California Adult Education Strategic Plan

CAEAA

January 28, 2010

Meeting Purpose

Review process to date and answer questions

• Review Needs Assessment findings

• Review additional input

• Discuss core strategic topic

• Answer questions

1: Needs Assessment1: Needs Assessment

2: Planning Process2: Planning Process

3: Plan Development3: Plan Development

4: Review/Edit4: Review/Edit

Jan - Sep 2009 Oct - Jan 2009 Feb - Apr 2010 May - Sep 2010

Process Stages and Timeline

Needs Assessment Overview: Principles and Findings

PrinciplesThe needs assessment was based on a set of guidelines focusing on state-wide need and a future orientation.

1. Define need in terms of California’s long-term economic and social success.

2. Use a “program and group neutral” methodology.

3. Use objective data and rigorous research.

4. Distinguish between need and demand.

5. Create a “Living Document.”

Growth in California’s Workforce 2007 - 2032

39%

60%

1%0%

10%

20%

30%

40%

50%

60%

70%

Immigrants Children ofImmigrants

Other

(sh

are

of

Gro

wth

)

Source: U.S.C. Demographic Futures Project

The Impact of Demographic Change on Education

“There will be no net gain in our workforce for a long time coming from native-born Americans….And most of our immigrants are coming from populations who are poorly educated…So to maintain our standard of living every working person must be much more productive…and the children of our immigrants will have to be much more productive than their parents.”

Source; Tough Choices or Tough Times--NCEE

Gap Estimates: ESL, ASE, ABEA B C D E F = D+E G = F/C

Type of Service

Census (ACS) estimate of population, 2005-2007

Served by CDEÕs Adult

Schoolsi

Served by Community Collegesiii

Approx. Total Served

Annually

Approx. UNMET NEED

ESL

(English as a Second

Language)

Adults 18-64 Who Speak English

Ņless than well"

3,059,677 478,217 131,001 iii 609,218

(20%) 80%

ASE

(Adult Secondary Education)

Adults 18 and above with 9th to 12th Grade

(no diploma or

GED)

2,736,722 204,953 131,001 iii 335,954

(12%) 88%

ABE

(Adult Basic

Education )

Adults 18 and above with less than 9th

Grade (no diploma or

GED)

2,599,894 63,626 131,001 iii 194,627

(7%) 93%

Total > 5,336,616ii 746,796 393,004

1,139,800

(<20%)

> 80%

Funding Allocation Need Criteria Funded Program Areas

Arizona Federal 68% State 32%

By program area:* ELA: 60% ASE: 5% ABE: 35% * Prior to Prop. 300

Need Criteria 1. High school drop out rate

2. Immigration level

1. ABE 2. ASE (diploma / GED)

3. ESL/ citizenship

California Federal 10% State 90%

Federal: statewide competitive grant State: by ADA

Federal program: competitive grant State program: no need criteria

1. ABE 2. ASE (diploma/GED) 3. ESL/citizenship 4. Vocational education 5. Disabled adults 6. Older adults 7. Parent education 8. Health and safety 9. Home economics

Florida Federal 10% State 90%

Federal: allocated geographically based on need State: to providers - Prior Year Base: 85% - Performance: 15%

Federal: 1. Adults 25+ with less than 8th grade education State: no need criteria

1. ABE 2. ESL/citizenship 3. ASE (diploma/GED) 4. Vocational education 5. Workplace readiness

Illinois Federal 40% State 60%

State and federal combined and allocated geographically: - Need based: 80% - Performance based 20%

- $25,000 small programs

1. Adults in poverty 2. Unemployment 3. Adults with < 9th grade 4. Adults on TANF 5. Population in households where English not primary

1. ABE 2. ESL/citizenship 3. ASE (diploma/GED)

Funding Allocation Need Criteria Funded Program Areas

Kentucky Federal 40% State 60%

State and federal combined: - Core grant is need based - Performance bonuses

1. Adults 18 or older without GED or HS diploma from US Census

1. ABE 2. ESL/citizenship 3. ASE (diploma/GED) 4. Family literacy 5. Workplace literacy/ employability skills

Maryland Federal 75% State 25%

State and federal combined and allocated geographically based on need

1. Adults without GED or HS 2. Adult population scoring at the lowest level of literacy

1. ABE 2. ESL/citizenship 3. ASE (diploma/GED) 4. Workplace education

Minnesota Federal 14% State 86%

Federal: LEAs paid on percentage of the contact hours (e.g., 5% of contact hours = 5% of funding) State: allocation to LEAÕs based on school district size; prior year contact hours; district LEP students; district population over 21 without a high school diploma.

Federal: [TBD] State: 1. District LEP students 2. District population over 21 without high school diploma

1. ABE 2. ASE (diploma / GED) 3. ESL/citizenship/civic education 4. Work readiness 5. Family literacy

New York Federal 25% State 75%

Federal: Allocated geographically based on need; competitive process within local area. State: funds go to any school district or school district consortium (BOCES) that meets Employment Preparation Education program criteria based on contact hours

Federal 1. Unemployment rate 2. Adults over 21 without high school diploma State: No need criteria

1. ABE 2. ESL/citizenship

3. ASE (diploma/GED) 4. Occupational education 5. Work experience 6. Employability skills

Pennsylvania Federal __ State __ (Data not available)

Tied to WIBs and controlled by local priorities.

1. Adults functioning below 5th grade using TABE measurement

1. ABE 2. ASE (diploma/GED)

3. ESL/citizenship 4. Family literacy

Texas Federal 75% State 25%

Geographically by school district lines - 25% need based - 75% prior year contact hours

1. Population 16 and over without a high school diploma and not in school (WIA Ti tle II definition)

1. ABE

2. ASE (diploma/GED) 3. ESL/citizenship 4. Family literacy

Summary of Findings

1. To support sustainable economic growth and equitable social conditions, California must focus on closing the foundational skills gaps in the working-age adult population.

2. However, the state’s revenue formula for adult education does not allocate funding not based on need.

3. Federal policy priorities stress the same core literacy challenges and are evolving to include post-secondary transition and workforce alignment

4. Adult education must include a focus on work readiness skills and alignment with career-technical education (CTE).

Summary of Findings ~ continued

5. The Adult Education system has unique strengths for meeting the State’s core literacy, language, and workforce preparation needs.

6. Adult Education can - and must - demonstrate its relevance to the needs of the state.

7. A needs-based approach can be combined with partnerships and additional or alternative funding to serve non-core needs.

Review of Additional Input

Outreach Events

December 3: Adults with Disabilities

January 14: Older Adults

January 19: Parenting

Adults with Disabilities - Key Points

• AWD population is diverse

• Students may need more time to reach goals

• Support services need to be included in funding model

• Many AWD programs can fit under CTE and ABE

• Mixing with other students appropriate for some but not for others

• Differentiated instruction needed if students integrated

Adults with Disabilities - Key Points (cont.)

• Teachers highly skilled/credentialed; if students placed in other courses, teachers must have the right skills and credentials

• Serving AWD in CTE could help meet Perkins goals

Older Adults - Key Points

• Growing boomer group needs programs to sustain health

• Technology knowledge is critical

• OA programs provide income to some students

• Long-term cost savings to society shown in research

• California’s State Plan on Aging affirms need for focused approach for older adults

• AE educators credentialed to serve OA group

• Many partnerships at local level; many cities depend on AE to serve seniors

Older Adults - Key Points (continued)

• Must implement OA educational standards to ensure quality

• Continue the CDE Program of Excellence process

• Many older adults would not want mixed-age classes

• Differential fees - a different price for seniors vs. other students - has been used to cover costs

• Sliding scale fees may be a barrier to some

• Service to older adults should be a local decision

Parenting - Key Points

• Varying parenting programs: help kids learn; building stronger families; basic skills of adults who are also parents

• Parenting classes add value to the K-12 system in serving the parents of K-12 students

• AE parenting teachers are highly skilled

• Parent education classes connect adults to the education system and enable them to promote children’s literacy

• Parents learn to strengthen families and promote values and heritage; classes address family health and safety concerns

Parenting - Key Points (continued)

• Parents learn goal setting, resource management, accessing community assets, role balancing, and use of technology –skills that also contribute to their employability

• Parents form lasting relationships that build community

• Other agencies/courts depend on AE parenting programs

• Parent educators interested in strategies that integrate multiple aspects of parents education (e.g. CBET), as well as integration with other disciplines

• Benefits researched; parent educators open to measuring outcomes

What We Value - What We Must Achieve

What we value

• Helping those most in need

• Enriching lives through education

• Helping all ages and populations

• We can deliver value in many areas

The challenge we face…

• Biggest recession and economic crisis since the Great Depression

• 12.5 % unemployment (highest since 1940)

• 22.5 % underemployment (vs. 17.5% for US)

• A labor market crisis threatening California’s long-term viability and quality of life

• A threat to the survival of adult education (SF Chronicle, 11/29/09)

Our shared task

The Adult Education community must craft a sustainable future plan that demonstrates to the Legislature that we can provide a clear return on investment to state.

While… maintaining the most fundamental values of adult education.

Building Our Foundation: Guiding Principles for

Adult Education

• Responsiveness to students and policy needs• Collaboration and leveraging of resources – internally

and externally• Innovation• Alignment to other systems• Contextualization to enhance learning• Accountability for results• Building on adult learners’ goals and existing

competencies• Ongoing professional development 

Ensuring Responsive Delivery

• Integration/contextualization of services

• Partnerships

• Alternative funding/fee structures

• Regional/local planning strategies

• Innovative delivery systems (e.g. online)

California Adult Education Strategic Plan

CAEAA

January 28, 2010