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- Publisher
- SAGE
- Copyright
- © 2008 American Association for Adult and Continuing Education
- ISSN
- 1045-1595
- eISSN
- 2162-4070
- DOI
- 10.1177/104515950801900102
- Publisher site
- See Article on Publisher Site
Abstract
Bridging the Great Divide: Approaches That Help Adults Navigate From Adult Education to College merica is becoming a less undergraduates are considered non- Aeducated nation (National traditional: older students, parents Commission on Adult Literacy, 2008). (especially single parents), students who work fulltime, students who While this is frequently measured are financially independent, and/or through comparisons of the number of adults with college degrees, strate- students who come to college without gies to address sagging educational a traditional high school diploma attainment statistics in the United (U.S. Department of Education, NCES, 2002). Entering college with States are typically focused on K-12 basic skills needs requiring more reforms—mostly through expanded definitions of college readiness. than a year of reading remediation In the past, college readiness has significantly lowers the likelihood been "defined primarily in terms of success (Adelman, 1998). This paper examines a subset of those of high school courses taken and nontraditional students—individuals grades received along with scores on national tests as its primary metrics" from adult education programs, and (Conley, 2008, p. 5). Creating a more describes a study of program models robust definition of college readiness designed to better prepare adults for By Cynthia K. Zafft college. is
Journal
Adult Learning – SAGE
Published: Jan 1, 2008