RE: The role of Adult Education

This is a much more reasonable and relevant presentation of the issues involved than the recommendation in the draft of the Master Plan, which focuses almost exclusively on governance and recommends moving all adult education programs in the state (the large majority of which are currently operated by K-12 systems) under the community colleges.

That proposal is educationally unsound, and while many of us in adult education think it is motivated or would result in a 'back door budget cut' by substituting current adult ed funding for existing community college funding, it would also ultimately be wasteful of taxpayer resources. The governance proposal should follow logically from an understanding of the mission and the issues, and the governance plan should facilitate the successful achievement of the mission. What is needed in the state's comprehensive educational plan is a mandate for the current providers to meet and coordinate their efforts, carry out necessary studies and make recommendations to the state for effective administration and accountability and adequate funding.

The content of adult education is intimately connected with the K-12 educational mission, because most of our learners are focused on obtaining English language proficiency and related life and work skills; adult basic skills to the level of an 8th grade diploma; or achieving or completing a secondary high school diploma program. Other related short term occupational skills on the early end of a career ladder are also provided. In LA Unified, for example, most of those occupational courses are provided through regional occupational centers and programs which commingle adult and secondary students and programs.

In addition, adult education provides a tremendous synergy with the goals and purposes of K-12 education. WE provide coursework to many secondary students off-track at year round schools, after school or otherwise not enrolled in K-12 classes. In many districts, as many as 30-40% of regular secondary school H.S. graduates receive their diplomas in part due to course work in adult ed programs that allowed them to graduate with their class or return after a hiatus and complete their studies. In LA and elsewhere around the state literally hundreds of thousands of parents and older siblings of K-12 students are enrolled in English language acquisition, parent education, Community Based English Tutoring, adult basic skills, high school diploma and occupational classes. The impact on the educational success of their children and younger siblings is undeniable. Many of them become aware of these offerings at the public schools their children or younger brothers and sisters attend; and many of the classes are held on the same sites.

My son, who for various reasons did not go directly from high school to a regular college program, found his 'sea-legs' attending AFOC here in LA -- he put together a portfolio of work in his animation courses there that he used to audition for and win acceptance to Cal Arts. I myself, in order to learn computer networking skills to run an ESL computer Language at Central Adult High School, enrolled for evening courses at AFOC. Multiply those experiences by the thousands and you will get some sense of the impact of adult education offerings on the totality of the educational program of the state. In LA alone, the Division of Adult & Career Education serves over 400,000 students annually at over 500 sites with over 4,000 adult educators, and many other service providers. THis is a record of accomplishment and of meeting a proven need; it is also inconceivable that such an enterprise could easily or satisfactorily be transfered by the stroke of a pen. The Master Plan talks about contracting for programs under community college administration. Easier said than done. THe proposal bespeaks an ignorance of the realities. But worse, it would open the door to the privatization of adult education programs. Facilities currently devoted to adult ed in K-12 districts which would lose those programs would swiftly be rededicated to secondary education. Contracts would happen with private providers, more than likely, rather than with K-12 districts. the governance change proposed would not increase accountability and certainly not programs needed to meet the changing needs of adult learners, businesses, and the state as a whole.