Bridging the Great Divide: Approaches that Help Adults Navigate from Adult Education to College

Autor/in	Zafft, Cynthia K.
Titel	Bridging the Great Divide: Approaches that Help Adults Navigate from Adult Education to College
Quelle	In: Adult Learning, 19 (2008) 1-2, S.6-11 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1045-1595
Schlagwörter	Nontraditional Students; Elementary Secondary Education; Models; Educational Attainment; Adult Education; Adult Literacy; College Preparation; Adults; Statistics; Educational Change; Higher Education; Undergraduate Students; Adult Programs; Adult Basic Education; High School Equivalency Programs; English (Second Language); Accountability; United States + Suchen Sie Ihr Suchwort? Analogiemodell; Bildungsabschluss; Bildungsgut; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Statistik; Bildungsreform; Hochschulbildung; Hochschulsystem; Hochschulwesen; Adult education; English as second language; English; Second Language; Englisch als Zweitsprache; Verantwortung; USA
Abstract	America is becoming a less educated nation (National Commission on Adult Literacy, 2008). While this is frequently measured through comparisons of the number of adults with college degrees, strategies to address sagging educational attainment statistics in the United States are typically focused on K-12 reforms--mostly through expanded definitions of college readiness. Creating a more robust definition of college readiness is important, yet K-12 efforts do not provide a model that supports adults attempting to access and succeed in college, especially first-time college-goers. Thinking in terms of college readiness for adults is particularly compelling for U.S. colleges and universities. Over 70% of current undergraduates are considered nontraditional: older students, parents (especially single parents), students who work fulltime, students who are financially independent, and/or students who come to college without a traditional high school diploma. This article addresses the need for support for participants transitioning from literacy programs into post-secondary education. The author examines a subset of nontraditional students--individuals from adult education programs, and describes a study of program models designed to better prepare adults for college. (ERIC).
Anmerkungen	American Association for Adult and Continuing Education. 10111 Martin Luther King Jr. Highway Suite 200C, Bowie, MD 20720. Tel: 301-459-6261; Fax: 301-459-6241; e-mail: aaace10@aol.com; Web site: http://www.aaace.org/publications/index.html
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10