Illinois Resources for Adult Learners
We hope the following resources will help our local and state partners address the needs of adult learners in Illinois community colleges and beyond.
| Program | Description |
| Adult Learning Resource Center | Professional-development for adult educators in such content areas as ESL (English as a second langage), assessment, standard-based instruction and curriculum design, digital literacy, evidence-based reading instruction, workforce readiness and bridge programming, citizenship preparation and civics instructions. |
| Chicago Public Library | Online resources for adults working toward their GED and lifelong learning in areas such as job/professional goals, math, reading and writing fundamentals, U.S. citizenship, English language learning. |
| Integrated Career & Academic Preparation System | Provides an accelerated pathway for adult education learners to an industry-recognized credential through training partnerships like CTE or an approved training provider. |
| Illinois Adult Education | A program directory to locate a class or tutor nearby. |
| Lincs | Online resources and courses for adult education in areas such as career pathways and postsecondary transitions, English language acquisition, math and writing. |
| Literacy Chicago | Programs for adults in literacy, GED, ESL and digital literacy, workforce skills and citizenship. |
| National Adult Education Honor Society | Resources for adult learners to improve student employment opportunities. |
| National Center for Families Learning | Supports family literacy services through their programming. |
| National Literacy Directory | Helps to navigate and locate programs near your community. |
| Pipeline for the Advancement of the Healthcare Workforce Program | Helps individuals in nursing and in select health care pathways obtain credentials and degrees that allow them to gain access to health care careers. |
| ProLiteracy | Builds the capacity of adult literacy programs to transform lives and communities. |
| Workforce Equity Initiative | Skills training for racially minoritized students with an emphasis on Black students. Offers student-support services in a workforce training program that leads to high-skilled, high-wage and in-demand careers. |
OCCRL Resources
- The REACH Collaborative brought together a network of teams from six states—California, Colorado, New York, North Carolina, Texas and Virginia—along with coaches, equity champions and a host of intermediary partners to strengthen credential pathways with the supports and curricular alignment that post-traditional adult learners of color ages 25 to 64 need to reskill and recover from the pandemic. Coordination of the project was led by the Education Strategy Group, OCCRL, and the University of Pittsburgh’s School of Education, with generous support from the Lumina Foundation. In collaboration with our learning partner, DVP-Praxis, the REACH Collaborative helped build capacity and tools for equitable system change and improved adult student outcomes, with the hope for a 2% increase in credential attainment across more than 130 community colleges through an intentional framework for developing academic pathways focused on three main pillars for racially minoritized adult learners: credentials to degrees pathways, bundled and sequenced supports and culturally sustaining practices.
- The "Participation and Immediate Outcomes of Illinois Adult Bridge Programs" brief highlights participation and immediate outcomes of Illinois adult bridge programs.
- The "Policy Trends and Resources that Support Adult Learners" brief highlights policy trends and resources that support adult learners.
Recent Research on Adult Learners
| Publication Title | Summary |
| Fostering Intercultural Effectiveness and Cultural Humility in Adult Learners Through Collaborative Online International Learning | Anderson and Or (2024) use quantitative methods to understand the effects of Collaborative Online International Learning (COIL), a global-exchange simulation that uses technology to connect classrooms worldwide, specifically between adult learners based in the U.S. and Brazil. Analysis “revealed statistically significant increases in participants’ intercultural effectiveness and cultural humility following the COIL experience” (p. 143). |
| In What Institutional Contexts do Adult Community College Students Prosper? | Bahr et al. (2024) drew upon a multilevel statistical approach to analyze student data for Ohio’s community colleges to understand the institutional contexts that may support a greater likelihood of graduating adult learners. The authors found more similarities between older and younger students than differences. However, results pointed to greater exposure to peers who take a heavier course load had greater significance for students ages 40 and older. This suggests there should be more opportunities and incentives for adult learners to engage with full-time learners or to take a full course load themselves. |
| Is Age Just a Number? A Statewide Investigation of Community College Students' Age, Classroom Context and Course Outcomes in College Math and English | Drawing from multilevel models and administrative data in Ohio, Bahr et al. (2022) examined students’ likelihood of passing a college math or English course based on variation in age. They explored “the characteristics of the course itself, peers in the course, the instructor teaching the course, and student behaviors that may bear on course outcomes” (p. 631). The researchers found that there was a statistically significant relationship between distance learning and higher rates of failing English and math courses. Other findings elevate potential ways to support learners ages 25 and older. |
| The Nudge to Finish Up: A National Study of Community College Near-Completion Students | Chen and Hu (2021) explored a nationally representative sample of community college students who are considered near completers—students who left their institution with many credits but without a credential. They used datasets from the Beginning Postsecondary Students Longitudinal Study (BPS: 04/09) and the Postsecondary Education Transcript Study (PETS:09) to obtain student-level information that would predict risk factors for becoming a near completer. About a quarter of the students were ages 25 or older. The scholars noted that students with considerable remedial credits were at risk of not finishing their credential. |
| Bringing Adults Back to Community College Playbook: Strategies and Recommendations to Increase Adult Enrollment | New America partnered with six community colleges across the U.S. to reenroll adult learners who stopped out due to the pandemic. In collaboration with technical assistance providers at Student Ready Strategies, New America researchers reviewed institutional policies and conducted qualitative interviews and focus groups with students and stakeholders. To improve recruitment and retention efforts, colleges are encouraged to improve communication processes and implement satisfactory academic policies, course scheduling and modality, advisement, and efforts to access basic needs support. |
| When Co-Occurring Factors Impact Adult Learners: Suggestions for Instruction, Preservice Training and Professional Development | Housel (2020) conducted a literature review exploring factors that can impact adult learners and their ability to complete college. Three themes emerged and informed recommendations: educational background, disability and survivor status considerations related to mental health and trauma. |
| A Case Study of Innovative Workplace Development Programming at Community Colleges in the United States | This article elevates a northeastern community college that has exemplar adult education programs resulting in significant credential completion despite the overall decline of the traditional-age population. Programs highlighted include medical, mental health and technical subject areas. Some successful program elements include no cost to low cost for students, partnerships with local entities to provide guaranteed job interviews at the conclusion of the program, wraparound services and remote hybrid options. |
| Use of Mobile-Enabled Technology to Promote Essential Skill Development as Co-Curricular Activity for Adult Learners | In a study of 23 community college students in the Midwest, researchers wanted to understand how using mobile-based technology to deliver a literacy curriculum might support adult literacy improvement. They drew on mixed-methods findings that learners who engaged in the training model showed some small gains. |
| Exploring the Governmental Intervention, Journalistic Approach and Theories Involved in Reducing Poverty Journalistic for a Special Project – Feature Story on Non-profit Organization Called Circles in Northwest Arkansas | This study explores how the media intervene by sharing information about poverty and the ALICE population to a wider audience. |
| Research Center: National Overview (2022) | This United for ALICE overview contains national information about asset-limited, income-constrained and employed populations that are also frequently adult learners. Data includes state-level insights and national comparisons as well as demographics from 2022. |
| The Five Ps of the Adult Learner Journey Through the Community College: A Conceptual Framework | Researchers used focus groups and individual interviews with community college presidents, faculty, staff and adult learners to create a conceptual framework “to guide community colleges toward positive adult learner outcomes. Termed the Five P Framework, it strategically poses critical questions that align with the five areas of the adult-learner journey: public messaging, partnerships, processes, pathways and proximity” (p. 1). This guide is intended to be of practical use for community college administrators. |
Resources for Adult Learners with Criminal Justice Involvement 
| Education Justice Project | EJP is a vibrant community of incarcerated students, educators, formerly incarcerated individuals and others who are committed to a more just and humane world. EJP believes that providing a quality postsecondary education within prisons is an important step toward its vision. |
| Education Justice Project Prison-to-Gown Program | Wraparound support services for system-impacted students on the Illinois campus that provides resources from admissions to graduation. |
| Reentry Resource Program | RRP provides reentry guides each year for the state of Illinois, a national edition and a guide to deportation upon release. Each guide is offered in both English and Spanish and is free to download from the website or available by writing to the program. |
| Reentry Resource Directory | A searchable database for reentry resources in Illinois, searchable by location and resources. |
| Education Justice Project Scholarship Opportunities | EJP offers scholarships twice a year. The links on the page are continually updated as opportunities to apply become available. |
| Education Justice Project Emergency Relief Fund | The EJP Emergency Relief Fund accepts applications submitted by a graduate of any higher education-in-prison program (academic, not CTE programs) in Illinois. The form must be submitted within 6 (six) months of the individual's release. |
| Beyond the Ban: A Toolkit for Advancing College Opportunity for Justice-Impacted Students | This toolkit from The Education Trust includes a glossary, recommendations, an agency and outreach planning chart, resources and more for justice-impacted students. |
| Jobs for the Future: Center for Justice & Economic Advancement | Breaking down systemic barriers and enacting fair-chance employment for people with criminal records while creating economic advancement. |
| From Prison Cells to PhD | Provides mentoring and educational counseling to currently and formerly incarcerated men and women so they can move beyond temporary employment and position themselves to start building a career. |
| From Prison Cells to PhD National Job Board | Job opportunities in the field of higher education in prison. Those with legal backgrounds are encouraged to apply. |
| Formerly Incarcerated College Graduates Network | Promotes the education and empowerment of formerly incarcerated people through collective community. |
| Education and Careers After Incarceration | Those who have been incarcerated can face many challenges reentering society upon release. This resource contains assistance and strategies to help individuals move forward by gaining admission to college and finding employment. |
| Best Colleges - How to Get Hired After Incarceration | Formerly incarcerated people can face barriers when searching for jobs. This resource offers tips, strategies and assistance to help secure employment. |
Resources to Start Supportive Programming at Institutions
| Vera Institute: From Corrections to College in California | California is a national leader in providing higher education to justice-involved people. This report contains information on how the state is successfully able to run programming for these individuals. |
| Rising Scholars Network in California | This network of community colleges in California is committed to serving incarcerated and formerly incarcerated students by providing degree-granting programs in correctional facilities and on-campus support for students who have experienced the criminal justice system. The network partners with every community college in the state to build strong pathways from incarceration to higher education. |
| Rising Scholars Guiding Principles | This resource highlights the guiding principles of the Rising Scholars Network in California. Topics include the program structure, the overall path and steps to ensure learning. |
| Rising Scholars Toolkit | This toolkit offers formerly incarcerated students on campus essential program elements and services, informal strategies for student success and perspectives from this student group. |
| EdSystems Report on Elgin Community College | Elgin Community College received a grant from JP Morgan to assist justice-impacted students on their campuses. This report was produced by EdSystems to help identify the barriers on the ECC campus. |
| Project Rebound | The oldest programming for formerly incarcerated students, which started in the 1970s on the Cal State Fullerton Campus. Project Rebound provides wraparound services for justice-impacted students throughout California. |