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Subject: [NIFL-FAMILY:174] Action Alert: Federal Literacy Appropriations
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[cross-posted from NIFL-National Literacy Advocacy listserv:]
National Coalition for Literacy Action Alert:
Federal Literacy Appropriations
August 13, 2001
CALL TO ACTION
Each year, Congress must approve funding for the next fiscal year, now
FY2002. President Bush as not requested an increase for adult and family
literacy programs for FY2002. With the tax cut and the shrinking surplus,
Congress may be reluctant to approve increases. However, some programs ARE
likely to win increases. The programs that get increases will be the ones
for which voters strongly advocate. Adult and family literacy is one of
those issues that stands at least as good a chance, if not a better chance
than other programs to see an increase if - and only if - our field strongly
advocates NOW.
POSITION/STRATEGY/TIMING
Seeking additional funding for a laundry list of programs won't work at this
point. Folks on Capitol Hill have said give us just your top 2-3 priorities.
After careful consideration the NCL Public Policy Committee recommended and
the Executive Committee approved the following top priorities:
1. $200M increase for State Grants under Title II of the Workforce
Investment Act (WIA), the Adult Education & Family Literacy Act (current
FY2001: $540M; seeking $740M)
2. $50M increase for Even Start (current FY2001: $250M; seeking $300M)
3. $50M for an EL/Civics national direct grant program under WIA Title II
National Leadership Activities (current FY2001: no funding for such national
direct grants since FY1999)
Congress is in recess now. They will come back after Labor Day. Very soon
thereafter, the Appropriations Committees will reach final agreement on
funding for all programs. Congress will then work to pass spending bills
before October 1st, the start of fiscal year for which the funding is
intended.
NOW is a great time - while legislators are at home - for literacy advocates
to urge their Senators and Congressperson to seek increases for the programs
listed above. >>It is ESPECIALLY IMPORTANT for literacy supporters to
communicate with their legislators if they are members of the House and/or
Senate Appropriations Committees. (See list sent separately as part II.)<<
Letters are important but at this point they must be followed by personal
contact ... "I'm calling to follow up on the letter I sent last week about
increases in funding for literacy." Since Senators and Congresspersons are
home now, arranging a local meeting would be excellent. Be sure adult
learners play a central role in any such meeting. No one makes a better case
for adult and family literacy programs than does an adult learner teamed
with a practitioner playing a supporting role.
TALKING POINTS, STATE GRANTS AND EL/CIVICS GRANTS
The National Coalition for Literacy requests that funding for the Adult
Education and Family Literacy Act be increased by $200M per year for the
next three years to reach a goal of $1 billion for this program. In
addition, the Coalition asks for $50,000,000 in the coming year for a
national exemplary program to fund multi-state provider agencies that serve
persons with limited proficiency in English.
These increases would be directed towards:
* An increase in numbers to be served - especially those with limited
proficiency in English
* Greater frequency and length of service leading to better results
* Non classroom service delivery - primarily via technology
* Hardware and software purchase
* Professional development for instructional improvement and data management
and analysis
* Support services
* Accountability and other critical needs
INDICATORS OF NEED: The most recently available U.S. Census figures reveal
that 45 million American adults do not have a high school diploma. Add to
these the many immigrants and refugees who have a diploma but nonetheless
need English instruction to succeed in their new country as well as those
adults with diplomas for whom rapid change in the workplace has made what
was once a quite adequate education inadequate to their new workday tasks.
CONTRAST BETWEEN NEED AND CURRENT SERVICE LEVEL:
Adult Education and Family literacy programs serve only about 3.6 million
adults per year. That amounts to 8% of those without a diploma and more
like 4% of the total number of adults needing assistance. The Federal
Government pays about 24% of the national cost; state and local
contributions total over a billion
dollars.
SERVICE TO THE FOREIGN BORN: The greatest increases in enrollment
over the last decade have been in classes for limited English proficient
students -
now approximately one half the enrollment, with waiting lists a common
occurrence. An INS report estimated in 1996 there were 10.25 million legal
permanent residents with an additional 2.5 million entrants since the date
of the report. And the 2000 Census report reveals that 10.5 million people
claimed that they spoke little or no English - up from 6.5 million in 1990.
>>Now there is consideration of legalizing 3+ million persons from Mexico
(and perhaps other countries); most of the adults in this group come from
states where education was formerly unavailable to them because of inability
to show valid identification.<< There can be no doubt that the waiting
lists will continue to grow.
SERVICE TO THE LEARNING DISABLED: The National Center on Learning
Disabilities estimates that as many of one half of all adult education
students are learning disabled. These disabilities impaired their progress
when they were in elementary or secondary school, and success in
surmounting these disabilities calls for lengthy and intensive instruction.
SERVICE TO CURRENT AND FORMER WELFARE CLIENTS: Despite
impressive reductions in case rolls attributable to welfare reform, a
residual
one-third of welfare recipients - those with the lowest educational levels -
have still been unable to find jobs. Moreover, many who have become
employed have joined the ranks of the working poor and will need educational
services to move up the employment ladder. Adapting instruction to work
schedules and reaching these adults at schools, workplaces, homes, or
libraries - via conventional instruction or technology - may offer this
population its only chance to achieve self-sufficiency.
SERVICE TO THE WORKFORCE: The American Management Association
reports that thirty -six percent (36%) of job applicants tested by major
U.S.
companies in 1999 lacked sufficient reading and math skills to do the job
they
sought. This figure is up from 23% in 1997 and 19% in 1996. Research shows
that adult education programs that emphasize "reading to do" as well as
"reading
to learn" help employees work smarter and better, cope better with change in
the workplace, and help to increase output and profitability.
IMPLICATIONS FOR HEALTH: Health economists have estimated that health
literacy problems cost health systems $73 billion annually. Inability to
follow written directions on prescriptions, poor scheduling skills,
ignorance of preventive health measures, poor communication with health
professionals, and inability to read health materials - all literacy-related
problems - are just a few of the literacy issues contributing to this cost.
The situation may soon be exacerbated when low-literate adults are faced
with making crucial health insurance choices.
IMPLICATIONS FOR SCHOOL REFORM: The single greatest predictor of the
educational success of children is the level of education of the mother.
Reaching the national goal of leaving no child behind is highly dependent
upon having parents read to their children. Parents whose own reading
skills are suspect may be unable to, or reluctant to, perform this essential
service. Family literacy programs not only help adults improve their
reading skills but give them valuable practice in techniques of supporting
their children's education through Parent and Children Together (PACT) time.
Dollars spent on these programs are often referred to as "double duty
dollars" because of the beneficial effect they have on both generations.
SERVICE TO THE INCARCERATED: Seventy percent (70%) of prisoners in
correctional institutions score in the two lowest levels of literacy.
Various studies have found that raising education levels diminishes
recidivism. A Virginia study found that out of a sample of 3000 inmates, 49
percent of those who did not participate in correctional education programs
were re-incarcerated compared to 20 percent who did participate.
TALKING POINTS, EVEN START
A $300 million appropriation for the William F. Goodling Even Start Family
Literacy program would expand the number of programs and provide additional
support for existing programs. A study of quality Even Start programs by Dr.
Andrew E. Hayes, Dean of the School of Education at the University of North
Carolina at Wilmington, found that quality Even Start programs changed the
lives of the children enrolled. Of the 534 children studied, the following
percentage were rated "average or above" by their current classroom teacher
(grades K-5): 67% on overall academic performance, 78% on motivation to
learn, 83% on support from parents, and 75% on probable success in school.
That same study showed that adults made significant changes in their lives:
54% of those seeking education credentials received the GED or its
equivalent, 45% of those on public assistance reduced the amount they
received or ceased to receive aid altogether, and 50% of those not
currently enrolled in an education or training program are employed. Other
research shows that the education level of the parent is one of the best
predictors of a child's success in school. Therefore, Even Start will help
more parents become involved in the education of their children.
Based on the effectiveness of family literacy illustrated above, Even Start
is an excellent approach to satisfy the outcome-based goals of current
federal education policy and accountability being promoted on Capitol Hill
and by the Bush administration.
SAMPLE LETTER
The Honorable ...
United States Senate/U.S. House of Representatives
Washington, DC 20510 (Senate)/20515 (House)
Dear Senator .../Mr. or Ms. ... (for Congresspersons):
I am writing to ask your help in increasing funding for adult and family
literacy for the coming fiscal year. These programs are very important to me
and to under-educated and limited English proficient adults and families in
my community.
Specifically, I'd like your help in increasing funding for adult education
state grants under WIA, Title II from $540M to $740M this year and in
increasing Even Start from $250M to $300M. Additionally, a program of
national grants for English Literacy and Civics is critically needed. It
could be funded at $50M under WIA, Title II National Leadership Activities.
[Briefly describe why these programs are important in your community - paint
a local picture of both the need and what happens when adult learners
succeed.]
I really appreciate your past support for adult and family literacy. I hope
you will help make these critically needed increases happen.
Sincerely,
Name and "Snail Mail" Address
# # #
A separate message will contain contact info for Senate and House
Appropriations Subcommittee members.
Jon
* * * * * * * * * * * * * * * * * * * * * * * * *
Moving adult literacy from the Margins to the Mainstream
* * * * * * * * * * * * * * * * * * * * * * * * *
Jon Randall, FedStrategics, LLC
strategic advocacy & public affairs consulting
to charitable organizations
www.FedStrategics. <http://www.fedstrategics.com/> com
<http://www.fedstrategics.com/> 8413 Park Crest Drive, Silver Spring, MD
20910
Tel: (301) 588-5304 Fax: (301) 588-5353
jrandall@FedStrategics.com
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<p class=3DMsoNormal><font size=3D3 color=3Dblack face=3D"Times New =
Roman"><span
style=3D'font-size:12.0pt;color:black'>[cross-posted from NIFL-National =
Literacy
Advocacy listserv:]<br>
<br>
National Coalition for Literacy Action Alert: <br>
Federal Literacy Appropriations <br>
August 13, 2001<br>
<br>
CALL TO ACTION<br>
Each year, Congress must approve funding for the next fiscal year, now =
<br>
FY2002. President Bush as not requested an increase for adult and family =
<br>
literacy programs for FY2002. With the tax cut and the shrinking =
surplus, <br>
Congress may be reluctant to approve increases. However, some programs =
ARE <br>
likely to win increases. The programs that get increases will be the =
ones <br>
for which voters strongly advocate. Adult and family literacy is one of =
<br>
those issues that stands at least as good a chance, if not a better =
chance <br>
than other programs to see an increase if - and only if - our field =
strongly <br>
advocates NOW.<br>
<br>
POSITION/STRATEGY/TIMING<br>
Seeking additional funding for a laundry list of programs won't work at =
this <br>
point. Folks on Capitol Hill have said give us just your top 2-3 =
priorities. <br>
After careful consideration the NCL Public Policy Committee recommended =
and <br>
the Executive Committee approved the following top priorities:<br>
<br>
1. $200M increase for State Grants under Title II of the Workforce <br>
Investment Act (WIA), the Adult Education & Family Literacy Act =
(current <br>
FY2001: $540M; seeking $740M) <br>
2. $50M increase for Even Start (current FY2001: $250M; seeking $300M) =
<br>
3. $50M for an EL/Civics national direct grant program under WIA Title =
II <br>
National Leadership Activities (current FY2001: no funding for such =
national <br>
direct grants since FY1999)<br>
<br>
Congress is in recess now. They will come back after Labor Day. Very =
soon <br>
thereafter, the Appropriations Committees will reach final agreement on =
<br>
funding for all programs. Congress will then work to pass spending bills =
<br>
before October 1st, the start of fiscal year for which the funding is =
<br>
intended.<br>
<br>
NOW is a great time - while legislators are at home - for literacy =
advocates <br>
to urge their Senators and Congressperson to seek increases for the =
programs <br>
listed above. >>It is ESPECIALLY IMPORTANT for literacy supporters =
to <br>
communicate with their legislators if they are members of the House =
and/or <br>
Senate Appropriations Committees. (See list sent separately as part
II.)<<<br>
<br>
Letters are important but at this point they must be followed by =
personal <br>
contact ... "I'm calling to follow up on the letter I sent last =
week about
<br>
increases in funding for literacy." Since Senators and =
Congresspersons are
<br>
home now, arranging a local meeting would be excellent. Be sure adult =
<br>
learners play a central role in any such meeting. No one makes a better =
case <br>
for adult and family literacy programs than does an adult learner teamed =
<br>
with a practitioner playing a supporting role.<br>
<br>
TALKING POINTS, STATE GRANTS AND EL/CIVICS GRANTS<br>
The National Coalition for Literacy requests that funding for the Adult =
<br>
Education and Family Literacy Act be increased by $200M per year for the =
<br>
next three years to reach a goal of $1 billion for this program. In <br>
addition, the Coalition asks for $50,000,000 in the coming year for a =
<br>
national exemplary program to fund multi-state provider agencies that =
serve <br>
persons with limited proficiency in English.<br>
These increases would be directed towards:<br>
* An increase in numbers to be served - especially those with limited =
<br>
proficiency in English <br>
* Greater frequency and length of service leading to better results <br>
* Non classroom service delivery - primarily via technology <br>
* Hardware and software purchase <br>
* Professional development for instructional improvement and data =
management <br>
and analysis <br>
* Support services <br>
* Accountability and other critical needs<br>
<br>
INDICATORS OF NEED: The most recently available U.S. Census figures =
reveal <br>
that 45 million American adults do not have a high school diploma. Add =
to <br>
these the many immigrants and refugees who have a diploma but =
nonetheless <br>
need English instruction to succeed in their new country as well as =
those <br>
adults with diplomas for whom rapid change in the workplace has made =
what <br>
was once a quite adequate education inadequate to their new workday =
tasks.<br>
<br>
CONTRAST BETWEEN NEED AND CURRENT SERVICE LEVEL: <br>
Adult Education and Family literacy programs serve only about 3.6 =
million <br>
adults per year. That amounts to 8% of those without a diploma and more =
<br>
like 4% of the total number of adults needing assistance. The Federal =
<br>
Government pays about 24% of the national cost; state and local <br>
contributions total over a billion <br>
dollars.<br>
<br>
SERVICE TO THE FOREIGN BORN: The greatest increases in enrollment <br>
over the last decade have been in classes for limited English proficient
students - <br>
now approximately one half the enrollment, with waiting lists a common =
<br>
occurrence. An INS report estimated in 1996 there were 10.25 million =
legal <br>
permanent residents with an additional 2.5 million entrants since the =
date <br>
of the report. And the 2000 Census report reveals that 10.5 million =
people <br>
claimed that they spoke little or no English - up from 6.5 million in =
1990. <br>
>>Now there is consideration of legalizing 3+ million persons from =
Mexico
<br>
(and perhaps other countries); most of the adults in this group come =
from <br>
states where education was formerly unavailable to them because of =
inability <br>
to show valid identification.<< There can be no doubt that the =
waiting <br>
lists will continue to grow.<br>
<br>
SERVICE TO THE LEARNING DISABLED: The National Center on Learning <br>
Disabilities estimates that as many of one half of all adult education =
<br>
students are learning disabled. These disabilities impaired their =
progress <br>
when they were in elementary or secondary school, and success in <br>
surmounting these disabilities calls for lengthy and intensive =
instruction.<br>
<br>
SERVICE TO CURRENT AND FORMER WELFARE CLIENTS: Despite <br>
impressive reductions in case rolls attributable to welfare reform, a =
residual <br>
one-third of welfare recipients - those with the lowest educational =
levels - <br>
have still been unable to find jobs. Moreover, many who have become <br>
employed have joined the ranks of the working poor and will need =
educational <br>
services to move up the employment ladder. Adapting instruction to work =
<br>
schedules and reaching these adults at schools, workplaces, homes, or =
<br>
libraries - via conventional instruction or technology - may offer this =
<br>
population its only chance to achieve self-sufficiency.<br>
<br>
SERVICE TO THE WORKFORCE: The American Management Association <br>
reports that thirty -six percent (36%) of job applicants tested by major =
U.S. <br>
companies in 1999 lacked sufficient reading and math skills to do the =
job they <br>
sought. This figure is up from 23% in 1997 and 19% in 1996. Research =
shows <br>
that adult education programs that emphasize "reading to do" =
as well
as "reading <br>
to learn" help employees work smarter and better, cope better with =
change
in <br>
the workplace, and help to increase output and profitability.<br>
<br>
IMPLICATIONS FOR HEALTH: Health economists have estimated that health =
<br>
literacy problems cost health systems $73 billion annually. Inability to =
<br>
follow written directions on prescriptions, poor scheduling skills, <br>
ignorance of preventive health measures, poor communication with health =
<br>
professionals, and inability to read health materials - all =
literacy-related <br>
problems - are just a few of the literacy issues contributing to this =
cost. <br>
The situation may soon be exacerbated when low-literate adults are faced =
<br>
with making crucial health insurance choices.<br>
<br>
IMPLICATIONS FOR SCHOOL REFORM: The single greatest predictor of the =
<br>
educational success of children is the level of education of the mother. =
<br>
Reaching the national goal of leaving no child behind is highly =
dependent <br>
upon having parents read to their children. Parents whose own reading =
<br>
skills are suspect may be unable to, or reluctant to, perform this =
essential <br>
service. Family literacy programs not only help adults improve their =
<br>
reading skills but give them valuable practice in techniques of =
supporting <br>
their children's education through Parent and Children Together (PACT) =
time. <br>
Dollars spent on these programs are often referred to as "double =
duty <br>
dollars" because of the beneficial effect they have on both =
generations.<br>
<br>
SERVICE TO THE INCARCERATED: Seventy percent (70%) of prisoners in <br>
correctional institutions score in the two lowest levels of literacy. =
<br>
Various studies have found that raising education levels diminishes <br>
recidivism. A Virginia study found that out of a sample of 3000 inmates, =
49 <br>
percent of those who did not participate in correctional education =
programs <br>
were re-incarcerated compared to 20 percent who did participate.<br>
<br>
TALKING POINTS, EVEN START<br>
A $300 million appropriation for the William F. Goodling Even Start =
Family <br>
Literacy program would expand the number of programs and provide =
additional <br>
support for existing programs. A study of quality Even Start programs by =
Dr. <br>
Andrew E. Hayes, Dean of the School of Education at the University of =
North <br>
Carolina at Wilmington, found that quality Even Start programs changed =
the <br>
lives of the children enrolled. Of the 534 children studied, the =
following <br>
percentage were rated "average or above" by their current =
classroom
teacher <br>
(grades K-5): 67% on overall academic performance, 78% on motivation to =
<br>
learn, 83% on support from parents, and 75% on probable success in =
school.<br>
That same study showed that adults made significant changes in their =
lives: <br>
54% of those seeking education credentials received the GED or its <br>
equivalent, 45% of those on public assistance reduced the amount they =
<br>
received or ceased to receive aid altogether, and 50% of those not <br>
currently enrolled in an education or training program are employed. =
Other <br>
research shows that the education level of the parent is one of the best =
<br>
predictors of a child's success in school. Therefore, Even Start will =
help <br>
more parents become involved in the education of their children.<br>
Based on the effectiveness of family literacy illustrated above, Even =
Start <br>
is an excellent approach to satisfy the outcome-based goals of current =
<br>
federal education policy and accountability being promoted on Capitol =
Hill <br>
and by the Bush administration.<br>
<br>
<br>
SAMPLE LETTER<br>
<br>
The Honorable ... <br>
United States Senate/U.S. House of Representatives <br>
Washington, DC 20510 (Senate)/20515 (House)<br>
<br>
Dear Senator .../Mr. or Ms. ... (for Congresspersons):<br>
I am writing to ask your help in increasing funding for adult and family =
<br>
literacy for the coming fiscal year. These programs are very important =
to me <br>
and to under-educated and limited English proficient adults and families =
in <br>
my community.<br>
<br>
Specifically, I'd like your help in increasing funding for adult =
education <br>
state grants under WIA, Title II from $540M to $740M this year and in =
<br>
increasing Even Start from $250M to $300M. Additionally, a program of =
<br>
national grants for English Literacy and Civics is critically needed. It =
<br>
could be funded at $50M under WIA, Title II National Leadership =
Activities.<br>
[Briefly describe why these programs are important in your community - =
paint <br>
a local picture of both the need and what happens when adult learners =
<br>
succeed.]<br>
<br>
I really appreciate your past support for adult and family literacy. I =
hope <br>
you will help make these critically needed increases happen.<br>
<br>
Sincerely,<br>
Name and "Snail Mail" Address<br>
<br>
# # #<br>
A separate message will contain contact info for Senate and House <br>
Appropriations Subcommittee members.<br>
<br>
Jon<br>
* * * * * * * * * * * * * * * * * * * * * * * * * <br>
Moving adult literacy from the Margins to the Mainstream <br>
* * * * * * * * * * * * * * * * * * * * * * * * *<br>
Jon Randall, FedStrategics, LLC <br>
strategic advocacy & public affairs consulting <br>
to charitable organizations <br>
</span></font><u><font color=3Dblue><span style=3D'color:blue'><a
href=3D"http://www.fedstrategics.com/" =
eudora=3Dautourl>www.FedStrategics.</a><a
href=3D"http://www.fedstrategics.com/" eudora=3Dautourl>com<br>
</a></span></font></u><font color=3Dblack><span =
style=3D'color:black'>8413 Park
Crest Drive, Silver Spring, MD 20910 <br>
Tel: (301) 588-5304 Fax: (301) 588-5353 <br>
jrandall@FedStrategics.com<br>
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