The purpose of this study was to investigate how various components of family literacy programs such as operational characteristics (enrollment procedure, hours of operation, time of class, curriculum selection, type of instruction, and age of child served) and staff characteristics (gender, full or part time status, and educational attainment level) influence the recruitment, and goal attainment of adults in family literacy programs. This research investigated factors that could help educational administrators improve family literacy programs through increased enrollment, and improvement of goal attainment of participants. This exploratory, quantitative study utilized 2002-03 data submitted by family literacy programs in Kentucky. Two hierarchical multiple regressions and three Pearson Correlation's were conducted. Neither of the hierarchical multiple regressions on recruitment and goal attainment showed any significant relationship between the dependent and independent variables. Two Pearson Correlations were conducted that addressed the relationship between the presence of male staff members and the number of male and total students enrolled. There was no significant correlation between the variables. A third Pearson Correlation addressed the relationship between the hours of week of instruction and goal attainment. This was a positive correlation. Findings indicate that providers in Kentucky have developed multiple program models for delivering family literacy services. Lack of significance in the analysis indicates there does not seem be a definitive program model that will result in improved recruitment or goal attainment of the students.
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Family literacy—predictors of program participation and goal attainment in Kentucky.
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