1. Increasing Resources for Adult Education Amy-Ellen Duke The Center for Law and Social Policy Working Poor Families Project Meeting State Policy Academy on Adult Education June 2007aduke@clasp.org

2. Federal AEFLA funded activities Adult education and literacy services, including workplace literacy English literacy programs for individuals with limited English proficiency Family literacy services, including between parents and their children, training for parents so they can help teach their children, parent literacy training that leads to economic self-sufficiency, etc. FY2006 Federal AEFLA Expenditures: $585 million ($68 million on EL Civics

3. AEFLA Funding Combination of federal and state funds 25% state match requirement (cash or in-kind) Bulk of federal funds distributed to states through a formula based on number of adults 16 and older who are not enrolled or required to be enrolled in secondary school and who do not have a secondary school credential Federal funds represent about 25% of total spending 7 states account for roughly 80% of the total state investment in adult education EL/Civics funding distributed using separate formula that takes into account immigration patterns

4. AEFLA Funding States funding comes from state general revenue, sometimes state has counties or localities provide funding to meet match. Amount of state funds varies, so per-pupil costs vary Average yearly total cost per student: $812 Median yearly total cost per student: $645 Miscellaneous states (FY 2003): MI: $2,178, MA: $1,781, CO: $567, MS: $347

5. Federal Requirements related to AEFLA Funding Maintenance of effort requirement on states on spending per student and aggregate spending States required to distribute 82.5% of their allocation through competitive grants and contracts to local providers based on state-established criteria (some using performance-based criteria) States may not use: More than 10% of funds for corrections education More than 12.5% of funds for state leadership activities More than 5% for administrative costs

6. Maximizing Resources Access other federal and state funding sources for direct and supportive services Diversity of federal resources provides states with numerous options for gathering or leveraging large sums and can create diverse political bases of support AEFLA match Is state reporting entire match? If over 25%—can separate money so can use more flexibly Explore waivers of state plan that will allow more flexible use of money

7. Policies that Promote Blending and Coordinating Funding Streams Brings two sources of funding that serve the same target population together into one coordinated service activity Look for program legislation that allow funds to be used to Support basic skills development Provide other services that would enhance participation (e.g., child care, transportation) Fund complementary services (e.g., occupational training, pre-employment training) Encourage coordination with adult education Include same target populations as those served by adult ed/ESL

8. Benefits of Blending and Coordinating Funding Streams Augments funds Leads to contextualized learning--customization of basic skills to support goals of both agencies Helps partner agency meet performance standards (e.g., TANF participation rates) Allows holistic, wrap-around services Feds support such efforts: Interagency Coordination Group for Adult Education includes 9 departments

9. WIA Title I Title II programs are mandatory partners Populations: Adults, Dislocated workers, Youth Basic skills instruction authorized in Title I if delivered as part of “intensive services”: short-term prevocational instruction or in combo with another authorized training activity Illinois funding bridge programs through Title I When Title I funds are used for basic skills instruction, providers are subject to employment-oriented performance measures of Title I

10. WIA Title I (cont’d) WIA discretionary funds (15%) Not subject to performance measures and often used for innovation, such as career pathways, sector strategies or partnership activities, all of which can that include basic skills and ESL Challenge: Title I job training services primarily funded through vouchers, while Title II education services funded by contracts; can make it difficult to jointly fund programs

11. TANF Funds can be used to support: Basic skills instruction, ESL, GED, wrap-around support services (child care, transportation) Vocational education training can count toward a recipient’s work requirement for up to 12 months Basic skills and ESL are allowable in the following contexts: Non-Core: Education directly related to employment (GED) can only count toward the work requirement of an adult high school dropout or teen parent, job skills training, and high school completion Vocational education: Preamble to TANF regulations says: basic skills training may be counted as vocational education training “as long as it is of limited duration and is a necessary or regular part of vocational education training”

12. Trade Adjustment Assistance Funds substantial training with per-worker benefits that allow for training up to two years in length Participants requiring remedial ed to complete occupational training may be eligible for an additional 26 weeks Pays for income support while workers are in training (up to 78 weeks, after exhausted UI) Allowable types of training: OJT, classroom training, customized training, and basic or remedial ed (including literacy or ESL) Gaining certification difficult; eligibility criteria narrow

13. Carl Perkins Act Career & Technical Education Goal: Programs should integrate academic, vocational, and technical training Targeted population includes LEPs and those with other barriers to educational achievement Roughly 40% of Perkins funding goes to postsecondary institutions; depends on state New law opportunity for states to think more inclusively Minnesota interpreting high school to college transitions to include career pathways, technical skill and academic attainment, include multiple entry/exit points, and meeting the needs of adult learners and transitioning them to the workforce (2 of 5 goals address adults) Performance measures include adults

14. Other Federal Funding Sources Food Stamps Employment and Training Social Services Block Grant Community Services Block Grant Community Development Block Grant Employment and training activities carried out by the Dept. of Housing and Urban Development Vocational Rehabilitation Pell Grants

15. Other Federal Funding Sources Family Literacy Corrections Education Even Start (cut over 50% in recent years) Head Start Migrant Education: High School Equivalency Program 21 st Century Community Learning Centers Grants to States for Incarcerated Youth Juvenile Delinquency & Delinquency Prevention (DoJ) Refugee and Entrant Assistance Special Education funds

16. State Funding Sources State incumbent worker training programs Massachusetts Workforce Development Fund Minnesota Job Skills Partnership State customized training programs Economic development funds Community Benefit Agreements can include provisions for basic skills, ESL and GED for residents State elementary and secondary school department Postsecondary education department

17. State Allocations Many states lack stable funding for adult ed Fluctuations based on overall state funding Soft funding of many adult ed programs leads to insecurity and lack of long-term investment Variety of funding formulas State allocations can be influenced by historical state funding patterns for adult ed services Update allocation formulas regularly Some states use different formula to distribute funds than feds do

18. What Would Additional Funding Buy? More capacity: shorter or no waiting lists Higher quality, more intensive instruction Great variations in amount spent/pupil; some states spend hundreds of dollars more per pupil Debate over serving fewer students more intensively (MA model), but research shows more hours lead to greater outcomes Wrap-around supports

19. What Would Additional Funding Buy? More professional teaching corps Most adult educators are part-time (roughly 50% nationwide), which impacts the number of hours which can be provided and quality of instruction For instance, over 85% of Arizona adult ed providers are part-time and don’t receive benefits Most adult educators lack formal training or opportunities for professional development High turnover due to low salaries

20. State policies for expanding resources Pursue general increase in state funding Seek increase to expand particular purposes of adult ed/ESL Consider targeting funding increases Higher quality instruction, professional development Wrap-around supports Serving particular populations Ensure basic skills/ESL an allowable use of state training programs, such as incumbent worker programs

21. State policies for expanding resources Support blending funding streams Ease interagency transfer of funds Establish interagency practitioner workgroup to advise state agencies on how to maximize funding