Effects of goal setting on persistence - NSCALL
http://www.ncsall.net/?id=331
Article in "Focus on Basics: The Effects of Continuing Goal-Setting on Persistence in a Math Classroom by Pamela Meader. She to observe what effect continuing goal-setting in a math class would have on learner persistence

Integrating goal setting into instructional design
http://www.sabes.org/resources/adventures/vol16/16newamericans.htm
Our program offers ESOL classes from the beginning to advanced levels to adult immigrants and refugees in Franklin and Hampshire counties in Western Massachusetts. In this article we'd like to share our approach to learner goal setting in the hope that other programs will find it useful.

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A process for working with ESOL student for short term goals
http://www.arlington.k12.va.us/instruct/ctae/adult_ed/REEP/reepcurriculum/goalsprocess.html
This century has seen an increasing interest in the adult learner as separate and unique from the child and adolescent learner. One distinction made in the literature is that an adult's readiness to learn is related to life's demands. The literature often mentions learning related to individual goals and needs. A study conducted by the National Center for the Study of Adult Learning and Literacy (NCSALL) sought to "identify and explore the forces that are supporting adults to persist in their studies and the forces that are acting to hinder their persistence" (Comings, Parrella, and Soricone, 1999). The findings suggest that "participants who have goals in mind are likely to persist in their studies, and changing a goal through experience appears to be a positive decision" (ibid.).

NALD Study on Goal Setting
FACTORS AFFECTING GOAL COMPLETION OF ADULT BASIC EDUCATION STUDENTS IN THE NORTHEAST KINGDOM OF VERMONT
Table of Contents:http://www.nald.ca/fulltext/thesis/thesis1.htm#TABLE
Introduction: http://www.nald.ca/fulltext/thesis/intro.htm

Why some students stay in Adult Basic Education programs until they reach their goals while others drop out is a question that has plagued their teachers since the advent of the program. Indeed, more drop out than persist. Although a considerable amount of research has been conducted on drop-outs, only within the past decade have people seriously begun to look at factors affecting goal attainment. Also, it is being realized that variables promoting persistence are not necessarily diametrically opposed to factors influencing dropout. Those who complete their goals may possess unique qualities or have access to required services and support.
Developing Goals:

The Adult Student's Guide to Survival and Success
http://www.adultstudent.com/student/asg5/goals.html
Many adults returning to college already have an idea of what they will study due to the type of career toward which they are working. But many do not. If you are one of those who may feel overwhelmed about the future, and even if not, read on!
We are providing several different philosophies on "setting and reaching goals" because what may work for one person may not work for another. Similarly, each style may be better suited to one situation over another. Feel free to borrow ideas from one another methods and combine the tips!

Authentic Goal Setting with ABE Learners: Accountability for Programs or Process for Learning? SABE
http://www.sabes.org/resources/adventures/vol13/13gabb.htm
SABES has been given the responsibility for supporting program efforts to meet dual goals: 1) to encourage classroom-based learner-centered formative goal setting and goal attainment evaluation with learners, and 2) to usher in collection of goal setting and goal attainment data through the SMARTT system. A group of practitioners in the Southeast region of Massachusetts recently responded to questions about the challenges in encouraging learners to set goals during the intake process for their participation in the ABE, ESOL, or GED class:

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Bringing Learners into Goal setting SABES
http://www.sabes.org/resources/adventures/vol8/8burke.htm
Our community-based program serves adults with limited English proficiency who desire to maintain and improve their quality of life in American society. Our goal is to enable adult learners to actively formulate their own educational goals.