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Bipartisan Support for Adult Education Research

Bipartisan Support for Adult Education Research

On Wednesday afternoon (April 14), Senator Jack Reed (D-RI) and Senator Todd Young (R-IN) introduced the bipartisan Strengthening Research in Adult Education Act (S. 1126). According to Senator Reed’s introductory statement, the Act

will amend the Education Sciences Reform Act to require the Institute for Education Sciences and the National Center for Education Statistics to collect data and carry out research on: successful state and local adult education and literacy activities, the characteristics and academic achievement of adult learners, and access to and opportunity for adult education, including digital literacy skills development, in communities across the country. It will also ensure that the Institute of Education Sciences draws on the expertise of adult educators when developing policies and priorities. Finally, the legislation would require that at least one research center would focus on adult education.

You can read Senator Reed’s full introductory statement HERE. The full text of the Act itself is not yet available.

The Strengthening Research in Adult Education Act puts forward critical initiatives that will strengthen adult education greatly if the legislation is passed. The National Coalition for Literacy and its member organizations deeply appreciate the work that Senator Reed and Senator Young are doing to promote federal support for adult education.

Literacy to Leadership

Literacy to Leadership

Literacy to Leadership: Policies That Promote Adult Student Success was the focus of a Congressional briefing presented by NCL, VALUEUSA, and ProLiteracy on April 14, 2021. The briefing illustrated the power of adult education to transform lives and build the strength and resilience of communities.

The briefing opened with introductory remarks from three Congressional champions of adult education:

Briefing panelists included adults who have taken alternative education paths and are now leaders in the field, as well as practitioners with extensive knowledge of the role of policy in promoting high-quality adult education programs. 

  • Kim R. Ford, President and CEO, Martha’s Table, and former Deputy Assistant Secretary and Acting Assistant Secretary in the U.S. Department of Education’s Office of Career, Technical, and Adult Education
  • Rachel DeVaughan, Ph.D., Deputy Executive Director, Programs at Mississippi Community College Board
  • Carlos Vasquez, Instructor, Catholic Charities of New Mexico
  • HollyAnn Fresa-Moore, Principal, Carlos Rosario International Public Charter School
  • Marty Finsterbusch, Executive Director, VALUEUSA

Recordings of the full briefing and the individual panelists’ presentations are available through the links below.

Full Briefing


Kim R. Ford


Rachel DeVaughan


Carlos Vasquez


HollyAnn Freso-Moore


Marty Finsterbusch

Help for Those Who Lack Broadband Access

Help for Those Who Lack Broadband Access

By Gwenn Weaver

For participants in adult education and family literacy programs who have no or limited broadband access, the Emergency Broadband Benefit Program (EBB) offers potential solutions.

This $3.2 billion program is intended to provide a discounted price of up to $50 per month (up to $75 per month on Tribal lands) to help eligible households acquire access to adequate broadband Internet service. The monthly payment will go directly to the vendor providing the service. Additionally, households purchasing a desktop or laptop computer or a tablet from a participating provider may obtain a one-time discount of up to $100 on a single device.

The EBB is being managed by the Federal Communications Commission (FCC). According to the FCC’s consumer fact sheet, at least one member of the household must meet one of the following criteria to qualify for the program:

  • Qualifies for the Lifeline program, including those who are on Medicaid or receive SNAP benefits. To learn more about Lifeline eligibility, go to Do I Qualify?.
  • Receives benefits under the free and reduced-price school lunch program or the school breakfast program, including through the USDA Community Eligibility Provision, or did so in the 2019-2020 school year.
  • Experienced a substantial loss of income since February 29, 2020, and the household had a total income in 2020 below $99,000 for single filers and $198,000 for joint filers.
  • Received a Federal Pell Grant in the current award year; or
  • Meets the eligibility criteria for a participating provider’s existing low-income or COVID-19 program.

The FCC expects to open the enrollment process for consumers by the end of April.

Internet service providers (ISPs) must opt in to offer the program. The EBB will only be available in areas where an ISP that has joined the program provides service. The FCC is currently in the process of signing up service providers and will announce the eligible offerings before opening up consumer enrollment. More information regarding the vendor/ISP process can be found on the FCC website at Emergency Broadband Benefit Program.

The EBB is funded by an appropriation from Congress. The subsidy will be paid until either the funds run out or the pandemic emergency is declared over, whichever comes first. Customers will be notified before the subsidy ends so that they can determine whether or not they want to continue the Internet service.

No funds were allocated for outreach activities to communicate with the public about the program, so the FCC is seeking to partner with people and organizations to get the word out. To become a partner, complete the form at the bottom of the consumer information page at Emergency Broadband Benefit.

For additional Information, visit the EBB resource page of the National Digital Inclusion Alliance (NDIA).

Congratulations!

Congratulations!

Today the National Coalition for Literacy celebrates the inauguration of President Joseph Robinette Biden, Jr. and Vice President Kamala Devi Harris! 

Throughout his career, President Biden has been a consistent advocate for adult education, most notably in his promotion of adult career pathways innovation in the White House report Ready to Work: Job-Driven Training and American Opportunity that accompanied the Workforce Innovation and Opportunity Act authorization in 2014. In that report he spoke of adult education programs as “particularly important to those hardest hit by the twists and turns of global competition, technological changes, economic isolation, or inadequate education opportunities.”

As the Biden Administration begins to address the economic fallout of the global pandemic and the systemic inequities that it has both revealed and exacerbated, adult education will continue to play a pivotal role. Adult education programs seek to counteract systemic inequities in education that disproportionately affect Black, Brown, Indigenous, and immigrant/refugee community members by providing instruction in foundational literacy and numeracy skills, high school equivalency, and workforce/college readiness. As recent Survey of Adult Skills data shows, in the United States, 19 percent of adults are profoundly in need of literacy skills development and 29 percent lack critical numeracy skills. These adults are overrepresented in communities of color—the same communities that have been most adversely affected by the COVID-induced health and economic challenges that are rooted in systemic inequity.

Adult education in the United States has deep roots in social justice efforts that recognize and promote literacy and learning as central to access, voice, and action for all. The very first adult schools – Massachusetts in 1842; California in 1856 – were community-level efforts focused on immigrant integration through English language and civics instruction, and basic literacy for adults with limited formal education. During the civil rights protests of the 1960s, a federal investment in adult education was recommended as one strategy for mitigating the effects of structural and systemic racism. Over the decades since then, adult education has continued its mission of opening the doors to economic opportunity and full participation in society through education. While the recent Survey of Adult Skills data demonstrates the persistence of inequities, the power of adult education to address them and promote social justice is documented in studies such as The Case for Investment in Adult Education. As the Education Strategy Group has noted, “education holds the key to economic revitalization and must play a central role in addressing systemic inequities.”

During the months of the pandemic, adult education programs have turned to remote teaching to continue providing services. Yet this instruction has been inaccessible to many in adult education’s learner population due to limitations on digital access in rural and low-income areas of the country. Educational inclusion and digital inclusion now go hand in hand, and adult education’s ability to counter the effects of educational inequity and systemic racism increasingly depend on complementary investments in digital infrastructure and access to internet-enabled devices and digital skills instruction.

In states and communities across the country, adult education’s power lies in its ability to meet the moment and rise to the challenge. The National Coalition for Literacy welcomes President Biden and Vice President Harris and encourages them to build on the nation’s commitment to educational equity by recognizing adult education’s critical work, investing in it, and rewarding it.

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