333-8504.2013.tb02313.x

Cited by 10 publications

(3 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Many programs also require specific credentials, the most common of which is K–12 certification. Twenty-eight percent of full-time instructors in adult education programs held K–12 certification (Coley, 2008).…”

mentioning

confidence: 99%

Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education

Yin

Cronen

Condelli

et al. 2021

Adult Education Quarterly

View full text Add to dashboard Cite

The federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’ transition to postsecondary education.

show abstract

mentioning

confidence: 99%

Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education

Yin

Cronen

Condelli

et al. 2021

Adult Education Quarterly

View full text Add to dashboard Cite

show abstract

“…The new trainings designed under PRWORA were described as "wasteful and misguided," with unrealistically short timelines (Bok, 2004, p. 46; see also Tumlin & Zimmerman, 2003). Over the years to come, these problems would persist: An ETS Policy Note (Coley, 2008) found that on average, adult education participants spent less than 100 hours per year in class, and only one-third of them made measurable progress in that time, a figure that has not significantly improved since (U.S. Department of Education, n.d.). These findings suggest that current adult education programs are not sufficiently intensive to promote language development.…”

Section: The Shift To Labor Force Attachmentmentioning

confidence: 99%

We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States

Hardin

2023

Adult Education Quarterly

View full text Add to dashboard Cite

Vocational English as a Second Language (VESL) is a form of adult language education that teaches communicative skills in the context of preparing learners for a particular vocation. Despite their pedagogical and logistical benefits for adult language learners, such programs are uncommon today. This literature review traces the emergence and disappearance of VESL in the United States through a corpus study. It then explains these trends by analyzing second language acquisition research and policies related to adult education. It finds that VESL remains a promising approach that fell out of favor due to welfare and workforce policy reforms in the 1990s. It concludes by arguing for the continued relevance of VESL today and the need for adult educators to be vigilant of unintended policy impacts on their programs.

show abstract

“…These variable types were chosen because they were found to be related to the adult proficiency skills in previous studies [17][18][19][20][21] and were available for all the counties in our sample. To ensure that the values of the variables were most relevant to the PIAAC study, we obtained variables collected within the time frame of the PIAAC study.…”

Section: Identifying County and State Variablesmentioning

confidence: 99%

A Variable Selection Method for Small Area Estimation Modeling of the Proficiency of Adult Competency

Ren¹,

Li²,

Erciulescu³

et al. 2022

Stats

View full text Add to dashboard Cite

In statistical modeling, it is crucial to have consistent variables that are the most relevant to the outcome variable(s) of interest in the model. With the increasing richness of data from multiple sources, the size of the pool of potential variables is escalating. Some variables, however, could provide redundant information, add noise to the estimation, or waste the degrees of freedom in the model. Therefore, variable selection is needed as a parsimonious process that aims to identify a minimal set of covariates for maximum predictive power. This study illustrated the variable selection methods considered and used in the small area estimation (SAE) modeling of measures related to the proficiency of adult competency that were constructed using survey data collected in the first cycle of the PIAAC. The developed variable selection process consisted of two phases: phase 1 identified a small set of variables that were consistently highly correlated with the outcomes through methods such as correlation matrix and multivariate LASSO analysis; phase 2 utilized a k-fold cross-validation process to select a final set of variables to be used in the final SAE models.

show abstract

Contributions of a Nonprofit Educational Measurement Organization to Education Policy Research

Cited by 10 publications

References 13 publications

Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education

Teacher Effectiveness in Adult Education: The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education

We Had a Good Thing Going: The Rise, Fall, and Future of Vocational ESL in the United States

A Variable Selection Method for Small Area Estimation Modeling of the Proficiency of Adult Competency

Contact Info

Product

Resources

About