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kt-rt il^n High acceptance raediuin 20-30% to pers. The Federal regulation,-, r.-vtrning the use of ABH funds have, -ii K. Within each factor are variables which either hinder or promote participation.

luil niluro j (72% - 72% - 66%) ERIC Althouf^h nunc of these variables showed a significant relation to ;»tti;nd.«nc.^*^ Ic should bo noted that the direction of results did not come out IS pro«IK t..a. Taken one itora ;it I tiru , iw.i I.ikt-rt Itens were found to bt- significantly related (at the •'iht po Uo enrol i Henc In ABK is the restricted availability of the C. Some such variables aay act to prof Bot F participation while others »ay only hinder participation.

Some of the data presented in this report required rather great differences to show a statistically significant re- lationship to the measures of participation.

While an obvious implication of this is that future research projects on this subject utilize larger samples, the coir- clusion also indicates that relationships in this research which did not make the .05 confldemre level should not necessarily be rejected or considered unimportant.

P A R T I C 1 P A T I 0 I TEXAS P R 0 G R A H S S OF ADULT BASIC E D U C A T I 0 il An Idenclf icatlon and Analysis oi Factors Related to Rates ot Enrollment, Attendance and Completion in ABE TEXAS DEPARTMENT OF COMMUr UTY AFFAIRS Office of Education, information and Training bv Chad Richardson Project Director Including a f - view and icscrlption of The Effect of ABE Participation on Alienation and Selected Behaviorn by l Ajren M. Uispos H ional Fact or/-i The dispositional facf^rs, it will be recalled, are those factors which exist as attitudes, values or beliets in the minds of adults and which hinder -r encourage ABK participation. The two items which comprise this variable are presented along with the total scores in Table 12. The two items selected for this cat- egory were general items included in the attitude scales. Three of the significant items show highest attend- ance in the classes of teachers %iho are not certified, %Ao have not coop'eted a college degree, and who are not employed as public school teachers in addi- tion to their employment in ABE. It would seem ERLC 72 -62- th.u variations in this factor ci^ld be rv Uted to changes in P , li. What problems a teacher feels are associated with teaching ABE Tiu-Kc variab K'ti are presented in Table 24. The rolation of each teacher's evaluation ABE to the percent attendan4'e of their students.

Nyor Adult Pfriormnce Lt'Project Developed with tbf ciioperatlon t: a ■i;^;''. While many of the situational factors were viewed -is eith. Table 12 on following page Again 9 all but one of the results was in the direction predicted and none of the items demonstrated a statistically significant relation to the three participation measures. This subfactor was selected to give some indication of anomie and the possibility of its rela- 13 tion to participation. Their inclusion* like that of several other items in the attitude survey, was purely exploratory and not based on a dislini l rat ii Mi.ile* ' The analyses i» 4^ (d CO 4^ X gnu 0^ o w o CM O 00 so PM o I 01 in 9 01 09 OO i- EC -4- EO o o w o 3 i4i( 3 tf4 e 0^ M •as o; ^ SL u A ! 25 Several explanations of this finding were proposed. t i 4 often = never students honewurk: ' (70^ - 68;^ - 68:^^) Sl7v i»l Viiur ARE class? Variable and Items Highest to lowest attendance (average % attendance) Significance less than .05 Tca^^K•r*^^ evaluation of ABE How much thf li T^u- do y4 much no re enjovable (717 " 702) No Wl Mt Z of adults who faltti- ftilly .itiond ABK for 1 year will r^'.-eiv L' dir-'4l econonit- benef i 1 V 807.

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(FA) ERIC 1 1 I BEST COPY AVMUBIE I JEMS (PROGRAMS OF j DULT msic wmno N \ I An Identification and Analysis of Factors Related to Rates of Enrollment^ Attendance and Completion in Adult Basic Education Division of Education, Information and Training r ! it Is hoped that in future research, additional situ^i- tional factors my be identified and all factors weighted as to their importance as hinderances i»r stinulators of ABE participation. Tiiis subfactor was also part of the ovorall alienation iti? Its selection was based on the assumption that an adult's social relationships (or atti* tudes concerning them) might influence his/her desire to parti- cipate with other adults in an ABE program. M.;- troes, hut he felt that they took little action to bring 0-12 i (77Z - 77"^ - 75%) S^gnif icance less than .05 Yes Yes (less than .01) Mo No Yes (less than .01) Yes (less than .01) Ho ERIC G9 ERIC An examination of the data presented in Table 22 reveals a rntiu r inqjortant finding: Teachers who lack the general professional features of public school teachers have rates of attendance significantly higher than those who have such credentials. .fclnlts was jm-ater than the sntis- f art {on tfiey got from teaching in public schools. nuilt cximom U- benefit an adult will receive from ABK c.

TITLE ISSTTTOTION SPOWS AGSNCY POB DATF WOTF R7RIIABLE PSOfl 'DPS PBIC? Research populations tapped were; a saaple of ABE participants coapared with a siailar saaple of eligible, non-enrolled adults; State attendance inforaation of adults currertly participating in ABE prograas; interviews with adults separated froa the prograa during the preceding three years. Ihc relation o\ iteni H reflecting the perceived value of education to the three stages of ABE participation • ... c e CO CO CO CM I CM ON CM A m 1 c »-i ^fi o m •H ^ en 4J W 42 c o o O U "3 4J to 5 oo^-' Om- oi tlu- wust «ri MV r.