In the following report, Hanover Research presents its findings from an environmental scan of adult high school diploma programs in the Long Beach area. The report also provides an overview of key insights and trends gleaned from interviews with administrators of local programs.
ENVIRONMENTAL SCAN:
HIGH SCHOOL DIPLOMA
PROGRAMS
Prepared for Long Beach City College
May
2015
TABLE OF CONTENTS
Executive Summary and Key Findings ... 3
INTRODUCTION ... 3
KEY FINDINGS ... 3
Section I: Scan of Area Programs ... 5
OVERVIEW AND METHODOLOGY ... 5
INSTITUTIONS ... 7
Requirements ... 7
Community Colleges ... 9
Adult Schools ... 10
Private Schools ... 12
Section II: Best Practices and Trends ... 13
POPULATION ... 13
ESL Population ... 14
Young Adults ... 15
FLEXIBILITY FOR STUDENTS ... 16
Delivery Mode... 16
EXECUTIVE SUMMARY AND KEY FINDINGS
INTRODUCTION
In recent years, adult education programs across California have closed as a result of the state budget crisis.1 The closure of these programs and shifting demographics have created a gap between student demand and the availability of adult education programs, leading to insufficient class space and long wait lists to enter programs.2 Subsequently, the California Department of Education and California Community Colleges Chancellor’s Office has identified the shortage of adult programs as a critical issue.3
Hanover Research has prepared this report for Long Beach City College (LBCC) to identify existing adult high school diploma programs in the region and associated trends. The report draws primarily on information available through published reports, as well as interviews conducted with administrators of five area programs.
Note that this report focuses solely on adult high school diplomas programs that are not categorized as General Educational Development, HiSET or TASC programs. At current, the Long Beach Consortium does not have any adult high school diploma programs of this type (under this report’s working definition), and therefore this environmental scan aims to inform LBCC of potential competition should they choose to develop such a program.
KEY FINDINGS
Program administrators emphasize that a strong, consistent demand exists for
adult high school diploma programs in the Long Beach area.
o Demand for high school diplomas has increased because of educational requirements for employment. For example, Santa Ana College administrators attribute recent enrollment increases to the increasing number of employers requiring a diploma for job entry and advancement.
o Immigration legislation has also contributed to growth in diploma program enrollments. One community college administrator observed a spike in enrollments following the passage of the Dream Act, which grants conditional permanent resident status to individuals who graduate with a U.S. high school diploma or GED.
Increases in demand, coupled with a lack of existing programs in the Long Beach
area, suggests that new adult high school diploma programs would be viable. Hanover’s environmental scan identified 14 institutions with adult high school diploma programs within 20 miles of Long Beach City College.
1
“Adult Education Regional Planning.” California Department of Education, California Community Colleges Chancellor’s Office, 2015. p. 12. http://ab86.cccco.edu/Portals/7/docs/2015_AB86_AdultEducation%20Legislative%20Report.pdf 2 Ibid., pp. 6, 15. 3 Ibid., p. 15.
Adult schools and community college programs typically focus on students from
distinctly different demographic groups. Adult schools primarily work with younger students who did not complete high school. By contrast, community college programs tend to attract an older population of students already engaged with other internal programs, such as ESL courses.
Flexibility plays an important role in the success of adult diploma programs. Most
adult diploma programs provide education through online or lab settings that emphasize individual, self-paced learning. Many programs implement open-enrollment periods that allow students to register for classes year-round and complete classes at their own pace. These approaches accommodate adult learners who may have conflicting work or family obligations.
SECTION I: SCAN OF AREA PROGRAMS
In this section, Hanover Research presents the results of its scan of adult high school diploma programs in the Long Beach area, along with a snapshot of the institutions offering such programs.
OVERVIEW AND METHODOLOGY
Adult high school programs provide a means for adults to gain the basic education and skills necessary to earn a diploma.4 Other developmental skills often taught as a part of these programs include career technical training, English as a second language (ESL), and parenting practices.5 Three primary types of organizations operate adult diploma programs in California: community colleges, adult schools (institutions operated by K-12 districts), and private schools. These offerings are referred to as “adult secondary education” at adult schools and “secondary basic skills” programs at community colleges.6
To identify regional adult diploma programs, Hanover utilized a targeted online search; the California Adult Schools Locator database;7 the California Adult Education Provider Directory;8 and in-depth interviews with administrators of area adult education programs. Given LBCC’s interest in the Long Beach area, the scan is limited to organizations within approximately 20 miles of LBCC. Hanover identified 14 offerings in the Long Beach area, including secondary basic skills programs run by two community colleges at six locations; seven adult schools operated by K-12 districts; and one program run by a private school. While this scan was extensive, the final list of institutions discovered may not be exhaustive.
Diploma programs associated with community colleges can sometimes be found at multiple campuses. Because geography and transportation influence the ability of students to participate in diploma programs, Hanover identifies the locations of all campuses that provide diploma courses (Figure 1.1).9
4
“Adult Education - CalEdFacts.” California Department of Education. http://www.cde.ca.gov/sp/ae/po/cefadulted.asp
5
Ibid.
6
“AB 86 Glossary of Terms.” AB86. http://ab86.cccco.edu/HelpfulResources/GlossaryofTerms.aspx
7
“School Locator Map.” California Adult Schools. http://californiaadultschools.org/cas/locator-map
8
“California Adult Education Provider Directory.” Outreach and Technical Assistance Network. http://www.otan.us/caaeproviders/
9
Figure 1.1: Map of Organizations Offering Adult High School Diploma Programs in Long Beach Area*
INSTITUTIONS
This section examines programmatic differences between community colleges and adult schools, followed by a review of the types of institutions currently offering adult diploma programs in the Long Beach area.
R
EQUIREMENTSCommunity colleges and adult schools have different program requirements in California, given the separate governing bodies that oversee each.10 Specifically, community colleges and adult schools differ in the credit and exam requirements necessary to graduate with a high school diploma (Figure 1.2). K-12 districts set the specific number of credits for graduation in adult schools, and such requirements may differ between districts.11 The adult schools identified in Hanover’s scan require students to complete 180 or more credits. In contrast, each community college sets the requirements for its adult diploma program, and completion typically requires around 160 credits.
Figure 1.2: Characteristics of Adult Diploma Programs at Community Colleges and K-12 School Districts in Long Beach Area
CATEGORY COMMUNITY COLLEGE K-12 SCHOOL DISTRICT*
Number of Institutions Offering Programs 2 7
Number of Total Programs 6 7
Typical Credits Required 160 180
Exit Exam Required No Yes
* Adult programs in the K-12 system are known as “adult schools.”
The principal of Huntington Beach Adult School, Steve Curiel, speculates that community colleges set lower course requirements to hasten students into college programs.12
Figures 1.3 and 1.4 provide examples of course requirements at Santa Ana College and ABC Adult School, which are both located in Long Beach. These examples provide a sense of how curricula differ for diploma programs offered by community colleges versus adult schools. The two programs share similarities in terms of requirements for English, mathematics, natural sciences, and social sciences. In addition to these requirements, ABC Adult School
10
Ibid.
11
Moss, Alma. Paramount Adult School. Phone Interview. March 12, 2015.
12
Curiel, Op. cit.
“…In K12 schools, students have to complete a high school exit exam that tests minimum skills in math and language arts. Students in adult schools also have to pass this exam. However, colleges
have not implemented such a requirement in their system. Typically the graduation requirements for diploma students at colleges are lower, and I think that they have an interest in
getting these students quickly through the diploma program and onto college classes.”
also has requirements for art appreciation or foreign languages, health and first aid, and technology.
Figure 1.3: Requirements for High School Diploma at Santa Ana College
SUBJECT AREA CREDITS REQUIRED COURSES
English 40 Reading
Composition
Math 20 --
Natural Sciences 20 Biological Science
Physical Science
Social and Behavioral Sciences 30
World History World Geography U.S. History U.S. Government Economics Humanities 10 -- Electives 40 --
Source: Santa Ana College School of Continuing Education13
Figure 1.4: Requirements for High School Diploma at ABC Adult School
SUBJECT AREA CREDITS REQUIRED COURSES AVAILABLE ONLINE
Arts Appreciation/Foreign Language 10 Art Appreciation A No
Art Appreciation B No
Civics/Government 5 Civics/Government Yes
Economics 5 Economics Yes
English 40
English I, II, III, IV Yes
English Review No
Literature No
Reading No
Health/First Aid 5 Health/First Aid Yes
Mathematics (High School Level) 30 Mathematics I, II, III, IV Yes
Geometry A, B No
Social Studies 10 World Cultures A, B No
World History A, B Yes
Science (Earth or Physical) 10 Earth/Physical Science Yes
Science (Biological) 10 Biology/Life Science Yes
Technology 1 -- No
U.S. History 10 U.S. History A, B Yes
Other Electives 44
English Elective No
Math Elective No
Parenting Elective No
Personal Finance Elective No
Psychology Elective No
Source: ABC Adult School14
13
“High School Diploma.” Santa Ana College School of Continuing Education.
https://www.sac.edu/ContinuingEducation/Programs/Documents/HS%20Requirement%20flyer.pdf
14
Adult learners who complete a diploma at an adult school must pass the California High School Exit Exam (CAHSEE), which tests for proficiency in reading, writing, and mathematics.15 Graduates of diploma programs at community colleges do not have to pass a standardized state exit exam, although Santa Ana College assesses proficiency in high school subject areas by providing students with the option to pass either courses or exams developed by the program.16
C
OMMUNITYC
OLLEGESIn southern Los Angeles, there are six adult high school diploma programs administered by two community college districts: the North Orange County Community College District (NOCCCD) and the Rancho Santiago Community College District (Figure 1.5). NOCCCD manages its adult diploma programs by district, with separate off-campus centers, while the individual colleges oversee programs offered on-campus in the Rancho Santiago Community College District.17
While these education centers share their names and campus space (in the instance of Rancho Santiago) with their associated community colleges, administrators note that these continuing education programs operate independently.18 Many of these education centers have “[their] own campus, management team, and teachers.”19 Although primarily functioning as separate schools, these programs collaborate with their associated community colleges when they report attendance for state apportionments20 and act as “feeder” schools for postsecondary programs.21
15
“CAHSEE Description - CalEdFacts.” California Department of Education. http://www.cde.ca.gov/ta/tg/hs/cefcahsee.asp
16
Wayne, Snell. Santa Ana College. Phone Interview. March 30, 2015.
17
Kosko, Christine. Santa Ana College. Phone Interview. March 30, 2015.
18
[1] Ibid. [2] Wayne, Op. cit.
19
Kosko, Op. cit.
20
For more information, see “Noncredit Education Policy Brief.” Community College League of California, April 2014. http://www.ccleague.org/files/public/PolicyBrief_NonCredit.pdf
21
Kosko, Op. cit.
“To get a high school diploma, a person usually has to pass a state exam. I feel bad for those people because some of them have been trying to pass that exam for four years… The beauty of
our program is that students can take classes that teach them these subjects specifically… Students can also get credit for the tests by taking certain classes. For example, instead of taking
the composition proficiency exam, students can take a Composition II class. Many of them are relieved to hear they can take classes instead of tests. It really takes the pressure off of them.”
Figure 1.5: Overview of Diploma Programs Offered by Colleges in Long Beach Area
SCHOOL NAME LOCATION COMMUNITY
COLLEGE DISTRICT
DISTANCE
FROM LBCC CREDITS
NOCCCD – Cypress22 Cypress North Orange 7 miles 160
NOCCCD – Anaheim23 Anaheim North Orange 16 miles 160
NOCCCD – Wilshire Center24 Fullerton North Orange 17 miles 160
Santa Ana College – Centennial Education
Center25 Santa Ana Rancho Santiago 19 miles 160
Santa Ana College – Main Campus26 Santa Ana Rancho Santiago 19 miles 160
Santiago Canyon College27 Orange Rancho Santiago 27 miles 160
Source: Program websites
A
DULTS
CHOOLSHanover identified seven adult high school diploma programs offered by K-12 school districts (Figure 1.6). Unlike the community college model, K-12 districts have a one-to-one relationship between their districts and adult schools.
Figure 1.6: Overview of Diploma Programs Offered by K12 Schools in the Long Beach Area
SCHOOL NAME SCHOOL DISTRICT LOCATION DISTANCE
FROM LBCC CREDITS
ABC Adult School28 ABC Unified School District Cerritos 7 miles 180
Downey Adult School29 Downey Unified School District Downey 7 miles --
Garden Grove Adult Education
Center30
Garden Grove Unified School District
Garden
Grove 16 miles --
Huntington Beach Adult School31 Huntington Beach Union High
School District
Huntington
Beach 15 miles 180
Norwalk-La Mirada School District32 Norwalk-La Mirada Unified School
District Norwalk 7 miles 180
Paramount Adult School33 Paramount Unified School District Paramount 7 miles 190
Wilmington Skills Center34 Los Angeles Unified School District Wilmington 11 miles --
Source: Program websites
22
“SCE - High School Program.” North Orange County Community College District. http://sce.cc.ca.us/programs/hsprogram/index.html 23 Ibid. 24 Ibid. 25
“Tuition Free Adult High School Diploma.” Santa Ana College.
https://www.sac.edu/ContinuingEducation/Programs/Pages/HighSchool.aspx
26
Ibid.
27
“Adult High School Diploma Program.” Santiago Canyon College.
https://www.sccollege.edu/Departments/oec/continuingeducationprogramsoffered/HSS/Pages/Welcome.aspx
28
“High School Diploma Program,” Op. cit.
29
“HS Diploma - GED.” Downey Adult School. http://www.das.edu/hs-diploma-ged
30
“Adult Education.” Garden Grove Unified School District.
http://www.ggusd.us/apps/pages/index.jsp?uREC_ID=227700&type=d
31
“Diploma/GED.” Huntington Beach Adult School. http://hbas.edu/diploma-ged/
32
“High School Diploma (HSD)/GED.” Norwalk-La Mirada Unified School District. http://www.nlmusd.k12.ca.us/domain/2840
33
“Diploma.” Paramount Adult School. http://www.paramount.k12.ca.us/schools/adulted/diplomatrack.html
34
K-12 administrators believe that their adult schools are more popular then community colleges among students for a variety of reasons. For example, administrators posit that students prefer adult schools due to the mechanisms that easily facilitate transfer from high schools to adult schools within the same school district.35 Curiel believes that location and accessibility play a critical role in student choice:36
Curiel also notes that adult diploma students can face challenges such as lack of confidence, motivation, self-discipline, and tenacity. Curiel believes that these factors may play a significant role in whether students decide to attend diploma programs at an adult school or a community college. In discussing the preference of students for adult schools, Curiel discusses these factors in more detail:37
35
[1[ Curiel, Op. Cit. [2] Pawlisz, Nancy. ABC Adult School. Phone Interview. March 19, 2015.
36
Curiel, Op. cit.
37
Ibid.
“One of the reasons that students prefer adult schools is that there tends to be a school district much closer to where they live…The availability and location of adult schools is usually more convenient for students. These students aren’t high school graduates and probably not in
high-paying jobs. This means that affording a car and transportation can be challenging. It could be enough of a deterrent if a college is three or four miles away.”
- Steve Curiel, Principal at Huntington Beach Adult School
Confidence
“Do you think someone who struggled in school feels comfortable stepping foot on a college campus? That is something we try to get our college colleagues to understand. A college campus is
an intimidating place for someone who does not consider themselves an academic…They lack the confidence and motivation to try to get through the college system. College is not an easy system to
break into; you have to know how to register for classes and find classroom locations on a big campus. That can be too much for an adult who is lacking in basic skills.”
P
RIVATES
CHOOLSIn the Long Beach area, Parkridge Private School is the only private option for adult learners interested in pursuing a high school diploma. Of the institutions examined, Parkridge is the closest program geographically to LBCC. While the school does not explicitly state the number of credits required to graduate with a diploma, its informational flyer suggests that students may receive credit through unconventional means, such as work experience or vocational classes.38
38
“Adult Diploma.” Parkridge Private School. http://www.parkridgeschool.org/pdf/Adult%20Diploma.pdf
Perception
“[This] group that we see in the adult diploma program has a hard time imagining themselves in college. They might have heard that college is a big lecture hall with a professor standing in the
front of the room, and they realize they would be alone. In adult school, the classes tend to be small with a few students, and there are more opportunities to interact with the instructor. Even
though colleges tend to have a different setting for their adult school programs, students don’t know about that. They only see college in movies and television where it’s presented as big lecture
halls with 200 students in a room.”
Familiarity
“…Adults tend to be more comfortable with the K12 system. If they have kids, they know their local school district and how to get there. They also know the diploma requirements and content of the classes their kids took in high school. For example, one parent went into the adult diploma program
at the same time that their kid was in high school. They were both taking algebra and could study together as they were going through the same course.”
SECTION II: BEST PRACTICES AND TRENDS
In this section, Hanover addresses practices and trends that may influence the success of an adult diploma program, including regional demographics. This information is primarily drawn from interviews with administrators and faculty at adult programs in the Long Beach area.
POPULATION
Figure 2.1 shows the distribution of students enrolled in adult basic education and adult secondary education programs in California. Adult secondary education programs include both diploma and GED enrollments, while basic education includes enrollments in any programs that develops “basic literacy and numeric skills.”39 During the time period between 2005 and 2009, enrollments grew for both types of programs.
Figure 2.1: Enrollments for California Adult Education Programs, 2005 to 2009*
Source: California Department of Education40
* According to the Department of Education, “Data [was] not collected past 2008-09 due to flexed Adult Education funding.”
Despite continued demand since 2009, enrollments in adult basic and secondary education have fallen.41 This decline in enrollments is attributable to the California budget crisis and recent decreased funding for education programs.42 These budget issues present a significant challenge to consider when designing an adult diploma program. In an interview,
39
“Adult Education - CalEdFacts,” Op. cit.
40
Ibid.
41
“Adult Education Regional Planning,” Op. cit., p. 11.
42 Ibid., p. 12. 62,410 76,516 198,995 226,053 0 50,000 100,000 150,000 200,000 250,000 2005-2006 2006-2007 2007-2008 2008-2009 Adult Basic Education Adult Secondary Education
Nancy Pawlisz, an instructor at ABC Adult School, explains that many adult diploma programs in the area have closed in recent years, citing budget reasons.43
The budget crisis in this interview refers to government cuts in California that totaled $5.8 billion for K-12 schools and $695 million for community colleges.44 Many K-12 schools “directed funding to other critical programs and services” and decreased adult education services.45
While the adult education system works with students of all backgrounds, the California Department of Education has identified six specialized populations it aims to serve: 46
Adult immigrants,
Adults with disabilities,
Disadvantaged adults (i.e., “low income and hard-to-serve adults”),
Homeless adults,
Incarcerated adults, and
Single parents and displaced homemakers.
Individuals from these groups have often experienced life circumstances that impacted their levels of educational access and attainment. In interviews, however, administrators noted that adult diploma programs in the Long Beach area primarily target specific immigrant populations, young adults, and first generation students.47
ESL
P
OPULATIONCuriel explains that diploma programs enroll many immigrants who “may not have had the formal education they wanted” before arriving in the United States.48In many cases, students participate in internal transitions that promote them to diploma programs after gaining language proficiency through ESL classes within the same school.49Programs often
43
Pawlisz, Op. cit.
44
“Cuts in California.” The New York Times. http://projects.nytimes.com/california-budget
45
“Adult Education Regional Planning,” Op. cit., p. 12.
46
“Adult Education - CalEdFacts,” Op. cit.
47
[1] Curiel, Op. cit. [2] Kosko, Op. cit.
48
Curiel, Op. cit.
49
Kosko, Op. cit.
“I believe that Long Beach Adult School closed about two years ago, and they directed a lot of students to us. They closed for budget reasons. Another school near us, Bellflower Adult School, also closed for budget reasons. There have been numerous schools that closed near us due to the
budget crisis.”
do not collect precise data regarding the immigrant status of their students;50however, adult education program administrators state that the ESL population accounts for a significant proportion of diploma-seeking adults in the area.51Christine Kosko, a dean at Santa Ana College, observed that enrollment numbers peaked following the passage of the Dream Act,52a law that provided a method to acquire permanent citizenship after completing secondary and postsecondary education in the U.S.53
In addition to the Dream Act, immigration policies implemented through President Obama’s executive order for Deferred Action for Childhood Arrivals (DACA) may also have an impact on the ability of immigrants to remain within the United States and pursue educational opportunities.54 In a regional planning report, the California Department of Education and California Community Colleges Chancellor’s Offices explains: “With the fear of deportation no longer hanging over them, it is likely these immigrants will begin to take steps to improve their career options and their integration into American society.”55
As part of this trend, Kosko highlights the significant Hispanic demographic of the diploma program at Santa Ana College. These data do not provide specific evidence for the immigration status of program participants, but do offer additional perspective on the diploma-seeking population in the area.
Y
OUNGA
DULTSTwo of the adult school administrators interviewed for this study – from ABC Adult School and Huntington Beach Adult School – note that their diploma programs enroll students who vary widely in age, but that a substantial percentage are between the ages of 18 and 22.56 Curiel explains that the school attempts to “connect to [non-graduates] immediately after high school.”57 Pawlisz speculates that the relationship between adult schools and high schools within the same school district plays a role in attracting these students:58
50
Ibid.
51
[1] Ibid. [2] Moss, Op. cit.
52
Kosko, Op. cit.
53
“Dream Act: Summary.” National Immigration Law Center. https://nilc.org/dreamsummary.html
54
“Consideration of Deferred Action for Childhood Arrivals (DACA).” US Citizenship and Immigration Services. http://www.uscis.gov/humanitarian/consideration-deferred-action-childhood-arrivals-daca
55
“Adult Education Regional Planning,” Op. cit., p. 12.
56
[1] Curiel, Op. cit. [2] Pawlisz, Op. cit.
57
Curiel, Op. cit.
58
Pawlisz, Op. cit.
“It seemed that when the Dream Act came two years ago, there was a real surge of people. There were people basically waiting outside to get a seat in the classroom. When things happen related
to immigration, there seem to be surges..”
- Christine Kosko, Associate Dean for Instruction and Student Services, Adult Secondary Education at Santa Ana College
Because community colleges do not share this relationship with local school districts, their diploma program populations generally consist of individuals in slightly older age ranges. According to one counselor, the average student at Santa Ana College enrolled in an adult diploma program is in their late 20s.59
F
IRSTG
ENERATIONH
IGHS
CHOOLS
TUDENTSFamily and community support systems may contribute considerably to the ability of first generation adult high school students to participate and succeed within college systems that offer high school diplomas. Curiel notes that proper support systems may be lacking for first-generation high school graduates. These individuals may lack at-home guidance to navigate procedures at postsecondary institutions, which could act as a barrier for individuals interested in high school diploma programs offered by colleges.60
FLEXIBILITY FOR STUDENTS
In the Long Beach area, many diploma programs offer flexibility for students in course delivery and registration. These policies are particularly important for the adult diploma demographic, which generally cannot complete courses within the standard time constraints associated with traditional education. Flexible scheduling can assist adult learners who may have obligations such as work and childcare.
D
ELIVERYM
ODEIn an evaluation of adult diploma programs in the area, three delivery formats are available: classroom, lab, and online. Figure 2.2 provides summary descriptions for these formats. The
59
Wayne, Op. cit.
60
Curiel, Op. cit.
“We have five high schools in our district. If any students from those schools do not finish their diploma, they are recommended to come to us. We are their first choice. A lot of our 18 and
19-year-old students come from those high schools. This is true for all the adult schools in California.”
- Nancy Pawlisz, Instructor at ABC Adult School
“The adult school will take care of you and help you get started right away, but community colleges do not have that mindset. Their mindset is that there is a process that must be followed,
and if someone doesn’t follow that process, they have to start over. There is not a lot of flexibility. However, they are recognizing that this is a problem. If a student doesn’t have a support system—for example, someone in their family who can help them understand how to
pick classes and get through college—they have to do a lot on their own, which is difficult.”
classroom approach uses synchronous instruction and study with mandatory class meetings, while lab and online options emphasize an individual, self-paced approach.
Figure 2.2: Typical Course Delivery Systems for Diploma Programs in the Long Beach Area
Sources: Curiel, S.;61 Pawlisz, N.62
In the Long Beach area, most programs offer a lab delivery mode; three of the programs provide online course options in addition to traditional offerings (Figure 2.3). Hanover’s scan found no programs operating solely through an online delivery system. Huntington Beach Adult School experimented with allowing students to complete coursework completely online and found that the approach had challenges:63
61
Ibid.
62
Pawlisz, Op. cit.
63
Curiel, Op. cit.
• Standard instructor-directed class meetings. • Mandatory meetings for each lesson. • Example: Norwalk-La Mirada Adult School Classroom
• Individualized, self-paced study within a campus setting.
• Instructor available to answer questions during lab session and/or student meets with instructor individually on a regular basis. • Example: Santiago Canyon College
Lab
• Self-paced study at home or in campus computer lab.
• Students complete coursework and meet deadlines on their own schedule.
• Example: ABC Adult School Online
“We have tried to get away from the two-day per week model [of in-lab work] and offer most of the courses online so that they could do work in their personal time. We track their progress to
see if they are performing well or struggling. If students aren’t doing well, instructors can contact them to find out what’s happening. We haven’t had a lot of success because the type of
students we have tends to have a lot of issues with motivation and discipline. It’s necessary to hold them accountable. A lot of our teachers have said it might be necessary to institute the minimum two days per week [in lab] to get students on track before we give them full flexibility
through online work.”
Figure 2.5: Number of Long Beach Area Adult Diploma Programs by Delivery and Instructional Mode
Source: Institutional websites
In terms of instructional method, programs favor an individualized, self-paced approach. Self-paced and individual learning approaches afford students with opportunities to complete coursework in the time they have available. Pawlisz compares enrollments for their lab and online course options, and observed these trends:64
The higher number of programs offering lab, online, and individual learning is likely linked to the time constraints faced by adult learners. Adult learner populations may have life
64
Pawlisz, Op. cit. 1 4 2 1 0 1 2 3 4 5
Classroom Lab Lab + Online Classroom + Online
Course Delivery Mode
1 6 1 0 2 4 6 8
Synchronous Individual Both
Instructional Mode
“Students tend to finish more classes in the online option. I think that’s partly because students can work on the class whenever they want, either after work or on the weekends. The lab is only
open Mondays through Thursdays…I would say our online option is about double the size of the other option. In particular, our online program has been booming in the last year.”
circumstances, such as full-time employment, that can act as a barrier to attending regularly scheduled class meetings. The Outreach and Technical Assistance Network notes that distance options can benefit adult learners by “[addressing] many barriers to participation and persistence, such as transportation, disabilities, childcare issues, [and] work schedules.”65
O
PEN-E
NTRY,
O
PEN-E
XITS
YSTEMSWithout the semester time constraints enforced by traditional classroom approaches, self-paced, individual learning systems can implement entry, exit systems. An open-entry, open-exit system allows a student to enroll in and attend classes at point during the semester, as well as discontinue attending them whenever they desire. All of the adult diploma programs, including the community colleges,66 in Long Beach employ this system. Curiel explains the advantages this offers over traditional semester systems, such as those used at some institutions of higher education:67
65
“Advantages of Distance Learning for Adult Education.” Outreach and Technical Assistance Network. https://adulted.otan.us/inn/pdfs/advantagesofdistancelearning.pdf
66
“Adult High School Diploma Program,” Op. cit.
67
Curiel, Op. cit.
“In our system, a student can walk in one day, complete his paperwork and registration, and start classes the next day. It’s a two-day system with orientation and assessments the first day,
and the second day they go straight into class. It’s an open-entry, open-exit system. However, colleges are more complicated. The adult school will take care of you and help you get started right away, but community colleges do not have that mindset. Their mindset is that there is a process that must be followed, and if someone doesn’t follow that process, they have to start
over. There is not a lot of flexibility.”
PROJECT EVALUATION FORM
Hanover Research is committed to providing a work product that meets or exceeds partner expectations. In keeping with that goal, we would like to hear your opinions regarding our reports. Feedback is critically important and serves as the strongest mechanism by which we tailor our research to your organization. When you have had a chance to evaluate this report, please take a moment to fill out the following questionnaire.
http://www.hanoverresearch.com/evaluation/index.php
CAVEAT
The publisher and authors have used their best efforts in preparing this brief. The publisher and authors make no representations or warranties with respect to the accuracy or completeness of the contents of this brief and specifically disclaim any implied warranties of fitness for a particular purpose. There are no warranties that extend beyond the descriptions contained in this paragraph. No warranty may be created or extended by representatives of Hanover Research or its marketing materials. The accuracy and completeness of the information provided herein and the opinions stated herein are not guaranteed or warranted to produce any particular results, and the advice and strategies contained herein may not be suitable for every partner. Neither the publisher nor the authors shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Moreover, Hanover Research is not engaged in rendering legal, accounting, or other professional services. Partners requiring such services are advised to consult an appropriate professional.
4401 Wilson Boulevard, Suite 400 Arlington, VA 22203
P 202.559.0500 F 866.808.6585 www.hanoverresearch.com
