This brief by Lana Munip at CAEL discusses the phenomenon of "stopping out," where adult learners temporarily discontinue their education. It challenges the common perception that academic difficulties are the primary reason for stopping out, highlighting instead the complex personal and financial challenges these learners face. By analyzing data and patterns among adult learners, the report underscores that most stoppages are due to work obligations, health issues, or other personal constraints, and not necessarily academic failings.
Main Takeaways:
- Widespread Issue Among Adult Learners: A significant portion of adult learners stop out after their first year, with many taking extended breaks due to various non-academic reasons. Over half have stopped out at least once, underscoring the prevalence of this issue.
- Financial and Personal Challenges: The most common reasons for stopping out include the need to work more hours, personal health issues, and caring for family members. Financial pressures, rather than academic problems, often dictate these breaks in education.
- Demographic Insights: Adult learners, especially those who are parents or have low incomes, face distinct challenges that influence their educational paths. Men and parents are particularly likely to stop out compared to other groups.
- Institutional Support Needs: The report suggests that institutions can do more to accommodate the unique needs of adult learners. Recommendations include offering more flexible scheduling, better financial aid options, and more accessible child care and mental health services.
- Redefining Student Success: The traditional metrics used to measure student success may not be appropriate for adult learners who may take longer to complete their education due to their life circumstances. Institutions should consider these factors to better support and understand adult learner outcomes.