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Learner Persistence In English For Speakers Of Other Languages (Esol) Programs, Elyse Waksman
Learner Persistence In English For Speakers Of Other Languages (Esol) Programs, Elyse Waksman
International Development, Community and Environment (IDCE)
Persistence – or continued, intense study – is a common challenge for adults in English for Speakers of Other Languages (ESOL) programs because of various institutional, situational, and dispositional factors. The current state and federal funding standards for adult ESOL programs are driven by human capital theory, and therefore most funders require demonstrated employment outcomes for students. These top-down objectives do not always align with English learners’ own motivations and goals. ESOL organizations must consider the complexities of these interacting forces to develop effective persistence strategies for their constituents. This case study of an ESOL organization in central Massachusetts is …
Identifying Reasons For Attrition At The Clemente Course In The Humanities, Worcester, Ma, Mollie Rayner-Haselkorn
Identifying Reasons For Attrition At The Clemente Course In The Humanities, Worcester, Ma, Mollie Rayner-Haselkorn
International Development, Community and Environment (IDCE)
This paper identifies reasons for attrition and possible solutions to higher retention at the Clemente Course in the Humanities, Worcester (Clemente). Over the last four years, since the re-launch of the Clemente, the retention rate of students completing the program has remained around 50%. Clemente is an alternative, adult education program that provides college level humanities classes to majority low-income, minority adults. In this paper qualitative research methods are used to interview students, professors and an administrator at Clemente. Based upon qualitative research, supported by retention theory, three main reasons for attrition are identified: student academic self-esteem, diversity of student …