However, all ESL students, not just the above mentioned examples, can and should aspire to post-secondary education in the economy of the 21^st century. Raising the consciousness of all adult learners to the American possibilities of a college education is part of the transition services from ESL to post-secondary education provided by adult ESL and family literacy programs.

Various programs—from family literacy and workplace programs to community colleges and universities—serve the needs and goals of adult immigrants. The following section focuses specifically on assisting English language learners to meet their academic goals in post-secondary education.

Helping Facilitate the Transition to Postsecondary Education

Unlike in years past, a high school diploma or its equivalent does not necessarily always guarantee an income above the poverty level. Through the late 1980s and 1990s, employment opportunities have decreased for those workers with less than some years of college education. GED (General Educational Development) credential holders and those with high school diplomas who fail to continue on to postsecondary education may experience a lower earning capacity ("Why Go Beyond the GED?," 2004).

As adults attain higher levels of education, they are more likely to earn higher wages and hold greater personal and civic responsibility than those who do not (Dann-Messier & Kampits, 2004). Therefore, it is important that teachers are prepared to help English language learners who wish to pursue education beyond the basic English classroom. Teachers can do this by keeping up with requirements and programs at local public schools and colleges. Another way to help these learners is to give them a sense of what is required in taking various academic steps. For example, many students hear about the GED or the TOEFL (Test of English as a Foreign Language) long before they have the English, academic, or test-taking skills to successfully master these examinations. Explaining the process and possible timelines for reaching specific levels helps learners set realistic short- and long-term goals.

Figure IV-6 provides a checklist of possible strategies for administrators and staff to consider when working with learners who wish to pursue postsecondary education.