Day Three: Impact of Adult Basic Skills Program Participation -- Patterns of Participation
Submitted by Cynthia Zafft on October 21, 2015 - 8:39am
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Dear Steve and Colleagues:
Steve, in the webinar you mentioned participation at varying levels of intensity (any participation, 25 or more hours, 75 or more hours, 100 or more hours) and the impact on earnings:
- Only when participation involves 100 or more hours of attendance does it have a significant and substantial impact on future earnings
- Concentrated hours have a larger impact on earnings than hours distributed over years
I have a few questions regarding that:
- What percentage of program participants reached that 100+ hour mark? Is there anything you can tell us about that group?
- I think you said that most of the participation was concentrated within the first few years of the study, but I may not have that right.
- Did you find similar hours of participation for GED attainment and postsecondary engagement. That is, did participants need to reach the 100+ hour to reach those goals?
And, we have a related question from Dolores Perin that came during the webinar that I want to include here:
Dolores Perin: Would you be able to say what the control variables were in measuring impact of program participation on GED attainment - do you think program participation itself was key, or was there some underlying variable such as motivation that led to both program participation and GED attainment.