Adult Education for the Homeless. Report.

Institution	Comprehensive Adult Student Assessment System, San Diego, CA.
Titel	Adult Education for the Homeless. Report.
Quelle	(1992), (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Basic Education; Adult Literacy; Adult Students; Demography; Educational Assessment; Educational Needs; English (Second Language); Homeless People; Literacy Education; Mathematics Achievement; Participant Characteristics; Reading Achievement; Student Evaluation; California + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult education; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Demografie; assessment; Bewertungssystem; Educational need; Bildungsbedarf; English as second language; English; Second Language; Englisch als Zweitsprache; Homeless person; Homeless persons; Obdachloser; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Leseleistung; Schulnote; Studentische Bewertung; Kalifornien
Abstract	Testing of skills in reading, mathematics, and English as a second language (ESL) was conducted at 12 programs for homeless people in California in 1992; 2,111 homeless persons were evaluated. Analysis of the data revealed that approximately 63 percent of the participants were male and 37 percent were female; 35 percent were between 20-29, 39 percent, 30-39; 16 percent, 40-49; and the remaining 10 percent, under 20 or over 50 years of age. Of the homeless clients sampled, 35 percent were Caucasian, 22 percent were Hispanic, and 36 percent Black, with the remaining 7 percent varied. English was the native language of 85 percent of the participants and Spanish of 13 percent, with the other 2 percent reporting a variety of languages. Seventeen percent of the participants reported having completed 13 or more years of education, and more than half had completed high school. Reading and mathematics test scores were gathered using the Comprehensive Adult Student Assessment System (CASAS) Employability Competency System (ECS) Appraisal, and reading and listening scores were taken from the ESL Appraisal. On the reading test, 54 percent of the homeless sample achieved a scaled score of 225 or above, and of these 38 percent had reading scores above 230--the high school equivalency cutoff for eligibility for literacy education classes. Of the remaining sample, 22 percent scored between 215-224, 19 percent, 200-214, and 5 percent achieved less than 200. In the mathematics scores, 17 percent achieved 225 and above, with 13 percent scoring above a CASAS 230. Of the remaining respondents, 20 percent scored 215-224, 36 percent 200-214, and 27 percent scored below 200. Of the total sample of 2,111 homeless respondents, 90 completed the ESL Appraisal. Respondents to this test were predominantly Hispanic females. Nine percent of these respondents scored above 230, 8 percent, 225-230; 19 percent, 215-224; 35 percent, 200-214; and 29 percent below 200. More than 80 percent of the sample scored below 215 on the listening portion of the ESL. (The CASAS rating scale and a sample appraisal sheet are included in this report.) (KC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC