From: CFT Local 4681, San Mateo Adult School Federation of Teachers
Re: Funding for Adult Education - 110 Million Increase Needed Now
Dear Governor Newsom,
We are the teachers of San Mateo Adult School Federation of Teachers, California Federation of Teachers Local 4681. We provide Adult Education to the central and eastern part of San Mateo County: English as a Second Language, Career Tech Education, GED, High School Diploma, Citizenship, Parent Education, Older Adults and Community Integration programs.
You left Adult Ed out of your budget and May Revise thinking, understanding, and increases. You increased funding for Community Colleges - maybe in the mistaken idea they are the main providers of Adult Education. They are not.
Adult Schools are the primary providers of Adult Education in California. In the relatively new Regional Consortia system, Adult Education, county by county, is delivered through the coordination of Adult Schools and Community Colleges. In a very few places - such as San Francisco - the main provider is the Community College. In most places, it is Adult Schools.
Adult Schools have been grossly underfunded since 2009 when the Global Financial Crash spurred Governor Schwarzenegger to flex categorical funds and allow K12 districts to use Adult Ed funding to survive the recession era cuts.
Prior to 2009, Adult Ed in California was funded at 750 million. Now it is funded at roughly 500 million - even though there are more people to serve and this money must now fund some non-credit Community College programs if they are part of the Regional Consortia delivery system for Adult Ed.
California - as you know - is the 5th largest economy in the world.
It is also 17th in income inequality.
We have the means to address the problem of income inequality - and Adult Education is a crucial part of the solution --- IF Adult Ed is adequately funded.
Your May Revise provided millions in a special program to support undocumented students and staff at Community Colleges. Wonderful! But did you know that our system - Adult Schools - is mandated to NEVER ask about immigrant status - whereas the Community College can and often does? We have many undocumented students. We can’t give you an exact number - because we are not allowed to ask! But we wager we have more than the Community College system. If you want to help undocumented students and immigrants, you must fund Adult Education!
We know you understand the importance of families and communities. We do, too! No teacher or school or institution can replace family or community. Mother’s education level remains the best predictor of child success.
Alt Text: Button with hand holding a pencil in a raised fist "Adult Education Matters"
More than any other branch of public education, Adult Education upskills, empowers, and strengthens the most vulnerable parents, families, and communities.
We have been underfunded for over ten years!
Do the right thing - and increase the budget for Adult Education by 110 million dollars!
Cynthia Eagleton, CFT Local 4681 Vice President
The teachers of San Mateo Adult School, SMAS Federation of Teachers
Adult School Teachers United, representing adult school teachers in the West Contra Costa Unified School District, respectfully urges you to include increased funding for California’s adult schools in the 2019-2020 budget. We applaud the increases in spending on education in the proposed budget, particularly the increase in spending on the youngest children. However, we were very disappointed to see that there was no increase in funding for adult schools, which are severely underfunded and have not received an increase in funding since 2008. California’s adult schools provide basic literacy and low-cost job training for the most vulnerable adults in the state: immigrants who need to learn English, adults who need to earn a high school diploma or the equivalent, and adults with disabilities. Our students are frequently low-income because their lack of basic literacy shuts them out of better paying jobs. Because job prospects for our students improve dramatically as they reach their potential, an adequately funded, thriving adult school system is key to the economic health of the state. Adult schools also provide an important support for children, especially children in low-income families, because as parents become more educated, outcomes for their children improve in a variety of ways.
California has a vast need for adult education that has never been met. According to the last U.S. Census, about 5.3 million adults in California, about one-fifth of the population, are in need of basic literacy services. In the best of times, California’s adult school and community college systems combined have only served about 1.5 million. During the Great Recession, both adult schools and community colleges lost funding, and both systems lost capacity to serve adult students. Adult schools were particularly hard hit; some closed their doors entirely. Since 2013, funding for community colleges has been restored, while funding for adult schools, which were even harder hit by the recession, has remained flat. The failure to increase funding for adult schools has not only prevented them from regaining their former capacity, but also locked in inequities because adult schools in low-income communities were frequently hit harder by cuts than adult schools in more affluent areas. For example, before 2008 Oakland had an adult school system that served 25,000 students. They had several adult school buildings in different parts of the city, enabling them to serve students in the neighborhoods where students lived, worked, or sent their students to school. Oakland currently has 11 classes and shares a building with a high school. They have never been able to restore even a fraction of their capacity.
California needs a robust adult school system. Not every community is close to a community college, but every community has a school district and thus the capacity to have an adult school. California has a large immigrant population that needs to master the English language. Adult schools have been providing English language instruction for immigrants since the 1850s, and still provide more English language instruction than credit and non-credit community colleges combined. Adult school teachers are professionals who must earn a credential in order to teach. We know how to do the job and have been doing it for a long time. We need adequate funding that matches the importance of our contributions.
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Since 2013, state funding for adult schools has been distributed to the Adult Education Consortia. A portion of the consortium funding was dedicated to the adult schools in the consortium, based on what adult schools were receiving from their districts in 2013. This is the amount that needs to be increased. Our community college consortium partners have funding independent of the consortium; in fact, the vast majority of their funding is not tied to the consortium. But adult schools are almost entirely dependent on the consortium funding, and their portion never gets an increase. This is an untenable situation, as costs keep going up, and the adult schools continue to lose capacity as they struggle to keep up with rising expenses. In order to be true partners with the community colleges, adult schools need that measure of security and autonomy that comes with adequate and fair funding.
Adult schools could be doing so much more for the state of California with improved funding. A 2011 California Department of Education study found that the return on investment in adult education included not only economic benefits for the state and individuals, but also increased civic engagement including improved voting levels, more immigrants attaining U.S. citizenship, improved individual and family health, reduced recidivism and improvements in children’s education. These are all improvements that will contribute to stronger, more vibrant communities and, in the end, save the state money. Please consider increasing funding for California’s adult schools and unlocking our potential to bring the benefits of adult education to the state.
Adult School Teachers United
Kristen Pursley, President
Superintendent of Public Instruction Tony Thurmond
We are writing to request that the State of California find a way to fund adult school Older Adult programs. The cities of Richmond and El Cerrito are in danger of losing, as early as June, an adult school program that serves hundreds of older adults. Other cities may lose similar programs in the near future if something is not done soon. These highly effective and inexpensive programs are at risk because of a decision the California State Legislature made in 2013 to withdraw state funding for adult school Older Adult programs. Acting dishonestly and in bad faith, legislators promised to find other funding for these programs, but never did, leaving the programs in limbo. This is an injustice we hope your new administration will correct.
The programs at risk in Richmond and El Cerrito are the Christ Lutheran Senior Center, St. John’s Senior Center, and the Sakura Kai program for Japanese-speaking seniors. If these programs have to close down, it will be a loss to the community as well as to the students. Assumptions about aging often blind us to the contributions seniors can make with the proper support. Many of the students at Christ Lutheran Senior Center volunteer in the schools with programs like the Read Aloud and Writer Coach Connection. Through the Center, seniors find volunteer opportunities and access the support that helps them keep volunteering. Sakura Kai provides docents for museum exhibits on Japanese-American history in the Bay Area, and has several performance groups, including a Taiko drumming group, that perform at local schools and at community events. If these programs close, their cultural resources will be lost to the community, while cities are left to deal with a more isolated senior population, and families will have to cope with the loss of a service that was helping their older relative stay healthy and independent.
Adult school programs for Older Adults are a good investment for the state. They combat isolation, which is one of the most serious challenges facing older Americans, and provide opportunities for socialization and mental stimulation that contribute to healthy aging. Studies have repeatedly shown that programs where older adults learn new things, socialize, and stay active in civic life through volunteering and other opportunities actually save the state money by helping seniors stay healthy and active longer. Healthy, active seniors need fewer government services, and they also make significant contributions to their communities in the form of volunteer labor.
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When the state eliminated funding for adult school Older Adult programs, many adult schools were forced to close those programs. But others, feeling an obligation to students they had served for years, found ways to keep their Older Adult programs open with whatever other funding they could find. This often required them to start charging at least some money for classes that had once been free, which put these much-needed services out of reach for low-income seniors. But the schools did their best to subsidize the programs as much as possible and make them accessible to as many elders as they could. Now some of these programs that were struggling are beginning to falter, and they, too, may be lost if the state does not remedy the situation.
Whatever the reason the state had for pulling the funding for adult school programs for seniors, it wasn’t really economic. Under state law, community colleges can still run similar programs with state funds, and these programs are more expensive than adult school programs because community college teachers make more money. Many community colleges do not have Older Adult programs, as they are primarily institutions of higher learning concerned with offering college level courses for credit. When an adult school has to close its Older Adult program for lack of funding, there is no guarantee that a nearby community college has a similar program, or is willing to start one. Even if a community college is willing to pick up an adult school Older Adult program, it is more expensive to break down an existing program and start a new one than to keep an existing program going.
Adult school advocates were told, at the time the state pulled funding for Older Adult programs, that the legislature did not think programs for Older Adults belonged in the education budget. Perhaps money would be found in the health budget. This seems to have been a dodge, since they never did anything, but simply left these programs to close or languish. Yet they left funding for Older Adults in the community college budget, which is part of the education budget. Californians deserve an education policy that is consistent and fair. We ask that funding be found for adult school Older Adult programs, and we feel that they should be part of the education budget, as they are for the community colleges. It is an insult to older Californians to suggest that they don’t deserve education, and that everything for seniors belongs in the health budget; to be old is not necessarily to be sick. Older people continue to learn, grow and contribute. California needs to invest in them and treat them like the assets they are.
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Pinole Progressive Alliance
Consuelo Lara, Concilio Latino
Jessica Peregrina, Concilio Latino
Adult School Teachers United
Richmond Progressive Alliance School Action Team
Cynthia Eagleton, Adult School Teacher, San Mateo Adult School, Adult Education Matters Blogger
California Federation of Teachers CFT Local 4681, representing San Mateo Adult School teachers
Wendy Samoyoa served as 2017-18 Morning Student Council President at San Mateo Adult School. At the 2018-19 Candidate Forum, she said her farewells in a powerful speech which speaks to the value of Adult Education not just at San Mateo Adult School but across our nation. Here, with her permission, is her speech. Please read it and share.
Farewells seem to always have a bittersweet flavor with feelings that are intertwined, although their nature is different. I feel sadness, satisfaction and also, a certain relief to be able to transfer the responsibilities of the position because it’s time for new leaders. But, above all, the feeling that gains the most strength is, without a doubt, gratitude. Today culminates an important period in my life, a period in which it was a privilege and an honor to preside over this Student Council. It was a year of commitment and, in turn, a year of projects, opportunities and challenges, of hard work, meetings, strugglesfor the improvement of student services, community work and professional and human growth. I must admit that it was not easy to carry out this task, but it was worth the effort and, in exchange, we obtained achievements and agreements for the benefit of all of us. As President of the 2017-2018 Student Council of the San Mateo Adult School, I want to thank you for your support and all the work you do every day so that adult education in San Mateo is getting better and better.Thanks to the administration, especially to Director Tim Doyle for welcoming us, for listening to our complaints and supporting our activities. Thanks to
Stephanie Kriebel, our teacher adviser, for the trust and responsibility placed in us, for her never-ending support. Thank you to all the teachers and staff members who in different ways always give their support. Thanks to those who with their work and enthusiasm accompanied me in this adventure, because they have believed in us and always supported us. Also, I would like to acknowledge Vice President Jackie Lhereux and Secretary Williams Avelino, who were key leaders in the work done and who accompanied me in the quest for better student services. I would also like to thank the representatives of each classroom, for the work they did and for always showing up to participate in our activities.For me it is very humbling to be in front of you today; Being president of this school taught me something important: believe in myself and believe in what we can achieve together. This "faith" in us has materialized over the course of a year, work that I have done with selflessness, honesty and team effort.
During my time at this school, one of the areas that most interested me was being able to collaborate in various activities. The possibility of going with my colleagues to different experiences allowed me to know the difficult realities in which we live day by day and also to understand that adult education is the only transforming force that can make a difference in many families. Beyond solidarity, we need adult education to be the driving force of a country, so that we all advance alone and achieve the merits, not thanks to the charity of a few, but to our own work.We are not numbers nor are we the results of a test; We are people who want to change the world and for that we need tools that are not only learned in classes, but with experiences that allow us to get out of the bubble in which we live and open our eyes so that we can see the
reality of this country that today, more than ever, needs our critical look as a starting point for real structural changes in the country.I am talking with you as a student and partner committed to generating a positive impact in our school. Today, this country needs young people and adults who strive not only to be better, but to offer their efforts for all and do it selflessly, and we are the ones who have the tools to transform this country.
To you, the candidates. I wish you much encouragement and strength in this new stage, and no advice because I know that you are committed to yourselves and this school, and have the vision, qualities and experience to carry on this journey. Know that you can count on my support at any time.
It has been a pleasure for me to represent all of you and to be able to work so that our vision is always within reach. I thank you all for the support and I hope that my work has been to your liking and that you will carry on this mission. The sky is not the limit!
Thank you, Wendy, for your service as a leader and for taking the time to write this inspiring, empowering, and important speech - and then share it with us.
After her speech, SMAS Student Council Adviser Stephanie Kriebel presented Wendy with a special award from OTAN
Stephanie Kriebel and Wendy Samayoa with OTAN award. SMAS Director Tim Doyle in the background.
Be sure to click on "Responses" to read the details of what people think.
Two things seem clear from the surveys:
* The credential system needs improvement
* Many people in Adult Education do not feel their voice and ideas are heard or valued.
I do feel my voice is valued - and perhaps that is because I have engaged in so much advocacy work - including starting and running this blog. But closer to the truth, I think, is that I started the blog and engage in advocacy work because I think our ideas and voices matter and have power. Skills and organization amplify our voices and bring our ideas to the table. How the larger conversations go depends on many factors - who else is at the table, how much our ideas threaten the status quo, what else is going on at the table and in the larger zeitgeist, etc. But as we have seen over and over throughout history, skill, organization and commitment played as a long game have tremendous power.
Thank you to each of you who took the time to answer the survey. Your voices and ideas make a difference and I will do my best to get them out there through these survey results.
I was very late in taking the surveys, myself, in closing the survey, and now in sharing results due to my efforts to to keep shoes on my child's feet (said the shoemaker). You can see I also bungled my responses in a way that doesn't misrepresent my views but make it a bit hard understanding them.
But finally! Here they are! The results!
Please take a look at them and consider the responses, ideas, views, etc.
Discussion of this recommendation by the LAO to drop the Adult School credential went quiet this summer - but I am sure it will return. We must be ready to engage in meaningful dialogue about the value of a credential in Adult Education. With facts and good ideas, we must push for what we think best serves the profession and our students.
- Cynthia Eagleton
Mom, blog author, ESL teacher at SMAS, vice-president of CFT Local 4681, sometime ball dropper.
Representing the Teachers of San Mateo Adult School
July 14, 2018
Re: AB 2098 (McCarty and Thurmond) - Support
Dear Assembly Members McCarty and Thurmond,
We the teachers of CFT Local 4681 are writing to thank you for authoring AB 2098 - the bill that establishes immigrant integration metrics. We are very much in support of it.
We are teachers at San Mateo Adult School. Most of us teach English as a Second Language. Others teach in the GED and High School Diploma, Career Tech Education, or Fifty Plus (Older Adults) programs. Our school is part of ACCEL, the Regional Consortium providing Adult Education for the County of San Mateo.
A few facts about the area we serve:
As of 2010, San Mateo County ranked fourth among counties in California and eight across the nation in the concentration of foreign-born residents.
Between 2000 and 2010 San Mateo County’s immigrant population increased more than any other county in California, from 25.5 to 33.3 percent.
ESL City Government Academy - program in partnership with the City of San Mateo in which students learn about and engage with city government including police, parks and rec, waste management, etc.
Adult Education was restructured during the period of public education cutbacks following the global financial meltdown. The focus was narrowed from a broad mission that had always included immigrant integration to college and career readiness. It’s place in the budget was even changed from K-12 and/or Higher Ed to Work Force.
College and career are important. But they don’t stand unless they are founded on community.
As we see when we look at the current state of our nation - this is not just about Adult Education or immigrants. This is about human beings and what enables us to function in healthy ways. STEM - without ethics - becomes abuse. Knowledge - without values - is dangerous. A nation - without civics - courts collapse. Human beings - however much they seem able to thanks to technology - do not live in isolation. They - we - live in community. In order to do so relatively peacefully, with some measure of health for both the group and the individuals which constitute it, we must understand each other, have and use relational skills, abide by a set of common rules and customs, and agree on methods to address the problems which invariably arise.
Adult Education has always emphasized these points and taught the skills that support them -- until it was restructured in the recent financial collapse. In the midst of a recession, one can understand how an emphasis on workforce skills might seem the answer. But back up a minute and look at how we got into that financial meltdown. Were the bankers and Wall Street executives responsible for that catastrophe gainfully employed? Very much so. What then, caused the collapse? Failure to regulate themselves or their industry - a lack of ethics - was embedded in what happened. Workforce training isn’t all of what is needed in the midst of a recession. That’s why the New Deal included more than just jobs - it included civic renewal projects, banking regulation, history, the arts, and protection for labor.
Employment alone also does nothing to inoculate against divisiveness. Again, we need only to look around at the current state of affairs in our nation to understand that a job doesn’t stop bullying, cruelty, or abuse. It doesn’t stop trolling on the Internet, hacking of elections, or manipulation of public sentiment. It doesn’t prevent hatred from seeping into civic and workplace discourse or slow the march of the KKK in our city streets. Education does - education that includes an emphasis on our common values, rule of law, and underlying unity.
Immigrant integration - skillful, ethical civic and community engagement - sets the compass for immigrants to function as powerful engines of civic, community and economic health - in addition to functioning at top level as parents, family, and neighbors.
This is what we want, right? We want residents of California to speak a common language, to be great parents raising great kids, friendly neighbors who pitch in and help out in times of need, coworkers with skills to help workplaces thrive and businesses excel, contributors to the mighty enterprise that is California, shoulders to the wheel, hearts open and wide, hands ready to help.
That’s only possible when immigrants have the skills that immigrant integration programs provide.
If AB 2098 doesn’t pass through into law, we fear that these programs will lose funding. In fact just today we found out that funding for our EL Civics program was cut by half.
In today’s world, what isn’t measured, often isn’t seen and isn’t funded.
It’s urgent that AB 2098 is pushed forward into law. If we can help you in that work, by providing you with evidence of the value of immigrant integration programs, let us know. We have plenty of evidence at our school and are ready to provide it in writing or by speaking at committee hearings.
On behalf of the members of CFT Local 4681,
Vice President of CFT Local 4681
ESL Teacher at San Mateo Adult School
Slide from San Mateo Adult School Student Leader Presentation about Student Leadership and Immigrant Integration Presented at the 2017 CCAE Bay Conference
Good news: Allies and CCAE have made great progress in pushing forward a way for us to measure ---
because let's face it, right now at this point in US history, everything has to be measured ---
community "success" --- specifically immigrant integration metrics.
Why is this important? Because in order for something to get funded, legislators need to see and measure it. That's how things work. If we want something funded - we need to show a need, show how the need is met, measure results, etc.
If we can measure immigrant integration, it will be possible to get it funded.
Some schools promote college, career, and community --- but officially, statewide, the mission of Adult Ed is essentially college and career.
AB2098 COULD CHANGE THAT!
We Need to Support AB 2098
What’s AB 2098?
AB 2098 is legislation sponsored by
* Kevin McCarty - a former Adult School student out of Sacramento -
* and co-sponsored by Tony Thurmond - out of West Contra Costa, who has been a big supporter of Adult Ed and is running for Calif Superintendent of Education ---
that requires the California Department of Education to use immigrant integration metrics.
From CCAE: This bill would require CDE to categorize the various EL Civics COAAPs into eight categories that paint a complete picture of effective integration into American society.
Let’s break that down:
metrics are a way to measure something.
Immigrant integration is when immigrants successfully merge into US culture.
Examples of immigrant integration:
Disaster preparedness - earthquakes, fire, etc.
Attending a PTO meeting at your child’s school
Attending a parent-teacher or IEP meeting regarding your child
Attending a City Council meeting
Getting a library card, accessing educational resources
Volunteering - at the Second Harvest Food Bank, SPCA, Neighborhood or Beach Clean-Up, etc.
Learning how democracy works
Participating in democratic systems, including Student Council
Becoming a citizen
Getting involved in local community events and organizations
The Chancellor of Community Colleges is pushing back on AB2098. This is a big problem. We need to act now to show our support.
What can you do?
You can - and should - write a letter or email and share a copy of it with CCAE
What to do:
Write a letter or email in support of AB2018 - explain why you think immigrant integration is important
Give examples - disaster preparedness, civic engagement, understanding and participating in democracy, volunteering to help elders, people in need, children, animals, the environment, etc., support and engagement in children’s education, using the library,
You can write one letter that you send to the same people
Send the letter or email to Kevin McCarty, Tony Thurmond, and the state legislators who represent you and/or our local San Mateo reps (listed below)
Send a copy of your letter or email to Dawn Koepke who is spearheading support for AB2098 for CCAE --- firstname.lastname@example.org
Don’t worry about it being perfect. It can be brief and to the point.
Legislators generally already have a lot of facts. What they need is
To know who you are - teacher, staff member, former student
to know how much people want something - is there a big need for it?
Stories that illustrate why something is needed and/or why it works
Offers of help - it’s hard to get legislation pushed through into law
Lists of organizations, schools, people who are behind something - that helps when they are talking about it, making a case for it
I’m a ESL teacher at San Mateo Adult School writing in support of AB 2098. I know how important immigrant integration is - I see it every day. When our students learn how to volunteer in the community, participate in events at their child’s school, or become an officer in our Student Council - everything changes. From even a single one of these events, they grow in confidence and then begin to seek out new opportunities to participate in and contribute in civic life, their child’s education, and day to day interactions with neighbors and co-workers. It changes how they view themselves and the community in which they live. They become real participants and contributors - empowered and empowering. That benefits everyone.
Right now, we can’t measure that - and we need to - because it’s a vital part of what we do in Adult Education. It needs to be recognized and funded - and measuring its success is part of how that happens.
Thank you for sponsoring this bill. Please push as hard as you can for it. If there is something specific staff at my school can do, please let us know. We are very much in support of the bill.
ESL Teacher at San Mateo Adult School 20 years plus
Provide a bullet point list of immigrant integration of your students
Note that this needs to be measured because Adult Ed is not just career and college readiness - that doesn’t capture everything we do.
Provide links to blog posts about student accomplishments.
Key factors to consider for AB-2098 - Adult Education Block Grant Program: Immigration Integration
Key Points for CCAE Support reporting immigrant integration metrics
1. It’s who we are
2. We need to show effectiveness through other metrics
3. The data is already there
4. We don’t have to do more
5. This is not a mandate
It’s who we are California Adult Education was founded in the K12 system with a focus of integrating immigrants into California so that they could be productive members of their communities. This is one of our most distinguishable aspects and separates us as unique among the education providers in California.
We need to show effectiveness through other metrics Demonstrating effectiveness through our current Adult Education Program metrics does not adequately capture this data, especially for programs that do not offer CTE. If you consider the current outcome data we annually report, we can assume a student to most likely report a positive outcome within that year must be at a minimal Educational Functioning Level when they start.
Positive Outcome Reporting Areas
(HSD/HSE, PS Achieved Employment, Increased Wages, Transition to PS)
Population most likely to attain positive outcome by Educational Functioning Level (EFL)
All ASE EFLs
All ESL EFLs
ASE EFL High
ESL EFL Advanced
ASE all EFLs
ESL all EFLs
Population most likely to attain positive outcome by Percent
100% ASE EFLs
100% ESL EFLs
100% of CTE students
11% of ASE students
22% of ESL students
100% of CTE students
100% ASE students
100% ESL students
In column two (Literacy Gains), all levels of ABE/ASE and ESL could annually report a positive outcome.
In column three (AEBG Outcomes), the minimal EFL for a student to start with a report a positive outcome for ABE/ASE would be High and for ESL it would be Advanced.
With these conservative assumptions the bulk of our students in we report on, 82% overall, would not fall within the range to be a position to report a positive outcome under AEP Outcomes.
The data is already there
Under EL Civics, and specifically through COAAPs, many of the K12 and CC programs are already reporting positive outcomes for students under immigrant integration. CDE already has the data and this bill would just require CDE to categorize the various EL Civics COAAPs into eight categories that paint a complete picture of effective integration into American society. The following table is an example of how these COAAPs could be categorized by CDE and the CCCCO.
Integration Metric as per AB 2098
EL CIVICS COAAPS
Increased economic security
Health Insurance 26.3, 26.4, 29.2
Clinics 26.3, 26.4
Obtain housing 4.4, 4.5, 4.6, 4.7,4.8
Rental Agreements 5.3, 5.4
Tenant Rights 6.3
Banking 1.5, 1.6
Improved English proficiency
Learn basic study skills 13.6
Write an email 47.1 - 47.3
Increased credentials and residency
Immigrant Rights/Agencies 19.4, 19.6-19.8
Voting/Political Process 39.4-39.6
Environmental Issues 43.2-43.3
Research/address community issues 8.4, 8.5, 8.6
Workers' Rights 35.4, 35.5, 35.6
Safety 37.3, 37.4
Increased health and well-being
Access health care 28.5, 28.6, 28.7, 28.8
Access substance abuse treatment 31.2
Keep family and home safe 7.4, 7.5, 7.6, 7.7
Understand medication usage 30.4
Increased educational and career advancement
Career Plan 14.5,14.7, 33.5, 33.9, 51.1, 51.2
Identify Skills, Aptitudes 51.2
Job Application 33.6, 33.7, 33.8
Resume 33.6, 33.11
Interviewing 33.7, 33.8, 33. 11
Increased first language literacy
Internet Safety 47.1, 47.2, 47.3, 48.1, 48.2, 48.3
Online Communication 48.1, 48.2, 48.3
Improved provision for children and family
Successful Learners 13.5, 13.6
Parenting Skills 21.4, 21.5, 21.6
Prevent/report home accidents 24.4
School Enrollment 13.4, 13.5
Increased participation in civic and community life
Immigrant Rights/Agencies 19.4, 19.6-19.8
U.S. History and Gov't. 40.4, 40.5, 40.6
Local, State, Federal Govt. 42.3, 42.4
Naturalization Process 40.4, 40.5, 40.6
Programs would not have to do more
Because many of us are already reporting the data and there are systems in place to pick the COAAPs and administer the assessments, there is not an increase in workload. We continue the good work we are doing and get credit for it at the state level. If programs want to expand their COAAP offerings to address other areas of integration, they are free to do so, or not.
This is not a mandate
AB 2098 specifically states that programs may report outcomes under immigrant integration. Just like programs now “may” report outcomes under pre-apprenticeships, Adults with Disabilities, or any other area under AB 104. We are not mandated to produce outcomes under all areas and so some of us focus in a few areas while larger programs might provide services in all areas. It is up to each program to decide and address the needs of their community.