Second the motion on improved per student funding for adult education.
Regarding accountability, I think we need to track our own students much better -- this also makes sense in terms of identifying and meeting their lifelong learning needs. We did some surveys locally in L.A. in terms of developing strategies for improving student retention and obtained statistical verification of the anecdotal awareness that students leave and return to adult education steadily as their needs, work schedules, life patterns change. People leave because they have to, or have gotten what they need for the moment, and return when they need or want more or have greater opportunity to put time into schooling in their croiwded lives.
We also need to look at various modalities of 'distance learning,' including current video programs but also the use of on-line offerings for adult education. We need to see adult education as a primary provider of internet access to close the digital divide for older students; this is particularly an area of synergy between K-12 students and their parents and older siblings in adult ed. K-12 schools are the main place that elementary and secondary students from poor families and families of color get access to computer technology and internet savvy. K-12 adult education programs need to complete that avenue of accessibility and training for adults in the same disadvantaged socio-economic status. Because of the close, symbiotic relationship between the K-12 system and the adult schools, they are the logical institution to play the role that "technology centers" have generally failed to fulfill.
I want to re-emphasize the adult secondary component of the adult education program. It makes sense to me that adult high schools, coordianted with short term vocational programs are the logical place to educate many students who will take some time to complete those studies, and THEREBY put themselves in a position to enter a community college program. While I oppose the current CAHSEE (not only for adult ed but for the whole HS system) I think the fact that it is mandated for K-12 adult ed programs and apparently not for non-credit students at community colleges reflects the fact that it is actually in K-12 adult ed where students are engaged in the rigorous course of study necessary to complete their secondary education. Go to one adult education high school graduation ceremony and you will understand the well-deserved pride that our students and their families take in this accomplishment. In this regard, I think we need to plan seriously for offering advanced placement courses in adult secondary institutions for students who want that challenge. Adult schools should not be conceived of as offering only remediation.
Finally, I think that certain state educaitonal goals, such as bilingual fluency, need to be applied more systematically to adult education. Resources should be provided to adult ed secondary programs to offer instruction in other languages, for high school credit. In additional,
vocational Spanish as a Second Language instruction should be authorized and offered.
Posted as a reply to:
Funding, Priorities, and Curriculum by Leslie Smith
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