Preliminary findings from a statewide evaluation point to strong instruction and persistent access barriers for adult learners in Texas.

A new statewide evaluation (2025-2026) led by the Public Policy Research Institute (PPRI) at Texas A&M University is providing early insights into how Adult Education and Literacy (AEL) programs serve adult learners across Texas and where system-level improvements could expand access and long-term outcomes.

Funded by the Texas Workforce Commission (TWC), the study draws on statewide surveys of adult learners and AEL providers, along with focus groups involving learners, instructors, career coaches, staff, and program directors in both rural and urban communities. The evaluation is designed to capture lived experience across the full AEL system.

“Adult learners in Texas are highly motivated and deeply committed to improving their lives,” said Dr. Nandita Chaudhuri, Senior Research Scientist at PPRI and principal investigator on the study. “Our preliminary findings show strong instructional quality and meaningful learner–teacher relationships, alongside structural barriers that make it harder for learners to enter programs, stay enrolled, and navigate the next steps.”

The research was conducted by a PPRI evaluation team that includes Andrea Sesock, David Shi, Jingyan Xia, Anthony Jackson, Spencer Quillen and Mustafa Zeshan.

Early results indicate high level of learner satisfaction and confidence gains, with many participants describing classrooms as supportive and empowering. At the same time, learners and staff reported challenges related to program visibility, intake complexity, testing and placement transparency, access to hybrid learning, and awareness of available support services. These barriers were especially pronounced for working adults, parents, and learners in rural areas.

The study also highlights important differences between rural and urban programs. Rural learners often depend on online or hybrid options due to long travel distances but face limited broadband access, while urban programs contend with higher enrollment volume, overcrowded classes, and more complex administrative systems.

“This evaluation is about listening to the people who experience adult education every day,” Chaudhuri said. “By centering learner and frontline perspectives, the research helps identify practical, access-focused opportunities to strengthen adult education and support workforce pathways statewide.”

PPRI will continue analyzing data and developing evidence-based recommendations for TWC and AEL stakeholders as the study progresses.