Volume 2, Issue A ::: March 1998
Stopping Out, Not Dropping Out
Students and teachers may perceive withdrawing from a program differently
by Alisa Belzer
To plan this issue, I read many research studies, some quantitative, some qualitative, some teacher research, others done by academics. Alisa Belzer's examination of the process that learners go through in deciding to stay or leave a program and the many factors that influence them presented many findings worthy of discussion, but one in particular intrigued me. She found that some students who were defined as "drop outs " by their literacy programs did not consider themselves as such. This difference in perception can have strong implications for the services we deliver. I asked Alisa to share this aspect of her research with us.
-- Barbara Garner
When I was teaching and students stopped coming to class or to tutoring sessions, I never really knew quite what to think. Sometimes I blamed myself: "If only I were a better teacher." Sometimes I felt angry at the student, "If only she could get her life together." And sometimes I offered myself a structural interpretation related to the challenges that learners face: "No wonder she can't keep coming, look at what she is contending with...." In fact, I really couldn't explain it.
In 1991, I had the opportunity to lead a systematic exploration of the issue.1 Although I did not conduct the study in my own classroom, the questions I asked and methods I used grew out of my experiences as a teacher and coordinator as well as those of my colleagues in a large, urban literacy program.
It seemed unlikely to me that a learner left or stayed in a program based on any one factor. It seemed more likely that a feeling or attitude about leaving the program developed and a decision got made over time. I designed a study aimed at understanding this complex process better. I was particularly interested in the interaction between the expectations learners brought to a program, their life experiences, and what the program had to offer. I gathered data on the expectations the learners brought, obstacles they and their teachers and tutors encountered, ways in which learners and teachers perceived staying in or leaving a program, and the strategies teachers and tutors employed to promote retention in the program.
One of the assumptions I had, which this article will focus on, was that if students feel badly about leaving a program, it may be difficult for them to return at a later date. This raised the question: How do students feel about leaving? In gathering and analyzing data, I focused in on this issue.
To carry out the study, I used qualitative research methods to gain multiple perspectives on the process of participation in an adult literacy program from the point of view of learners, staff, and tutors over time. Four educators -- two teachers and two volunteer tutor coordinators -- randomly recruited two to three learners each to participate in the study. The only criteria for selection that they used were that the learners have phones and be willing to be interviewed. The group of students consisted of five individuals participating in three different classes and five individuals receiving tutoring in two different areas of the city. Beyond stratifying for type of learning context, the sample was one of convenience.
The study followed ten students from entry into the program for up to four months or until they dropped out. A former staff member and I gathered the data. We planned periodic contact in the form of face-to-face or telephone interviews with students, as well as with their teachers for those in classes, and with the tutors and coordinators of those receiving tutoring, conducting a total of 102 interviews. The ten students were interviewed 47 times, the four volunteer tutors -- one tutor became inactive almost immediately after the study began -- were interviewed 19 times, and teachers and coordinators were interviewed 36 times. One tutor remained active in the program only briefly and did not make himself available for an interview. Of the ten adult learners who participated in the study, five of them were still participating regularly in the program at the end of the study.
Perceptions of Stopping
When students stop coming to a program, how do they perceive this action? This was one of the questions in which I was interested. We were surprised to find that the students who left the program did not seem to consider themselves "drop outs." No one would go so far as to say that she had quit the program. Each of those who left planned to return in the future. While they had stopped coming, their intentions to participate had not ended. Although they did not necessarily know when they would be able to return, they all believed it would be possible and desirable to do so. Of perhaps even greater importance to me was that no one expressed a sense of personal failure because of leaving the program. Rather, each simply felt that it was no longer possible for them to continue at that time. They attributed this to factors beyond their control a job, health problems, financial problems, legal problems, or other personal and family problems that would have to solve themselves.
This raises questions for educators who work hard to help learners avoid a feeling of failure. For the most part, the learners we interviewed who stopped coming neither felt they had failed, nor did they feel the program had failed. Instead, they communicated a feeling that the circumstances of their lives had made it impossible to continue.
The learners' sense that they have little or no control over circumstances seems in some ways destructive. It implies to me a certain sense of powerlessness and suggests that these learners, at least, may feel unable to get around obstacles not necessarily insurmountable to others. It is also, however, a protective stance. It means that students can leave a program without feeling bad about themselves for being "drop-outs." This, in turn, seems to leave the door open for a return to the program in the future. The fact that nine out of the ten adults in the study had participated in some kind of adult education at least once before and chosen to begin anew seems to bear this assumption out.
Students expressed the belief that they have not "completed" the program until they reached their goals. Yet, stopping periodically was not viewed as quitting. Most focused on what they had been able to accomplish during their time in the program, however brief. For example, one student, who had stopped for health reasons, reported that after her time in the program, she was doing more reading and comprehending better. "I feel good about myself...I'm accomplishing something," she said. Another student who remained in the program throughout the study stated that had she been forced to drop out, she would not have felt like a failure. Rather, she would feel good about the fact that she had made the effort and "I would just go to class the next year or to some other class." A student who was re-entering the program for the third time when the study began explained that she had never felt like a failure when she left in the past because she always knew that she would return. She believed that this in-and-out pattern of participation would serve her until she is able to reach her goals. Two students did admit that if they quit, they would feel unhappy. One said, "If I quit, I wouldn't like myself. This time I'd rather finish all the way." The other said that if she dropped out she "would feel blue for a while." Fortunately both of these students persisted despite severe obstacles."
If one agrees with the study participants' perceptions that departure from a program should not necessarily be viewed as a failure, but rather as a temporary hiatus, the question then arises: what implications does this have for programs? Teachers and tutors could make sure that students have materials they can work on outside of class or tutoring; they should also ensure that learners know how to use those materials. Program staff could emphasize life-long learning skills, such as encouraging the habit of reading and writing every day, so that students continue practicing their literacy skills when they are unable to attend. In addition, programs might want to consider printing and distributing class lists for students to encourage contact between students outside of class. On a broader scale, teachers and program managers should plan their program structures, curricula, and assessment procedures on the assumption that even under the best of circumstances, students will come and go, and, hopefully, come again.
Many of the other findings from this study, not detailed here, af firm the notion that attempts to increase retention based on a cause and effect explanation, to frame the issue in terms of single differentiated obstacles, or to assume that decisions around dropping out come at a single point in time, are missing out on much of the complexity of the issue. The question of how to improve student retention cannot be solved with simple or single answers. The same obstacles or supports can create different outcomes for different students. Since often many complicated and interrelated factors are involved in the decision to continue participation in a program, a simple or single solution may make no difference. It is, however, still useful to try to identify potential obstacles, whether they arise during the recruitment and enrollment phase or as a student participates in a program, and to seek strategies that can help retention.
The sample size of this study was small and the time for data collection was relatively short. As with all qualitative studies, the findings here are not necessarily generalizable to an entire population. Rather, they are meant to be suggestive and provocative. I am hoping that this study can help practitioners reconsider a familiar problem in a new way and that it can help clarify understandings of a complex issue through learning about the perspectives of a small group of students and the literacy practitioners with whom they worked. It can neither provide the field with definitive answers of how to cure retention problems nor suggest how to motivate all students. It can help us to think hard about how we formulate programs, curricula, and learning contexts that best respond to the realities of adult learners' lives.
Many retention questions remain to be investigated, using both quantitative and qualitative methods. Although this study has strongly suggested that no single answers to improving retention exist, data on various program factors would certainly aid programs in their efforts. Here are some of the questions in which I am interested. Is there a relationship between tutor or teacher retention and student retention? Do students participating in classes, on average, have retention rates different than those who participate in one-to-one tutoring? What happens to students when they leave the program? Do they go to other programs? How often do they return? How long do they stay away? How do the retention rates of open-entry open-exit programs compare with programs that use semester systems, and what does that suggest? Programs might develop their own questions about retention and use their investigations as a way to help them develop retention strategies and set policy. They should also think about how to best structure themselves to address reality: some students will always be coming and going.
1 The study was funded by the Pennsylvania Department of Education, Bureau of Adult Basic and Literacy Education, with funds from the U.S. Department of Education.
About the Author
Alisa Belzeris project director of the Pennsylvania Adult Literacy Practitioner Inquiry Network (PALPIN) and an doctoral student at the University of Pennsylvania. She has worked as a ABE/GED teacher, tutor, volunteer coordinator, and trainer.