This paper presents a needs assessment for an adult literacy workshop located in downtown Chicago, Illinois. The program targets working-class adults aged 24 to 55, many of whom are mothers re-entering the workforce after leaving high school for economic reasons. The assessment identifies felt, expressed, and normative needs among both students and instructors, including ESL learners' desire for native-language support, limited access to technology and computer training, and a shortfall in certificate completion from the prior year. The paper outlines data collection and analysis strategies—combining review of existing research with original studies—and concludes with recommendations for prioritizing program improvements to maximize student outcomes.
The adult reading program referenced in this needs assessment is located in the downtown area of Chicago, Illinois. The target group consists of adults between the ages of 24 and 55 who are working or seeking work in the area. Participants are primarily female, and many are mothers re-entering the workforce after staying home with their children. Their races and ethnicities are varied; the group is predominantly white, with a number of African-American and Hispanic participants. Some students speak English as a second language, with Polish and Spanish as their primary home languages.
This group will have had some high school education, though the majority dropped out before earning a diploma. Many cite economic reasons for leaving school early, as they come from working-class families struggling to make ends meet. Their occupations differ widely, but share a common thread: most work in entry-level, blue-collar positions in fields such as manufacturing, food service, and hospitality.
Motivated by a desire to find better employment, students are generally eager to participate in the workshop. Although many previously held negative attitudes toward school — often because they were frustrated at having had to leave in order to support their families — they now view the workshop as an opportunity to improve themselves and their career prospects. Their attitudes are, for the most part, positive, and they are willing to do what it takes to remain enrolled.
For this group, needs range from felt to expressed. Teachers and coordinators have suspected that ESL students may harbor a felt need to communicate with an instructor who speaks their native language. Students are making an effort toward literacy but often revert to words from their home language when speaking or supplement their writing projects with native-language terms.
In addition, the group has expressed a need for technology comprehension. Many students grew up in households that could not afford computers or other technological equipment. As a result, they are learning to use technology for writing for the first time. Students have specifically expressed a need for access to computer labs in their own neighborhoods so they can practice outside of class. They have also expressed a desire for individual tutors to provide one-on-one instruction, enabling them to acquire technological skills more quickly.
The workshop's teachers have expressed several needs as well. Notably, last year's workshop awarded certificates to only 10 of the 15 enrolled students — a normative need, given that the program had expected all students to complete successfully. This year, teachers are concerned that class scheduling, ease of access, and program cost may be hindering student success.
In order to determine which of these needs are real and which should be prioritized, a formal needs assessment must be conducted. Although teachers and students have already identified concerns, a structured assessment will give all stakeholders a clearer understanding of what the group actually requires. It will also provide concrete information useful for planning future iterations of the workshop. Ultimately, the needs assessment is intended to ensure that available resources are used in the most effective way possible to achieve the best outcomes for students.
According to the National Research and Development Centre for Adult Literacy and Numeracy, well-designed assessments are essential for identifying barriers and tailoring instruction in adult education settings. A systematic approach to this assessment — combining existing research with original data collection — will help the program allocate its resources responsibly and effectively.
"Research strategies for each identified need"
"Screening, ranking, and implementing findings"
The literacy program proposed here has the potential to do a great deal of good for citizens in Chicago, hopefully allowing them to improve their skills and achieve greater stability through better employment. To increase the likelihood of success, a thorough needs assessment must be conducted. This assessment will collect data through both original research and a review of existing publications, providing critical information for the continued improvement of the program and its participants.
You’re 58% through this paper. Sign up to read the remaining 2 sections.
Sign Up Now — Instant Access Already a member? Log inAlways verify citation format against your institution’s current style guide requirements.