Montana LINCS Update
1. Response to Research #14: Working with English Language Learners
Click here (http://www.nwlincs.org/mtlincs/opi/RI/riupdate.htm ) and go to Response #1 to to check out some resources one of your Montana colleagues has suggested.
Any thoughts about the following question?
Click here to mail a response to MTLINCS.
2. Archive of House Hearing
Below is the URL which includes the full webcast, print testimony and the youtube clips on the hearing to examine best practices for improving adult education and family literacy.
3. MAACE at MEA-MFT Scholarship Application
MAACE is offering four $125 scholarships to applicants looking to attend the MEA/MFT/MAACE Co-conference in Billings this October! Click here (http://www.nwlincs.org/mtlincs/maacescholarship/09.htm ) for the application.
4. National Center for Education Statistics (NCES) Report: Basic Reading Skills and the Literacy of America's Least Literate Adults: Results from the 2003 National Assessment of Adult Literacy (NAAL)
- Seven million adults, or about 3% of the adult population, could not complete even the most basic literacy tasks in the main assessment and were given the supplemental assessment.
- Nearly 1 in 5 adults in the nonliterate in English group had a high school diploma or GED. Among them, more than half (representing roughly 600,000 adults) had earned their high school degree in the US.
- For those for whom Spanish is a first language, a delay in learning English is associated with low basic reading skills. Those who learned English before age 11 had basic reading scores similar to average native English speakers (97 words read correctly per minute); however, for those who learned English after age 21, average scores were 35 points (or about one-third) lower. Due to the correlational nature of these data, it is impossible to make causal attributions, i.e., to say that a delay in learning English causes low basic reading skills.
- Adults who took the main literary assessment were able to read, on average, 98 words correctly per minute (wpm), in comparison to 34 wpm by those in the supplemental assessment.
To view the report, please visit NAAL web site at: http://nces.ed.gov/NAAL/
Jaleh Behroozi Soroui email@example.com
6. Variations Found in Non-traditional Students for Retention, Graduation
The Emerging Pathways project, funded by the Lumina Foundation through a grant to the University of Virginia, has just released new insights into retention and graduation of non-traditional students in public postsecondary institutions. The study examined data from six states over six years on the impact of student demographics, enrollment behavior, and school characteristics on major outcomes for about a half-million first-time freshmen. One of four study products, Nontraditional Student Success in Public Two-year Colleges, reviews retention and graduation rates among different types of postsecondary students, particularly non-traditional learners. The study moves beyond postsecondary access to understanding the success of women, minorities, adult learners, and other non-traditional students after college transition.
7. Math for the Trades
Alaska has posted a "math for the Trades" curriculum, a 20-30 hour course geared to people who want to get into apprenticeship programs. Download at www.ninestar.com. Click on "teacher resources" in left column.
Taken form Nevada Connections
8. Where in the World Are You?
P.S. Remember -- if you are having trouble with the links in this email, go to the Email Archives at the top of the MTLINCS homepage at http://www.nwlincs.org/mtlincs/index.htm . Also if you no longer wish to receive this mailing, please let me know! Thanks!
Adult Education Center
415 N. 30th
Billings, MT 59101