NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1278] Seeking Studies of

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From: Marie Cora (marie.cora@hotspurpartners.com)
Date: Tue Oct 11 2005 - 12:01:41 EDT


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Subject: [NIFL-ASSESSMENT:1278] Seeking Studies of APL, CASAS, EFF
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Dear List Members:

The following post/request is from Tom Sticht.
Thanks,
marie cora
__________________________________________


In Search of Evidence for the Effectiveness of Standards-Based
Approaches to
Adult Basic Education

Tom Sticht

Years ago the federally sponsored Adult Performance Level (APL) study
developed content standards (competencies), curricula aligned with the
standards, and an APL assessment of the competencies. APL was
implemented
widely throughout the US.

Similarly, the California sponsored CASAS has produced a system of
content
standards (competencies), curricula materials keyed to the standards,
and
an assessment system aligned to the standards.

In a report [Sticht, T. G.; McDonald, B. A.; Erickson, P. R.(1998).
Passports to  Paradise: The Struggle To Teach and To Learn on the
Margins
of Adult Education. El Cajon, CA: Applied Behavioral and Cognitive
Sciences, Inc., (available online at www.searchERIC.org] colleagues and
I
looked at twenty years of data and reports on the implementation of
CASAS
in California and could not find any data suggesting that this
standards-based approach was any more effective in affecting retention,
learning or achievement of goals than the "traditional" approaches.


Most recently, another
federally sponsored effort, EFF, has produced content standards,
curriculum
guides, and work toward assessment as another government sponsored
effort to
develop an integrated content standards, curriculum, assessment aligned
instructional system for adult basic education, secondary education, and
ESOL.

I am interested in finding case studies in which either APL, CASAS, or
EFF
integrated programs are compared in experimental or quasi-experimental
(treatment, convenience comparison group)research designs to
"traditional"
or "conventional" programs to determine if these integrated models are
more
effective than "traditional" programs in improving student learning  as
assessed by pre- and post-tests of the curriculum and/or on generic
tests
such as the TABE, ABLE, etc.

If anyone knows of such studies, or any other studies of one ABE program
versus another, I am interested in learning about them.

Thanks,

Tom Sticht
tsticht at aznet.net



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