There Are No "Hard-to-Serve" Learners, Only "Ill-Served" Ones

Autor/in	Jacobson, Erik
Titel	There Are No "Hard-to-Serve" Learners, Only "Ill-Served" Ones
Quelle	In: Adult Literacy Education, 3 (2021) 1, S.55-59 (5 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2642-3669
Schlagwörter	Adult Education; Adult Students; Student Characteristics; Student Needs; Barriers; Federal Legislation; Labor Force Development; Labor Legislation; At Risk Students; Job Skills; Limited English Speaking; Students with Disabilities; Work Experience; Housing; Low Income Groups; Adult Literacy; Public Policy; Criminals + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Bundesrecht; Arbeitskräftebestand; Labor law; Arbeitsrecht; Produktive Fertigkeit; Disability; Disabilities; Behinderung; Employment experience; Job experience; Occupational experience; Berufserfahrung; Unterkunft; Öffentliche Ordnung; Straftäter
Abstract	Since it was signed into law, the Workforce Investment and Opportunity Act (WIOA) has been the subject of continuing scrutiny. One commonly shared concern is that the evaluation metrics of the Act (e.g., employment, salary, etc.) may incentivize programs to work with learners who will more readily meet expected outcomes (Pickard, 2016). Others suggest this concern is misplaced, pointing to the fact that the Act explicitly notes that the models created for State and program evaluation will be adjusted to recognize the priority given to serving students who face significant barriers (Wilson, 2015). These barriers include low levels of English and/or literacy, disabilities, limited work experience, lack of stable shelter, economic vulnerability and being an ex-offender. Learners who face these barriers are often identified as being part of "hard-to-serve" populations, both in policy documents and in commentary in the field. However, it is unclear what the term actually means. Because the term is not explained or elaborated on, "hard to serve" is open for interpretation. In this article, the author offers potential meanings for the term "hard to serve," and argues that recognizing there are no hard-to-serve students, only ill-served ones, will help clarify the political project required to remove the barriers that stand in these students' way. (ERIC).
Anmerkungen	ProLiteracy. 101 Wyoming Street, Syracuse, NY 13204. Tel: 888-528-2224; Tel: 315-214-2400; Fax: 315-422-6369; e-mail: info@proliteracy.org; Web site: https://proliteracy.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01