Program Management

Starting Students Successfully in Adult Basic Education

The increasing number of programs being provided for adults who have attained less than a high school education is evidence of a growing concern for educating all the citizenry. Adult basic education (ABE) programs can now be found in every state and in many of the territories of the United States. In addition, there seems to be much interest by other countries and by world organizations in sharing whatever information is available about the successes or failures of the ABE programs.

Problems in the ABE programs are numerous and range from recruiting students to developing appropriate materials for adult learning and selecting proper methods of instruction. However, one problem which seems to rank high on almost every list of ABE problems is retention - keeping the student in the program. Individuals who have studied ABE extensively have found that dropout rates in the ABE programs range from about twenty percent to almost seventy percent. In addition, those same studies have shown that the students who drop out will probably do so during the first few class meetings (Herring, Krug, & Noiterstein,1970).

To understand and correct this early dropout problem certain questions must be examined and answers must be given.

One of the realities of adult education is that adults do not have to attend if they are not interested. In most states pre-adults are required to attend school by law, but adults have no such requirement. They attend only when they want to attend. The ABE student is no different. They attend class because they want to, and if their interest in the program declines, they drop out. Therefore, to develop a successful ABE program, local ABE staff members must learn why students enroll, and what can be done to keep them interested in the program. A. H. Maslow, a psychologist who has studied human behavior for many years, makes the following observation about human wants:

If we examine carefully the average desires we have in daily life, we find they are usually means to an end rather than ends in themselves. We want money so that we may have an automobile. In turn, we want an automobile because the neighbors have one and we do not wish to feel inferior to them (Maslow,1954).

Maslow believes that stated desires are, in most cases, only symptoms of the real, underlying problems or needs of an individual. He further believes that once these symptoms are analyzed, one will always find certain goals or needs beyond which we cannot go; that is, we will discover certain need- satisfactions which are ends in themselves (Maslow, 1954).

These basic need-satisfactions have been classified by Maslow into the following "Hierarchy of Needs":

a.) Physiological needs - hunger, thirst, sleep, and other basic needs for maintaining physical health;
b.) Safety needs - safety from harm, violence, threats and other components of a disorderly environment;
c.) Belongingness and love needs - need for affectionate relations with people in general;
d.) Esteem needs - desire for a high evaluation of oneself, feelings of worth, dignity, and adequacy;
e.) Self-actualization needs - desire for self-fulfillment, to be whatever one is capable of being.

There is a growing body of evidence to indicate that the basic or ultimate needs of human beings do not differ as much as do their conscious everyday wants (Maslow, 1954). The main reason for this is that two different cultures or environments may provide two completely different ways of satisfying a particular desire or need. For example, in one social group, a person may obtain self-esteem by acquiring a college education. In another social system, self-esteem may be gained by living comfortably without the aid of education; for example, workers who can make a living "by the sweat of their brow."

It seems then, that ends are far more universal than the methods used to achieve those ends. Methods are usually determined by the specific culture in which one lives (Maslow, 1954). Thus, the previously mentioned "Hierarchy of Needs" may be applicable to all persons regardless of their social status or level of education. It may apply to the ABE student as well as the teacher or administrator. Every individual is trying to fulfill needs at some level in the hierarchy and behavior reflects attempts to satisfy those needs.

When students enroll in the ABE program, we can assume that this action is caused by a desire to satisfy some need(s). It is the task of the ABE program staff to identify those needs and to assist students in meeting their needs through their experiences in the ABE program. Since most students who drop out do so after the first few classes, it is important that the student quickly be made to feel that they can meet some of their needs through the ABE program. The sooner students realize this achievement is possible, the less likely they are to leave the ABE program. Therefore, the development of an effective orientation program for new students is one of the major tasks for staff members in ABE.

What is included in a good orientation program? What specific procedures or activities will be effective in getting the new student started successfully in ABE? These questions will now be answered using Maslow's Hierarchy of Needs as a basic framework.

The first impressions of new students about the ABE program have a great influence upon their tendency to either remain or drop out. The ABE staff should provide a climate which will ensure early need satisfaction and thus produce positive impressions. Procedures which have been found to produce such a climate are presented in the following paragraphs.

In meeting the physiological needs of new students, the following procedures are recommended for ABE program staff members.

Attempt to identify physical impairments without embarrassing the student. - The physical impairments which are common to adult students are defective vision, dental problems, and hearing difficulties. A need for hearing aids or eyeglasses is common among ABE students (Berke, 1967). In one study, the investigator found that on the average, the participants had seen a doctor only once in their lives and were unaware of their physical impairments (Research Institute of America, 1968). Although some ABE students realize that they have a need for medical attention, their financial status usually does not permit them to acquire the assistance they need. In addition, students may not readily admit to having physical impairments for fear that they may be prevented from participating in the ABE program. Therefore, observation must be combined with efforts to gain the confidence of the students if physical impairments are to be discovered.

Provide opportunities to receive needed medical attention. - There are public health agencies which are available to provide needed medical attention for adults. In many cases, students are either unaware of the existence of these agencies or unaware of how to approach them for assistance. When possible, the local ABE program director should request representatives from these agencies to participate in the ABE program. Medical examinations could be provided as a part of the regular ABE activities. Information about medical services available could also be provided for new students during the orientation procedures.

Provide initial experiences which will enable students to progress in spite of underdeveloped perceptual-physical skills. - ABE students may exhibit underdeveloped perceptual and physical skills (Berke, 1967). They may not have learned to perceive visual differences in objects, particularly those which have similar forms or colors. In addition, they may have difficulty in distinguishing between somewhat similar sounds in the pronunciation of many words and phrases, for example, woman and women, book and look (Berke, 1967; Berry, 1968). Teachers should be sensitive to problems which may arise because of students' underdeveloped perceptual skills. Instead of merely telling a new student where the class is meeting, the staff member should personally guide the student to the correct location. This would prevent any embarrassment which could arise from students' being unable to distinguish one room from another.

Whenever individuals enter a situation in which the environment is unfamiliar, they develop a feeling of fear or uneasiness. The ABE student is no exception. In some cases, they have not had much previous experience in a formal learning environment. In addition, students may have been out of school for many years. To reduce fear of the unknown or the unfamiliar, ABE staff should engage in the following activities.

Use an informal and friendly approach in greeting new ABE students. - Typical comments from new students include: "I was scared to death to go in there at first, but after I talked to (teacher) I kind of understood;" "He helped me gain enough confidence in myself to stay in class." "Teacher took more time to explain things, particularly at first."

New students do need help in making often-times difficult transition from home to school. A friendly greeting will enable them to overcome some of their fears and will help them prepare for the program activities (Alabama State Department of Education, 1970). They need a friend, and until they acquire a little self-confidence and get to know some of the other students, someone must be their friend, guide, and companion in the learning situation (Herring, Krug, and Noiterstein, 1970; National Association for Public Continuing Adult Education, 1963). The counselor and the teacher have the greatest opportunity to accept this important responsibility.

Present an accurate picture of what the ABE program has to offer. - One of the reasons given by dropouts for leaving a program after the first few classes is that they had the wrong idea about what the program offered. ABE students are often concerned about today and not worried about the next month or even next week (Berke, 1967). They may view the ABE program as a chance to improve their economic situation, perhaps their last opportunity in a world in which success has thus far eluded them. Such student intents must be understood and equated, where possible, with program intents. Students must be made aware of what they can or cannot expect from the ABE program. The ABE program staff should be positive in telling new students what the program can offer, but they should be realistic in their discussions with the students.

Familiarize students with the learning environment. - Being in a self-contained classroom gives the students some sense of security in the ABE program, but until they are familiar with all of the activities which normally occur, some feeling of insecurity remains. New students should be shown around all of the physical facilities as soon as possible (Alabama State Department of Education, 1970). This will give them some idea of where specific facilities (drinking fountains, restrooms, telephone, etc.) are located as well as inform them about other classes that may also be in session in the building. They should be informed of any smoking regulations, break schedules, location of cafeteria and vending machines, etc. The sooner new students learn about these routines, the more secure they will be.

Friendly reminders and courteous answers to questions related to these routine activities will accomplish much in helping with adjustment to this new and unfamiliar environment.

It is quite possible that during initial experiences with ABE, students will wonder if they really belong in the program. The staff may appear to be indifferent to their needs or goals and other students may seem too busy with their own learning activities to provide him with much encouragement or assistance. In order to help the new student acquire the feeling that somebody in the ABE program really cares, the following procedures should be undertaken by administrators, counselors, paraprofessionals, and teachers.

Help students become acquainted with each other. - To "warm up" a group of new students, begin with conversational-type questions which will not only introduce students to each other but will also allow them to realize that each person is not much different, in many ways, from anyone else in class (Bordman, 1968). Questions such as "Where do you live?", "Do you have any special interests or hobbies?", and "What would you like to learn in the ABE program?" can be answered without fear of embarrassment. This procedure will provide the counselor or teacher with general information about the backgrounds, goals, and aspirations of class members (Bordman, 1968; Herring, Krug, and Noiterstein, 1970; National Association for Public Continuing Adult Education, 1963).

Involve new students in learning activities as quickly as possible. - In orienting new ABE students, there is a general feeling that the sooner enrollees become active in the program, the sooner they will feel that they are making progress toward their goals (Alabama State Department of Education, 1970). There is a need to get the student involved as a participating member during the first class period, if possible. This participation may consist of reviewing or browsing through materials, having a personal interview with the teacher or counselor to set goals and plan experiences, or communicating with other students about their goals or previous experiences in the program. Regardless of how it is done, an attempt should be made to get each new student immediately involved in some classroom-related activity so that they will develop a feeling of belonging in the learning situation (Herring, Krug, and Noiterstein, 1970; Alabama State Department of Education, 1970). If a new student becomes a member of a class which has already been meeting for a number of sessions, the ABE teacher should make a special effort to engage and welcome the student.

Every adult has a need for feelings of worth and dignity. Other things being equal, people who value themselves will be more receptive and able to learn than a person who does not. The following recommendations, if applied, should contribute to feelings of self- worth and value among students.

Provide students with opportunities to enhance their feelings of self-worth. - If ABE students have experienced negative or unpleasant reactions from others because of their lack of education or because their lifestyle is not the same as those in the so-called "middle-class" society, their self-concept may be low (Berry, 1968). More specifically, if earlier experiences with "helpers" have turned out to be unhelpful or punishing - which is sometimes the case - there will be a tendency for the ABE student to now view the ABE staff with suspicion. If such is the case, then the staff has a two-fold task to perform - first to reduce or eliminate suspicion and second to establish a relationship which will help build self-concept. To do this will require that all staff, through their actions more than through their words, convey to students their acceptance of them "right now" as "they are." There are numerous ways of doing this: a friendly hello, a personal conversation during break time, an extra-special effort to satisfy a specific immediate concern of the student, etc.

Constantly reinforce new students during their initial learning activities. - Closely related to ABE students' low self-concept may be lack of confidence to do very much about their life situation (Berry, 1968). Because of this lack of confidence, they may become submissive in their relationship with others, particularly with those who are more highly educated. Before entering the ABE program, this submissiveness may have been reinforced to the extent that their overall attitude could be approaching apathy (Berry, 1968). They may not attempt to accomplish much on their own at first, but with constant reinforcement and encouragement from the teacher and counselor, they will begin to realize that they can master the learning tasks which now confront them. One program found that person-focused reinforcement from the teacher was more effective in helping ABE students improve their self-image than any other one activity. In addition, having the teacher tell the students how well they were doing usually made them work harder. In almost every case, the students felt that having the teacher tell them how well they were doing helped them do better in their classwork. This suggests that verbal reward is significant to ABE students, especially if it is focused upon students individually.

Provide new ABE students with learning materials which are consistent with their academic abilities and which reflect their needs and interests. - Although ABE students usually possess a wide range of general abilities, they are usually lower in academic abilities than adults with more education. Knowing the academic ability (reading, computing, speaking, etc.) of each student is important-materials which are too difficult will not help new students acquire self-confidence. The difficulties they experience in trying to utilize materials which are too difficult will only lend support to previously held ideas they may have had about their inability to learn.

The initial learning materials should also be related to students' vocational, social, or family interests (Alabama State Department of Education, 1970). They must find the materials interesting, desirable and manageable, and should be able to make use of them to better understand their environment. For example, an adult who is having difficulty meeting living expenses will be more interested in learning how to increase the purchasing power of their present income. Consumer education materials - how to shop for "specials," how to avoid "impulse buying," etc. - would be relevant to their needs.

During the past few years, ABE teachers, counselors, and administrators have discovered that child-oriented materials are not appropriate for ABE students. Some individuals had felt that because the elementary school child and the ABE student were learning at about the same academic level, similar learning materials could be utilized. However, educators have discovered that adults prefer materials with which they can identify rather than materials designed to appeal to the interests and needs of children.

ABE students have enormous potential for growth. Similarly, they have a need to realize that potential - a need which has been given the name "self-actualization" by Maslow. True, there may be other more basic needs in the hierarchy of human values pressing for attention; nonetheless, the ABE staff should be ready at all times to nurture the unfolding of unique talents - the expression of newly recognized potentials and needs. As an aid in that process, the following recommendations are delivered.

Involve each student in the clarification of specific needs and interests. - Early in their ABE experiences, each student should be counseled to try to ascertain expectations. What specific needs do they want to fulfill? Whatc are they primarily interested in learning? Even though this may have been done by the counselor, the ABE classroom teacher should repeat the process. This would not only give the teacher an opportunity to know each student better, but would also provide a situation in which the teacher and student could agree upon some realistic personal and educational goals for the student. Once these goals have been agreed upon by both teacher and student, it is much easier for the teacher to plan specific experiences which will assist the student in reaching such goals. As initial progress toward goals is achieved, the student will become more self-confident and will be more likely to remain in the ABE program.

Encourage former students who have successfully completed the ABE program to return and speak to new enrollees. - No one can relate the importance of an experience better than a person who has been through that experience. A former student who is now enjoying benefits derived from the ABE program can be more effective than any staff member in conveying the importance of ABE to the new enrollee. The former student can "tell it like it is." In addition to encouraging new students to remain in the ABE program, this experience could also cause them to re-evaluate their potential.

In this discussion we have assumed that students will only remain in the program when their needs are being met. Although no two individuals have precisely the same set of needs, there is evidence to indicate that there are certain needs basic to all human beings; namely, physiological, safety, love-belongingness, self-esteem and self-actualization. Using these basic human needs as an analytical framework, this article attempted to identify implications for the ABE program which would contribute to starting the student successfully in the program.

The implications derived for the ABE program as a result of this analysis include the following:

1. Identify physical impairments;
2. Provide opportunities for needed medical attention;
3. Provide experiences which will enable students to progress in spite of underdeveloped perceptual and physical skills;
4. Use an informal and friendly approach to greeting students;
5. Present an accurate picture of what the program has to offer;
6. Familiarize students with the learning environment;
7. Help students become acquainted with each other;
8. Involve students in learning activities as quickly as possible;
9. Provide students with opportunities to enhance their feelings of self-worth;
10. Provide students with learning materials consistent with their abilities, needs, and interests;
11. Involve each student in the clarification of needs and interests; and
12. Provide opportunities for former students to speak to new enrollees.

Berke, N. D. (1967). An investigation of adult negro illiteracy: Prediction of reading achievement and description of educational characteristics of a sample core of adult negro illiterates. The Humanities and Social Sciences, (28), 100.

Berry, N. V. (1968). The functionally illiterate adult: Some elements of an instructional program to meet his needs. Unpublished master's thesis, British Columbia University.

Bordman, C. I. (1968). Available teaching materials for undereducated English-speaking adults. Newark: City of Board of Educ. ERIC Microfiche ED022104.

Herring, J. W., Krug, D. N., and Noiterstein, P. (1970). A report on a method for identifying potential job corps dropouts. Washington, D. C.: Richardson, Bellows, Henry, and Company, Inc.

Holding the adult learner. (1970). Montgomery: Alabama State Department of Education, Adult Education Section.

Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row.

The second treasury of techniques for teaching adults. (1963). Washington, D.C.: National Association for Public Continuing Adult Education.

What can you do about the hard-core unemployed? (1968). New York:
Research Institute of America. ERIC Microfiche ED029091 ¨