Forum: Serving Learners with Barriers - Part 3 of 3 - A Pragmatic Look at Hard to Serve and Ill Served

Oct 15, 2026

This forum contribution responds to an academic analysis of serving adults with barriers by offering a pragmatic, experience-based perspective from adult literacy education practice. It argues that adult learning centers vary widely by setting, resources, transportation access, and director leadership. It highlights teachers’ sustained commitment despite staffing constraints, financial pressures, and complex learner needs. It also examines how policy frameworks such as WIOA shape instructional logistics while reinforcing the value of literacy for employability.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages5

Reading Time13 min

AccessFree to download

Forum: Serving Learners with Barriers

Part 3 of 3: A Pragmatic Look at Hard to Serve and Ill Served

Adult learning center contexts and staffing

Learner challenges and teacher commitment

Policy and legislative impact (WIOA)

ADULT LITERACY EDUCATION Winter 2021 [http://doi.org/10.35847/JZacharakis.3.1.64](http://doi.org/10.35847/JZacharakis.3.1.64) Forum: Serving Learners with Barriers (Part 3 of 3) A Pragmatic Look at Hard to Serve and Ill Served Jeff Zacharakis, Kansas State University Dr. Jacobson’s analysis of hard to serve is well founded, especially from an academic and theoretical perspective, yet I am left wanting. Is the solution to merely change the language, the terminology of the legislation, or the terminology used by policy makers as well as practitioners? Are these adults hard to serve or ill served? When I first read his essay, I was struck by the quality of the foundational literature used in Jacobson’s analysis, and quite frankly, I not only understood his argument but was also in agreement that the phrase hard to serve was pejorative, reflecting a deficit model. But as I read it again and again, I started to place myself in the shoes of the adult education center directors, coordinators, and teachers I’ve worked with in Kansas and the Midwest over the last 15 years, and started to question Jacobson’s use of ill served. At first I considered writing an academic response, fully supported by scholarly references, but as I gathered articles and reports I determined that this type of response was hollow, missing the essence of what I have seen and experienced. So, I read Jacobson’s essay again, then decided to write this pragmatic response relying upon what I have seen, heard, and experienced. In other words, this response is more anecdotal than scholarly, primarily based on my personal experience and conversations with a few directors I’ve known for years. The adult learning centers I have visited cannot be looked upon as one size fits all. Some centers are in modern, well-appointed buildings; some are in repurposed storefronts in older strip malls. One I visited was in the old city hall, others in the basements of libraries, and a few in correctional facilities. Some have easy access by bus and public transportation while others require a car. Most all reflect the community they serve, the resources available, the proximity to the students they serve, and the leadership acumen of the center directors. The staff I’ve worked with and met, with few exceptions, are exemplars in their teaching and commitment. Most centers have only a couple of full-time employees, typically the directors and coordinators. Many of these center leaders see themselves as pursuing their vocation, not looking for a better job, only striving to do the one they have at the highest level. The teachers often work part time earning $15-25 an hour, working as little as 10 hours a week to 30 or more, and some have other jobs to supplement their income while others are retired teachers or professionals. These teachers often are members of the communities they serve, knowing their students personally, aware of the challenges they face at home and at work, and fully understanding the barriers these adult learners face day-to-day in order to attend class. In the rural communities, many of these Correspondence: [jzachara@ksu.edu](jzachara@ksu.edu) 64 teachers drive 30 minutes or more to teach in satellite centers several times a week, and some drive to neighborhoods or communities that many of their friends wouldn’t dare venture to. I have met center leaders and teachers who have been passionately doing this job for years, if not decades. Yes, they often experience frustrations, but they continue directing and coordinating these centers, or teaching in less than perfect situations with passion that exhibits a love for their jobs and students. Everyone wants only the best for their students and are exhilarated when a student advances to the next level or earns a high school equivalency diploma. They appreciate the commitment of the lowest level literacy student who continues to attend class regularly without giving up even though they struggle to

FAQs

What does the author say about the term "hard to serve" and "ill served"?

The author agrees the phrase "hard to serve" can be pejorative and reflect a deficit model, but then questions the use of "ill served" from the standpoint of practitioners and directors.

How does the author describe adult learning centers in practice?

Adult learning centers are not one size fits all; they differ in building types, transportation access, community resources, and the leadership approach of center directors.

How does WIOA influence adult literacy and basic education work?

Policy and legislative rules shape day-to-day practice, including concerns raised when WIOA linked literacy and basic education to workforce development, and local partnerships with workforce systems.

Oct 15, 2026

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