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Students taught by teachers with a bachelor’s degree or higher show higher post-test scores. Part-time adult education teaching is linked to lower odds of transition, while adult secondary education teachers increase test score gains and transition odds, alongside student and program factors correlated with learning outcomes.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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The Relationship Between Teacher Characteristics and Student Test Gains and Transitions Into Postsecondary Education  \nMichelle Yin 1 , Stephanie Cronen2, Larry Condelli2, and Burhan Ogut2  \nAdult Education Quarterly 2022, Vol. 72(3) 262–283 © The Author(s) 2021 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/07417136211044515](DOI: 10.1177/07417136211044515)[ ](DOI: 10.1177/07417136211044515)[journals.sagepub.com/home/aeq](journals.sagepub.com/home/aeq)  \nAbstract  \nThe federal adult education program serves over 2 million eligible adults who seek basic literacy and English language skills. Using administrative student-level panel data, this study provides the very first assessment of the relationships between adult education teacher characteristics and student achievement using hierarchical linear modeling design. Results show that students in classes with teachers with a bachelor’s or higher degree have higher post-test scores. Having a part-time adult education teacher was associated with lower odds of students transitioning to postsecondary education. Compared to teachers specialized in English as a second language, having an adult secondary education teacher is correlated with an increase in test score gains as well as higher odds of transitioning to postsecondary education. We also identified student characteristics (age, disability status, attendance hours, race, and employment status) and program characteristics (size, quality, and setting) that are statistically significantly correlated with student learning and students’transition to postsecondary education.  \nKeywords  \nadult education teacher, teacher effectiveness, adult education student performance, postsecondary education  \n1 Northwestern University, Evanston, IL, USA  \n2American Institutes for Research, Arlington, VA, USA  \nCorresponding Author:  \nMichelle Yin, School of Education and Social Policy, Northwestern University, Evanston, IL 60208, USA. Email: michelle.yin@northwestern.edu  \nAdult education has a long history in the United States and plays a crucial role in helping adults meet their educational and workforce needs (Council for Adult & Experiential Learning, 2011) . In the 2017–2018 program year, federally funded adult education providers served over 1.3 million eligible adults who lacked basic literacy and/or English language skills. Among these adults, 26% of unemployed students who enrolled with the goal of finding employment—roughly 269,000 students—were employed shortly after leaving the program (Office of Career, Technical, & Adult Education [OCTAE], n.d.) . About one in four with less than a high school education at entry goes on to participate in further education or training, including creditbearing postsecondary education. Among the learners who indicate that postsecondary enrollment is their goal for participating in adult education, a substantial percentage— 56%—later enroll in postsecondary education or training (Strawn, 2007) . Programs such as adult education-to-college bridge programs and concurrent enrollment adult education programs also improve the rates at which adult education students transition to higher education (Rutschow, 2019) .  \nDespite the importance of adult education, little is known about the field’s approximately 50,000 teachers (OCTAE, n.d.), such as who these teachers are and how their background characteristics, experience, or professional development (PD) correlate with student learning or with students’ transition to postsecondary education. This information gap limits our understanding of the qualities that make these teachers effective. For example, some (e.g., Smith & Hofer, 2003; Young et al., 1995) have raised concerns about the fact that 80% of the country’s adult education teachers are only part-time employees and have not been trained specifically to teach adults (OCTAE,","cbCaipPKW5D2x1Px","https://ap.wps.com/l/cbCaipPKW5D2x1Px","pdf",599600,22,"English","# Abstract\n## Teacher characteristics and post-test outcomes\n## Transition to postsecondary education\n## Correlated student and program factors","[{\"question\":\"How does teacher education level relate to adult students’ test outcomes?\",\"answer\":\"Students in classes taught by teachers with a bachelor’s degree or higher have higher post-test scores.\"},{\"question\":\"What association is found between part-time adult education teachers and postsecondary transitions?\",\"answer\":\"Having a part-time adult education teacher is associated with lower odds of students transitioning to postsecondary education.\"},{\"question\":\"How does adult secondary education teacher specialization affect students’ outcomes?\",\"answer\":\"Compared with teachers specialized in English as a second language, adult secondary education teachers correlate with increased test score gains and higher odds of transitioning to postsecondary education.\"}]","Teacher Effectiveness in Adult Education - Teacher Characteristics, Student Test Gains, and Postsecondary Transitions | PDF",1792066590,55]