Daphne Greenberg|Justin C. Wise|Jan C. Frijters|Robin D. Morris|Laura D. Fredrick|Victoria Rodrigo|Ryan Hall
Persisters and nonpersisters: Identifying the characteristics of who stays and who leaves from adult literacy interventions
Georgia State University|Oglethorpe University|Brock University|Georgia State University|Georgia State University|Georgia State University|Georgia State University
adult literacy programs characterized high attrition rates rigorous exploration student persistence adult reading classes lacking study attempt understand profiles adults completed reading classes compared group adults made midpoint group adults make midpoint students offered 100 h instruction 395 students attended first day class 198 completed program results indicated english language status age reading related skills class assignment avoidance reading previous adult education experience women infants children wic benefit receipt variables significantly predicted persistence significance predictors varied based analyzing midpoint completion full completion explore characteristics sample representative participants selected group make midpoint group completed program results indicated representative members two groups differed english language status gender age reading related skills information access