THE INFLUENCE OF PERSISTENCE ON LITERACY LEARNING IN ADULT-EDUCATION

Limitations in sampling and research design in Fast studies have hampe red understanding of adult education's impact on the acquisition of ba sic skills. The present study used a selection bias weighting adjustme nt and ordinary regression techniques in a path analysis approach to i dentifying variables which directly and indirectly influence reading a chievement in adult literacy programs. A major focus of thr study was estimating the effect of student persistence (hours of instruction) on literacy outcomes in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE). Persistence was found to contribute positively to reading achievement only in ESL; neg ative persistence effects were actually observed for ABE classroom and lab instruction. Considering both direct and indirect effects, the da ta suggest that adult literacy education can generally be improved by greater investment in full-time staff. It was concluded that an emphas is on student persistence in ABE and ASE instruction may be misguided.