Educational Attainment of High School Dropouts 8 Years Later

Hurst, David; Kelly, Dana; Princiotta, Daniel

doi:10.1037/e672832007-015

Cited by 11 publications

(17 citation statements)

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“…Meanwhile, they may benefit from concentrated instruction addressing a specific cognitive processing deficit (e.g., executive functioning, working memory, phonemic awareness) that learners without SLD would not require. Adult literacy and GED preparation programs are often not equipped to assess such deficits and may need to have staff participate in professional development that can benefit adults with cognitive processing challenges or seek the assistance of other professionals.Age and placement in AE-About half of both the SLD and non-SLD groups in our study were between 16 and 25 years of age, consistent with the finding that many high school dropouts earn a diploma or GED credential within eight years of the date they normally would have graduated high school (Bektold, Geis, & Kaufman, 1998;Hurst, Kelly, & Princiotta, 2004). However, proportionately more adult learners with SLD than without SLD fell in the middle age category (over 45 years).…”

supporting

confidence: 74%

“…About two-thirds of students who drop out of high school earn a diploma or an alternative credential within eight years of the date they would normally have graduated (Berktold, Geis, & Kaufman, 1998;Hurst, Kelly, & Princiotta, 2004). In fact, annually more than 1.4 million of these individuals make personal investments for further education.…”

Section: Abstract Adult Education; Literacy; Learning Disabilitymentioning

confidence: 99%

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Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

Patterson

Mellard

2008

Remedial and Special Education

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Contrasting adult literacy learners with and without specific learning disabilities This study of 311 adult education (AE) learners found 29% self-reported having a specific learning disability (SLD). Significant differences in demographic, academic, and life experience variables between the adult learners with and without SLD included: prior participation in special education, having both an SLD diagnosis and a high school diploma, low reading scores, middle age, and negative perceptions about limitations due to reading abilities. A post-hoc regression analysis found SLD status significantly contributes to variance in reading level when controlling for age and IQ. From these findings we conclude that SLD status should be considered an educationally relevant variable in adult education that warrants a diagnostic or clinical teaching approach. Keywords adult education; literacy; learning disabilityAbout two-thirds of students who drop out of high school earn a diploma or an alternative credential within eight years of the date they would normally have graduated (Berktold, Geis, & Kaufman, 1998;Hurst, Kelly, & Princiotta, 2004). In fact, annually more than 1.4 million of these individuals make personal investments for further education. They earn a GED credential or improve literacy skills through adult education (AE) programs funded by the Adult Education Family Literacy Act ([AEFLA], Title II of P.L. 105-220) as a means to higher education, improved employment opportunities, or increased satisfaction with their quality of life (D'Amico, 2003, National Center for Education Statistics [NCES], 2006). Adults with specific learning disabilities (SLD) tend to be overrepresented among this population (Kruidenier, 2002;Moore & Stavrianos, 1995; Nightingale, Yudd, Anderson, & Barnow, 1991) and display unique characteristics (Scanlon & Mellard, 2002) that are not well documented or researched. Therefore, this paper will describe a sample of 311 adult education learners and examine the differences between those with and without SLD.Addressing the academic needs of educationally limited individuals is important to national productivity as well as to the individuals and their families (D'Amico, 2003;Kutner, Greenberg, & Baer, 2005). Adults with low literacy skills or without a high school diploma/ GED are more likely to experience unemployment, live in poverty, or receive government assistance than those with higher literacy and/or a high school credential (Childtrendsdatabank, 2007; Kutner et al., 2007). These negative social and economic outcomes of educational limitations are even greater for adults with SLD compared to other individuals with similar education and literacy levels (Reder, 1995). One reason for this differential impact may be that young adults with SLD attend colleges or universities, and complete vocational and non-college postsecondary education programs at lower rates than their non-disabled peers (Murray, Goldstein, Nourse, & Edgar, 2000). Thus Goldstein, Murray, and Edgar's (1998) 10-year st...

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supporting

confidence: 74%

Section: Abstract Adult Education; Literacy; Learning Disabilitymentioning

confidence: 99%

Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

Patterson

Mellard

2008

Remedial and Special Education

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“…These have been described as a mosaic of work and study (Abbott‐Chapman, ). The changing nature of the job market, which demands different kinds of education rather than more of the same (McWilliam, ), the changing relationship between ‘academic’ and ‘vocational’ pathways and qualifications (Abbott‐Chapman, ; Curtis, ; OECD, ), and the increasing numbers of mature age students who return to study also challenge traditional linear measures of educational and occupational ‘achievement’ and ‘success’ (Hurst et al ., ; NCVER, ). Therefore, the longer the time period over which individual education and occupational transitions can be measured, the more accurate the measurement of outcomes is likely to be.…”

Section: Introductionmentioning

confidence: 99%

The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study

Abbott‐Chapman

Martin

Ollington

et al. 2013

British Educational Res J

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The research investigated the association between school engagement and adult education and occupation outcomes, within the context of a 1985 Australian longitudinal national cohort study of the factors affecting children's long‐term health and well‐being. School engagement may be more modifiable than other factors related to academic success, such as academic attainment, which is influenced by family background. A School Engagement Index was constructed using questionnaire items on school enjoyment and boredom. Related school engagement items included learner self‐concept, motivation to learn, sense of belonging, participation in school or extra‐mural activities, and enjoyment of physical activity. In 2004–2006, participants (aged 26 to 30 years) reported their highest level of education achieved and current occupation. Potential covariates included age, sex, markers of socio‐economic status in childhood, personality and school‐level variables (i.e., number of students, single sex versus co‐education; government, private or independent). Logistic regression was used to estimate the odds of achieving post‐compulsory school education and achieving higher status occupations. Findings revealed that each unit of school engagement was independently associated with a 10% higher odds (OR 1.10 95% CI 1.01,1.21) of achieving a post‐compulsory school education. Maternal education, self‐concept as a learner, motivation to learn, all also significantly predicted achieving post‐compulsory school education. School engagement was found to mediate the association between the personality characteristic of agreeableness and education outcomes. Higher school engagement was also independently associated with achieving higher status occupations 20 years later (OR 1.11 95% CI 1.03, 1.20). Importantly, this was independent of a host of background factors.

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“…In October 2004, an estimated 3.8 million 16‐ to 24‐year‐olds in the United States were out of school without a high school diploma or equivalent degree (Laird, DeBell, & Chapman, ). Yet for many students, leaving high school is not a permanent decision; instead, it is well documented that many high school leavers return to school and earn their diploma or an equivalent credential (Berliner, Barrat, Fong, & Shirk, ; Flugman, Perin, & Spiegel, ; Hurst, Kelly, & Princiotta, ). Several studies indicate that the number of 16‐ to 20‐year‐olds in alternative schools, GED classes, and other adult‐education settings is growing (e.g., Hayes, ; Welch & DiTommaso, ).…”

Section: Introductionmentioning

confidence: 99%

“I Am the Rock Goddess of Lyrics”: Writerly Identities of Adolescents Returning to School

Bickerstaff¹

2012

J Adolescent & Adult Lit

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While a long tradition of sociocultural literacy research suggests that out‐of‐school youth engage in a range of meaningful literacy practices, we know little about how programs for returning students foster or constrain students’ literate identities. Drawing on data from a qualitative study conducted in a community college‐based program for out‐of‐school youth, this paper explores the literacy practices and identities of adolescents returning to school. The data indicate that participants have active out‐of‐school writing lives and robust writerly identities enacted in relationship with peers and literacy mentors. However, for most students, the return to school resulted in a disruption to those writerly identities as they struggled to meet the program's expectations for academic literacy. This paper suggests opportunities for educators to capitalize on students’ out‐of‐school literacy practices and the fullness of their identities as shaped by their experiences in and out of high school.

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Educational Attainment of High School Dropouts 8 Years Later

Cited by 11 publications

References 0 publications

Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

Contrasting Adult Literacy Learners With and Without Specific Learning Disabilities

The longitudinal association of childhood school engagement with adult educational and occupational achievement: findings from an Australian national study

“I Am the Rock Goddess of Lyrics”: Writerly Identities of Adolescents Returning to School

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