Retired Los Angeles Adult Education Teacher Says Shutting Down LAUSD Adult Education Would Harm K-12 Children

The Los Angeles Times published an excellent op-ed piece today by John McCormick, a retired Los Angeles adult education teacher, on the folly of the Los Angeles Unified School District’s “worst-case scenario” budget plan, which puts LAUSD’s entire adult education system at serious risk of elimination. (For background on their proposal, read my post here; for an update, I recommend Marjorie Faulstich Orellana’s article in The Huffington Post, published last week.)

I want to highlight one particular point that McCormick makes in his article, and that is about the impact that shutting down adult education would have on parent/caregiver engagement:

Closing adult schools would also result in collateral damage to K-12 children. My students often attended the same schools at night that their children attended during the day. Because kids usually pick up English faster than their parents, if the parents don’t learn the language, they become marginalized in their own families. They cannot communicate with teachers, help with homework or even understand what their kids are saying. So instead of being able to help their kids assimilate, parents are more likely to remain isolated.

I’m often puzzled as to why parent engagement advocates aren’t up in arms when adult education cuts are threatened. In the paragraph above, McCormick does a great job explaining the connection between the two issues.

Fittingly, Nonprofit Free Speech Curtailed by Congress Before Anyone Had a Chance to Say Anything About It

A leftover nonprofit/1st amendment issue raised by the FY 2012 omnibus appropriations bill passed by Congress last December got some attention this week in the form of a strong opinion piece by Mark Rosenman, director of Caring to Change, and Gary D. Bass, executive director of the Bauman Foundation and affiliated professor at Georgetown University’s Public Policy Institute. Their article was published in both The Chronicle for Philanthropy and the Foundation Center’s “Philantopic” blog.

The issue concerns some language that was inserted into the bill that, in the author’s opinion, curtails the free-speech rights of certain non-profit organizations. Rosenman and Bass see this is part of a long history of efforts (primarily by right-wing political groups) to prevent nonprofits that receive federal dollars from informing policymakers and the public about issues they care about.

The authors do a nice job of describing the language that was inserted, (although you have to get almost halfway through the article to get to it), and I agree that nonprofit organizations should be concerned:

With the new law, groups that receive money under the appropriations measure cannot use federal grants for “any activity to advocate or promote” any “proposed, pending, or future” tax increase (at any level of government) or any “future requirement or restriction” on a “legal consumer product” (e.g., tobacco and alcohol products, junk foods and beverages, and guns).

None of those key terms is defined. Suppose a group received federal aid to fight cancer by decreasing tobacco use and wanted to educate the public about the health dangers of cigarette sales, especially to minors. Presumably, that wouldn’t be allowed under the law. Or say another nonprofit won a grant to curb obesity. It might want to suggest a surcharge on sodas and other sugary foods as a way to deter consumption, but it probably couldn’t promote that idea.

The new law also forbids nonprofits from using federal money to influence some regulatory and executive-branch actions. That means a charity that receives federal money to provide care and support to families with disabled children, for example, would no longer be allowed to use any of its government money to comment on proposed state regulations that govern residential treatment or in-home services.

The point I want to add to this is about the process. What a lot of people who don’t follow Congress very closely may not realize—and may be surprised by—is that policy language like this often finds its way into appropriations bills. Before I started paying attention to how the appropriations process worked, I just assumed that appropriations bills solely concerned… appropriations. That is, I thought they just described spending amounts, and didn’t include much else. But Congress often inserts policy language into these bills that can have far-reaching consequences.

Rosenman and Bass complain that “charity leaders didn’t find out about [the language] in time to take action to prevent their passage,” which is quite possible, because the omnibus bill was rushed into passage after Congress failed to get FY12 appropriations bills out under the normal process. This raises the question: is it a good idea for Congress to be able to insert legislative language like this into bills during an expedited process where there is little time for advocacy or debate? But overall the authors are more critical of the substance of the language that was inserted into the bill than by the process by which it got in there.

In any case, it’s a good lesson for advocates on the importance of paying attention to the appropriations process, and that it’s especially important to be alert when spending bills come together quickly, like this one did.

World Literacy Summit: What Difference Would More Adult Learner Participation Have Made?

Claire Provost of The Guardian, writing for the Poverty Matters Blog, wonders about adult learner representation at the recent World Literacy Summit:

I wonder if the arguments made and suggestions proposed at the World Literacy Summit might have been different if the audience were, even slightly, more diverse. Crucially, there are few, if any, illiterate people and adult learners at the conference.

Short answer: Yes, they would have been.

Slightly longer answer: Compare, for example, Marty Finsterbusch’s Congressional testimony from 2009 regarding Title II of the Workforce Investment Act, the most critical federal legislation regarding adult literacy in the U.S., to the testimony of other witnesses. Marty is the Executive Director of VALUE, Voice of Adult Learners United to Educate, the only national nonprofit organization in the U.S. governed and operated by current and former adult literacy students.

P.S. Provost’s article is excellent, by the way, and I strongly recommend it to anyone interested in—or sometimes frustrated by—what sometimes seems to be an overemphasis on the economic investment argument for supporting adult literacy.

New Wrinkle in Alexandria Adult Education Controversy

(Updated Below)

Sharon McLoone reports for the Old Town Alexandria Patch that Alexandria Virginia City Public Schools Superintendent Morton Sherman announced last Friday evening that ACPS has placed an employee on administrative leave pending the outcome of an investigation into “possible testing irregularities” in the ACPS Adult Education Program.

According to an ACPS statement, this incident provides evidence as to why restructuring ACPS Adult Education is so critical. “[N]ow is the right time to restructure this program with licensed, experienced staff to ensure proper management, reporting, and instruction is taking place for the sake of our students. ”

As McLoone notes in her story, Sherman and the School Board’s efforts to restructure the program have been the subject of considerable controversy.

In an odd coincidence, “Sherman and the School Board” was also the name of that really terrible band that played at your prom in 1966.

You can read the entire ACPS statement here.

Questions concerning assessment data collection are not unheard of in adult education. It would be interesting to know what warranted placing an employee on leave in this particular case.

UPDATE 4/6/12: Michael Lee Pope of Connection Newspapers has provided details on the specific issues cited by the Division of Technology, Career and Adult Education and Literacy Services in the memorandum they sent to ACPS. According to the article, the memorandum “documented an inordinate number of adult education students received the same score on a basic skills test. It also pointed out that a total of 95 students supposedly took a speaking and comprehension test on the same day.”

UPDATE 4/11/12: More details from Lisa Gartner of The Washington Examiner.