Advocacy

The Senate Budget Committee Wants to Hear From You on Federal Budget Priorities

/ The Old Crank

This morning I took a look at a new section on the Senate Budget Committee’s Web site, called “MyBudget,” which they describe as an “online platform for members of the public to weigh in as our nation works to tackle our budget and economic challenges.”

I have no idea how influential this kind of thing is, but it’s an easy way to do some federal budget advocacy. I particularly like the “share your stories” section, where people are asked to write about “about how federal budget decisions have impacted your family, your community, and your job.”

Another page asks for you to let the Committee know “what issues we should be focused on.”

Legislative Analyst’s Office Recommends Restructuring of California Adult Education Funding

/ The Old Crank

EdSource published a good story earlier this week about the continuing effort by advocates in California to fix their broken adult education funding system. As I’ve written previously, (here, for example), a budget mechanism implemented in 2009 known as “categorical flexibility,” has allowed California school districts to divert funds from adult education to support its K-12 programs. Altogether, the LAO estimates that over $450 million in state and federal government funds—more than half of the funds that used to be available—have been diverted out of California’s district-run adult schools since the categorical flexibility law was passed.

California’s Legislative Analyst’s Office (LAO) recently issued a report that recommended a return to a dedicated funding stream for adult education—on other words, remove it from the list of programs that can be poached for other purposes.

Unfortunately, the article makes it clear that there still isn’t a clear legislative path towards implementing that recommendation.

Don’t miss Bob Harper’s comment on the article, which I think makes a good point:

If it’s the intention of the Governor that adult literacy, English language acquisition and immigrant integration, basic skills related to readiness for work or college, are no longer critical services, then that needs to be made plain in policy discussions, and not be the desultory by-product of budgetary reform. In such policy discussions it would be hard to ignore the historic role that adult education has performed for California, and to discuss in what form that needed service continues.

Parents and Family Literacy

/ The Old Crank

When a state or community literacy initiative promises to “promote literacy at home” or “engage parents.” I always look to see whether there is any discussion of the literacy level of the parents of the children that the initiative is targeting. If not, it’s a pretty safe bet that little-to-no resources are going to be invested in helping any of those parents or caregivers with low literacy skills become better readers themselves.

November is National Family Literacy Month, and I gather, from what I’ve been reading, that the term “family literacy” is sometimes used in this context to embrace a broad range of family based reading activities—most often initiatives that promote reading at home. It’s worth noting, however, that targeted literacy instruction for parents—as well as children—is what has historically distinguished a “true” family literacy program from other literacy initiatives. I know that there are those in the family literacy field who don’t believe that the components of a family literacy program need to be as rigidly defined as the Even Start program, but (I think) everyone does still agree that, at a minimum, a family literacy program should include literacy instruction for adults as well as children.

This isn’t just a semantic issue: funding for true, multi-generational family literacy programs has been dwindling in recent years (the federal investment in Even Start family literacy has been completely eliminated, in fact), and blurring the distinction between true family literacy programs and general literacy promotion could end up masking over the fact that support for family literacy is on the decline.

From a policy perspective, given what we know about the critical role that providing adult literacy education to parents likely plays in improving the academic achievement of children from low-income families, retaining this distinction makes sense. If adult and family literacy advocates don’t make that distinction, there’s no reason to expect that policymakers will. In many communities and in many households, a program that does no more than simply acknowledge a parent’s role in a child’s literacy development is probably not going to be enough.

Early Reports Suggest DACA Increasing Demand for Adult Education

/ The Old Crank

Back in I August I wrote an article suggesting that the new Deferred Action for Childhood Arrivals (DACA) initiative might increase demand for GED classes—and for adult education classes in general.

According to Miranda Leitsinger of NBC News, it has. Although it’s not clear yet what the impact of DACA has been on the demand for adult education in general, she reports that interest in the GED test is on the rise, at least in some states.

Some GED state testing centers are seeing a spike in requests to take the test or a course, as well as an uptick in calls with questions about the exam since the government began accepting applications for the deferred action program on Aug. 15, according to an informal survey of state GED test program administrators conducted by the GED Testing Service, the official creator of the exam.

In Iowa, centers have experienced a 20 percent rise in English as a Second Language attendance for GED prep, while Massachusetts has seen a 25 percent to 50 percent surge in registration for the test through Spanish. In North Carolina, there has been a 5 percent to 10 percent increase in testing requests, including to take it in Spanish, prompting adminstrators to order more such tests for next year.

I suspect that the main reason an increase in demand is only being reported from some states is due to a lack of data. The GED test program administrator survey cited here, for example, is characterized as “informal,” and it could be that many states did not respond or have not collected data on this yet.

Leitsinger also suggests that DACA is increasing immigration advocates’ awareness of the lack of adult education services available:

I think it’s fair to say that the immigrant rights movement is discovering the education reform movement … and that they’re really coming to understand, first of all, how hard it is to get a GED and secondly, how limited the capacity of adult education programs is,” said Margie McHugh, co-director of the Migration Policy Institute’s National Center on Immigrant Integration Policy. “Certainly this 350,000 or so young people are the most immediate concern and the most vulnerable for not making it through the process, and that’s very much related to both the difficulty of pursuing a GED or completing a GED … and also the lack of availability of programs.”

What’s critical about all this is that it means that the relief provided by DACA is going to be much more accessible to those with the means to pay for GED classes. I’d be interested to know the extent to which the administration took into account the availability of free/low-cost adult education services when they formulated this policy, and whether they were concerned that the lack of such services might seem unfair to those with limited means. Secondly, now that there is evidence that the potential DACA applicants are frustrated by the lack of affordable services, whether this presents an opportunity for immigration rights advocates and adult education rights advocates, working together, to ramp up our advocacy on the need for adult education services.