Designed for Another Era: Reimagining High School Completion for Today's Working Adults
Document Type
Event
Faculty Mentor
Dorothea Ivey
Abstract
Adult education programs provide critical pathways to high school completion for individuals who were unable to finish traditional secondary education. However, many adult learners—particularly those working full time—face substantial barriers that make consistent attendance and completion difficult within traditional program structures. This research project examines how adult education programs can better support full-time working adults pursuing either a high school diploma or a high school equivalency credential in Maine. Using a mixed-methods approach, this study integrates qualitative and quantitative data to better understand the experiences and outcomes of working adult learners. Interviews were conducted with recent graduates who completed their programs while maintaining full-time employment. Surveys were distributed to both students and instructors to identify perceived barriers, program strengths, and support needs. In addition, several years of program data were analyzed to compare outcomes for students pursuing HiSET credentials versus those enrolled in diploma pathways, with particular attention to retention and completion rates. Preliminary findings suggest that while logistical barriers such as scheduling and work demands play a significant role, mental and emotional factors also strongly influence student persistence. Students frequently report challenges related to confidence, prior negative educational experiences, stress, and competing life responsibilities. These internal barriers can impact motivation, engagement, and ultimately program completion. This research explores how adult education programs may respond through intentional program design. Findings will inform potential adjustments to programming that better address the academic, emotional, and structural needs of working adult learners. By combining program data with student and instructor perspectives, this project aims to identify practical strategies that support retention, strengthen student confidence, and improve completion outcomes in adult education programs.
Designed for Another Era: Reimagining High School Completion for Today's Working Adults
Adult education programs provide critical pathways to high school completion for individuals who were unable to finish traditional secondary education. However, many adult learners—particularly those working full time—face substantial barriers that make consistent attendance and completion difficult within traditional program structures. This research project examines how adult education programs can better support full-time working adults pursuing either a high school diploma or a high school equivalency credential in Maine. Using a mixed-methods approach, this study integrates qualitative and quantitative data to better understand the experiences and outcomes of working adult learners. Interviews were conducted with recent graduates who completed their programs while maintaining full-time employment. Surveys were distributed to both students and instructors to identify perceived barriers, program strengths, and support needs. In addition, several years of program data were analyzed to compare outcomes for students pursuing HiSET credentials versus those enrolled in diploma pathways, with particular attention to retention and completion rates. Preliminary findings suggest that while logistical barriers such as scheduling and work demands play a significant role, mental and emotional factors also strongly influence student persistence. Students frequently report challenges related to confidence, prior negative educational experiences, stress, and competing life responsibilities. These internal barriers can impact motivation, engagement, and ultimately program completion. This research explores how adult education programs may respond through intentional program design. Findings will inform potential adjustments to programming that better address the academic, emotional, and structural needs of working adult learners. By combining program data with student and instructor perspectives, this project aims to identify practical strategies that support retention, strengthen student confidence, and improve completion outcomes in adult education programs.
