Author(s): Amy Pickard – Indiana University School of Education; Alisa Belzer – – Rutgers University, Research Briefs Editor
This article explores the issue of learner persistence in adult basic education (ABE) programs. Factors such as demographic characteristics, reading assessment scores, and external circumstances were found to influence persistence more than learner motivation or program characteristics.
The paper suggests that policies supporting students in stopping out and re-engaging, as well as modifying program characteristics, can improve persistence. However, a range of approaches is likely necessary, and context-specific initiatives should be developed to address the needs of local learners.