California Department of Education
Executive Office
SBE-002(REV.01/2011) / memo-ssssb-cssaed-apr12item01
memorandum
Date: / March 27, 2012
TO: / MEMBERS, State Board of Education
FROM: / TOM TORLAKSON, State Superintendent of Public Instruction
SUBJECT: / Adult Education Planning Document—Linking Adults to Opportunity: Transformation of the California Department of Education Adult Education Program.

Summary of Key Issues

Key shifts in California’s demographics, economy, and educational attainment are functioning as driving forces for adult education in the state. The California Department of Education (CDE), Adult Education Office (AEO) conducted a research-based needs assessment and developed a strategic plan with the focused mission of advancing California’s economic, workforce development, and societal goals by preparing adult learners for college, career, and civic responsibility. The CDE is submitting the Adult Education Planning Document—Linking Adults to Opportunity: Transformation of the California Department of Education Adult Education Program to inform the SBE of the service delivery model to fulfill this mission.

Attachment(s)

Attachment 1: Adult Education Planning Document—Linking Adults to Opportunity: Transformation of the California Department of Education Adult Education Program (September 2011) (This attachment is not available for Web viewing. A printed copy is available for viewing in the State Board of Education Office)

Attachment 2: Adult Education in California: Strategic Planning Process Needs Assessment (November 2009) (This attachment is not available for Web viewing. A printed copy is available for viewing in the State Board of Education Office)

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Adult Education Planning Document—Linking Adults to Opportunity:Transformation of the California Department of Education Adult Education Program

CaliforniaDepartmentofEducation

November2011

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CONTENTS

OVERVIEW...... 2

THEMISSIONOFADULTEDUCATION:SUPPORTINGCALIFORNIA’SSUCCESS...... 5

DRIVINGFORCES:FRAMINGTHENEEDFORADULTEDUCATION...... 6

THERETURNONINVESTMENTINADULTEDUCATION...... 11

COREPRINCIPLES...... 15

BLUEPRINTFORACTION...... 16

1: CollaborativeLeadership...... 18

2: AcademicandCareerEducationTransitionCenters...... 22

3: TransitionServices...... 29

4: CurriculumandInstruction...... 33

5: ProfessionalDevelopment...... 36

6: DataandAccountability...... 39

7: Funding...... 42

TRANSITIONANDIMPLEMENTATION...... 46

AppendixA. Glossary...... 49

AppendixB.OverviewofAdultEducationinCalifornia...... 57

AppendixC.PlanningProcess...... 63

AppendixD.ParticipantsinNeedsAssessmentandPlanningProcess...... 70

Endnotes...... 73

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OVERVIEW

Californiahastheeighthlargesteconomyintheworld,yetfacessoberingchallengestoitslong-term competitiveness.Toomanyworking-ageadultsareill-preparedforthedemandsofthe21stcentury workplace.Educationalattainmentlevelsarenotkeepingpacewiththeknowledgeandskillsnecessary forcomplex,high-wagejobsthatfueltheCaliforniaeconomy;manyadultslackthebasicskillsneededto ensureself-sufficiency.Further,underemploymentandunemploymenthavedevastatingeffectson communitiesaswellasonindividualsandtheeconomy.

  • Over20percentofCalifornia’sadults—.3millionpeople—lackahighschooldiplomaora CaliforniaHighSchoolEquivalencyCertificate,thelatterearnedbysuccessfullypassingthe GeneralEducationalDevelopment(GED)test.Halfoftheseadultshavelessthananinth-grade educationatatimewheneducationbeyondhighschoolistheprerequisiteforworkforcesuccess.1
  • Atleast27percentofthosecurrentlyaged eighteen through forty-four— the“babyboomreplacementgeneration”—areunpreparedforpostsecondaryeducation,letalonefor“middleskill”jobswhichrequire successfulcompletionofsomepostsecondaryeducationortraining.2
  • Approximately20percentofallCaliforniahighschoolstudentsdropoutbetweenninthand twelfthgrade,withalmost50percentofAfrican-AmericanandLatinostudentsnotgraduating.3
  • Adultswithlessthanahighschooldiplomain2008earnedonly$20,000peryear,whereasthose withsomepostsecondaryeducationoranassociate’sdegreeearned$37,000—85percentmore.4
  • Communitycollegesreportthattheyplace70percentoftheirnewstudentsinremedial mathematicsand42percentinremedialEnglish,aheavyexpenseonboththesystemandthe students.5
  • Fifty-eightpercentofthepeoplewhowillbeinCalifornia’sworkforceintheyear2020were alreadyworkingadultsin2005andarethereforelongpastthetraditionalhighschool-to-college pipeline.
  • Thereisastrongcorrelationbetweenlowlevelsofeducationandcriminalactivity,withhigh schooldropoutsfivetoeighttimesmorelikelytobeincarcerated.6
  • ImmigrantslackingahighschooldiplomaoraGEDare15percentlesslikelytobecome naturalizedcitizens.7

Californiahastheopportunitytorenewaneducationalsystemthatprovidesadultswiththeacademicand careerskillsneededtosupportthemselvesandtheirfamiliesandmakemeaningfulcontributionstothe state’seconomicfutureby:

  • Addressingtheneedsofundereducatedresidentswhoarebeyondthereachofthekindergarten throughgradetwelve(K–12)systembutarenotreadyforcommunitycollege,otherformsof highereducation,ortheworkforce.
  • ProvidingrelevantacademicprogramstoreengagestudentswhodropoutoftheK–12system.
  • Linkingeducationwithsupportservicestoenhancestudentoutcomes.
  • Implementingeducationalprogramsthatsupportthereentryofex-offendersandthetransitionof manyadultsfromdependencetoself-sufficiency.

Thisstrategicplanpresentsa morefocusedmissionandnewdesignfortheCaliforniaDepartmentof Education(CDE)Adult Education Programbasedonthestate’scriticaleducationalandworkforceneeds. In the“BlueprintforAction,”theplanoutlinessevencorecomponentsofthisnewdesign:Collaborative Leadership;AcademicandCareerEducationTransition(ACET)Centers;TransitionServices;Curriculum andInstruction;ProfessionalDevelopment;DataandAccountability;andFunding.

Note:Throughoutthe document,“AdultEducation,”whencapitalized,referstoprogramsadministeredthroughthestate’sK–12 systemandoverseenby theCDE’sAdultEducationOfficeAEO.

Theplansetsthestagefordevelopingthestatewidecollaborationsandregionalapproachneededto maximizethestate’sreturnonitsinvestmentinadulteducation.AdultEducationwillserveasa“portalto opportunity,”thekeyvisionthatemergedinplanningactivitieswithteachers,administrators,andexternal experts.The“portal”conceptincludessuchoperationalcomponentsascomprehensiveintakeand assessmentservices,contextualizedlearningopportunities,supportservices,andtransitionservices. Consistentwiththisvision,themosttransformationalrecommendationintheplanistheexpansion, strengthening,andnetworkingofexistingadultschoolsandprogramsinto“academicandcareereducationtransition”centersto moreefficientlyandeffectivelydeliverservicestolocalresidentsin collaborationwithregionalpartners.

TheACETcenterswouldcollaboratewithcommunitycolleges,highschools,regionaloccupational centers andprograms(ROCPs),workforcedevelopmentorganizations,libraries,andcommunity-based organizations.Theywoulddrawontheexpertiseofpartneragenciesandtheirinstructionalandsupport staffstoprovideacontinuumofservicesforadultstosucceedintransitioningtofurthereducationand employment.Thecenterswouldbefundedinaccordancewithestablishedneedindicatorssuchaspoverty levels,unemploymentstatistics,Englishlanguagelevels,andhighschooldiplomarates,as wellasonthe basisofstudentaccesstoco-locatedsocialservices.

Leadership,accountability,andfundingwouldsupportthetransformationandoperationsofthecenters, establishingtheguidelinesandincentivesnecessaryforthesystemto meetitsgoals.Servicesand instructionwouldbeexpanded,strengthened,andintegratedtoensurestudentsuccessandtransitions,and professionaldevelopmentwouldsupportcontinuousorganizationallearningandsystemimprovement.

Thecentersandothercorefeaturesoftheplanaretobeimplementedthroughasystematic,transparent, andinclusiveprocessguidedby theCDE.Theplancallsfortheestablishmentoftechnicalworking groupstodevelop,basedonrigorousanalyses,detailedimplementationstrategiesforeachcomponentof theblueprintthatincorporatevitalperspectivesofAdultEducationadministrators,teachers,andexternal partners.

Withalltheproposedchanges,AdultEducationremainscommittedtotheneedsofitsstudents,especially themostvulnerable.Inkeepingwithcurrenttheoryandbestpracticeinadultteachingandlearning,Adult Educationwillcontinuetoofferprogramsthatareaccessible,responsive,relevant,andflexible,delivered by highlyskilledandculturallycompetentteachersandstaff.Thesystemwouldcontinuetobeinclusive, equitable,costeffective,andoutcomes-drivento maximizereturnsforbothstudentsandthestate.

TheMissionofAdultEducation: SupportingCalifornia’sSuccess

ThemissionoftheAdultEducationsystemalignswiththeeducational,economic,andsocialneedsof Californiaasitmovesfurtherintothe21stcentury.Increasingtheskilllevelsoftheworkforcesupports theattractionofnewbusinessandtheretentionandgrowthofexistingbusiness.Skilledworkersemployedinwell-payingjobs,inturn,generatetaxrevenuesandenablereductionsinsocialexpenditures. EconomicimperativesandtheneedsofmillionsofCaliforniansforbasiceducationalservicesrequire AdultEducationtofocusitsmissionasfollows:

ThemissionoftheCaliforniaDepartmentofEducationAdultEducationsystemistoadvance California’seconomic,workforcedevelopmentandsocietalgoalsbypreparingadultlearnersfor college,career,andcivicresponsibility.

  • Preparationforcollegeisthedevelopmentoftheliteracyandmathematicsskills necessarytotransitiontononremedialcourseworkinavarietyofpostsecondarysettings, includingmoderate-termandlong-termon-the-jobtraining,industrycertificationprograms,apprenticeship,themilitary,two-andfour-yearcollegeanduniversityprograms, andhigh-leveltechnicalschools.
  • Preparationforcareeristhedevelopmentofliteracy,mathematics,andtechnicalskills,as wellasfoundationalworkplaceskillsnecessarytotransitiontoshort-termon-the-job trainingandemployment.Inmanycases,preparationforpostsecondaryeducationisakey componentofcareerpreparation;inothercases,studentswhoalreadyhavepostsecondary degreesmayonlyrequireshort-termretrainingparticulartoanewindustry.
  • Preparationforcivicresponsibilityisthedevelopmentofliteracyskillsthatenable studentstounderstandtheirresponsibilitiesandbenefitfromtherightsofciviclife.

DrivingForces:FramingtheNeedforAdultEducation

ThreeinterrelatedforcesaredrivingtheneedtoeducateadultsinCalifornia:demographicshifts, educationalchallenges,andworkforcedemands.TheCDEAdultEducationsystemiscommittedto focusingitsresources,leveragingitsexpertise,andworkingwithitspartnerstoaddresstheneed.

DrivingForce1:DemographicShifts.Californiafacesmajoreconomicchallengeswithshiftsinthe state’sdemographiccomposition.The“babyboom”generation—workerscurrentlyagedforty-six through sixty-four—isone ofthelargestinhistory,anditsretirementwillpressurethestate’sbudget,SocialSecurity,Medicare,and socialservicedemands.In2010,therewere205seniorsper1,000working-ageCalifornians.8In2030,the“dependencyratio”willincreaseby71percentto350seniorsforthesamenumberofworkers. Theaverageskillleveloftheworkforcewillneedtorisedramatically,notdeteriorate,ifthestateisto maintainaneconomicenginethatcangeneratetaxrevenuestofundcriticalpublicinvestmentsandsocial programs.9,10,11

Inaddition,asshowninFigure1,Californiahaslongledthenationintheimmigrantproportionofthe workforce.

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Figure1.Percentage of foreign-bornin total employment, 1960–2004

Source:Peri,G.(2007).12

Foreign-bornresidentsconstituteapproximatelyone-thirdor8.3millionofthe23 millionadultsover25 inCalifornia.13Over3millionadultsages eighteen through sixty-four speakEnglish“lessthanwell.”14Beyondneeding Englishlanguagedevelopment,manyforeign-bornresidentslackbasiceducation.Thirty-eightpercent lackahighschooldiplomaandanadditional21percenthaveonlyahighschooldiplomaorGED.15

TheinteractionofCalifornia’sagingpopulationandhighlevelsofimmigrationwillhavesignificant impactsonCalifornia’seconomy.AccordingtotheUniversityofSouthernCaliforniaDemographic Futures Project,99percentofthegrowthintheCaliforniaworkforceoverthenext25yearsisexpectedto bemadeupofimmigrants(39percent)andchildrenofimmigrants(60percent).16Withtheretirementof thebabyboomgeneration,itisvitalthattheseindividualsbewelleducated.Accordingtothe Demographic FuturesProject:

By2030,amuchgreaterportionofyoung-adultLatinoswillbelongsettledor second generation,andallotherthingsequal,theoverallsharewhoarehighschoolgraduatesis expectedtobesubstantiallyabovethecurrentlevel.Thisreadinessforupwardachievement laysthebasisforevenstrongergainsif stimulatedbyproactiveeducationalpolicies.(Myersetal.,2007,p.xi)

Further,aspresentedinCalifornia’sMiddleSkillsJobs,ensuringawell-educatedpopulationwillrequire attentionnotonlytoeducationalopportunitiesforyoungpeoplebutalsoforthosealreadyin the workforce.Fifty-eightpercentofthepeoplewhowillbeinCalifornia’sworkforceintheyear2020were alreadyworkingadultsin2005andarethereforepastthetraditionalhighschool-to-collegepipeline,17suggestingthateducationandworkforcesystemsmustprovideongoingopportunitiesforadultsto upgrade theirskills.18

DrivingForce2:EducationalChallenge.Whiletheneedexiststoeducateapopulationthatishighly diverseinage,ethnicity,andlanguage,Californiafacessignificanteducationalchallengesindoingso. Approximately20percentofallhighschoolstudentsdropoutbeforegraduationandalmost50percentofAfrican-AmericanandLatinostudentsdonotgraduate.

Thesehighdropoutratesseverelylimit individuals’economicandsocialopportunitiesandimpacttheeconomicfutureofthestate.

AccordingtotheU.S.Census,one-fifthofthestate’sadultpopulation—5.3millionadults—lacksa highschooldiplomaorGEDHighSchoolEquivalencyCertificate.Inaddition,halfofthosewithno diplomahavelessthananinth-gradeeducation—morethantwicethenationalaverage.19

Figure2. Educational attainment, Californians 18 yearsandolder

Source:U.S.Census,AmericanCommunitySurvey,2005–07(population18yearsandolder).

Evenstudentsenteringpostsecondaryeducationaretoooftennotpreparedtosucceed.CaliforniaState University’s(CSU)assessmentsystemfoundthat47.0percentoftheenteringfreshmenrequiredsome levelofEnglishremediationand37.2percentneededmathremediation;27.1percentof2008–09CSU freshmenwerenotproficientinbothEnglishand mathematics.20Furtherevidencefortheneedfora strongAdult Education Programisprovidedby theremedialneedsforcommunitycollegestudents;70 percentofthestudentsenteringintocommunitycollegeareplacedinremedialmathematicsand42 percent areplacedinremedialEnglish.21Inaddition,manystudentsfailtocompleteeithertheirtwo-year ortheirfour-yearcollegeprogram.AsseeninFigure3,thepercentofstudentswhocompletealloftheir educationalstagesinthetraditionaltimeframeisverylow.

Figure3. Theeducationalpipeline

Source:NCHEMSInformationCenterforHigherEducationPolicymakingandAnalysis.(2006).Studentpipeline–Transition andcompletionratesfrom9thgradetocollege.

Thelargehighschooldropoutrate,highcollegeattritionrates,andtheeducationalstatusandlanguage abilityofadultsalreadyintheworkforcecombinetoproducealargepopulationofadultswholackthe foundationalskillsneededforsuccess.

Thelackoffoundationalskillsamongadultsisparticularlytroublingwhenwelookattheeducationlevels ofthe“replacementgeneration,”the14.5millionadultsintheeighteen through forty-four year-oldagegroupwhowillreplace thelargeandhighlyeducatedbabyboomgeneration.

Table1. Educationalneeds of“replacementgeneration” adultsages 18–44

Population / Number
18–44 withoutaHigh SchoolDiplomaor GED / 2,836,564
18–44 with a HighSchool Diplomaor GED Needing Remediation / 1,022,919*
Total “ReplacementGeneration”Needing Basic Skills / 3,859,483

*Thenumberofadultsages eighteen through forty-four withahighschooldiplomaorGEDandnopostsecondary(3,774,611)multipliedtimesthe estimatedpercentwhoneedbothEnglishandmathremediationonceinpostsecondary(27.1 percent).Source:U.S.Census2005–07AmericanCommunitySurvey 3-year estimates.22

AsseeninTable1,amongthe14.5millionadultscurrentlyintheeighteen through forty-four agegroup,representingthe “replacementgeneration,”2.8million,or20percent,lackahighschooldiploma.Ofthe3.8millionthat haveattainedahighschooldiploma,itisconservativelyestimatedthatoveramillionneedremediationto becomefullyreadyforpostsecondaryeducation.Therefore,alltold,nearly3.9millionadults—atleast27percentofthereplacementgeneration—aren’tevenreadyto beginpostsecondaryeducationwithoutremediation,atatimewhenthemajorityoflivingwagejobswillrequiresomepostsecondaryeducation ortrainingbeyondhighschool.23

DrivingForce3:WorkforceDemand.Aseducationallevelsdecline,theeconomyneedsanincreasingly skilledworkforce.Thirty-twopercentwillrequireafour-yeardegreeorhigher.Middle-skilljobs—those requiringmorethanahighschooldiplomabutlessthanafour-yearcollegedegree—areprojectedto accountforthelargestshareofjobopeningsinCaliforniaat43percent.Ofthemiddle-skilljobopenings, manywillrequireworkexperienceinarelatedfieldor moderate-termandlong-termon-the-jobtraining, suggestingthattheAdult Education Programmustbuildstrongpartnershipswithindustryandbusinessas wellasthecommunitycolleges.24

Figure4.California’s totaljobopeningsbyskill level, 2008–16

Source: Calculated byTWA from CaliforniaEmploymentDevelopmentDepartmentData.

AccordingtothePublicPolicyInstituteofCalifornia(PPIC),Californiawill“under-produce”people with somelevelofpostsecondarytrainingandcollegegraduatestomeetgrowingworkforcedemands. The Instituteprojectsthat75percentofpresentandfutureoccupationswillrequireatleastsomecollege, whichincludesawidevarietyofpostsecondaryeducationoptions,butonly61 percentofthepopulation is projectedtoobtainthislevelofeducation.25Recentprojectionsplacetheexpectedworkforcegapat1 millioncollegegraduatesbytheyear2025.26

Inaddition,accordingtoa2010surveyconductedbytheAmericanManagementAssociation,21stcentury employersneedworkerswithskillsbeyondjustthebasicsofreading,writing,andarithmetic.“Skillssuch ascriticalthinkingandproblemsolving,communication,collaboration,andcreativityandinnovation, willbecomeevenmoreimportanttoorganizationsinthefuture.”However,manyoftheexecutives surveyednotedroomforimprovementamongtheiremployeesintheseskillsandcompetencies.27

AsshowninFigure5,employersfindthatalargepercentofincomingworkersarenotreadytowork.Ina surveyofemployersconductedby theConferenceBoard,42percentofhighschoolgraduateswere considereddeficientintheskillsneededforemployment.

Figure5. Readiness fortheworkforcebylevel of education

Source:Casner-Lotto,J.,Barrington,L.(2006).Are they really ready towork?Employers’perspectives onthebasic knowledgeand appliedskillsof newentrantstothe21st centuryU.S. workforce.Washington, DC: TheConferenceBoard,Inc., thePartnership for21stCentury Skills,Corporate VoicesforWorkingFamilies, andthe SocietyforHumanResource Management.

Thegraphaboveshowsthatworkforcereadinesslevelsincreasemeasurablywitheducationalattainment. Althoughacategoryfor“lessthanahighschool”wasnotincludedinthesurvey,deficienciesare more prevalentforthosewithlesseducation.Elevenpercentofemployerssurveyeddidnotevenhire individualswithlessthananassociate’sdegreeortechnicalcertificate.

Mostproposedsolutionstonarrowthisgapbetweenworkforceneedandprojectedsupplyinvolvereform in thestate’sK–12andhighereducationsystems.Reformofthesesystems,howeversuccessful,willnot fullyaddresstheissueforthemajorityofCalifornia’sworkforceforthecriticalperiodof2011to2031—thosewhoarealreadyadultsandnotreadyforhighereducation.

TheReturn onInvestmentinAdultEducation

AdultEducationisnotonlycriticaltoensuringapreparedworkforce;italsoyieldssignificantreturnsto thestateinmanydomains.Itproduceseconomicbenefits,increasescivicparticipation,resultsin improvedhealthforindividualsandfamilies,reducesrecidivismrates,andimproveseducational outcomesforthechildrenofadultlearners.

Economicbenefitsforthestateandforindividuals.Increasingthebasiceducationalcompetencyofthe workforcebenefitsthestate’seconomyby supplyingtheskilledworkersneededtobecompetitiveinthe globalmarketplace.Higherlevelsofeducationalattainmentdriveeconomicandsocialreturnsthroughan increasedtaxbaseanddecreasesrelianceonstateservices.

Onastatewidelevel,returnsoninvestmentineducationoverallaredramatic.In2009,McKinsey& CompanydescribedcriticaleducationalachievementgapsintheU.S.educationalsystemandestimatedtheassociatedeconomicimpacts.Thestudycorrelatededucationalattainmentwitheconomicoutputand determinedthattheGrossDomesticProduct(GDP)oftheU.S.couldhavebeen$2.4to$4.2trillion dollarshigheriftheseachievementgapshadbeenclosed.28Usingthesamelosspercentage,California’s GDPwouldhavebeen$314to$554billionhigher,andgeneratedmorethanenoughtaxrevenuetoclose thebudgetgapsofthelastfewyears.29McKinseyalsonotedthe“staggeringeconomicandsocialcostof underutilizedhumanpotential”impliedbytheseresults.Whilethestudyexaminedinvestmentsinprimaryandsecondaryeducation,asimilarcasecanbemadeforincreasingthecompetenciesofadults.

Educationalsoproducesgainsforindividuals.AccordingtotheU.S.CensusBureau,adults twenty-fiveandolder withlessthanahighschooldegreein2008earnedamedianannualincomeofonly$20,109;thosewitha highschooldiplomaearned$29,473peryear.Bycontrast,thosewithanassociate’sdegreeor“some college,”includingatechnicalcertificate,earned$37,134,over$7,600moreperyearthanthosewithonly a highschooldiplomaand$17,025morethanthosewithnohighschooldiploma.Thedifferencebetween “somecollege”and“lessthanhighschool”representsagaininincomeof85percent.Finally,thosewith abachelor’sdegreeearneda medianincomeof$52,111in2008,a$15,000gainoveranassociate’s degree.30Adult Education Programsaddressthesegapsbybringingstudentstoalevelofreadinessthat willenablethemtosucceedinpostsecondaryeducationandtrainingaswellasenterandadvancein growingoccupations.

Educationnotonlyprovidespositiveeconomicreturnstothestateandindividuals;italsoprevents economicdrains,suchaspublicassistance,remediationcosts,healthcarecosts,andcostsassociatedwith administrationofthecriminaljusticesystem.A2008studybythePacificResearchInstituteestimatedthat theannualindirectanddirectcostsofinadequateeducationforasinglecohortoftwo-andfour-year collegefreshmeninCaliforniaequalsmorethan 10 billioninincreasedcostsandreducedtaxrevenuefor thestate.31

Table2belowshowsthemeanfiscalreturnofvariouseducationallevelstothestate.“TaxPayments” reflecttheaverageincometaxespaidbyanindividualinthateducationalattainmentbracket.“Cashand In-KindTransfers/InstitutionalizationCosts”arethesumoftheaveragecostsinaid(Medicaid,food stamps,housingassistance,etc.)thatarereturnedtotheindividual.

Everyupwardmoveineducationalattainmentnetsthestateanother $5to $10thousanddollarsper person inrevenuefromdecreasedcostsandincreasedrevenue.Thefinalcolumnshowsthataperson withoutahighschooldiplomaprovidesalmostnogaintothestate,contributingonly$159moreintaxes thanheorshedrawsdownincashandin-kindtransfersandinstitutionalizationcosts.Anindividualwith ahighschooldiploma,however,netsthestate$5,308onaverage,andapersonwithanassociate’sdegree orcertificatenetsthestate$10,327.

Table2.Estimatesof fiscalcontributions of adults(16–64)by educational attainment,2004–05 averages

EducationalAttainment Level / Tax Payments / Cash & In-Kind
Transfers/ Inst. Costs / Tax Revenue
Gains / %Revenue
GainOver
Cost
No H.S. Diploma / $4,573 / $4,414 / $159 / 1.04%
H.S.Diploma/GED / $8,857 / $3,548 / $5,308 / 2.47%
A.A. or Technical Certificate / $13,111 / $2,784 / $10,327 / 4.71%
Bachelor Degree / $21,125 / $1,365 / $19,760 / 15.47%
Mastersor Higher Degree / $30,529 / $1,200 / $29,329 / 25.43%
California Average / $13,676 / $2,865 / $10,811 / 4.77%

Source:March2005CurrentPopulationSurvey,U.S.CensusBureau.AnalysisbytheCenterforLaborMarketStudiesatNortheasternUniversity.32

Communitiesalsoreapdirecteconomicbenefitsfromincreasingeducationlevels.Citieswithlarger percentagesofcollegegraduateshavehigheraveragewagesaswellasincreasedmanufacturingplant productivity.33Economicgrowthisheavilylinkedtothissortofspill-overeffect.Asindividualsimprove theircircumstances,thecommunityisimproved,andapositivecycleiscreatedforallresidents.

Citizenshipandimprovedcivicparticipation.Educationbringsnotonlytherewardsofeconomic prosperityforindividualsandcommunitiesbutalsogeneratestherelatedbenefitsofcivicparticipation. IncorporatingnewimmigrantsintoAmerica’ssocialandeconomicfabricandpromotingcivic participationareattheveryheartofthehistoricalmissionofadulteducation.

Alongwiththeover3millionCaliforniaadultswhospeakEnglish“lessthanwell”andmorethan5 million thatneedinstructioninbasicandsecondaryacademics,anestimated2.3millionofthestate’s eligibleimmigrantshavenotyetbecomenaturalizedcitizens.34Immigrantswholackahighschool diploma ortheGEDHighSchoolEquivalencyCertificateare15percentlesslikelythanthosewithahigh schooldegreeand31percentlesslikelythanthosewithapostsecondarydegreetobecomenaturalized citizens.35Navigatingacomplexsystemandsuccessfullycompletingthecitizenshipexaminationsrequire atleastasixth-gradeEnglish-speakingandreadinglevelaswellasknowledgeinU.S.governmentand history.Witheducationcomestheincreasedlikelihoodthatimmigrantswillbecomecitizens.Adult Education Programsprovidethecriticallink.

Educationalsoimprovesvotinglevels,akeymeasureofcivicengagement.Thepercentageofadults reportedashavingvotedinthe2004presidentialelectionvariedbyeducationalattainment.Only30 percentofadultswholackedahighschooldiplomaorGEDvotedintheelectionversus52percentof highschoolgraduates,66percentofadultswithonetothreeyearsofpostsecondaryeducation,and77 percentofthosewitha master’sdegreeorhigher.Adultswithabachelor’sdegreewere2.4timesmore likelytovotethantheircounterpartswithoutahighschooldiploma.36

Otherformsofcivicparticipationarealsocorrelatedwitheducationlevels.Whilemeasuresofcivic participationorinvolvementarecomplexandtheirimpactonacommunityanditscitizensisnoteasily calculated,RobertPutnam,apoliticalscientistwhoseworkfocusesoncommunityandsocialcapital,has developedaSocialCapitalIndex(SCI)thattakesintoaccountsuchmeasuresascommunitylevelsof volunteerwork,communityprojects,electoralturnout,andinvolvementinlocalorganizationsand politics.TheSCIwasfoundtobehighlycorrelatedwitheducationalperformanceaswellaswith reductionsincrime,increasesinhealthandwell-being,andimprovedeconomicoutcomesfor communities.37

Improvedindividualandfamilyhealth.Educationalattainmentisalsostronglycorrelatedinadirect waywithlong-termhealth.38Better-educatedindividualsare morelikelytoaccesspreventativehealth careandself-reportasbeingingoodhealthandarelesslikelytoloseworkdaysduetoillness.An increaseintheparentaleducationlevelisdocumentedtoshowchildrenmissfewerdaysof schooldueto illnessorotherissues.39

Incontrast,less-educatedindividualsare morelikelytobeuninsured,creatingasignificantcostinpublic health,contributingtoabsencesfromwork,andresultinginexcessiveuseofemergencyrooms.Low healthliteracyisestimatedtocosttheU.S.hundredsofbillionsofdollarsannually,morethantheentire costofthecontroversialgovernmenthealthcarebillrecentlypassedby Congress.40,41

Reducedrecidivism.Lowlevelsofeducationalsostronglycorrelatewithcriminalactivity.Ahigh-school dropoutisfivetoeighttimesmorelikelytobeincarceratedthanacollegegraduate.Afederal, three-statestudyshowedthatattendingschoolwhileinprisonwasassociatedwitha29percentreduced likelihoodofre-incarceration.42,43Theselowerrecidivismratesheldtrueregardlessofpost-release employment,indicatingthateducationitselfhasvalue,regardlessofindividualeconomicreturns.Given California’srelativelyhighrecidivismrate(69percentofreleasedoffendersreturntojailorprisonwithin threeyears,oneofthehighestratesinthenation)andtheovercrowdinginjails,thisoutcomeisofkey concerntothestate.44 Ifonly20percentofthe23,000incarceratedCaliforniansenrolledinjailAdult Education Programsin2005–06arenotre-incarcerated,thestateofCaliforniawouldsavealmost$100 millionperyear.45

Improvementstochildren’seducation.Finally,educationcascadesthroughgenerationsandhelpsbreak thecyclesofgenerationalpoverty.Oneofthebestindicatorsofachild’sacademicsuccessisthe educationalattainmentofthemother.46Anestimated40percentofAdultEducationstudentshavechildrenintheK–12system.“Familyliteracy”programs,deliveredprimarilybyAdultEducationwith federalWorkforceInvestmentAct(WIA),TitleIIfundingandthroughCalifornia’sCommunity-Based EnglishTutoring(CBET)programs,provideliteracytrainingtotheparentsofschool-agechildrenwho committotutoringandreadingwiththeirchildren.Twoyearsofdataanalysisshowedsignificant improvementamongthechildrenwhoseparentsparticipatedintheseAdult Education Programs.Inthe OaklandUnifiedSchoolDistrict,childrenofCBETparentsaverageda19percentgainontheCalifornia EnglishLanguageDevelopmentTest(CELDT).

Insummary,thenewmissionoftheAdultEducationsystemdirectlytargetsthecriticalneedsofthestate inthefaceofcompellingdemographicshifts,educationalchallenges,andworkforcedemands.Increasing thebasiceducationalcompetencyoftheworkforceandofthelargeradultpopulationbenefitsthestate’s economyby supplyingtheskilledworkersneededtobecompetitiveintheglobalmarketplace.Higher levelsofeducationalattainmentdriveeconomicandsocialreturnsthroughanincreasedtaxbaseand decreasedrelianceonstateservices.Educationalattainmentincreasesindividualearningpowerand improvescivicparticipation,health,andthesuccessfulre-entryofex-offenders.Finally,theeducationof adultsdirectlyimpactstheeducationalattainmentofthenextgeneration.

CorePrinciples

OverthecourseoftheAdultEducationneedsassessmentandplanningprocess,asetoffundamental “coreprinciples”emerged.Theseprinciplesinformallofthecomponentsandrecommendationsinthe “BlueprintforAction.”

  • AlignmentofPrograms.Aligningprogramsandserviceswithpostsecondaryinstitutions, providersof supportservices,andworkforceandeconomicdevelopmentinitiativesfacilitates studentsuccessandseamlesstransitiontofurthereducationandtheworkforce.
  • SharedResponsibilityandAccountability.Sharingintheresponsibilityandaccountabilityfor outcomesencouragespartnerstoworkcollaborativelyandefficientlyleverageresources.
  • CollaborationandLeveragingofResources.Collaborationandleveragingofresourceswith partnersassistsstudentsinmeetingtheirgoals.
  • AccessibilityandStudentFocus.Theneedsofahighlydiversestudentpopulationaremetwith broadaccessibilityofservicesandpreparationofindividualactionplansbasedoncross- disciplinaryassessmentandguidance.Studentslinkedtopathwaysofinterestandprovideda rangeofsupportservicesexperiencesuccess.
  • ResponsivenessandInnovation.StrategicinnovationensuresAdultEducationremainsresponsive tostudentandcommunityneeds.Strategiesthatfacilitateandacceleratestudentlearninginclude: distanceandonlinelearning,work-basedtraining,entrepreneurialopportunities,teamteaching, dualenrollmentmechanisms,andlinkageto“careerladders.”Targetedinitiativesandstrategic partnershipsaddresscritical,statewideissuesastheyemerge.
  • Evidenced-BasedContinuousImprovement.Usingresearch,programmaticdata,andassessment strengthensservicedeliveryandpractice.Regularinputfromstudents,partners,theK–12and communitycollegesystems,localcommunities,andemployers,supportsAdultEducationin continuousimprovementofitsservicesandoutcomes.

BlueprintforAction

Theblueprintisdividedintosevencomponents.Threecomponentscomprisethesystemalignmentof AdultEducationandthreeaddresstheessentialcomponentsofqualitypractice.Thesesixwraparound theseventhcomponent,theACETcenters,astheportalforservicedelivery.

Figure6.Blueprintcomponentsasasystem

Aspresentedbelow,thefirstcomponent—CollaborativeLeadership—outlinestheneedfor collaborationatthestatelevelamongstakeholderorganizations,includingthecommunitycolleges,the workforcesystem,andotherfederalandstateprograms,whichis criticaltomeetingstatewidepriorities. ThesecondcomponentdescribestheACETcenters,a proposednewdeliverysystemattheheartofthe plan.Thenexttwocomponents—TransitionalServices,andCurriculumandInstruction—describethe coreoperationsoftheACETcentersingreaterdepth.ProfessionalDevelopmentdescribesthesupport that practitionerswillreceiveinimplementingnewpractices.Thelasttwocomponents—Dataand Accountability,andFunding—describethesystemicinfrastructurewhich,togetherwithCollaborative Leadership,willdriveandsupporthigh-qualityservicedeliveryandpractice.

ThepresentationofeachcomponentintheBlueprintisstructuredtoaddress:strengthsofthecurrent Adult Education Programandservices;needsandchallengespresentedby thecurrentconditionsand futuredemands;andthestrategicresponseoutliningthedirectionsandapproachestobeemployedin meetingthosechallengeswithspecificrecommendedactions.

TheconceptsoftheBlueprintwillberefinedandadaptedthroughasystematic,transparent,andinclusive process.TheCDEwillconvenetechnicalworkinggroupstodevelopimplementationstrategiesthatfulfill thevisionoftheplan.

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1: Collaborative Leadership

Workwithstate-levelpartnerstoestablishacommonvisionanddevelopcoordinatedprocessesto provideanintegratedservicedeliverysystemtoCalifornia’sadultstudentsthatwillenableAdult EducationtofulfillitsmissionofadvancingCalifornia’seconomic,workforcedevelopment,and societalgoals.

AdultEducationisuniquelypositionedwithintheCDEtoservethegreatdiversityofadultlearnersin California.Buttheneedissogreat,andthechallengessocomplex,thatitcanonlyfulfillthisroleand meetitsgoalsinpartnershipwithothereducationalproviders.Aconcerted,collaborativeeffortis necessary.State-levelcollaborationswilllaythefoundationforexpandinganddeepeninglocal partnershipstoprovideanintegratedservicedeliverysystemtoCalifornia’sadultstudents.

Strengths

TheAdultEducationsystemhasa155-yearhistoryofprovidingacademicandcareereducationin California.Withitsuniquefocusonteachingadultlearnerswhichothersystemscannoteffectivelyreach, AdultEducationhasbecomeanationallyrecognizedleaderinadultlearningtheoryandpractice.This systemisoneofthelargestprovidersofeducationinCalifornia,servingover1.2millionstudentsperyearthroughitsstateandfederallyfundedprogramsand350,000adultstudentsinnon-state-funded courses.

AdultEducationservesthemanystudentswhomaynotbereadyforcollege-levelworkorhave“aged out”orfailedtobenefitfromsecondaryeducation.Itprovidesuniqueprogramsforstudentswithan emphasisonreadinessforbothpostsecondaryeducationandemployment.AdultEducationlinks underemployedadultstojobskillsandemployment,bridgescultureandlanguagebarriersbyserving non-Englishspeakersandpreparingthemforcitizenship,movesadultswithdisabilitiestogreater independence,andhelpsincarceratedadultstransitiontotheircommunities.Adult Education Programs arespecificallydesignedwiththeflexibilitytoserveitsgreatdiversityofstudents,manyofwhomfacea widerangeofchallengesthathavenotbeenaddressedsuccessfullyinothersettings.Itsservicesareeasily accessibletoallofthesestudents,withclassesofferedinlocalcommunityfacilitiesoronline,and programssequencedto meettheindividuals’learningneeds.

TheCDE’sAdult Education ProgramisuniquelypositionedasabridgebetweentheCDEK–12system and postsecondaryeducation.WithintheK–12system,AdultEducationplaysaninstrumentalrolein supportinghighschoolstudentswhomayneedextratimeto mastercriticalskills,needfurtherpreparation fortheCaliforniaHighSchoolExitExam(CAHSEE),orneedtorecovercreditsinordertograduate.Asabridgetothecommunitycollegesystem,localAdult Education Programscoordinatewithcommunity collegestopreparestudentsforcollege-levelwork.Adulteducationprovidersofferrigorousand contextualizedcurriculum,aswellasavarietyofservicestoensurethatstudentstransitionsuccessfullyto postsecondaryeducation.

AdultEducationsupportstheCDEK–12systeminensuringthattheparentsofK–12studentshavethe basicacademicskillsandaccesstotheresourcesneededtosupporttheirchildren’seducationand development.NotonlydoAdultEducationclassesprovideneededskillsdirectly,localprogramsalsohaverobustpartnershipswithchildwelfareprogramsandcommunity-basedorganizationsincludingHead StartandtheWilliamF.GoodlingEvenStartFamilyLiteracyProgram(EvenStart),afederallyfunded programadministeredby theCDE.EvenStartplansandcoordinatesservicestohelpparentsgaintheskillsneededtobecomefullpartnersintheeducationoftheiryoungchildren.47Researchhasshownthatwhenparentsareinvolvedintheirchildren’seducation,studentsare morelikelytoattendschool regularly,earnhighergradesandtestscores,andgraduatefromhighschoolandgoontocollege.

Tofulfillitsmission,AdultEducationcoordinateswithadiversesetofpartners.InadditiontocoordinatingwiththeK–12systemandtheCaliforniaCommunityCollegeChancellor’sOffice,AdultEducation coordinateswiththeCaliforniaLibrarysystem,jaileducation,stateworkforceandeconomicdevelopmentagenciessuchastheCaliforniaWorkforceInvestmentBoard (WIB),theEmploymentDevelopmentDepartment (EDD),theDepartmentofSocialServices,andtheCaliforniaDepartmentofCorrectionsand Rehabilitation.AdultEducationalsoparticipatesinworkforcedevelopmentinitiativessuchasthe “CaliforniaEducation,Diversity,andGrowthintheEconomy”orEDGEcampaign.Thesystem’s distinctivestrengthsandpartnershipssupportitsuniquerolewithinthelargernetworkofCalifornia’s educationalsystems.

Needs and Challenges

Coordinatedeffortsrequirehigh-levelcommunicationandcapacityatthestateleveltoensureeffective, nonduplicative,andarticulatedservices.Ofparticularimportanceistherelationshipbetweentheadult schoolsystemandcommunitycolleges,wherethereisaneedforgreateralignmentandcoordination acrossthestateandsharedaccountabilityforstudentprogressandsuccess.Theeducationalsystemsare notcurrentlyrewardedforcoordinationorleveragingofresources.Stateeducationpolicydoesnot facilitatethekindsofstrategiesthatwouldfosterstudenttransitionsfromonesystemtoanother,suchas dualenrollmentandstandardizedarticulationagreements.

Whilestate-levelleadershipandpartnershipsarerecognizedascritical,fragmentationandmission differentiationhavemadecoordinationdifficult.Despitethesimilarityintheirgoals,theCDE’sAdult Educationandthecommunitycolleges’basicskillsprogramsreporttodifferentboards,andthereisno formalcross-segmentalcommunicationmechanismbetweenthetwoasexistsincareertechnical education(CTE)throughtheJointAdvisoryCommitteeonCTE.Asaresult,theadministratorsand facultyofeachsystemoperateunderdifferingteacherpreparationandcredentialingrequirements,use uniquestandards,curricula,andassessments,andhaveseparatereportingandaccountability requirements.

Thelackofcoordinatedpartnershipsatthestatelevelnecessitatesthedevelopmentofindependent partnershipsatthelocallevel.Withoutthesupportofstate-levelpolicy,thesepartnershipscanbedifficult toestablishandmayrequireunnecessaryeffort.Currently,theestablishmentofarticulationagreements betweenadultschoolsandcommunitycollegesmustbedevelopedby eachlocaladultschoolandeach communitycollegeforeachcourse.Astate-levelpolicyonarticulationagreementscouldexpeditethe processandfosterclearpathwaysforstudentstotransitionfromonesystemtotheother.Increasedstate-levelcollaborationspavethewayformoresystematiccollaborationamongprogramsatthelocallevel.

Strategic Response

Workingwithstate-levelpartnerstoestablishacommonvisionandcoordinatedprocesseswouldenable AdultEducationtofulfillits missionofadvancingCalifornia’seconomic,workforcedevelopment,and societalgoalsandenablethestatetomaximizeitsreturnoninvestmentinadulteducation.Education providers,workforceandbusinessorganizations,socialserviceagencies,andgroupsservingspecific constituenciesareallcriticalpartnersforAdultEducation.

Strengthenedstate-levelcollaborationswouldlaythegroundworkfor moresystematiccollaborationatthe locallevel.TheCDEAdultEducationOffice(AEO)wouldcollaboratewithintheCDEtostrengthen servicestohighschoolstudentsandparentsofK–12students.ItwouldworkwiththeCalifornia CommunityCollegesChancellor’sOffice(CCCCO)tosupportstudentsuccessby establishingand strengtheningpoliciesandguidelinesthatwillremovebarriersandstreamlineaccesstobothsystems. Finally,AdultEducationwouldworkwithotherstateagenciestoensurethatits mostvulnerablestudents receivetheservicesneededtosucceedintheireducationalandcareerpursuits.

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Figure7. State-level collaborationsand partnerships

Recommended Actions

1.1Identifyorcreateastatelevelcoordinatingcouncil.Workwithpartnersandatechnicalworking grouptocreateastatelevelcoordinatingcounciltofacilitatecoordinationofpoliciesandservice deliveryacrosssegmentsandsectorsinorderto moreeffectivelytransitionadultstofurther educationandcareers,therebysupportingthestate’seconomicdevelopment.Include representation fromalladulteducationagencies,secondaryeducation,theCCCCO,theWIB,the EDD,businessandindustryassociations,labororganizations, theCaliforniaChamberofCommerce,statesocialserviceagencies,andotherkeypartners.

1.2EstablishpolicieswithintheCDEandtheK–12systemthatpromotepartnershipsand leverageexistingresourcesandcapacity.Developpolicyguidelinesforfacilitatingastatewide collaborationthatalignscurriculum(inbothacademicandcareertechnicaldisciplines),and providestheK–12systemaframeworktoaddresstheeducationalneedsoffifth-yearseniorsand studentsneedingcreditrecovery.FacilitatecollaborationwithintheCDEandwithotheragencies toaddresstheeducationalneedsofparentsofK–12studentsandtoprovideaccesstoneeded supportservices,thusenablingthemtosupporttheacademicsuccessoftheirchildren.

1.3Establishpoliciestofacilitatecollaborationwiththecommunitycollegesforcoordinated servicedelivery.Establishstatewidepoliciesthatencourageandenableeffectivepartnerships betweenAdultEducationandcommunitycollegesandprovideefficienciesinservingthevarying educationalneedsofadults.Developguidelinesandincentivesforcoordinationorintegrationof services,asappropriate,inallareasofservicedelivery.Removethedisincentivesforstudentsto accessbothsystemssimultaneously.

1.4Collaboratewithworkforceentitiesandeconomicdevelopmentsystemstofacilitate students’transitionstoemployment.Strengthenstate-levelrelationshipstopromotestudent transitionsbetweenAdultEducationandemploymentorfurthertraining.Addressdatasharing withtheEDDandcoordinationwiththeWIB.Explore policiestopromoteco-locationofserviceswithOneStops.CollaboratewithorganizationssuchastheCaliforniaCommissionforEconomicDevelopment,theCaliforniaChamberofCommerce, statewideindustryassociations,andlabororganizationstoencourageemployerstoprovidework-basedlearningopportunitiesandworksitetrainingprograms.Incoordinationwithworkforce agenciesandthecommunitycolleges,workwiththeseorganizationstohelpclarifyanddefinethe necessarybasicskillsandtrainingrequiredinhigh-demandindustriesthroughoutthestate.

1.5Establishformalagreementswithsocialserviceagenciestoensurestudentpersistenceand success.EstablishagreementsorMemorandaofUnderstanding (MOU)toformalizecollaborationsand mutualaccountabilitywithsocialserviceagencies.TheDepartmentsofHealthandHuman Services,DevelopmentalServices,Aging,andRehabilitation,AlcoholandDrugPrograms, CalWORKs,andotherprogramscansupporteducationalsuccessby removingbarriersto learning.Programsfocusedondrugandalcoholabusearealsonecessarytoenablelearning.In turn,AdultEducationprovidestheeducationalservicesthatenablealloftheseagenciestomove adultstogreaterself-sufficiency.

1.6Enhancecoordinationwithjaileducationprogramstopromotestudents’success.Establish a formalprocesswithjaileducatorsandcountysheriffdepartmentsaddressingthebroad spectrumofissuessurroundingtheeducationofincarceratedadults.Identifyandimplementstrategiestoimprovejaileducationbyaligningandformingpartnershipswithoutsideagenciesto providebetteraccesstoeducationprograms.AlignjaileducationprogramswithAdult Education Programsincommunitiestoextendtheeducationalgainsachievedinjaileducationthroughand beyondthere-entryprocess,thusenhancingopportunitiesforgainfulemploymentandreducing recidivismrates.Explorewaystointroducecomputer-basedinstructioninjailsthatcanbe continuedduringandafterre-entry.

2: Academic and CareerEducationTransitionCenters

ExpandandstrengthenexistingAdultEducationschoolsasthesustainablefoundationforthe establishmentofACETcenters.NetworkingandcollaborationwouldenableAdultEducationschools andprogramstodeliveradulteducationservicesmoreefficientlyandeffectively,supportingthestate’s economicdevelopmentaswellasstudentneeds.Amoreintegrateddeliverysystemwouldfacilitate alignmentandcoordinationofservicestoprovidecollegeandcareerreadinessprogramstostudents, creatingpathwaystofurthereducationandgainfulemployment.

Thesuccessfultransitionofstudentstopostsecondaryeducationandtrainingisastatewidepriorityforthe CaliforniaAdult Education Program.Thispriorityisinsyncwiththefederalfocusexpressedby theObamaadministrationtoprovideAmericansofallagesanopportunitytogaintheknowledgeandskillsnecessarytocompetefor21stcenturyjobs.TheACETcentermodeldrawsonregionalpartnershipsthatpromote aligningprogramswithothereducationalprovidersto meettheneedsofbusinessandindustryandproduce agreaterreturnoninvestmentforthestate.

Strengths

AdultEducationoccupiesauniquepositionasthesystemthatbridgeshighschool,communitycollege, and work,employinginnovative,learner-centeredstrategiesthatsupportstudents’success.Withits distinctivecompetenceasexpertsinadultlearning,assessment,andinstruction,AdultEducationplaysa criticalroleinsupportingCalifornia’seconomicandeducationalsuccess.AdultEducationexemplifies innovationandbestpracticesinitsinstructionandservicedelivery.Withstrongstatewidecoordinating structures,includingstateleadershipandrobusttechnology-assistedprofessionalnetworks,andatrack recordofrapidresponsetoshiftsinstateandfederalpolicies,AdultEducationadaptsquicklytochanging demandsinitsservicedelivery.

Presently,theAdult Education Programisdeliveredthroughmultipleprovidersthatcollaboratewith numerouspartnerorganizations.ThroughitsWIA,TitleIIfundedprograms,AdultEducationconnects adultschoolswithhighschools,communitycolleges,workforcedevelopmentagencies,libraries,and community-basedorganizations.48Inaddition,manyAdult Education ProgramsreceiveCarlD. Perkins fundingandworkcloselywithregionaloccupationalcentersandprograms(ROCPs)toprovideCTE.As mandatedpartnersintheOneStopworkforcedevelopmentsystem,Adult Education Programscollaborate extensivelywithOneStoppartners.Toensurestudentshavethesupportservicesneededtosucceed,Adult Education Programsalsocollaboratewithanumberofsocialserviceagenciesandworkwith agenciessuchasCaliforniaDepartmentofDevelopmentalServicesRegionalCenterstoserveadultswith specialneeds.

Manyadultschools,especiallythosethatofferCTE,workcloselywiththecommunitycollegedistricts. ArticulationagreementsensurethatstudentscanseamlesslytransitionfromonelevelofCTEtothenext. ForitsAdultBasicEducation(ABE)students,AdultEducationhasformedalinkwiththeCareerLadders ProjectoftheCaliforniaCommunityCollegestobetteralignprogramsandtoleverageresources.Some Adult Education Programsarealsopartnerswithinthe“communitycollaborative”supportedbySenate Bills70and1133(SB70/SB1133),theGovernor’sCareerTechnicalEducationPathwaysInitiative.The initiativeseekstocreateseamlesspathwaysthatcoordinateCTEprogramsacrossK–12,ROCPs,communitycolleges,andfour-yearinstitutions,utilizingsuchstrategiesascareerexplorationandmodel articulationagreements.

TheStateSuperintendentofPublicInstructionrecentlycompletedareportfortheCalifornialegislature, pursuanttoAB2648,entitledMultiplePathwaystoStudentSuccess.Thereportoutlines opportunitiesforexpandingthesystemofcareerpathwaysforhighschoolstudentsandlinkingthemtoa widerangeofpostsecondaryeducationoptions.Thesepathwaysencompasscollegepreparatoryacademics, rigorouscareertechnicalcourses,andwork-basedlearning.Thereportfurtheridentifiednecessarystudent servicesincludingacademicsupport,careerguidance,tutoring,assistancewithtextbookpurchases,and casemanagement.AdultEducationisspecificallyhighlightedinthereportasavehicleforensuringthathighschoolstudentswhoneedextratimehavetheopportunitytocompletetheirpathwayprograms throughAdultEducation.Ensuringthatstudentsreceivetheseservicesrequirescarefulcoordinationamong partnerorganizations.TheACETcenterswillbestructuredandfundedtointentionallyincorporatethese elements.

Needs and Challenges

Thecurrenteconomicclimate,coupledwithstateandnationaleducationalpriorities,callsforan immediate responsefromalladulteducationproviderstobringtheircapacitytobearinpreparing California’sadultsforpostsecondaryeducationandcareersuccess.Collaborationacrosseducational segmentscanreduceduplicationandefficientlyenhanceservicedeliverywhilemovinglearnerstohigher levelsofeducationalattainmentandcertifications.49Inaddition,dualenrollmentstrategiesandother “blendedmodels”aregainingcurrency.50,51,52,53asa meanstoacceleratelearning,enhancestudent motivation,andfacilitatetheattainmentofstudentoutcomes.Programsthatallowstudentstheopportunitytoearnportablecollegecreditsandprogresstowardpostsecondarycredentialsevenastheyaddresstheir basicskillsare morelikelytoretainstudentsandenablemorerapidprogresstowardcertificatesand degrees.Growingevidencesuggeststhatstudentswhosimultaneouslyenrollincredit-bearingcollege classesalongwithrelevant,well-structuredbasicskillsinterventionsdobetterthanthoseintraditionalbasicskillsclassesalone.54

Thedualenrollmentmodelofacceleratedandcompressedlearningalsopromotespermeabilityof boundariesbetweenAdultEducationandthecommunitycollegesandallowsforauthenticparticipationin communitycollegelife.Evidencesuggeststhatindividualsdobetterwhentheyexperiencethemselvesas “real”collegestudentsand/orseethemselvesmakingrealprogresstowardanoccupationalorother importantgoal.55

Successfulprogramsalsocontextualizelearning,oftenby careerthemes,linkingacademicskillsto employabilityand,whenpossible,tocareerpathways.56Theseprogramsworkcloselywiththeemployer communitytobringrelevancetocurriculumandprovidestudentswithwork-basedlearningandother worksitetrainingopportunitiesthatenablestudentstoseehowbasicskillsareusedinthe“realworld.”

California’sCareerLaddersprojectandotherresearchers57citesupportservicesascriticaltostudent retention.In additiontofinancialaid,supportservicesshouldincludeacademicandcareerguidance, counselingservices,andjobplacement,aswellascasemanagement,transportation,childcare,mental healthservices,andsupportforstudentswithdisabilities.

Givenlimitedadvisingandplanningservices,studentsarerequiredtonavigateprogramsontheirownto learnabouttheskillsrequiredorthelabormarketintheirareasofcareerinterest.Finally,whilemany programsdoanexcellentjobofhelpingstudentslearnEnglishandattainahighschooldiplomaorGED, theyrarelyhavethefiscalandhumanresourcestoassiststudentstomovebeyondtheadultschoolsto eithercommunitycollegeoremployment.

Strategic Response

Expanding,strengthening,andnetworkingexistingadultschoolsandprogramsintoACETcenterswould enableAdultEducationtoleverageresourcesand moreefficientlyandeffectivelydeliverservicestolocal residentsincollaborationwithregionalpartners.TheACETcenterscanofferintegratedservicedeliveryincoordinationwithK–12,thecommunitycollegesaswellasothereducationalandworkforce developmentpartners,theemployercommunity,andsocialserviceagencies.Theycantherebyprovidea “portaltoopportunity”withoperationalcomponentssuchascomprehensiveintakeandassessment services,contextualizedlearning,supportservices,andtransitionservices.

IntheACETmodel,oneor moreadultschoolswillworktogetherandwithothereducationalandsupport providerstobuildstudents’educationalcompetenciesandensuretheirtransitiontoopportunitiesinthe workforceorpostsecondaryeducation.The ACETcenterswouldbebuiltonasetofagreementslinkingadult schools,ROCPs,communitycolleges,libraries,economicandworkforcedevelopmentagencies, community-basedorganizations,andothersupportservicepartnerstoacceleratestudents’skillattainment andensuretheirsuccess.Throughcollaborativeplanningprocesses,adultschoolsandtheirpartnerswill definesharedstrategicapproachestomeettheneedswithintheircommongeographicserviceareas.

TheACETmodelwouldpromotecollegeandcareerreadinessforallofitsstudents,includingthose completinghighschool,thoseseekingbasicskillsneededtopursueanareaofcareerinterestandforcivic participation,orthosecurrentlyintheworkforceneedingtoupgradetheirbasicskillsinordertosucceed or advanceatwork.Thepurposeofeachcenterwouldbetoprovidecomprehensiveassessmentand planningservices;contextualizedinstruction;supportandreferralstoremovebarrierstoeducational attainment;andlinkagestoservicesthatplaceeverystudentonapathtofurthereducationand employment.

TheACETcenterscanfacilitatealignmentofprograms,leveragingofresources,acceleratedlearning,and seamlesstransitions.Alignmentwithsocialserviceorganizationscanprovidestudentsaccesstoneeded supportservices.Dual-enrollmentopportunitiesandteamteachingwithcommunitycollegeswouldallow studentswhoneedsomeremediationtoenrollsimultaneouslyincreditcourses,thusacceleratingtheir progressandpromotingpersistence.

Co-locationofserviceswithworkforcedevelopmentagencies, community-basedorganizations,andothereducationalproviderswouldfacilitateaccessandutilizationof services.Accesstocurrenttechnologycansupportstudentsindeveloping21stcenturyinformationand communicationskills.Additionally,verticalalignmentstrategiessuchascourseandprogramarticulation agreementsandcoordinationofassessmentswouldprovidestudentswithclearpathwaystomoreadvancedcommunitycollegeprogramsandtheworkforce.

TheACETcenterswouldcollaboratewithpartnerswithinidentifiedregionsorserviceareas.Partners mayinclude,forexample,communitycolleges,libraryliteracyprograms,countyeconomicdevelopment agencies labor organizations, chambers of commerce, and departmentsofhealthanddevelopmental services.Regionalcollaborationandcoordinationwillensurelocalneedsaremetthroughanequitable distributionofresources,support,andservices.TheCDEwillworkwithatechnicalworkinggroupwith inputfrombothAdultEducationpractitionersandexternalpartnerstooptimizetheACETcentermodel anddeveloparegionalimplementationstrategy.

Recommended Actions

2.1Expand,strengthen,andnetworkadultschoolstoestablishACETasanewservicedeliverymodelforAdultEducation. Developaservicedeliverymodelbuiltontheexistingadultschoolinfrastructurewithafocuson fulfillingthemissionofAdultEducationaspresentedinthisstrategicplan.Serviceswillinclude intakeandassessment,developmentofindividualizedstudentactionplans,academicand contextualizedinstruction,referralstoothersupportservices,andtransitionservicesleadingto postsecondaryeducationandtheworkforce.Drawingonuniquepartnershipsandtechnological resources,eachcentermaybeconfigureddifferentlyinordertobestmeetlocalneedsandleverage resourcesbutwillconformtothefollowingparameters:

  • Provideservicesbasedonidentifiedregionaleducationalandworkforcepreparationneeds, focusingonfoundationalliteracyandworkforcereadinessskills.Servethoseingreatestneed basedonEnglishliteracy,levelofeducationalattainment,andeconomicindicators.Encourage utilizationoflabormarketdatatoinformstudentenrollmentincareerpathwayprograms.
  • Leverageresourcesacrosssystems.Developandbuildonexistingagreementstoleverageand coordinateresources,includingpersonnel,facilities,technology,anddatawithintheirservice areaorregion.Alignservicesamongadultschools,withcommunitycolleges,andwithother adulteducationproviders,WIBs,regionalCTEproviders,and economicdevelopmententities.Promoteco-locationandjointuseoffacilitieswithpartnersto ensureadequateassessment,advisingandsupportservices,contextualizationofinstruction,and transitionservices.
  • Ensurepermeableboundariesandseamlesstransitions.Establishpoliciesandprocedures enablingstudentsto movefromhighschoolstoACETcenters,asneeded,andbetweenACET centersandcommunitycollegesorothertrainingprograms.Co-location,useofthesameor coordinatedassessments,anddualorconcurrentenrollmentbetweenandamongallpotential educationalpartners,willpromoteaccessandseamlesstransitions.
  • Servesparselypopulatedareasandmobilepopulations.Giventhatsomeadultlearnersmaynot beabletoreadilyaccessor completecoursesorprogramsofstudyatasinglelocation,develop strategiestoenhanceservicesandprovideoptionssuchasmobilecomputerlabstoserverural andmobilepopulations.
  • Addressspecializedneeds.Developmechanismstoservespecializedpopulationssuchas emancipatedfosteryouth,ex-offenders,andadultswithdisabilitieswithincoreeducational services.
  • Maintainflexibility.Createorganizationalstructuresandproceduresthatcanadapttochange quicklyandprovideservicestoaddresshigh-priorityneeds.
  • Identify“regions”forcollaborativeservicedeliverythatwillenableequitableaccessto services.Undertakeasystematicprocesstoidentifygeographicareasthatsupportcollaboration amongACETcentersandtheirpartnersinordertoensurestudents’equitableaccesstothefull rangeofneededservices.Theseareas,or“regions,”wouldbeidentifiedonthebasisofgeographic andjurisdictionalconsiderations,sharededucationalneed,demographicfactors,economic developmentactivity,andthelocationofexistingadultschools,partneragencies,andresources. Theprocessistobecarriedoutwiththeguidanceandexpertiseofatechnicalworkinggroup, includingbothexternalexpertsandAdultEducationpractitioners.Inidentifyingtheregions,the technicalworkinggroupwillconsiderthefollowing:
  • Existingorganizationalrolesandrelationships.Regionswillalignasappropriatewithexisting regionsandserviceareas,enablingACETcenterstotakeadvantageofexistingpartnershipsand partners’organizationalstrengths.Forexample,communitycolleges,adultschools,and countyofficesofeducationalreadyjointlyconductandadministerprograms;thesepartnerships wouldbestrengthenedthrougharegionalapproach.
  • Supportforworkforceandeconomicdevelopment.Regionswillalignwithareasof interdependenteconomicactivityandrelevantsupportstructures,suchasthelocalWIBsor regionaleconomicdevelopmentorganizationssuchastheEastBayEconomicDevelopment AllianceortheCaliforniaPartnershipfortheSanJoaquinValley.
  • Opportunitiesforcollaboration.Regionswillaggregateboththeeducationalneedandthe resourcestosupportconsistentdeliveryofaccessible,high-qualityprogramsandservices. Opportunitiesforcollaborationshouldbeconsideredwithorganizationssuchasthestate’s21 RegionalCenters,whichservetheneedsofadultswithdevelopmentaldisabilitiesandtheir families.
  • Leveragingoftechnologyresourceswithintheregions.Expandedaccesstoservicerequires expandeduseoftechnology.Theavailabilityoftechnologicalresourcesmustthereforealsobe considered.
  • Formalizecollaborationwithinserviceareas.RequireACETcenterstocoordinateresourcesand servicedeliveryamongeducationalproviders,workforcedevelopmentorganizations,economic developmentorganizations,andotherserviceproviders.Acoordinatedapproachwillfacilitate:
  • Regionwideengagementofemployerstoinformprogramdevelopmentbasedonemerging workforceneedsandtherequiredskillsets.
  • Dialogueamongpartnerstoensurethatservicesareinplacetosupportstudentpersistenceand transitiontofurthereducationandemployment.
  • Capacitybuildingandregionwidecross-segmentalprofessionaldevelopment,business-educationexchanges,andongoinglearningamongpartners.
  • Cross-segmentaldatacollectionanddata-drivendecisionsaboutthedirectionofAdult Educationineachregion.
  • LinkACETcenterstopathwayinitiatives.Pathwayslinkacademicswithcareerthemesand technicalcontent,makingthelearningofbasicskillsrelevantandengaging.Theytherebysupport student persistence and program completion while providing industry with a prepared workforce.

Toprovidestudentsaccesstothesebenefitsandfacilitatecontinuityofprogrammingacross segments,AdultEducationshouldlinkitseffortstopathwaystrategiesbeingdevelopedatboththe K–12levelandcommunitycollegesinpartnershipwithmanyindustrygroups.LinkingACET centerstopathwayinitiativeswould:

  • IntegrateAdultEducationintoexistingcareerpathways.Developstatewidepoliciesand incentivestolinkAdultEducationtotheCTE15industrysectors andtheirpathways,Perkins-fundedprogramsofstudy,SB70/SB1133—theGovernor’sCTE Initiative,andthestate’s“multiplepathways”/LinkedLearninginitiative.
  • Supportpathwaydevelopmentwithinhighschools.Builduponexistingrelationshipstoensure thatstudentsinhighschoolcareerpathwayscandrawonAdultEducationtocompletetheir programs,recovercredits,obtaintheirhighschooldiplomas,andtransitiontofurthereducation oremployment.
  • SupportnewpathwaydevelopmentfromAdultEducationtocommunitycollegesintargeted industries.Developnewpathwaysfromadultschoolstocommunitycollegeprograms, employingstrategiessuchasarticulationortransitionagreements,alignmentofcoursesand assessments,concurrentenrollment,andjointstaffing.

3: Transition Services

Provideintake,planning,support,andtransitionservicestolinkstudentstopathwaysandpromote successfultransitionstopostsecondaryeducationandemployment.

Anumberofservicesarecriticaltoensuringstudentssuccessfullymakethesetransitionstofurther educationandemployment.Theseinclude:(a)assessment,guidance,andthedevelopmentofactionplans; (b)tutoring,careerexploration,andchildcare;and(c)transitionandjobdevelopmentservicestoensurethatstudentsmatriculateandhavethebestopportunitytosucceedincommunitycollege,othertraining programs,ortheworkplace.TheACETcenterswillprovideacomprehensivedeliverymodelthatwill facilitatealignmentoftransitionresourcesandservices.

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Strengths

Recognizingthechallengesfacedby theirwidelydiversestudentpopulation,AdultEducationoffers directlyorthroughpartnershipsawiderangeofservicesbeyondthecoreclassroominstruction.Services mayincludetutoring,childcare,accesstotransportation,andlinkingstudentstooutsidesocialservices andjobplacementagencies.

Tofurthersupporttransitiontopostsecondaryeducationandemployment,theCDEAEOsuccessfully appliedtoparticipateinthenational“PolicytoPerformance(P2P)Initiative.”Thisinitiative,recently launchedby theU.S.DepartmentofEducation’s(ED)OfficeofVocationalandAdultEducation (OVAE),is supportingeightstatesintheireffortsto“transitionadultstoopportunity.”Inalignmentwiththebroad goalsoftheAmericanRecoveryandReinvestmentActandthePresident’sAmericanGraduation Initiative, the initiative is designed to enhance and support college and career readiness for low-skilled adults through increased and quality accesstotrainingandlearningopportunities.The P2Pwillidentifyand supporteffectivetransitionpracticesthatwillinformthedevelopmentoftheACETcentersandstatewide educationalpolicy.

Needs and Challenges

AdultEducationstudentshaveawiderangeofneedsthatmustbeaddressediftheyaretosucceed academicallyandintheworkforce.Formanystudents,AdultEducationrepresentsacriticalopportunity torecovercreditsorbuildskillsthattheydidnotobtaininothersettings.StudentscometoAdult Educationwithmultiplegoalsandskilllevels.Enteringstudentscanbeunclearabouttheirowntalents andinterestsandoftendonotknowwhatskillsareneededintheworkplace,whatkindsofjobsare availableintheircommunities,orhowtotransitiontofurthereducationoremployment.Cross-disciplinaryandcomprehensiveassessmentservicesandcareerguidancearethereforeneededtolink studentstothecoursesthatwillputthemonapathwaytofurthereducation,gainfulemployment,and long-termsuccess.