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The pdf download of the report from the McGraw-Hill Research Foundation.

Examines educational experiences and attainment as well as employment and earnings of adult students. The study also identifies the critical points where adult students drop out or fail to advance to the next level in order to stimulate thinking about how to bridge those gaps and facilitate student advancement. (Washington State Board for Community and Technical Colleges, April 2005)

Examines the current policy challenges that impede access to postsecondary education for adult students who require English language training, GED or Adult Basic Education training. The report offers several recommendations to improve adult basic education and track student results.(Julie Strawn, Center for Law and Social Policy, National Commission on Adult Literacy, 2007)

Network for supporting Adult Basic Education providers

The NCTN supports Adult Basic Education staff, programs and state agencies in establishing and strengthening ABE-to-college transition services through technical assistance, professional development, collegial sharing, advocacy and increased visibility for this critical sector of the adult basic education system.

Finds that adult students who had been awarded academic credit for "prior learning" earned in the military, corporate training and other non-classroom settings were more than twice as likely to graduate, and to persist even if they did not graduate, than were their peers who had not earned such credit. (Council for Adult and Experiential Learning, March 2009)

Article on the shift to course based terms in adult education rather than running registration.

This research paper from the McGraw-Hill Research Foundation's paper, The Return on Investment (ROI) from Adult Education and Training contends that billions of dollars could be earned, saved and pumped back into the struggling economy as a result in investments in effective and efficient workforce development programs.

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

Story on basic skills courses for adults that lead to livable wage employment

The task force's final report identifies ways to strengthen the governance of Ohio's adult learning system; ensure that its structures, programs and funding are aligned with employers' workforce needs and learners' expectations; and improve the performance and productivity of Ohio's talent development system with instructional programs that capitalize on best practices, state-of-the-art technology and high-quality teaching. (Final Report of the Ohio Advisory Committee on the Transfer of Adult Career-Technical Programs, June 2008)

Evaluation of the SUN project in the Colorado Community Colleges. Initiative was intended to better prepare and transition adult education students into community college programs.

Urges policymakers to focus the mission of community colleges in three core areas: basic skills education, career technical education and preparation for transfer to four-year universities. The Commission called for shifting adult basic education from the state education department to the community college system, and for giving more authority to the chancellor to oversee the campuses. (Little Hoover Commission, February 2012) Link to executive summary: http://www.lhc.ca.gov/studies/210/Executive%20Summary.pdf

Joyce Foundation approach to systems change for state policy for ensuring that state postecondary, adult basic education, skills, and credentials needed to advance and succeed in our changing economy. Their approach: uses data to foster improvements;pursues policy changes to leverage improvements; engages the field to generate ideas for buy-in; and builds strategic communications to cultivate skakeholder support for systemic change.

adults without basic reading or math skills return to school for basic skills in KY. Programs teach job skills and workplace vocabulary and encourages dual enrollment in ABE and community college.

Budget cuts to community colleges highlights the fact that as a society we were never fully committed to remedial students in the first place. Young people and adults who have been criminalized and imprisoned are ineligible for loans, and cannot afford college to turn their life around. These cuts target the working poor, undereducated, and disadvantaged and are a threat to our democracy.

Story on the Ohio Adult Basic Literacy and Education program that works with students who place at the lowest levels in academic readiness for higher education.

Mission is to provide adults with educational opportunities to acquire and improve their literacy skills. State's longitudinal data study mentioned in Jam.

Summarizes the objectives of and lessons learned from Washington's Integrated Basic Education and Skills Training (I-BEST) program. The program pairs English as a second language (ESL)/adult basic education (ABE) instructors and professional-technical instructors in the classroom to concurrently provide students with literacy education and workforce skills. (Washington State Board for Community and Technical Colleges, December 2005)

Transition to College and Careers (TCC) Pilot Project. A "career pathways" model to help adults with limited education enter and succeed in college programs.

Looks at the current demographic realities and the need to better serve adult students. Offers some policy and strategic recommendations to include career pathways, contextualized instruction for basic skills, etc.