One of the roles of the U.S. adult education system is to increase the number of nontraditional learners who transition to postsecondary education. Unlike transition services for high school graduates, the transformation of adult education programs to include transition services for adults is an emerging area of concern for the field of adult education. This brief examines the relationships between teacher characteristics and student transitioning into postsecondary education and finds that they were often not consistent across students with different educational functioning levels or were not substantively meaningful.
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30 Sep 2015
Currently, the only large-scale source of data on adult education teachers and students comes from state data systems designed for federal accountability reporting through the National Reporting System, which requires all states to have a student-level record system for reporting the outcomes, attendance, and characteristics of students who attend federally funded adult education and literacy programs; however, using this data for the purposes of analysis and research is not straightforward. This brief focuses on communicating these common issues with administrative data and provides recommendations that may help states maintain a data system that can be better used for their own analysis and program evaluation as well as for outside research.
2 Oct 2015
The federal adult education program serves more than two million eligible adults who lack basic literacy and English language skills. Although numerous studies in K–12 have shown that measurable teacher characteristics can be related to student achievement, no such research exists that examines teacher effectiveness in adult education. To explore whether indicators of teacher quality are associated with student achievement in adult education, this second brief in a series examines the relationships between teacher characteristics and student achievement.