Hi Marie:

I've been busy reading down the many facets of this discussion: 
teacher/student challenges with algebra, the role and reality of online
learning, how tests like the Accuplacer and Compass created a "narrow
door".  I'll comment on a few of them but I thought I would just mention
something about models first.

One way to decrease the likelihood of being overwhelmed by all this is
to think in terms of models of transition.  There are many, many out
there.  The five that we've focused on at the National College
Transition Network (NCTN) are the ones in our models paper (here's a
brief review we did for a conference in Washington State: 
http://www.collegetransition.org/workshops/WA/ModelsHandoutv3.doc)

The models we discuss in the paper are:

1.  Advising
2.  GED-Plus
3.  ESOL/ESL
4.  Career Pathways
5.  College Prep

Each has the same goal: to prepare students for postsecondary
education.   And they share many of the same content (e.g., all include
some focus on what the K-12 system refers to as "college knowledge" and
preparing students for the college placement test) but the delivery is
different.

For example, the Advising model relies upon one-to-one and small group
counseling by someone familiar with adult education students' transition
needs as they transition into college. Many adult education programs
partner with their local college to provide this service through a
designated counselor/advisor at the college or adult education center. 
Depending on its level of intensity, it can be effective.  Some programs
follow students for a year before they arrive in college and then
through the first year of college.  The magic word here is "intensity." 
Getting a dedicated advisor is key.  Adults, in particular, like the 1:1
help with problem-solving but keep in mind that many advisors/counselors
may end up being assigned to 1000 students.

Another model that folks are often familiar with is the career pathways
model.  Many adult learners are looking to enter more promising
employment and, while the math has been a challenge for many of the
health care and technical careers, the contextualized nature of study is
very motivating.  The folks from Washington State can maybe comment on
the I-Best model, but I'll include a link here, just in case: 
http://www.sbctc.ctc.edu/college/d_basicskills.aspx   It combines
basic skills with postsecondary-level technical training.  In the
planning process and classroom you will find both an adult educator and
the technical instructor.  This has been a hard model for rural and
small programs.

Lastly, I'll mention the College Prep model which is an intensive,
semester's work located between completing the GED/ELL and college. 
Students attend class up to 12 hours per week and focus on reading,
writing, math, digital literacy, placement testing, and all that
"college knowledge."  Much of what is on our website is based on this
model.  The state of Maine has decided to use this model and has funded
20 adult education centers around the state to provide this service to
adults.  See http://www.maine.gov/education/aded/dev/transitions.htm 

I'll be back in a few minutes with a couple of specific responses.

Cynthia

National College Transition Network
www.collegetransition.org




>>> "Marie Cora" <marie.cora at hotspurpartners.com> 2/4/2009 9:33 AM >>>

Hello everyone, how are you?
 
Great, lively discussion we have!  I'm enjoying all of it, and I'm so
glad that math has made its way into the conversation - I always feel
like we (I) don't do enough math-focused discussions here.  So please
carry on!
 
I did want to ask subscribers if anyone is familiar with/has used
resources from the NCTN?  Or perhaps some of you attended the
Effective
Transitions in Adult Education conference in Rhode Island last
November?
Please comment on, share your experiences, or ask questions about the
NCTN and what it has to offer.  Or if you did attend the transitions
conference, please let us know your thoughts about that - how was that
experience for you?
 
Looking forward to today's exchanges!
 
Thanks,
 
Marie
 
Marie Cora
Assessment Discussion List Moderator