Abstract
Purpose. The purpose of this study was to examine the recruitment and retention strategies practiced by all of the forty-nine California Even Start Family Literacy programs operating in the 1994-1995 program year. The nation's literacy problems have traditionally been addressed through a dual system, separating the child's education from that of adults in the family. Research has shown that parents greatly influence their children in early years, resulting in children, late in life, drawing upon their familial, early childhood experiences. When children, facing academic challenges, are raised in literate surroundings, they have support systems from the literate adults at home. Since no apparent differences exist between literate and preliterate persons, it is imperative, yet difficult to seek out those needing the most help. Methodology. To determine what strategies the family-based Even Start programs used to find their preliterate clients, all forty-nine California programs were the target population of this study. The descriptive research design was deemed most appropriate for investigating the relevant practices. Eight research questions provided the basis for a questionnaire with nineteen survey questions. These were completed at the Even Start directors' meeting in San Diego, October 26, 1995, resulting in 100 percent response rate. Findings and conclusions. This study found that as Even Start programs matured, in years of operation, and their personnel gained more experience, staff was better able to recruit and retain the needy families. In addition, study results indicated that retention rates improved as programs matured, reaching impressive rates of up to 88 percent. Word of mouth, personal encouragement and caring, program popularity based on participants' success, and positive reputation in the community were the most effective recruitment and retention practices. The study also brought to light nonparticipation problems that caused parents to lose interest in the programs. These were due to lack of child care, transportation, and communication barriers. When families were able to reach specific goals, find answers to their problems, help their children academically, and experience positive changes in their lifestyles, they remained in the program longer, and brought their friends and relatives to join the program.