RE: Question 1: Funding Model

In adult education this model already exists. I am the resource person in charge of our 5% innovative distance learning program here in Alhambra. My students are given hourly equivalents to seat time (Because the state has to have something with which to measure ADA) Students are given credit and therefore hourly equivalents ONLY when they pass a lesson with 80% accuracy. Final examinations on each video series/textbook also require an 80% accuracy to pass. We say here in Alhambra, "If they don't pass, we don't pass." 

My program is not unique. Adult Education Distance Learning programs throughout California are run in this way. Anyone seeking more specific information can check out the California Distance Learning Project website.


For years, I have also been reporting the value added element in my reports to CDE. This year alone, I have 38% of my students reporting that they can now help their children with homework, 34% can now speak with their children's teachers, 10% are volunteering within their local communities, 21% are now able to look for jobs, 23% have learned to use technology and 7% have been able to move into classes for their high school diploma. (These are ESL students) These numbers are indicative of year's past and Alhambra's success is mirrored in other programs throughout the state.

Once again, we are a viable alternative for the students most in need of instruction. Please give Adult Education the more prominant position that it deserves withing the master plan.