Millions of our nation’s adults lack the skills or competencies necessary to be successful in the workplace and society, but they are not enrolling or persisting in adult education programs. They may be unaware of the services available, believe that they would not benefit from participating, or have responsibilities that conflict with such activities. For adults who do enroll in federally funded programs, approximately one-third drop out or “stop out” before completing one education level.1
While many adults do not participate or persist in adult education for reasons that are personal and beyond the control of programs, some do not enroll or remain in a program because of its quality or limited access to the courses and services they need. As noted in A Blueprint for Preparing America’s Future (2003) by the U.S. Department of Education, Office of Vocational and Adult Education, “Adults who make the personal investment in learning deserve a broad array of high-quality program options that best meet their needs.”2 The fact is that involvement in adult education and training is a choice, and participants often make considerable sacrifices to attend. If adults feel the program is not helping them achieve their goals or is not structured for their specific needs, they may decide the personal investment is not worth it and drop out.
To gain a better understanding of the factors influencing enrollment and persistence in adult education programs and what providers can do to improve program quality and access, this paper will
