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Education

Labor and Employment

Adult Education

June 2002

Overview
Recent Research Recommendations
Resources on Adult Education and Literacy
State Legislative Updates

The most typical learner in the adult education system is a Hispanic woman between the ages of 25-44 years old enrolled in an English as a Second Language (ESL) program. The U.S. Department of Education's Office of Vocational and Adult Education (OVAE) collects general data on the four million adults who receive education to secure and keep a good job, be involved in their children's education and be good citizens. These are the three goals of the Adult Education and Family Literacy Act of 1998 that is also referred to as Title II of the Workforce Investment Act (WIA). Congress intended for Adult Basic Education (ABE), English as a Second Language (ESL) and civic education to work hand in hand with the WIA-created one-stop career centers. But in contrast to the WIA system where local workforce investment boards are designed to have considerable control over how local services are coordinated, the federal adult education money is distributed to the relevant state agency. The state agency is responsible for awarding competitively bid grants to run local programs and establish performance levels based on the core indicators listed in the federal law. These core measures are:

• Demonstrated improvements in literacy skill levels in reading, writing and speaking the English language, numeracy, and problem-solving, English language acquisition, and other literacy skills.
• Placement in, retention in, or completion of, postsecondary education, training, unsubsidized employment or career advancement.
• Receipt of a secondary school diploma or its recognized equivalent.

The federal law includes a match requirement of 25 percent for states and 12 percent for outlying areas. State administrative costs are capped at 5 percent or $65,000, whichever is greater. 82.5 percent must be divided among the competitive local grants with not more than 10 percent going to adult education programs in correctional facilities. The remaining 12.5 percent is reserved for state activities like professional development, technical assistance, literacy resource centers and coordination efforts between programs. The law lists additional state activities. (To get the complete list, go to the index for WIA and find Title II, Chapter 2, Section 223 - State Leadership Activities.) Nothing in federal law precludes state legislatures from setting spending priorities for the state leadership money or setting expectations for grantees to coordinate with one-stop centers, public education entities, community colleges, and other workforce and economic development efforts.

To provide recommendations to improve New England's adult education system, the Nellie Mae Foundation funded Jobs for the Future (JFF)* to research what can be done to better serve 41 percent of New Englanders who do not have the basic skills to participate effectively in the economy. JFF's new report examines the state of literacy and adult basic education in New England, draws attention to the need to link adult education to workforce preparation and underscores the critical needs in the field of adult basic education. The report, "Rising to the Literacy Challenge," lists recommendations in four areas.

Below are JFF's recommendations. To view the entire document including their findings go to http://www.jff.org/programs/alphaproglist.html#adultlit.

*Jobs for the Future is a non-partisan, not for profit, national research, consulting, and policy organization focused on accelerating advancement opportunities for youth and adults, especially those struggling in today's complex economy.

• The National Institute for Literacy is an independent federal organization leading the national effort toward a fully literate nation in the 21st century. The Institute's mission is to improve the national adult literacy system by building capacity and improving quality through strategic public-private partnerships at the state, regional, and national level. NIFL publishes state policy updates periodically. These updates are listed below.

State Correctional Education Programs, March 2002 (Adobe Acrobat PDF file)(HTML version)
This report provides background on the criminal justice system, summarizes the funding sources, correctional philosophy, and laws affecting state correctional education programs, and describes the adult prison population. In addition, the update reviews the various components of correctional education, discusses the outcomes of education for inmates, and highlights correctional education initiatives in three states-Maryland, Ohio, and Texas. Hard copies can also be ordered by calling toll-free (800) 228-8813. To receive publications in the mail, join the Institute's mailing list.

Professional Development for Adult Education Instructors, December 2001 (Adobe Acrobat PDF file)(HTML version)
The Professionalization of Adult Education: Can State Certification of Adult Educators Contribute to a More Professional Workforce, August 2000
How States are Implementing Distance Education for Adult Learners, February 2000
How States are Improving Literacy Services for Adults with Disabilities, July 1999
Strengthening Family Literacy: How States Can Increase Funding and Improve Quality, March 1999

• To read your state's adult education plan as well as learn which agency administers adult education find your state on this map.
• Find an array of links to adult and career technical education organizations here.
• A brief on providing workforce preparation with literacy in adult education programs notes:

"Among the promising practices identified were the following: a well-defined mission; separate classes specifically for welfare reform clients; skilled, experienced teachers; an emphasis on staff development; varied instructional approaches that involve active learning; frequent communication about students progress between educators and human service staff; a stress on regular attendance, with aggressive follow-up for absences; relatively intensive class schedules; and a high degree of teacher-student and student-student interaction (p. 41). This study concluded that successful programs shared the following attributes: a clear concept of participants' education and other needs, support for teachers' efforts to innovate and experiment in the classroom, and sufficient funding to implement innovative ideas.

Information on programs that have successfully combined work force education and literacy development demonstrates that adult educators can take both roads. They do not have to choose either/or but, indeed, can do both."

• The Workforce Investment Act: Some Implications for Adult and Vocational Education

As NCSL staff become aware of adult education-related legislation, we will post summaries here.

Alabama
HB 465
Based on enacted version of 4/26/02.

This act transfers all Adult Education programs, the State Approving Agency program, and the Private School Licensure program for postsecondary proprietary schools from the State Department of Education to the Postsecondary Education Department.

Louisiana
HB 21 A
Based on enacted version of 4/18/02.

This law allows students to enroll in adult education programs if they are 16 years old or older and meet certain criteria set by the State Board of Elementary and Secondary Education. Eligible students, between 16 and 18 years old, can fulfill their school attendance requirements by enrolling and attending an adult education program.

Maryland
SB 737
Based on enacted version 4/25/02.

The act empowers the Department of Education with distributing competitive grants based on need and performance for adult education services in accordance with the state plan for Adult Education and Family Literacy. Funding for the competitive grants will be provided in the state budget. The grants will be used for adult education and literacy services, including:

GED instruction;

The Maryland Adult External High School Program (a program that provides alternative methods of obtaining a Maryland high school diploma);

English for Speakers of Other Languages;

Family literacy; and

Basic skills and literacy instruction.

The act also charges the state Department of Education with developing a method for deriving the amount of the annual state aid needed for adult education and the cost of instruction for these grants. The department is to submit the funding methodology to the Legislative Policy Committee of the General Assembly on or before September 15, 2002.

West Virginia
HCR 53
Based on adopted version 3/9/02.

This resolution charges the joint committee on government and finance to study technical and adult education services. The study is to examine the impact of graduation and credit requirements on student participation in career and technical courses; the extent of integration of academic and technical education; the effectiveness of counseling on student participation in career and technical courses; the benefits of student participation in technical and adult education, including the appropriateness and relevancy of the curriculum, and the benefits of student credentialing; the most effective delivery structures for technical and adult education; the adequacy of technical and adult facilities and equipment; technical and adult education teacher preparation, supply and professional development; the extent to which technical and adult education programs are coordinating with community and technical colleges; and the availability of financial assistance and aid for technical and adult students to continue their postsecondary education and training outside of formal college courses. The committee is to report any findings, recommendations and draft legislation to the Legislature.