Beyond benchmarks: Exploring views of success among adult basic education learners

Abstract Educational policy is built on “benchmarks and measurable ways of being literate” that learners must meet to be considered successful (Compton-Lilly et al. 2012, p. 54). This qualitative study conducted in the northeastern United States is situated in literature on success in ABE (Belzer 2004; Sandlin 2006; St. Clair 2004) and explores six adult basic education (ABE) learners’ perceptions of success and their perceptions of success connected to their adult education classes. The study identified ‘fulfillment’ as a key component of success, going beyond measurable objectives to include satisfaction, accomplishment, emotions, and personal growth, among others. The study findings emphasized the relationship between learners’ perception of fulfillment and the involvement in ABE programs. Although participants viewed ABE program involvement as part of a path to success, their ideas of achievement extended beyond conventional metrics, focusing on emotional well-being and meaningful connections with others. Additionally, participants viewed success as a collective accomplishment and opportunity to positively influence their family and others in their lives. Participants’ narratives highlight the complexity of success, wherein emotions, personal growth, and positive effects on others shape their views of achievement. The findings offer insights for educational and career development initiatives, promoting a more holistic understanding of success that cultivates emotional well-being and meaningful connections. By recognizing the importance of ‘fulfillment,’ literacy programs can better support adult learners in their educational journey, fostering personal accomplishments and contributions to their communities.