We document and disseminate various results, trainings, and resources from our research, programs, and projects.
This paper describes an approach to evidence-based adult education and proposes a way to establish an evidence-based adult education system. The evidence-based adult education system presented here requires a close collaboration between researchers and practitioners. This collaboration must be built on a common vision and a respect for the strengths that each brings to this…
Lifelong learning has become a key concept in planning for economic and social development. The public discussion on lifelong learning is very broad, encompassing continuing education for seniors in an aging but capable population and often oriented to preparing adults for transitions through multiple careers in their lifetime. Previous surveys indicate that people with more…
In the U.S. economy, education and training are keys to economic survival. Estimates of the number of adults who need educational services to secure a decent-paying job vary considerably, but it is widely claimed that existing classroom programs for adults reach only 3% to 5% of those in need. Although increasing the capacity of classroom…
As the 21st century begins, the citizens of the United States find themselves living and working in a new economy—one built on a foundation of information and communications technology. This new economy provides advantages to people who possess both educational credentials and strong basic skills. Those basic skills include reading, writing, math, the ability to…
The introduction of multiple intelligences theory (MI theory) in 1983 generated considerable interest in the educational community. Multiple intelligences was a provocative new theory, claiming at least seven relatively independent intelligences, in marked contrast to the traditional view of a unitary, “general” intelligence (Gardner, 1993a). Because multiple intelligences theory was intended for an audience of…
On February 14 and 15, 2000, a National Adult Literacy Summit held in Washington, D.C., was attended by over 100 representatives from the field of adult literacy and adult basic education: learners, teachers, program directors, policymakers, researchers, state- and federal-level administrators, as well as congressional, corporate and non-profit friends of the field. The purpose of…
During the summer and fall of 1999, we interviewed 60 adult basic education and literacy (ABE&L) decision-makers and practitioners from ten different states about their work and information needs. What they described was a field starved for professional development and little opportunity to sate its appetite. The reasons for this unfortunate circumstance were both extenuating…
NCSALL’s Adult Reading Components Study (ARCS) was the first large-scale attempt to describe the reading of students enrolled in adult basic education (ABE) and English for speakers of other languages (ESOL) using a battery of individually administered reading and language tests. From May 1998 to June 1999 nearly 1,000 adult learners were tested at over…
This paper addresses an issue of concern to adult educators across the United States: how to measure the performance of programs by measuring the outcomes of program participation for learners. All federally funded programs will soon begin measuring three “core indicators” mandated by Title II of the 1998 Workforce Investment Act (WIA). Measurement of these…
The relationship between work and transportation has long been an important focus of transportation research. After the passage of the Personal Responsibility and Work Opportunity Reconciliation Act of 1996, or “welfare reform,” attention turned to the role of transportation in job search and employment outcomes. While much of the work in this area focused on…
World Education strives to build lasting relationships with partners across diverse geographic regions and technical sectors to produce better education outcomes for all.
