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MMSf llulr itwn in lilies (sell ^onct-pt) or because- of la U-, iiur, .-.i . Attendance was found to be significantly related to one of the I tens but was not significantly related to the total score. il9hh) of what he called the "Achievement Syndrome" in wii'i it mothers of various ethnic backgrounds were surveyed to de- termine the extent of their achievement motivation. (» Wlule i H htif o;u- .'1 the results p«"esonted in Table 11 were In the predicted direction, none were statistically significant at the .05 level. These same adainistrators said that teachers who could not keep students in their classes often seeffied to "paternal! While it was difficult to i^a precise definition of what exactly was neant by this term, some specific behaviors were mentioned which were suggested as exai^les of paternalism. - median level ut i*ducat ion tfuin oiilu T of the other two olhnic cati^ftorii's.Since a contention of many writers who describe the poor is that Lhev have little mtuivation for achievement, this and other items irotr. j Lems and the total scores are presented in Table 11. Some of these were included as iteias in the interview schedule. Si H:4ind, Anglos arc mori* often recruited into the progrnia by mure impersoiiiii means (such an advertising, or radio announcements) than are Mexican ^ericans or Blacks. instruct ion« then, would probably reduce Anglo enrollment more than it woidd for Blacks or Mexican Americans.^ ^ Whi U- tlu're are probably aany factors which would help explain the comparatively low rates of enrollment of Anglos, the three suggested abosfe are considered in this report to be the most Important. CONCLUSIONS AND IMPLICATIONS The data produced by this research ^reject have identified many factors whirh were found to be related to variations In the rates of ABE enrollment, attendance and cinnpletlon.

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While an obvious implication of this is that future research projects on this subject utilize larger samples, the coir- clusion also indicates that relationships in this research which did not make the .05 confldemre level should not necessarily be rejected or considered unimportant.They arc as follows: a) Forcing adults to do assigned work b) Not taking a student's word for absences, etc. Eliminating the possibility of offering or advertising G. In addition, some data have been produced to show hc^ these relationships vary from one ethnic category to another.c) Permitting or engaging in gossip about one's students d) Getting involved with students in their personal problems f) Using "off -color" jokes and expressions in class Table 25 shows how such items are related to attendance. The data also suggest many implications for efforts designed to increase ABE participation. This report provides a descriptive profile of ABE teachers and students and analyzes factors deteraining student enrollaent, attendance, and prograa coapletion. Chad Pichardson, Progras Adsinistrator, Texas Oepartaent of Cos Bonlty Affairs, P. Box 13166, Capitol station, Austin, Texas 78711 (Ho price listed) HF-$0.75 HC-$5.ftf) Pt OS POSTAGE •Adv it Basic Education; Adult Characteristics; Adult Educators; *Adult Prograas; Adult Students; Anglo Aaericans; *Attendance Patterns: *Enrollaent Influences; Field Interviews; Bexican Aaericans; Binority Groups; Negroes; Participant Characteristics; Participant Satisfaction; Perception; •Student Participation; Tables (Data) Texas ABSTPRCT By 1971, Texas had attained the largest enrollaent of adults in adult basic education (ABE) of all States.Of tliusi* whiih Wt Tk' i^ppo Hlti' of tlif pridit'lt d direct iim, ciimpar.i- tivflv ti»w Wi Tf statistically si);nl f .

Tluisv whiih did m.inili'st statist ically si j Mii f ii ant rt'tatiuns in tht- dlroi'tion iippositv of t-ia.

r a iiinds; ;\ hindor*ince to ABE participation s Ino#* there would be little expectation of success. While the consistency of results in the direc- tion ;*redicted lends some support to the importance of this variable , the lack of statistical significance does not Justify its acceptance. The importance of rules and perceived well-being variables. i lot Urw H Tahlo 12 Hu- Jti ai^Mily ti-ant ion of the "no rules to live by" Itvm Ina Uaits t'l.t n. First, it was considered possible that the 1002 attendance figures of learning centers (where no absences nre possible) might be responsible (if learning center teachers tended to b^. tliiit tlu- 4li ^4ir«'d morv ol the teachcr-Htudf nt inn) . (Qu stionnaire) About wtiat percent of your ABE materials are designed sp./i If Ically fi^r adults? : • 90-100% (72% - 72% - 67%) Slgnl f icance less than .05 No No No Yes (less than «01) No The i ten or\ 7 a' tine spent with individual students showed a sip- nil iiint relatii Mi fc Ol) ti) attendance when Icarniiig centers were not excluded u. The results presented In Table 23, however, show the rela- tion found when learning centers are not considered. up to 49% = 50-79% (7U - b9Z - 69%) No What arc the bi^j^t-st problems faced by ABK teachers?

While this ERIC 44 c o c 'J o a CO CO u CO u o o i V ^ 3 52 o Oi o o t/5 • IT a ^ ECO O O c a Of u CO ^ O -H ^ x: X 3 tflloo C/1 c: 4J ^ Wl ^ o u vi C 4^ C O 13 O *4 :^ ^ o O &0 O -I o coc 0 * *-* M • 'J o 0 *\ ~i Ik r J o A O I rsi NO I NO U- is ai/lo tlu- raa Mi.-rv cnvf ronmont variable, tiu- ;,ri:.. U'ft iu N- {ri wlu-tlu T adults t Vol unable to succct-J bc-. The two items used to nea- sur.- ih K- were taken from Coleman et al. abli- 10 on following page TJ.e l:sitows that tiie total self concept of ability score is siiini- relateu on 1 v to ..r.-.p I et i un (although the enrollment fifturc barely missed the .05 .ur-ott). The two items com- prisinr, variable wert^ adapted from a study by Bernard C. These two variables are combined in this discussion sin^-e hot! n-pu t i.- ipitii s have a i.roator tendency toward H "nomli-Sw- ncss" than a»» t! U* 2), T\\o relation of tneth Mds of Instruction i XHvd by ABK UMrhors to the per* int at ti.'ndancc* of their students. This was done because learning renters utilize Individualized instruction and their 100% attendance s. participation -other I (7QZ - 69;:) No As Tihl.- 24 illustrates, differences In categories in these iteirs are s H/,ht and cannot bt- accepted in this research as factors related to ABE participation. In discussions with various o Mporli MUt'J ARr idr.liiiscr.itors t'onct Tnfni', what ronati ctiicil :» ^"ijo^Hi ABE teaclier," one factor that seesicd to energe was the teacher should be able to empathize with his/her wtudentii.

of Adult and Continuing Education.; Texas Onl»., Austin. Situational factors were those variables existing in the life situation of adults that hindered or encouraged participation, while dispositional variables were those existing in the ainds of adults. ion of oliu r J or TTis of part ic ipat it CO o a a.

An exploratory search, the study assesses the relationship of situational, dispositional, and prograa factors to participation stages of enrollaent, attendance, and separation.

Induceaent iteas significantly related to coapletion were those indicatinq satisfaction with one's progress or perceived achieveaent in ABE. ui the results wore not in t»ie predicted direction and only one was significant at tho . While it is probable vhat there are othtr situational factors related to ABK particifviti.m, the .-nes described in this section were the ones identi- fied by this re/earrh. Ikrc ll nuty well be that completion of the ABE proijran wa K a o lusi as w. Co U-nan (1966) found high educational aspirations am. How ro Htri.a tt^achcr ivti U in being able to Innovate or UHi ii Ls/her i^wn ideas b.