Abstract
Limitations in sampling and research design in past studies have hampered understanding of adult education's impact on the acquisition of basic skills. The present study used a selection bias weighting adjustment and ordinary regression techniques in a path analysis approach to identifying variables which directly and indirectly influence reading achievement in adult literacy programs. A major focus of the study was estimating the effect of student persistence (hours of instruction) on literacy outcomes in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE). Persistence was found to contribute positively to reading achievement only in ESL; negative persistence effects were actually observed for ABE classroom and lab instruction. Considering both direct and indirect effects, the data suggest that adult literacy education can generally be improved by greater investment in full-time staff. It was concluded that an emphasis on student persistence in ABE and ASE instruction may be misguided.
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