Incentives Help at LCNV

Incentives Help Low Level Literacy Students Transition Into Public Programs: One Organization’s Solution

by Victoire Gerkens Sanborn

According to Patricia Donnelly, Executive Director of the Lit- eracy Council of Northern Virginia (LCNV) in Falls Church, incentives are helping many of her program’s basic adult literacy and ESOL students stay in literacy classes long enough to transition into a pub- lic program. Poor attendance can re- sult in poor performance, preventing adult students from achieving their goals and moving forward. Drop out rates are high among low-level liter- acy individuals when they feel frus- trated with their lack of progress. The challenge, then, is for programs to in- spire these adults to improve their at- tendance and remain in the program long enough to realize their immedi- ate goals and move to the next learn- ing level.

For several years, the LCNV has received funding to implement a student recruitment and attendance incentive campaign. Through its classroom-based ESOL Learning Centers and Family Learning Program, and in partnership with the Fairfax and Arlington Adult Education departments, LCNV provides beginning level English language literacy instruction to about 900 adults and their children per year. LCNV is the only program in this 400 square mile region providing very beginning level literacy instruction for adults.

Adults who successfully complete either the ESOL Learning Centers or Family Learning programs were awarded a $50 tuition waiver for use toward Fair- fax or Arlington County adult education classes. Students who achieved perfect attendance for the 10-week semester of classes received $25 gift cards to a local store. Those who attended 75% of their scheduled classes were given free tuition, or fee wavers, for the next class session. Similarly, students who helped a friend enroll also received free tuition the fol- lowing session. These amounts may not seem like much to most of us, but “Even this small sum was enough for our students to improve their attendance,” said Ms. Donnelly, who acquired several grants to provide the funds for these in- centives.

The results have been impressive. At the conclusion of the first year, perfect attendance had risen 137% in the ESOL programs. The next year, the averagestu- dent BEST Plus post-test scores in both these programs had increased by more than 60%. Looking at these results, one could argue for a correlation between re- tention and both performance and the ability of students to transition into pub- lic programs and the next level of literacy instruction.

Incentives were only one part of the equation to successfully transition stu- dents to the next level of instruction or a public school program. Staffing with well-trained and compassionate teach- ers, creating a safe, tight-knit commu- nity in the classroom, and increasing the amount of in-class computer time all contribute to higher student achieve- ment. In addition, close collaboration with Arlington Education and Employ- ment Program, Fairfax County Adult Education, and Hogar Hispano, a local community-based organization, is vital to this program’s success.

In 1994, Heidi Wrigley1 (Wrigley, 1994) evaluated successful transition programs in a practices brief, and iden- tified the following important elements that LCNV has achieved: • “extensive outreach efforts, • counseling and advising, • a curriculum reflecting a con- tinuum of language learning, • access to technology and alter- native learning techniques, • transition classes within eachor- ganization, and • establishment of strong links be-

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1 Wrigley, Heide “Meeting the Challenges of Transition: Perspectives on the REEP/AALSTransition Project” An external, formative evaluation, presented to the U.S. Department of Education, January 1994. EDRS Reproduction document ED 373 596