Enhancing Literacy, Numeracy, and Problem-Solving Skills Among Adult Learners in Community Colleges

• In Event: Increasing College Enrollment and Success for Adult Students

Abstract

Introduction.
In the U.S., over 40 million working-age adults have some college credit but no degree, even as 65% of new jobs require postsecondary credentials—many in middle-skill STEM roles fueled by technological change (Mclellan, 2023). Community colleges play a central role in closing this gap, particularly for adults over 25 who often face barriers to degree completion (American Association of Community Colleges, 2023). Common challenges include limited literacy, numeracy, and problem-solving skills—foundational competencies needed for earning credentials and succeeding in STEM jobs (National Skills Coalition, 2023). National data show that roughly 20% of U.S. adults have low literacy, one-third have low numeracy, and one-quarter struggle with problem-solving (National Center for Education Statistics, 2023).

Theoretical Framework.
Basic skills are essential for completing academic tasks and pursuing further learning. Without them, the acquisition of advanced knowledge is difficult. Both human capital and lifelong learning theories emphasize that these skills are malleable and can be developed through education and training (Martin, 2018; OECD, 2016a). In response, community colleges are revising STEM-related programs to integrate basic skills support and better align with labor market needs. Yet, limited research explores how these programs actually promote foundational skill development.

Research Aims.
This study has two main goals:

1. 
   

   Examine whether STEM-related programs are associated with improvements in adult students’ basic skills.

   
   


2. 
   

   Identify promising program practices that support basic skills development.

   
   

Methods.
We used a mixed-methods approach across three geographically diverse community colleges. The study focused on STEM programs with strong ties to workforce development and certification: Nursing, Information Technology, and Manufacturing and Mechanical Technology. To measure growth in basic skills, we administered the PIAAC assessment at the start and end of the term. We also conducted interviews with faculty and students and observed classroom instruction.

Preliminary Findings.
Students of color showed the least growth in literacy skills across programs. Manufacturing and mechanical technology students entered with higher baseline skills and showed the most growth overall, improving problem-solving scores by 13.8 points more than nursing students—a 25% increase on a 5-point scale. These students also saw gains in literacy and numeracy, though those differences were not statistically significant, likely due to small sample sizes. Information technology students showed similar trends in problem-solving and numeracy.

Qualitative findings suggest that certain instructional strategies—particularly in manufacturing and mechanical programs—are more effective at supporting skill development. These programs more frequently used inquiry-based instruction and contextualized learning, encouraging students to troubleshoot real equipment and apply math in hands-on ways. Faculty fostered skill growth by integrating numeracy and problem-solving into technical instruction. However, we found little evidence of differentiated supports tailored to adult learners with diverse backgrounds.

Significance.
This study contributes new evidence by using original PIAAC data to evaluate basic skills gains in STEM programs. The qualitative findings identify instructional practices linked to improved outcomes, offering insights for scaling effective strategies. Together, the results can guide policy and practice changes to better support adult learners in community college settings.

Authors

• Rita Tewfiq Karam, RAND Corporation
  Presenting Author

• Jenna W Kramer, RAND Corporation
  Non-Presenting Co-Author

• Lucas Greer, Strada Education Foundation
  Non-Presenting Co-Author