adult literacy

Sen. Murray: Workforce Investment Act in Danger of Not Being Reauthorized

/ The Old Crank

From a blog post by Jonathan Brunt of The Spokane Review this past Wednesday:

[Sen.] Murray was in Spokane to hold a forum about job training programs. After she toured Haskins Steel in East Spokane, she listened to education and business leaders and recently hired workers about the importance of job training programs. Many of the programs discussed at the forum are supported by the Workforce Investment Act of 1998, which provides job training and job search programs as well as assistance for employers who are recruiting for openings. Murray said the act is in danger of not being reauthorized by Congress. (my emphasis)

“As I take on the chair of the budget committee, our nation is rightfully talking about our debt and deficit, but we also have to be talking about our education deficit and our transportation deficit, our jobs deficit.”

The Case for Adult Literacy, Simply Stated

/ The Old Crank

Adult literacy advocates looking for a good elevator speech might consider a variation of  this quote from Greater New Orleans Community Data Center Director Allison Plyer, taking with WWNO about recent a study showing that 27% of of the working age population in the New Orleans region lack basic literacy skills:

Center Director Allison Plyer says improvements now happening at public schools are not enough to bolster the workforce needed for the future.

“That is absolutely essential, what we need to understand it will take many decades — all the way until 2060 — for our full workforce to have gone through those public schools,” Plyer said. “So we have to really consider the current workforce that is here, because even by 2025 two-thirds of the workforce will be people who are currently working-age adults, and 27 percent of whom are low-skilled.”

Whatever we are doing for K-12 students, none of that advances the skills of the current workforce—in New Orleans, or anywhere else.

Working Poor Families Project Releases Policy Brief on Upcoming Changes to the GED

/ The Old Crank

A new brief from the Working Poor Families Project provides an overview of the current GED landscape, outlines the changes coming in 2014, and explores some of the alternatives to attaining a high school equivalency diploma offered by many states. If you need a primer on this issue, this document is one of the most useful I’ve seen.

Increasingly, I think what states need to prepare for is not so much the new GED, but a new high school equivalency diploma landscape in which the GED is one of several exams available to states. The report concludes that “at least for most states… the GED test will continue to be an important part of the adult high school equivalency market” which is true, but what this statement implicitly acknowledges is that the GED Testing Service will not be the only player in that market. My understanding is that there will be at least two other major players entering this market.

When that happens, the benefits provided by the GED’s role as a de facto national H.S. equivalency exam will largely go away. For example, right now, because the GED is recognized everywhere, students are able to begin the GED in one state and finish it in another, but once the GED is no longer offered in every state, that benefit goes away.

Addressing Adult Literacy Can “Create a Legacy of Inter-Generational Achievement”

/ The Old Crank

A New Zealand Literacy group is citing research from Australia, of all places, as further evidence that “addressing adult literacy needs has the potential to create a legacy of inter-generational achievement.”

Research published last week in Australia on the effects of positive parental engagement on children’s learning has serious and urgent implications for New Zealand. Literacy Aotearoa is calling for the government to recognise that adult literacy issues affect not just the current generation of adults, but also the educational performance of their children. (my emphasis)

The study, ‘Parental engagement in learning and schooling: Lessons from research,’ which was commissioned by the Australian Family-School and Community Partnerships Bureau, notes that parental engagement has a positive impact on many indicators of student achievement. These include higher grades and test scores, enrolment in higher level programmes and advanced classes, higher successful completion of classes, lower drop-out rates, higher graduation rates, and a greater likelihood of commencing postsecondary education.

The study references academic research, using economic modelling to examine the impact of parental engagement. The research showed that parental effort has a large effect on student achievement, compared with school resources such as per pupil spending on teaching. That effort improved students’ academic outcomes to levels equivalent to those of students whose parents had received an additional four to six years of education.

The study also references a 2003 report into community and family influences on the education of New Zealand children prepared by the Ministry of Education.

“There are three lessons New Zealand can learn from this research conducted by our near neighbour,” says Te Tumuaki (Chief Executive) of Literacy Aotearoa, Bronwyn Yates. “The first is to confirm just how important parental engagement is. The second is to note the implications for children whose parents, despite their desire to see their children succeed educationally, are less able to positively engage in assisting them because of their own difficulties with literacy, language and numeracy. The third is to recognise the opportunity offered by this pre-Christmas report for government and communities to take urgent steps to address the high literacy needs of adult New Zealanders, as a genuinely change-making investment in families for generations to come.” (my emphasis)