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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. TITLE ISSTTTOTION SPOWS AGSNCY POB DATF WOTF R7RIIABLE PSOfl 'DPS PBIC? Research populations tapped were; a saaple of ABE participants coapared with a siailar saaple of eligible, non-enrolled adults; State attendance inforaation of adults currertly participating in ABE prograas; interviews with adults separated froa the prograa during the preceding three years. Ihc relation o\ iteni H reflecting the perceived value of education to the three stages of ABE participation • ... c e CO CO CO CM I CM ON CM A m 1 c »-i ^fi o m •H ^ en 4J W 42 c o o O U "3 4J to 5 oo^-' Om- oi tlu- wust «ri MV r.r»ESCPIPTOPS 1D»1ITIFT»PS Pichardsoftt Chad; Wyer, loren H. It was found that the enrollaent rate of Mexican Aaericans and blacks was greater than their expected proportionate enrollaent, but attendance and prograa coapletion were lower than for Anglos. 17 Conclusions and Implications • 75 The Effect of Participation on Alienation and Education-Related Behaviors 83 Footnotes • 97 Refercnce£t adults in the 19/0 eensus who had i*»»mpleted less than \ 2 year.-* in Ion 14 Table ^4 A ^s»nparisim of ttie ethnic* d ist r ibut ii»n of ABK teachers and public seh%)ol teachers in Texas Ih Table S» An analysis of the relation of n ................. The relaticm {»f i nd Iv Idual ist ic-rol 1 et t Ivist f c orlen- tatiijn t*^ the three stages of ABK part Ic ip«it ion 38 Table IJ. u Us indi^aicd by this tabic is that all proposod iuns, .x^c,.! ople to know of lack of educa- tion, wen- louiul Lo !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.

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The implications of this are that, where possible, hinderances shmild be turned into factors which facilitate or even encourage participation as opposed to simply attmptlf^ to minimize their in- fluence .kt-rt il^n High acceptance raediuin 20-30% to pers. The Federal regulation,-, r.-vtrning the use of ABH funds have, -ii K. Within each factor are variables which either hinder or promote participation.luil niluro j (72% - 72% - 66%) ERIC Althouf^h nunc of these variables showed a significant relation to ;»tti;nd.«nc.^*^ Ic should bo noted that the direction of results did not come out IS pro«IK t..a. Taken one itora ;it I tiru , iw.i I.ikt-rt Itens were found to bt- significantly related (at the •'iht po Uo enrol i Henc In ABK is the restricted availability of the C. Some such variables aay act to prof Bot F participation while others »ay only hinder 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-[[

The implications of this are that, where possible, hinderances shmild be turned into factors which facilitate or even encourage participation as opposed to simply attmptlf^ to minimize their in- fluence .

kt-rt il^n High acceptance raediuin 20-30% to pers. The Federal regulation,-, r.-vtrning the use of ABH funds have, -ii K. Within each factor are variables which either hinder or promote participation.

luil niluro j (72% - 72% - 66%) ERIC Althouf^h nunc of these variables showed a significant relation to ;»tti;nd.«nc.^*^ Ic should bo noted that the direction of results did not come out IS pro«IK t..a. Taken one itora ;it I tiru , iw.i I.ikt-rt Itens were found to bt- significantly related (at the •'iht po Uo enrol i Henc In ABK is the restricted availability of the C. Some such variables aay act to prof Bot F participation while others »ay only hinder 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.

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The implications of this are that, where possible, hinderances shmild be turned into factors which facilitate or even encourage participation as opposed to simply attmptlf^ to minimize their in- fluence .kt-rt il^n High acceptance raediuin 20-30% to pers. The Federal regulation,-, r.-vtrning the use of ABH funds have, -ii K. Within each factor are variables which either hinder or promote participation.luil niluro j (72% - 72% - 66%) ERIC Althouf^h nunc of these variables showed a significant relation to ;»tti;nd.«nc.^*^ Ic should bo noted that the direction of results did not come out IS pro«IK t..a. Taken one itora ;it I tiru , iw.i I.ikt-rt Itens were found to bt- significantly related (at the •'iht po Uo enrol i Henc In ABK is the restricted availability of the C. Some such variables aay act to prof Bot F participation while others »ay only hinder 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.

]].75 HC-.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.

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