Transcript Profile of Adult Learners

Adult Education
Administration
EVOC 509
10 Mandated Program
Areas
Parenting Education
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Encourage parents of K-12 to enroll
Prenatal mothers
Teenager parents
Elementary and Secondary Basic Skills
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Remediate basic skills – grade levels 3-7
Complete diploma or GED for drop-outs –
grade levels 8-12
Concurrent enrollment to make up HS credit
with counselor & parental approval
Post-secondary adults remediate basic skills
English as a Second Language
(ESL)
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AKA English Language Learners (ELL)
Cover basic language skills
Facilitate adapting to American culture
Immigrant Citizenship
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Prepare for citizenship test
Adapt to American culture
Substantially Handicapped
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Americans with Disabilities Act (ADA)
After age 22
Career Technical Education
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High School students 16-17 years old
Adults 18+ years old
Older Adult Education
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Proprietary classes
As Instructional Aides
As Volunteers
Apprenticeship Programs:
Examples
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Barber
Bricklayer
Carpenter
Carpet Layer
Cement Mason
Electrician
Ironworker
Meat Cutters
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Plasterer
Plumber Pipe Fitter
Refrigeration Mechanic
Roofer
Sheet Metal Worker
Sound Technician
Surveyors
Tile Setter
Home Economics
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Basic homemaking skills
Basic consumer skills
Basic life skills
Health and Safety Education
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Abuse
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Drug addiction
Alcoholism
Child abuse
General Health Issues
Available to:
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Parents
High School students
District Staff
Health Care Professionals
Adult Education Delivery
Systems
Public School Education
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Reports to California Department of Education
Responsible to elected local school boards
Receives funds from CDE based on positive student
attendance, student fees, and grants
Purpose: Provide instruction in 10 mandated areas
Vocational training is entry and intermediate level
not requiring a BA degree
Cannot grant college credit
ROCP: Regional Occupation
Centers/Programs
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Reports to California Department of Education
Responsible to elected County school boards
Receives funds from CDE based on positive student
attendance and grants
Purpose: Provide occupational training
Vocational training is entry and intermediate level
not requiring a BA degree
Cannot grant college credit
Community Colleges
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Reports to California Community College
Chancellor
Responsible to elected local community college
boards
Receives funds from Chancellor, student fees, and
grants
Purpose: Provide academic and occupational
training
Vocational training is certificate level or AA degree
level
Can grant college credit
State Colleges & Universities
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Reports to Chancellor of State University System or
Chancellor or the University of California
Responsible to Chancellors
Receives funds from Chancellor, student fees, and
grants
Purpose: Provide academic and professional
training
Vocational training degree level
Can grant college credit
Private Post-Secondary Career
Technical Schools
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Reports to California Commission on Post
Secondary Schools
Responsible to Board of Directors or partners private business
Receives funds from clients who may be eligible for
Federally insured students loans and grants
Purpose: Provide career technical training at a profit
Vocational training certificate level or special-AA
degree level
Can develop articulation agreements or contract
services with public schools, ROCP, and colleges
CBO: Community Based
Organizations
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Reports and responsible to their local
governing boards
Receives funds from donations and grants
Purpose: Serve the community
Vocational training at entry level
Cannot grant college credit
Can develop contract services with public
schools, ROCP, and colleges
Industry Specific Training
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Reports to leadership of specific company or trust
board
Receives funds from industry and/or employees
Purpose: Provide better trained, more productive
workers
Vocational training is job specific, entry level to
advanced
Cannot grant college credit
Can develop contract with public schools, ROCP,
and colleges
Course Approval Process
State Funded Courses
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Approved by California Department of
Education (CDE) representative and local
Board of Education prior to implementation
Must appear on list of approved course titles,
or
Application for new title to be created and
approval received for specific classes not on
list
Specific class requests through CDE each
semester and Board of Education annually
Courses Requiring CDE State
Frameworks
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Elementary basic skills
Secondary basic skills
English as a Second Language (ESL)
Citizenship courses
Courses Not Requiring State Standards
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Parenting
Substantially Handicapped
Older Adult
Home Economics
Health & Safety
Curricula vary widely due to unspecified content
Courses Following CTE Model
Curriculum Standards
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Career Technical Education
Must demonstrate industry need and
substantial employment opportunities for
completing students
Apprenticeship Programs
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State reimbursement for related and
supplementary “academic” classes
Content determined by
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Joint Apprentice Training Committee
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Organized by trade
Articulated by state
Division of Apprentice Standards
Grants
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Examples
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Must meet grand guidelines
Meet CDE guidelines
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Adult Literacy
GAIN
JTPA
CalWorks
If substantially same approved course
Fund expected from CDE
CTE courses within grants not regulated by CDE
Classes Not Governed by CDE
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No State reimbursement received
Community service/fee-based classes
Schools determine nature, duration, location
Teachers - Called presenters
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Processed through Classified Personnel Dept
Not subject to fingerprint scrutiny
Approved individually by board of Education for
specific class
Wages determined by school
Andragogy vs. Pedagogy
Adult Learner Characteristics Compared with
Children
Adult Learners
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Are more realistic
Have more life-experiences
Have more concrete and immediate needs
Are not a captive audience
Are accustom to being treated as a peer
Resent being patronized or talked “down-to”
More heterogeneous
Adult Learners cont’
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Learn as well as children
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Perform tasks slower
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Takes more time
Requires association with pre-existing knowledge
May have limited mobility
Use mobility assisting devices
Have mixed Motives: Educational, social,
recreational
Adult Learner cont’
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Fatigue more quickly
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Appreciate strategies that add interest & liveliness
Enjoy sense of humor
Need varied pace
May require audio/visual aids
May have over-developed Puritanical sense of
duty
Adult Learners
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Have varied problem-solving strategies
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Cognitive
Psychomotor
Affective
Have varied learning styles
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Reading
Visual
Auditory
Kinesthetic
Profile of Adult Learners
Barriers Originating in Middle School
or High School
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Attendance
Lack of Credits
Need for employment
Pregnancy/Parenting
Gang Affiliation
Lack of Support Structure – especially family
Social Adjustment Issues
Safety Concerns
How Adult Education Facilitates
Success
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Self-paced Instructional Format
Flexible Schedule
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Extended school day
Saturday and evening classes
2-hour blocks of instructional time
Lower teacher/student ratio
Challenge testing
Absence of Gang Culture
Central Location
How Adult Education Facilitates
Success Cont’
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Multi-support Services
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Access Center
Counseling Center
CalWORKS facilitator
Parenting/child care program
On-site career technical programs
Community Learning Center: Mature adults
provide role models for younger, less mature
students
Compact Facility
Profile of a Successful Adult Learner
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Goal Oriented
Strong Work Ethic
Good Social and Communication Skills
Basic Skills Competency
Good Coping Skills
Good Time Management Skills
Takes Ownership of Own Education
Works Well Independently
Profile of a Successful Adult Learner:
Additional Contributing Factors
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Does not work full time
Few family responsibilities
Enters with 100+ credits
Has reliable child care
Day time student
Attends minimum of 20 hours per week
Has reliable transportation – public or private
Profile of Tentative 16-17 Y/O:
May Benefit from Pre-Adult Training
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Failure to thrive in comprehensive educational
setting
Requires individualized attention
Maslow’s Hierarchy of Needs
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Needs to feel connected
Does not fit in with peers
Failure to thrive in rigid educational environments
Works best in self-paced programs without
homework and tests
Problems or fear of social interaction
Profile of Tentative 16-17 Y/O: Cont’
May Benefit from Pre-Adult Training
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Refuses to attend school
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Needs flexible hours
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Stays home and prefers independent study
Does not run the streets
Part-time employment
Health problems
Family Problems
Difficulty rising early
High School interrupted – wants to return
8th grade + reading level
Some insight into self
Success Indicators
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Desire to earn diploma
Desire to pass GED
Motivated to make progress completing courses in
timely manner
Clear short-term goals
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Enter college
Enter career technical program
Obtain employment
Complete career profile/portfolio
Profile of Adult School
Graduates
1998-1998 Academic Year
Graduate Age as of June 1999
AGE
Number
18-20
71
21-30
30
31-40
9
41-50
3
51-54
3
TOTAL
116
Gender
Females
Males
75
41
Ethnicity
Hispanic
57
Black
23
Caucasian
25
American Indian
2
Asian
5
Filipino
2
Other
2
ADA Type
Regular
99
CalWorks
17
Credits at Entry
0-49
1
50-99
9
100-149
27
150-169
29
170-179
12
180-189
16
190-200
22
Year of Entry
1998-1999
81
1997-1998
19
1996-1997
7
1995-1996 & <
9
Age of Separation from HS
16 years
8
17 years
24
18 years
71
19 years
9
20 years
1
3 students entered with foreign transcripts
Grade at Separation of HS
9th
1
10th
10
11th
27
12th
75
3 students entered with foreign transcripts
Summary of Adult School Graduate
Characteristics for 1998-1999
Age between 18-20
Female
Entered with minimum of
150 credits
Completed in 1 year
2 years
3+ years
Left HS at age 18
Left HS in 11th or 12th
grade
61%
65%
68%
70%
16%
14%
71%
89%
References
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CAROCP Operational Handbook
Occupational Outlook Handbook
CTE Model Curriculum Standards
California State Content Standards
Curriculum Framework for State Standards
California Educational Code
California School Directory
Division of Apprentice Standards
CAROCP Resource Links
Maslow’s Hierarchy of Needs
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