Research/Report
Author(s): Stephen Reder, Department of Applied Linguistics, Portland State University
Analyses of administrative data from one state’s Title II adult education programs between 2007 and 2019 focus on the longitudinal participation patterns and skill growth of nearly half a million adult students. In contrast with single program year reports, adults’ participation and learning is seen across multiple years and multiple providers. One third of students participated in multiple years, and over one third participated in multiple programs. Literacy and numeracy skill growth is systematically related to long-term instructional hours attended over time and across programs. These results provide new insights into how adult education supports long-term skill growth and lifelong learning. Implications of these extended participation patterns and long-term skill growth are considered for programs and policy