A descriptive analysis of the St Croix Day Adult Education Center and its effect on student achievement during the 1989-1990 school year

Date of Award




Degree Name

Doctor of Education (Ed.D.)



First Committee Member

John H. Croghan - Committee Chair


Purpose. (1) to assess the perceptions of students and teachers of the St. Croix Day Adult Education Center; and (2) to show the effects of the program on student achievement during the 1989-90 school year.Procedures. This study was conducted in two parts. One segment entailed survey questionnaires and telephone interviews conducted with 41 students and three teachers. Thirty-three students were surveyed by telephone, and small group meetings were conducted with eight students who were not available via telephone. Teachers self-administered the questionnaires. The questionnaire was adapted and pilot tested with a representative sample prior to survey implementation, and encompassed four domains. An interview protocol was also utilized to elicit in-depth information not available from the questionnaires. The other segment involved statistical analyses, the analysis of variance, performed on the T.A.B.E. (Tests of Adult Basic Education) scores of 30 students who attended and were pre- and posttested during the 1989-90 school year. The one-group pretest-posttest design was used. Results of the study were reported descriptively.Major findings. (1) There was a high degree of agreement between the perceptions of students and teachers on the domains of: "student needs and progress", which focused on factors associated with enrollment and goal achievement; "program management and operation", which addressed factors associated with administrative services; and "counseling services". (2) Students and teachers lacked agreement in perceptions on "instructional processes", which addressed the teaching environment. (3) Instruction improved student achievement during the 1989-90 school year.Major conclusions. (1) A majority of dropouts continue to perceive the program as being important to adults, despite the fact that they no longer attend. (2) Students overwhelmingly attributed their progress to the interest and caring of teachers. (3) Teachers perceived the program as meeting the needs of students who want to improve their academic skills and who are academically capable of obtaining the GED. (4) Differences between student and teacher perceptions can identify real or potential problems and provide a useful basis for planning.


Education, Adult and Continuing

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