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- THANK YOU VERY MUCH. OKAY. PAUL STEENHAUSEN, LEGISLATIVE ANALYST OFFICE REPORT ON ADULT
ED, ITEM 3.6. THANK YOU FOR JOINING US TODAY. BARRY RUSSELL. CHANCELLOR HARRIS, DID YOU
WANT TO-- - WELL, I JUST WANT TO WELCOME PAUL FROM THE
LAO. PAUL'S BEEN A LONGTIME HEAVILY INVOLVED MEMBER OF THE STATE AGENCY WORLD WITH CALIFORNIA'S
COMMUNITY COLLEGES, AND WE REALLY APPRECIATE YOU TAKING THE TIME, PAUL, TO COME OVER TODAY.
WITH THAT, I'LL PITCH IT TO YOU AND BARRY. - MY PURPOSE FOR BEING HERE--AND GOOD AFTERNOON,
MEMBERS, PRESIDENT BACA AND VICE PRESIDENT BAUM--MY PURPOSE FOR BEING HERE TODAY IS BASICALLY
TO INTRODUCE PAUL STEENHAUSEN, WHO YOU'VE SEEN MANY TIMES. BUT ALSO I WANTED TO JUST
PROVIDE A LITTLE REMINDER THAT THE ISSUE OF ADULT ED, AS YOU HEARD EARLIER THIS MORNING,
WAS SOMETHING THAT WAS TALKED ABOUT QUITE A BIT IN THE STUDENT SUCCESS TASK FORCE, INCLUDING
ONE OF THE RECOMMENDATIONS, AND HAS BEEN SOMETHING, SINCE--IN MY TENURE HERE AT THE CHANCELLOR'S
OFFICE, THAT HAS BEEN DISCUSSED OVER AND OVER AGAIN IN MANY, MANY DIFFERENT VENUES. AND
SO WHEN WE HEARD THAT THE LEGISLATIVE ANALYST OFFICE WAS DEVELOPING THIS REPORT, WE PARTICIPATED
AND PROVIDED PAUL WITH AS MUCH INFORMATION AS WE COULD TO PROVIDE BACKGROUND, AND SO
NOW HAVING HIM HERE TO GIVE YOU THE DETAILS OF THAT REPORT. AND THEN WHAT THE BOARD CHOOSES
TO DO FOLLOWING THAT WILL BE--YET TO BE DETERMINED, BUT WE'RE HERE TO LISTEN AND HEAR WHAT'S GOING
ON. SO, PAUL? - OKAY. THANK YOU. SO PAUL STEENHAUSEN WITH
THE LEGISLATIVE ANALYST OFFICE. HE'LL BE SPEAKING WITH THE HEAD OF THE LAO TOMORROW MORNING.
MAC TAYLOR IS GOING TO GIVE A OVERVIEW OF OUR ECONOMIC AND FISCAL FORECAST. I'M HERE
TO TALK ABOUT ADULT EDUCATION THIS AFTERNOON. LAST MONTH, OUR OFFICE RELEASED THIS REPORT,
RESTRUCTURING CALIFORNIA'S ADULT EDUCATION SYSTEM. I HAVE EXTRA COPIES IF FOLKS ARE INTERESTED.
AND BY THE WAY, THE IDEA FOR WHAT'S WRITTEN ON THE CHALKBOARD CAME FROM COMMUNITY COLLEGE
ESL FACULTY. I ASKED A BUNCH OF CONTACTS AT ADULT SCHOOLS, WHICH ARE RUN BY SCHOOL DISTRICTS
AND COMMUNITY COLLEGES, AND THIS IS THE WINNING ENTRY. A TYPICAL ESL EXERCISE IS TELL US WHY
YOU'RE HERE. WHY ARE YOU IN CLASS? WHAT DO YOU WANT TO DO? WHAT ARE YOUR GOALS? SO THIS
WAS--I'VE BEEN WITH THE LAO ABOUT 10 YEARS, HAVE HAD THE COMMUNITY COLLEGE ASSIGNMENT
FOR ABOUT 6 YEARS, AND I HAVE TO SAY THIS IS PROBABLY THE MOST CHALLENGING PROJECT I'VE
WORKED ON AT THE LAO. IT'S VERY COMPLEX, WITH TWO DIFFERENT SYSTEMS. IT'S CONFUSING. WE'LL
TALK ABOUT THAT IN A BIT. BUT, OF COURSE, IT'S AN INCREDIBLY IMPORTANT ISSUE WITH A
LOT OF POTENTIAL IN THE STATE. AS BARRY MENTIONED, THE STUDENT SUCCESS TASK FORCE MEMBERS DID
WRESTLE WITH THIS ISSUE OF ADULT EDUCATION DURING THEIR TIME. IN THE END, THE REPORT,
YOU MIGHT RECALL, THE STUDENT SUCCESS TASK FORCE REPORT, NOTED THAT ADULT EDUCATION LACKED
DIRECTION, THAT IT WAS A "FRACTURED DELIVERY SYSTEM." NOW THE TASK FORCE REPORT DID NOT
OFFER A SPECIFIC RECOMMENDATION OF WHAT SHOULD BE DONE ABOUT ADULT EDUCATION, BUT IT DID
EMPHASIZE THAT THE STATUS QUO IS UNACCEPTABLE AND THE STATE NEEDS A "COMPREHENSIVE STRATEGY"
FOR ADULT EDUCATION. THAT'S WHAT OUR REPORT SET OUT TO DO, TRYING TO, WELL, IN SOME WAYS
JUMP-START THE CONVERSATION, BUT IN OTHER WAYS ADD TO IT BECAUSE THERE HAVE BEEN SOME
RECENT STUDIES ON ADULT EDUCATION, NOT JUST BY OUR OFFICE. SO OUR HOPE IS THAT IT'S GOING
TO HELP CONTINUE TO STIMULATE HEALTHY DISCUSSION AND DEBATE AND MAKE ADULT EDUCATION THE PRIORITY
IT SHOULD BE IN THE STATE OF CALIFORNIA. SO, FIRST, WHAT IS ADULT EDUCATION? BRIEFLY, IN
CONTRAST TO COLLEGIATE EDUCATION, THE PRIMARY PURPOSE OF ADULT EDUCATION IS TO PROVIDE ADULTS
WITH THE PRE-COLLEGIATE KNOWLEDGE AND SKILLS THEY NEED TO PARTICIPATE EFFECTIVELY IN SOCIETY
AND THE WORKFORCE. SO ADULT EDUCATION IS FOR FUNCTIONALLY ILLITERATE PERSONS WHO WANT TO
LEARN HOW TO READ AND WRITE. IT'S AN OPPORTUNITY FOR ADULTS WHO'VE DROPPED OUT OF HIGH SCHOOL
TO GO BACK TO SCHOOL, GET THAT DIPLOMA TO HELP THEM WITH THE JOB PROSPECTS AND MAYBE
GO ON TO COLLEGE, IF THAT'S WHAT THEY LIKE TO DO. IT'S ALSO FOR THOSE WHO'VE COMPLETED
HIGH SCHOOL BUT FAILED TO MASTER COLLEGE-LEVEL READING, WRITING AND MATHEMATICS AND SOMETHING
THEY NEED TO SUCCEED IN COLLEGE-LEVEL WORK. IT'S AN OPPORTUNITY FOR RESIDENTS OF THE STATE
TO PREPARE FOR U.S.--THE U.S. CITIZENSHIP TEST AND LEARN ENGLISH. AND IT'S FOR UNSKILLED
WORKERS, UNEMPLOYED, TO GET BASIC JOB TRAINING SO THEY CAN GET A JOB, SUPPORT THEMSELVES
AND THEIR FAMILY. AND, AGAIN, I WANT TO KEEP EMPHASIZING, NOT JUST GET THAT INITIAL JOB,
NOT NECESSARILY JUST GET THAT INITIAL JOB, BUT SERVE AS A STEPPING STONE TO OTHER JOB
OPPORTUNITIES, HIGHER-PAYING OPPORTUNITIES, MORE CHALLENGING OPPORTUNITIES, IF THAT'S
WHERE THEY WANT TO GO. THAT'S SOMETHING THEY CAN DO. SO, IN CALIFORNIA, ADULT EDUCATION
FULFILLS OTHER PURPOSES OTHER THAN THE ONES I'VE JUST STATED. THERE ARE PROGRAMS FOR OLDER
ADULTS AND OTHERS, NOT JUST OLDER ADULTS, OTHERS WHO WANT TO STAY PHYSICALLY, MENTALLY
FIT, AND FOR PARENTS, SOMETHING I COULD PROBABLY USE. ADULTS--THE PRIMARY PROVIDERS OF ADULT
EDUCATION IN THE STATE ARE ADULT SCHOOLS, WHICH ARE RUN BY SCHOOL DISTRICTS, AND THE
CALIFORNIA COMMUNITY COLLEGES. OTHER PROVIDERS INCLUDE COUNTY LIBRARIES AND COMMUNITY-BASED
ORGANIZATIONS. IN OUR REPORT, WE HAVE FIGURE TWO ON PAGE NINE. LIST THE 10 INSTRUCTIONAL
AREAS OF ADULT EDUCATION, AND THESE ARE INSTRUCTIONAL AREAS OR CATEGORIES THAT ADULT SCHOOLS AND
COMMUNITY COLLEGES ARE ELIGIBLE TO RECEIVE--FOR WHICH THEY'RE ELIGIBLE TO RECEIVE STATE FUNDS.
SO YOU'LL SEE THERE'S 10--THERE'S ACTUALLY 2 SECTIONS OF CODE, AND THEY'RE VIRTUALLY
IDENTICAL IN THE SLOT FOR ADULT SCHOOLS AND THE EDUCATION CODE AND COMMUNITY COLLEGES.
NOW IT'S INTERESTING, SOMETHING YOU KNOW, THE ADULT EDUCATION--COMMUNITY COLLEGES OFFER
ADULT EDUCATION ON A CREDIT AND NONCREDIT BASIS. SO--AND YOU TYPICALLY DON'T HEAR COMMUNITY
COLLEGES USE THE PHRASE ADULT EDUCATION WHEN IT COMES TO THEIR PROGRAMS. YOU'LL HEAR TERMS
SUCH AS SHORT-TERM VOCATIONAL TRAINING OR CTE, ENGLISH AS SECOND LANGUAGE, BASIC SKILLS.
THERE ARE A NUMBER OF VOCATIONAL PROGRAMS AND COURSES SUCH AS CERTIFIED NURSE ASSISTANTS,
AUTO TECHNOLOGY, AUTOMOTIVE TECHNOLOGY. THEY'RE OFFERED ON A CREDIT AS WELL AS NONCREDIT BASIS.
IN FACT, WE FOUND SOME COLLEGES WHERE THE SAME EXACT COURSE HAS CREDIT STUDENTS AND
NONCREDIT STUDENTS IN THE SAME CLASS. ENGLISH AS SECOND LANGUAGE, ESL, SAME THING, CREDIT
AND NONCREDIT. IN FACT, WE FOUND SOME CASES WHERE NONCREDIT ESL WAS MORE ADVANCED THAN
THE CREDIT ESL AT THE SAME COLLEGE. AND WE HAVE BASIC SKILLS WHICH IS--IN THE COMMUNITY
COLLEGES, PRE-COLLEGIATE MATH AND ENGLISH, THAT TOO CAN BE CREDIT, NONCREDIT. AND IT
IS CONFUSING. I MENTIONED CONFUSION EARLIER. IT'S CONFUSING BECAUSE SOMETIMES A PRE-COLLEGIATE
COURSE LIKE ELEMENTARY ALGEBRA CAN BE OFFERED AS CREDIT BASIC SKILLS AT ONE INSTITUTION,
A CREDIT NONDEGREE APPLICABLE--YOU'LL HEAR THAT TERM AS WELL. BUT--WELL, IT'S CALLED
CREDIT BASIC SKILLS. IT DOESN'T MEAN THAT THE STUDENT GETS CREDIT TOWARD THEIR ASSOCIATE'S
DEGREE. IT'S KIND OF CREDIT NAME ONLY. AND THEN THAT SAME COURSE, SAY, IN ELEMENTARY
ALGEBRA AT ANOTHER INSTITUTION MAY NOT BE CONSIDERED BASIC SKILLS. IT MIGHT BE CALLED--IT'S
NOT CONSIDERED BASIC SKILLS BECAUSE IT ACTUALLY DOES APPLY TOWARD A DEGREE. SO THAT'S CREDIT
DEGREE APPLICABLE. SO IN SOME, YOU CAN HAVE ELEMENTARY ALGEBRA, ENGLISH AS SECOND LANGUAGE
GOING DOWN MANY LEVELS, BELOW COLLEGE LEVEL OR TRANSFER LEVEL, HIGH SCHOOL COMPOSITION
CLASSES THAT HAVE A SIMILAR OR SAME CONTENT, AND IT MIGHT BE OFFERED AT ONE PLACE COLLEGE
NONCREDIT, OTHERS CREDIT BASIC SKILLS AND OTHERS CREDIT DEGREE APPLICABLE. SO WE'LL
GET BACK TO THAT. ONE OF THE THINGS I ENJOYED MOST ABOUT WRITING THIS REPORT WAS RESEARCHING
THE HISTORY OF ADULT EDUCATION IN THE STATE. I MAJORED IN POLITICAL SCIENCE AND TOOK A
LOT OF HISTORY, AND I REALLY FELT LIKE I WAS GOING BACK IN TIME LOOKING THROUGH ARCHIVES
AND ALL SORTS OF PRIMARY SOURCE MATERIALS. AND THAT SUMMARY, BY THE WAY, IS ON PAGES
SIX AND SEVEN OF THE REPORT. AND YOU CAN SEE FIGURE ONE. I CAN'T GO THROUGH ALL OF IT.
IT'S TOO COMPLEX A HISTORY. BUT I CAN NOTE THAT ADULT EDUCATION HAS BEEN AROUND IN THE
STATES FOR OVER 150 YEARS. IT BEGAN WITH SCHOOL DISTRICTS OFFERING ADULT EDUCATION THROUGH
ADULT SCHOOLS. IN THE 1940s, COMMUNITY COLLEGES BEGAN OFFERING ADULT EDUCATION IN ADDITION
TO COLLEGIATE LEVEL INSTRUCTION. NOW, WHEN COMMUNITY COLLEGES SPLIT FROM THE K-12 SYSTEM
OVER 40 YEARS AGO, QUESTIONS AROSE ABOUT WHICH SEGMENT, K-12 OR THIS NEW COMMUNITY COLLEGE
SEGMENT OF HIGHER EDUCATION, SHOULD HAVE RESPONSIBILITY FOR ADULT EDUCATION. IN SHORT, THE QUESTION
WAS NEVER SATISFACTORILY RESOLVED. IT'S STILL UNCLEAR IN STATUTE. YOU HAVE ONE SECTION OF
STATUTE STATING THAT ADULT EDUCATION IS PRIMARILY THE RESPONSIBILITY OF SCHOOL DISTRICTS IN
ADULT SCHOOLS UNLESS THEY AGREE TO TRANSFER RESPONSIBILITY TO COMMUNITY COLLEGES. YOU
HAVE ANOTHER SECTION OF STATUTE AND A COURT DECISION FROM THE 1990s SUGGESTING THAT BOTH
SCHOOL DISTRICTS AND COMMUNITY COLLEGES HAVE AN EQUAL RIGHT TO PROVIDE ADULT EDUCATION
WITH THE INTENT THAT THEY WORK TOGETHER IN PROVIDING THAT INSTRUCTION. IN MOST PLACES
IN THE STATE, IT IS THE MULTIPLE PROVIDER MODEL THAT IS IN PLACE WHERE YOU HAVE A GEOGRAPHIC
AREA, THE SAME GEOGRAPHIC AREA, AND YOU HAVE ADULT SCHOOLS AND COMMUNITY COLLEGES OFFERING
SOME DEGREE AND SOME MIX OF ADULT EDUCATION. GENERALLY, THOUGH, WE'LL TALK ABOUT IT LATER,
BUT AS FAR AS COORDINATION, COMMUNICATION, COLLABORATION, THAT'S GENERALLY LACKING BETWEEN
THE TWO PROVIDERS. SAN FRANCISCO AND PARTS OF THE CITY OF SAN DIEGO ARE NOTABLE AREAS
WHERE COMMUNITY COLLEGES ARE RESPONSIBLE FOR ALL OR NEARLY ALL ADULT EDUCATION. NOW, CONTINUING
WITH THE HISTORY BUT FAST-FORWARDING A NUMBER OF YEARS, THERE IS A BIG JOLT TO THE SCHOOL
DISTRICT ADULT EDUCATION PROGRAM CAME IN EARLY 2009. PRIOR TO THAT TIME, SCHOOL DISTRICT'S
ADULT EDUCATION PROGRAM WAS FUNDED BY CATEGORICAL PROGRAM. IT WAS A DEDICATED FUNDING STREAM
THAT SCHOOL DISTRICTS COULD ONLY USE FOR ADULT EDUCATION. AT THE TIME, THERE WAS ABOUT $800
MILLION IN THAT CATEGORICAL--AND THE ADULT SCHOOLS WERE FUNDED ON INSTRUCTIONAL HOURS
SIMILAR TO THE COMMUNITY COLLEGE NONCREDIT PROGRAMS. NOW, DURING THE 2008-2009 FISCAL
YEAR AT THE HEIGHT OF THE RECESSION AND THE STATE'S BUDGET CRISIS, THE LEGISLATURE AND
GOVERNOR CAME TOGETHER IN A SPECIAL SESSION AND CUT FUNDING FOR ADULT EDUCATION AND GAVE
SCHOOL DISTRICTS THE AUTHORITY TO SPEND THAT CATEGORICAL MONEY FOR OTHER EDUCATIONAL PURPOSES
SUCH AS USING THAT ADULT ED MONEY TO FUND THEIR SECOND GRADE, YOU KNOW, TEACHER OR SECOND
GRADE CLASS. AS PART OF THE LAW CHANGE, CDE--SORRY--THE CALIFORNIA DEPARTMENT OF EDUCATION STOPPED
COLLECTING DATA ON ENROLMENT AND SPENDING. AND, BY THE WAY, THERE WERE SIMILAR TREATMENT
FOR ABOUT 40 OTHER CATEGORICALS. IT WASN'T JUST ADULT EDUCATION. AND A FLEXIBILITY AS
CURRENTLY AUTHORIZED THROUGH 2014, '15. FACED WITH THEIR OWN BUDGET CRISIS, SCHOOL DISTRICTS
REDIRECTED A LARGE PORTION OF THESE ADULT EDUCATION FUNDS FOR OTHER PURPOSES. YOU KNOW,
OF COURSE, AT THE SAME TIME, COMMUNITY COLLEGES' BUDGET WAS CUT, AND THE COMMUNITY COLLEGES
HAD A MUCH REDUCED CAPACITY TO OFFER ADULT EDUCATION, AGAIN, EITHER ON A CREDIT OR NONCREDIT
BASIS. TODAY, THERE ARE ABOUT 300 ADULT SCHOOLS. IT'S DOWN FROM ABOUT 330 BACK IN 2007, 2008.
THEY'RE ALMOST ALL--I FOUND A FEW EXAMPLES WHERE THE BUDGETS ARE HELD--WERE HELD HARMLESS.
BUT IN ALMOST ALL CASES, THESE ADULT SCHOOLS, 300 SURVIVING ADULT SCHOOLS ARE OPERATING
ON LOWER LEVELS OF STATE MONEY. ABOUT HALF OF THEM GET FEDERAL MONEY, ADULT EDUCATION
MONEY. AND THEY RELY ON FEES QUITE A BIT TOO. THAT'S RIGHT, I SAID FEES. THEY RELY ON FEES.
WHEN I STARTED THE REPORT, I KNEW QUITE A BIT ABOUT COMMUNITY COLLEGES BUT KNEW LITTLE
ABOUT ADULT SCHOOLS. AND I WAS REALLY STRUCK IN DOING THE RESEARCH ABOUT JUST HOW DIFFERENT
STATE POLICIES ARE FOR COMMUNITY COLLEGES AND ADULT SCHOOLS. IT'S THE SAME STATE. AGAIN,
THEY'RE COVERING--PROVIDERS COVERING THE SAME GEOGRAPHIC AREAS, AND YET STATUTES HAVE CREATED
TOO MARKEDLY DIFFERENT SYSTEMS. FOR COMMUNITY COLLEGES, YOU COULD HAVE, SAY, CULINARY ARTS
PROGRAM OR PHARMACY TECHNOLOGY PROGRAM OFFERED ON A CREDIT BASIS, AND THAT'S A PER UNIT FEE,
CURRENTLY $46 PER UNIT AS YOU KNOW. BUT IF THEY OFFER--IF THE COLLEGE OFFERS THE SAME
COURSES ON A NONCREDIT BASIS, THEY'RE PROHIBITED BY LAW FROM CHARGING A FEE. NOT SO WITH ADULT
SCHOOLS. EVEN PRIOR TO FLEXIBILITY, ADULT SCHOOLS COULD CHARGE UP TO THE FULL COST OF
INSTRUCTION FOR VOCATIONAL PROGRAMS. SO YOU HAVE CASES, AND I'VE SEEN IT, WHERE THAT MEDICAL-ASSISTING
COURSE IS $46 A UNIT PER CREDIT, FREE AT ANOTHER COMMUNITY COLLEGE WHERE NONCREDIT, MAYBE SOMETIMES
AT THE SAME INSTITUTION, AND THEN $2,500 AT AN ADULT SCHOOL. AND THERE ARE A LOT OF DISCREPANCIES
IN ESL AND OTHER AREAS. FUNDING IS DIFFERENT. RIGHT NOW, THE ADULT SCHOOLS AREN'T FUNDED
BY THE STATE BASED ON ATTENDANCE. THEY'RE JUST, YOU KNOW, GIVEN THIS AMOUNT AND TOLD,
YOU KNOW, DO AS MUCH AS YOU CAN. BUT PRIOR TO FLEXIBILITY, ADULT SCHOOLS GOT ABOUT $2,600
PER FULL-TIME EQUIVALENT STUDENT. THEY CALL IT ADA. AND FOR THAT SAME YEAR FOR COMMUNITY
COLLEGES, THEY GOT OVER $4,000 IF IT'S A CREDIT COURSE AND OVER $3,000 IF IT'S NON-CREDIT.
MINIMUM QUALIFICATIONS ARE DIFFERENT FOR FACULTY. SAY, IF YOU'RE TEACHING ESL COURSE. IF YOU'RE--IF
IT'S A CREDIT ESL, YOU HAVE TO HAVE A MASTER'S DEGREE AT THE COMMUNITY COLLEGE. IF IT'S A
NON-CREDIT COURSE, YOU CAN JUST HAVE A BACHELOR'S. AND STATUTE STATES THAT IF YOU'RE IN AN ADULT
SCHOOL TEACHING THAT SAME CONTENT, YOU NEED TO HAVE A BACHELOR'S AND A TEACHING CREDENTIAL.
SO IT'S REALLY DIFFERENT POLICIES, AND THAT'S TRUE FOR ASSESSMENT AND PLACEMENT AS WELL.
DIFFERENT DATA SYSTEMS, YOU HAVE EHE COMMUNITY COLLEGE MIS SYSTEM, MANAGEMENT INFORMATION
SYSTEM, WHICH IS TERRIFIC, BY THE WAY, COMPARED--WELL, COMPARED TO K-12, EVEN, BUT CERTAINLY COMPARED
TO WHAT ADULT SCHOOLS HAVE. AND YOU HAVE ADULT SCHOOLS THAT--AND ALSO COMMUNITY COLLEGES
THAT OFFER--THAT RECEIVE FEDERAL ADULT EDUCATION MONEY. THEY USE CAUSES, WHICH IS A NON-PROFIT
ORGANIZATION ACTUALLY FOUNDED BY A FORMER SAN DIEGO CITY COLLEGE DISTRICT ADMINISTRATOR
BACK IN THE EIGHTIES. AND SO CAUSES COLLECTS THAT DATA. THERE'S DIFFERENT TYPES OF DATA
THEY COLLECT. PAGE 19, FIGURE 7 GIVES YOU A SYNOPSIS OF THE DIFFERENT DATA ELEMENTS
THAT EACH SYSTEM COLLECTS. AND EQUALLY IMPORTANT IS THE TWO DATA SYSTEMS AREN'T LINKED BECAUSE
THEY USE TWO DIFFERENT STUDENT IDENTIFIERS. SO IT IS VERY DIFFICULT TO TRACK STUDENTS
FROM ONE SEGMENT INTO THE OTHER AND THEN INTO THE WORKFORCE. NOW, CAUSES HAS BEEN ABLE TO
DO SOME STUDY INTO WELL WHO--WHICH STUDENTS DO BETTER IN--THOSE IN THE ADULT SCHOOLS OR
THOSE IN THE NON-CREDIT PROGRAMS. THEY--CAUSES DOESN'T LOOK AT CREDIT PROGRAMS. AND THEY
DID A STUDY. THEY RECENTLY RELEASED THE RESULTS AND FOUND THAT STUDENTS, THE STUDENT POPULATIONS
ARE COMPARABLE IN THE TWO SYSTEMS, TWO SEGMENTS. AND THEY DO ABOUT EQUALLY WELL. SO BOTH ARE
DOING A PRETTY GOOD JOB OF DEALING WITH THESE--OF EDUCATING STUDENTS. SO AS FAR AS AN ASSESSMENT,
WE GET INTO AN ASSESSMENT, KIND OF OUR OVERALL FINDINGS. WE TAKE A STEP BACK AND SAY, "OKAY,
WHAT DOES THIS ALL MEAN?" SO MUCH DETAIL TO GO OVER. WE HAD FIVE MAJOR FINDINGS. FIRST,
IT IS A VERY BROAD MISSION OF ADULT EDUCATION IN THE STATE. THERE'S A NUMBER OF STATE-SUPPORTED
INSTRUCTIONAL PROGRAMS THAT ARE CENTERED AROUND PROVIDING STUDENTS WITH THE KNOWLEDGE AND
SKILLS THEY NEED TO ACQUIRE BASIC SKILLS AND JOB TRAINING. BUT THERE ARE OTHER CATEGORICALS
THAT ARE UNRELATED TO THAT MISSION. AND IT REALLY IS HARD TO ASK ADULT SCHOOLS AND COMMUNITY
COLLEGES TO PROVIDE, SAY, ESL AND JOB TRAINING AND FIND THE MONEY TO PAY FOR THAT WITHOUT
HAVING THESE ADDITIONAL EXPECTATIONS THAT ARE CURRENTLY ON THE BOOKS. SECOND, WE AGREE
WITH THE ACADEMIC SENATE OF THE COMMUNITY COLLEGES. THEY HAD A RESOLUTION TWO FALLS
AGO THAT NOTED THAT HIGHER FUNDING RATE FOR CREDIT COURSES CREATES AN INCENTIVE FOR COMMUNITY
COLLEGES TO OFFER PRE-COLLEGIATE BASIC SKILLS COURSE WORK SUCH AS THAT ELEMENTARY ALGEBRA
COURSE ON A CREDIT BASIS AS OPPOSED TO A NON-CREDIT BASIS, YOU KNOW, REGARDLESS OF WHETHER THAT'S
THE BEST PEDAGOGICALLY SPEAKING FOR STUDENTS. SO THE ACADEMIC SENATE RESOLUTION FROM FALL
OF 2011 CALLED FOR A STUDY INTO ESTABLISHING CLEAR DELINEATIONS BETWEEN CREDIT AND NON-CREDIT
BASIC SKILLS COURSE WORK. WE DO NOTE THAT NON-CREDIT CAN HAVE AN ADVANTAGE FOR UNDERPREPARED
STUDENTS. THERE'S NO LIMIT ON TIME FOR STUDENTS. THEY CAN TAKE THE COURSE IN UNLIMITED NUMBER
OF TIME AT THEIR CONVENIENCE SO THEY CAN LEARN UNTIL THEY GET IT. THE CREDIT APPROACH IS
MUCH MORE, LOOK, YOU'VE GOT 17 1/2 WEEKS. YOU'RE GOING TO DO GREAT AT THE END, YOU GOT
IT OR YOU DIDN'T. AND IF YOU DIDN'T YOU GET TO TRY IT AGAIN. AND THEN MAYBE ONCE MORE
AND THAT'S IT. SORRY. NON-CREDIT CAN BE MORE--MUCH MORE CONDUCIVE FOR THE POPULATION OF UNDERPREPARED
STUDENTS. WE ALSO FOUND THAT THE STATE PROVIDES LITTLE GUIDANCE TO COLLEGE REGARDING WHETHER
VOCATIONAL COURSES ARE OFFERED ON A CREDIT OR NON-CREDIT BASIS. IT'S REALLY INCONSISTENT
THROUGHOUT THE STATE. IT CAN BE CONFUSING TO STUDENTS AND EMPLOYERS ABOUT WHAT ARE THE
STANDARDS, HOW ARE THEY DIFFERENT, WHAT CASES ARE THEY THE SAME. AND IT RAISES THE QUESTION
OF WHY THE STATE PAYS TWO FUNDING RATES FOR THE SAME OR SIMILAR INSTRUCTION. THIRD FINDING
IS ALL OF THESE INCONSISTENT AND CONFLICTING POLICIES, WHICH I'VE DISCUSSED. NUMBER FOUR,
ANOTHER FINDING IS THERE REALLY IS TREMENDOUS OPPORTUNITY FOR COLLABORATION BETWEEN THE
TWO SEGMENTS. YOU HAVE ADULT SCHOOLS THAT OFFER A LOT OF LITERACY PROGRAMS, HIGH SCHOOL
DIPLOMA AND GED PREPARATION, INTRODUCTORY LEVELS OF ENGLISH AS SECOND LANGUAGE. WHEREAS
WITH COMMUNITY COLLEGES, ONLY 12 OF 72 DISTRICTS OFFER HIGH SCHOOL DIPLOMA PROGRAMS. BUT THEY
DO DO AN AWFUL LOT OF VOCATIONAL INSTRUCTION, YOU KNOW, THROUGHOUT THE STATE, VIRTUALLY
ALL DISTRICTS. AND COMMUNITY COLLEGES TEND TO OFFER MORE ADVANCED LEVELS OF ESL BUT NOT
AS MUCH IN THE INTRODUCTORY LEVELS OF MATH--OR OF ESL AND MATH AND ENGLISH. SO THERE REALLY
IS AN OPPORTUNITY FOR COORDINATION FOR THE TWO PROVIDERS TO TALK BEFOREHAND ABOUT WHAT
COURSES THEY'RE GOING TO BE RELEASING EACH TERM, HOW THEY COULD CREATE ALIGNED CORE SEQUENCES
SO THAT STUDENTS CAN TRANSITION FROM ADULT EDUCATION TO COLLEGE AND HOW TO CREATE CAREER
PATHWAYS LEADING TO THAT ASSOCIATE'S DEGREE. BUT THERE REALLY IS WIDESPREAD LACK OF COORDINATION
WE FOUND BASED ON SURVEYS AND EXTENSIVE TRAVELING THROUGHOUT THE STATE. THERE'S LIMITED DIALOGUE
AT THE STATEWIDE LEVEL, YOU KNOW, BETWEEN THE COMMUNITY COLLEGE BOARD AND THE STATE
BOARD OF EDUCATION. THERE COULD BE MUCH MORE--THERE'S MUCH MORE ROOM FOR DISCUSSION AND DIALOGUE
AND COORDINATION. THE FUNDING ON--THE FUNDING BASED ON SEAT TIME CREATES A SENSE OF COMPETITION
THAT IS UNFORTUNATE, WE FOUND, AND THAT THERE ARE DIFFERENT COURSE TITLES, THAT PROVIDERS
USE DIFFERENT COURSE TITLES, WHICH ARE DIFFERENT AND MAKES IT REALLY DIFFICULT TO COMPARE COURSES
AND TO IDENTIFY COMPARABLE COURSES, YOU KNOW, BETWEEN THE TWO SYSTEMS. THE DATA, THAT'S
A REAL MESS. YOU KNOW, WE COULDN'T EVEN--WE CAN'T EVEN TELL YOU HOW MANY--NOBODY CAN TELL
YOU HOW MANY STUDENTS ARE ACTUALLY ENROLLED IN ADULT EDUCATION BECAUSE OF THESE ADULT
SCHOOLS NOT PROVIDING US DATA ON A CENTRALIZED OR CDE NOT COLLECTING ON A CENTRALIZED BASIS.
WE DON'T KNOW EXACTLY HOW MUCH MONEY IS SPENT ON IT, HOW MANY VOCATIONAL CERTIFICATES ARE
AWARDED AND THE CONNECTION WITH WAGES. SO WHAT TO DO? WELL, WHERE DO YOU START WITH
SOMETHING LIKE THIS? SO INITIALLY, OUR OFFICE STARTED WITH, WELL, WE SHOULD TRANSFER ALL
THE RESPONSIBILITY TO COMMUNITY COLLEGES. THEY SERVE ADULTS. THEY OFFER A CONTINUUM
OF EDUCATION THROUGH THE SOPHOMORE YEAR OF COLLEGE. IT SEEMS CLEANER. YOU KNOW, IT'S
NOT--NOTHING SIMPLE IN LIFE, BUT IT SEEMS A CLEANER WAY TO MAKE THE TRANSITION. WE LOOKED
AT THE DATA. WE TALKED TO COMMUNITY COLLEGES, AND WE FOUND THAT ONLY 12 OF 72 DISTRICTS
DO HIGH SCHOOL DIPLOMA PROGRAMS, FEW OFFER BASIC LITERACY PROGRAMS AND MANY STOPPED AT
TWO LEVELS BELOW TRANSFER IN ENGLISH. AND SO WE STARTED THINKING TO OURSELVES, WAIT,
SO WE'D WANT TO TAKE A PROGRAM THAT SCHOOL DISTRICTS HAVE BEEN DOING SINCE THE 1800s
AND GIVE IT TO A COLLEGE THAT NEVER HAD THAT PROGRAM AND IS TELLING US THEY'RE ALREADY
OVERWHELMED WITH THEIR TRANSFER EDUCATION MISSION AND THEIR CTE MISSION. SO IT JUST
DIDN'T MAKE A SENSE FROM--MAKES SENSE FROM A PRAGMATIC POINT OF VIEW. AND SO WE JUST
FOUND THAT IT--WE CAN'T USE A COOKIE-CUTTER APPROACH. A NEW SYSTEM SHOULD LEVERAGE THE
STRENGTH OF BOTH PROVIDERS, BOTH SEGMENTS AND INDIVIDUALS PROVIDERS WITHIN THE REGIONS.
AND THE VISION REALLY IS OF A UNITED SYSTEM WITH TWO MAJOR PROVIDERS OF ADULT EDUCATION.
AND WE KNOW IT'S A BIG ENDEAVOR. IT'S GOING TO TAKE A WHILE, BUT IT'S AN IMPORTANT JOB
THAT HAS TO BE DONE. IT NEEDS TO BE A BIG PRIORITY OF THE STATES. WE ALSO FOUND THAT
THE NUMBER OF THE RECOMMENDATIONS WE ENDED UP COMING--WE ENDED UP MAKING WERE CONSISTENT
WITH THE STUDENT SUCCESS TASK FORCE. THE FIRST IS TO FOCUS STATE MONEY ON THE SIX ADULT EDUCATION
PROGRAMS THAT ADVANCE THE CORE MISSION OF BASIC SKILLS AND EMPLOYMENT PREPARATION. UNDER
OUR RECOMMENDATION, COLLEGES AND ADULT SCHOOLS WOULD STILL BE ABLE TO OFFER PROGRAMS IN HEALTH
AND SAFETY, IN PARENTING, IN OLDER ADULTS, IN HOME ECONOMICS, BUT IT WOULD BE ON A FEE
BASIS ONLY. AND THIS IS ACTUALLY CONSISTENT WITH THE STUDENT SUCCESS TASK FORCE, WHICH
WAS TALKED ABOUT MAKING BETTER USE OF COMMUNITY EDUCATION FOR COURSES THAT AREN'T CORE TO
THE MISSION OF THE COMMUNITY COLLEGES AND ARE MORE RECREATIONAL IN NATURE. SECOND, TO
ESTABLISH A CLEAR LINE BETWEEN ADULT EDUCATION AND COLLEGE EDUCATION. HISTORY AND SCIENCE
AND OTHER SUBJECTS, IT'S CLEAR IN LAW AND IN THE COMMUNITY COLLEGE REGULATIONS THAT
IF ITS TRANSFERABLE TO CSU OR UC, IT'S A CREDIT. IT'S OFFERED ON CREDIT BASIS. IF IT'S NOT
TRANSFERABLE TO CSU OR UC BECAUSE IT'S PRETTY COLLEGIATE, THAT IT'S NONCREDIT. AND WE RECOMMEND
DOING SOMETHING SIMILAR FOR ENGLISH AND MATH AND ESL. VOCATIONAL INSTRUCTION. WE RECOMMEND
A WORK GROUP TO DETERMINE THE APPROPRIATE DELINEATION BETWEEN CREDIT AND NONCREDIT COURSEWORK
IN VOCATIONAL INSTRUCTION, YOU KNOW, TO CREATE COMMON STATEWIDE STANDARDS. AND WE REALLY
SEE A ROLE FOR COMMUNITY COLLEGES AND THE CCC, AOE, THE ASSOCIATION FOR OCCUPATIONAL
EDUCATORS, AND GOING THROUGH THE VOCATIONAL PROGRAMS AND DETERMINING, WELL, IS THIS A
CREDIT OR A COLLEGE PROGRAM OR COURSE, COURSE OF STUDY, OR IS IT NON-CREDIT? WE ALSO RECOMMEND
COMMON POLICIES FOR ADULT SCHOOLS AND COMMUNITY COLLEGES AROUND FACULTY QUALIFICATIONS, FEES
AND ASSESSMENT PLACEMENT. I SHALL BE GLAD TO TALK ABOUT IT IF YOU HAVE QUESTIONS. NOW,
THE STUDENT SUCCESS TASK FORCE HAD CALLED ON THE GOVERNOR AND LEGISLATURE TO RETHINK
FLEXIBILITY FOR THE ADULT EDUCATION CATEGORICAL MONEY. AND WE AGREE, WE RECOMMEND THAT THE
STATE RE-ESTABLISHED DEDICATED FUNDING STREAM FOR ADULT EDUCATION ONCE FLEXIBILITY SUNSETS
AT THE END OF 2014, 2015. WE NOTE THAT THERE ALREADY IS AND WILL CONTINUE TO BE VERY LIKELY
A SIGNIFICANT REGIONAL DISPARITY IN TERMS OF MONEY THAT'S SPENT ON ADULT EDUCATION,
YOU KNOW, WHAT ADULT SCHOOLS AND COMMUNITY COLLEGES SPEND IN A CERTAIN REGION. SO IN
THE FUTURE, TO THE EXTENT, THE STATE HAS ADDITIONAL RESOURCES TO INVEST IN ADULT EDUCATION, WE
RECOMMEND CREATING A BUDGET ITEM FOR NEW MONEY FOR ADULT EDUCATION, SAY, $200 MILLION IN
A CERTAIN YEAR FOR ADULT EDUCATION TO CALCULATE THE RELATIVE NEEDS BY REGIONS AND THEN MAKE
THAT MONEY AVAILABLE TO REGIONS, TO ENCOURAGE PROVIDERS THEN TO--YOU KNOW, SO YOU'D HAVE
THIS MONEY AND SAY, YOUR REGION, BASED ON OUR FORMULA, YOUR REGION IS AVAILABLE FOR,
SAY, $25 MILLION. WHO'S INTERESTED IN THAT MONEY? WHAT'S YOUR PLAN? AND THE IDEA WOULD
BE TO ENCOURAGE PROVIDERS FROM BOTH SEGMENTS TO APPLY JOINTLY FOR THE MONEY WITHIN A REGION.
AND YOU WOULD HAVE THE STATE BOARD OF EDUCATION, THE COMMUNITY COLLEGES, THE CHANCELLOR'S OFFICE
JUDGE THESE APPLICANTS' APPLICATIONS BASED ON CRITERIA, WHICH IS--SUCH AS THE DETAIL
THAT'S PROVIDED ON WHO'S GOING TO DO WHAT, WHAT KIND OF SUPPORT SERVICES ARE GOING TO
BE PROVIDED, AND HOW OUR COURSES AND PROGRAMS GOING TO BE ALIGNED AND ARTICULATED. AND ONCE
THE MONEY IS AWARDED, THE--WE ENVISION THE MONEY ROLLING INTO THE PROVIDER'S BASE, YOU
KNOW, INTO THEIR BASE BUDGET. NOW, HOW DO YOU GET THE PROVIDERS TO SPEAK A SIMILAR LANGUAGE?
IT'S SO DIFFICULT AS IT IS WITH ALL THESE DIFFERENT NAMES PROVIDERS HAVE FOR A COURSE
TITLE. SO TO HELP THEM BETTER COMMUNICATE AND PLAN WHAT TO OFFER AND CREATE THESE PATHWAYS
AND SEQUENCES, WE RECOMMEND THE STATE ADOPT COMMON COURSE NUMBERING FOR ADULT EDUCATION.
YOU'VE HEARD FROM THE ACADEMIC SENATE HERE IN PRIOR MEETINGS ABOUT THE STATEWIDE CAREER
PATHWAYS INITIATIVE AND CID. WE RECOMMEND INCLUDING ADULT EDUCATION IN THAT EFFORT,
ASSIGNING COMMON COURSE NUMBERS FOR VOCATIONAL PROGRAMS. THOSE THAT ARE TRANSFERABLE TO CAL
STATE UNIVERSITY, LIKE UNDER CID, AS WELL AS THOSE AREN'T--THOSE THAT AREN'T TRANSFERABLE,
LIKE THE WELDING OR AUTOMOTIVE TECH PROGRAM. AND WE RECOMMEND USING CET PATHWAYS INITIATIVE
MONEY FOR THAT, SOMETHING THE ACADEMIC SENATE CAN'T JUST ABSORB--OR MAYBE THEY CAN. NO.
OKAY, THEY CAN'T. AND EVENTUALLY TO GO INTO OTHER INSTRUCTION LATER JUST LIKE ESL. AND
FINALLY, WE'D LIKE TO SEE A LINK DATA SYSTEM. WE'D LIKE CDE TO REVIEW ITS POLICY ON NOT
COLLECTING--NOT ALLOWING ADULT SCHOOLS TO COLLECT SOCIAL SECURITY NUMBERS FROM STUDENTS.
THAT'S SOMETHING THE COMMUNITY COLLEGES DO NOW, UC DOES NOW, CSU DOES NOW. AND WE THINK
THAT'S SOMETHING--IT'LL BE A GREAT BENEFIT IF WE CAN GET THAT INFORMATION FOR STUDENTS
IN ADULT SCHOOLS. AND ACTUALLY, THAT'S CONSISTENT AS WELL WITH THE STUDENT SUCCESS TASK FORCE
RECOMMENDATION TO CREATE A SHARED STUDENT LEVEL DATA AND LINK IT TO WAGES, YOU KNOW,
EDD. SO IN CONCLUSION, WHAT WE'RE AFTER IS A MORE FOCUSED SYSTEM, MORE COHERENT AND COLLABORATIVE,
RESPONSIVE TO LOCAL NEEDS AND MORE ACCOUNTABLE, SO IT'LL HELP ALL OF US TO OVERSEE THESE PROGRAMS
BETTER. SO THANK YOU. I'LL BE GLAD TO TAKE QUESTIONS.
- CHANCELLOR, YOU WANT TO MAKE A COMMENT BEFORE... - NO, I--THE ONLY COMMENT I WOULD MAKE IS
THAT AS PAUL POINTED OUT, THE STUDENT SUCCESS TASK FORCE DID GRAPPLE MIGHTILY WITH THIS
SUBJECT ON--IN A NUMBER OF AREAS. AND I THINK AS A RESULT OF THE CONFUSION, AT THE STATE
LEVEL, IT WAS VERY DIFFICULT FOR THE TASK FORCE TO GET ITS ARMS AROUND THIS. I THINK
THIS REPORT REALLY DOES HELP SHARPEN THE FOCUS, AND IT WILL BE INCUMBENT UPON US, K-12 AND
THE LEGISLATURE TO TRY TO SIFT THROUGH THIS. SO, PAUL, I CONGRATULATE YOU ON THE WORK YOU'VE
DONE. - THANK YOU.
- YEAH. - AND, PAUL, THANK YOU VERY MUCH, VERY INFORMATIVE
PRESENTATION AND CRITICALLY IMPORTANT REPORT AT THIS TIME. BEFORE I OPEN UP FOR BOARD QUESTIONS,
WE DO HAVE ONE PUBLIC COMMENT. VICE PRESIDENT BAUM.
- COULD VALENTINA PURTELL COME TO THE MICROPHONE? AND I UNDERSTAND THERE'S A STATEMENT THAT'S
BEING SHARED TOO. IF YOU CAN TAKE THE MICROPHONE AT THE RIGHT END OF THE TABLE THERE. AND MS.
PURTELL IS WITH THE ASSOCIATION OF COMMUNITY AND CONTINUING EDUCATION.
- THAT'S CORRECT. GOOD AFTERNOON. AS IT WAS MENTIONED, MY NAME IS VALENTINA PURTELL, AND
I'M HERE ON BEHALF OF THE ASSOCIATION OF COMMUNITY AND CONTINUING EDUCATION THAT REPRESENTS NONCREDIT
PROVIDERS THROUGHOUT THE STATE. WE WOULD LIKE TO THANK THE BOARD OF GOVERNORS FOR THE OPPORTUNITY
TO OFFER THE COMMENTS REGARDING THE LAO'S REPORT IN ADULT EDUCATION. WHILE THE ACCE
APPLAUDS THE LAO'S RECOMMENDATIONS FOR MAKING ADULT EDUCATION A STATUTORY PRIORITY AND RESTORING
FUNDING TO THIS CRITICAL EDUCATIONAL SEGMENT, WE ARE DEEPLY CONCERNED ABOUT ONE RECOMMENDATION
WHICH SPECIFICALLY TARGETS TWO POPULATIONS THROUGH THE ELIMINATION OF PROGRAMS FOR OLDER
ADULTS AND PARENTS. PROGRAMS FOR OLDER ADULTS ARE VITAL FOR THIS POPULATION TO MAINTAIN
COGNITIVE AND MOTOR ABILITIES. WITHOUT THESE SKILLS, OLDER ADULTS MAY DECLINE QUICKLY AND
REQUIRE TRANSITION FROM INDEPENDENT TO ASSISTED LIVING AND FROM BEING ENGAGED IN CIVIC PARTICIPATION
TO BEING ISOLATED FROM THE SOCIETY. WITHOUT THESE PROGRAMS, THE STATE WILL NEED TO ADDRESS
A GROWING POPULATION OF OLDER ADULTS WHO REQUIRE EXPENSIVE AND INTRUSIVE SOCIAL CARE AND SERVICES.
PARENTING PROGRAMS BENEFIT THE MOST ECONOMICALLY DISADVANTAGED COMMUNITIES AND MINORITY GROUPS.
IN MANY CASES, THESE ARE THE ONLY RESOURCES THAT PARENTS CAN ACCESS TO PROVIDE THEIR CHILDREN
WITH ADEQUATE DEVELOPMENT AND PREPARATION FOR SCHOOL. WE HOPE THAT THE LAO RECONSIDER
THIS RECOMMENDATION AFTER EXAMINING THE VALUE OF THE PROGRAM'S OLDER ADULTS AND PARENTS.
OTHER RECOMMENDATIONS MADE BY THE LAO MAY HAVE UNANTICIPATED AND FAR-REACHING CONSEQUENCES
ON THE ABILITY FOR ADULT EDUCATION PROGRAMS TO FUNCTION, ESPECIALLY FROM A FISCAL IMPACT.
ACCE RECOGNIZES THAT ADULT EDUCATION PROGRAMS ARE IN JEOPARDY WITH CONTINUED REDUCTION OF
FUNDING AND LACK OF SYNERGY BETWEEN TWO PUBLIC EDUCATION SEGMENTS. IN RESPONSE, ACCE HAS
COORDINATED WITH THE CHANCELLOR'S OFFICE AND THE STATEWIDE ACADEMIC SENATE THE DEVELOPMENT
OF NEW ACCOUNTABILITY SYSTEMS AND FOCUSING NONCREDIT OFFERINGS ON THE THREE PRIORITIES
OF BASIC SKILLS, VOCATIONAL EDUCATION AND TRANSFER. WE ARE ENSURING THAT COMMUNITY COLLEGE
NONCREDIT PROGRAMS PARTICIPATE IN DISCUSSIONS ON ADULT EDUCATION LED BY CDE, CALIFORNIA
DEPARTMENT OF EDUCATION. TO THIS END, WE LOOK FORWARD TO WORKING WITH THE CHANCELLOR'S OFFICE,
THE CALIFORNIA DEPARTMENT OF EDUCATION, THE STATEWIDE ACADEMIC SENATE AND THE LAO ON FUTURE
WORKGROUPS, DISCUSSIONS AND DIALOGUES CHARGED WITH ENSURING THAT ADULT EDUCATION PROGRAMS
ARE RESPONSIVE TO THE CRITICAL NEEDS OF OUR LEARNERS AND ARE ADEQUATELY FUNDED TO DO SO.
THANK YOU FOR YOUR ATTENTION. - THANK YOU. BOARD, QUESTIONS, COMMENTS? MEMBER
IZUMI. THANK YOU VERY MUCH. - THANK YOU, PAUL, VERY MUCH FOR THE REPORT.
IT'S A--I MEAN I CONCUR WITH CHANCELLOR HARRIS' COMMENT ABOUT, YOU KNOW, THE IMPORTANCE OF
THE REPORT, ITS BREADTH AND, YOU KNOW, THE REACH OF ITS RECOMMENDATIONS. SO THANK YOU
VERY MUCH. JUST CURIOUS JUST ON THE--IN ONE OF THE RECOMMENDATIONS WHERE YOU--AND YOU
HAD MENTIONED THE DIFFERENCE IN QUALIFICATIONS IN TERMS OF PERSONNEL BETWEEN THE COMMUNITY
COLLEGES AND K-12 IN TERMS OF WHO GETS TO TEACH ADULT EDUCATION AND--AT EACH LEVEL.
AND I WAS JUST WONDERING IN TERMS OF THE CURRICULUM AT THOSE TWO LEVELS, IS THERE AN APPRECIABLE
DIFFERENCE BETWEEN THE ADULT SCHOOLS AND COMMUNITY COLLEGES SO THAT, YOU KNOW, K-12 MIGHT SAY,
WELL, YOU DO NEED A TEACHING CREDENTIAL AT--IN THE ADULT SCHOOLS, THAT'S WHY THERE'S...
- YOU KNOW, IT'S VIRTUALLY IDENTICAL IN MANY CASES. IT'S JUST--IT'S PART OF THE HISTORY,
YOU KNOW, WHEN YOU HAD ADULT SCHOOLS ARE FROM SCHOOL DISTRICTS, THAT K-12 SYSTEM, AND THEY'RE--AND
THEY USE CREDENTIALS. COMMUNITY COLLEGES HAVEN'T REQUIRED CREDENTIALS FOR A FEW DECADES. SO
I DON'T THINK THERE'S SOME SORT OF POLICY RATIONALE FOR ONE--WHY ONE WOULD REQUIRE CREDENTIAL
VERSUS NOT A CREDENTIAL. WE RECOMMEND GOING WITH WHAT THE COMMUNITY COLLEGES DO, WHICH
IS NOT REQUIRING CREDENTIALS. I'VE GOTTEN A LOT OF FEEDBACK FROM--YEAH.
- I CAN IMAGINE SO--BUT I MEAN, JUST TO FOLLOW UP--I MEAN, YOU HAVE POINTED OUT THAT IN THE
RESEARCH DATA ON STUDENT OUTCOMES, THEY'RE... - RIGHT.
- VIRTUALLY SIMILAR, RIGHT? - RIGHT, RIGHT.
- SO HERE YOU HAVE... - THAT WOULD BE AN ARGUMENT.
- SIMILAR POPULATIONS DEMOGRAPHICALLY FROM WHAT YOU MENTIONED, SIMILAR OUTCOMES...
- RIGHT. - EVEN WITH FACULTY...
- YEAH. - WITH DIFFERENT CREDENTIALS, SO...
- YES. - WHY WOULD YOU NEED, YOU KNOW, EXTRAS LIKE--
- YEAH. THAT'S WHAT I'VE ASKED. WHEN I HEAR FROM K-12 ABOUT THE REPORT, THEY'LL BRING
THAT UP AND SAY, YOU KNOW, TEACHER CREDENTIAL PROVIDES TANGIBLE BENEFIT TO THAT STRUCTURE,
HELPS THEM DO A BETTER JOB IN THE CLASSROOM. AND SO I'LL SAY, WELL--WHAT I'VE SAID IS "WHAT'S
THAT? WHERE'S THE EVIDENCE OF THAT? I DON'T SEE IT." AND WE THINK THE ONUS SHOULD BE--YOU
KNOW, TO MAKE SOMEBODY FROM A COMMUNITY COLLEGE, A COMMUNITY COLLEGE INSTRUCTOR GO AND GET
A CREDENTIAL TEACHING ADULT SCHOOL, IT'S--AND THAT COSTS MONEY AND TIME AND THAT SORT OF
THING. SO I THINK THE ONUS SHOULD BE ON THE FOLKS IN FAVOR OF SUPPORTING THE CREDENTIAL
TO SHOW THAT REALLY IS SOMETHING IMPORTANT TO GET, TO HAVE.
- I AGREE WITH YOU. AND I'M GLAD YOU POINTED THAT OUT.
- YEAH. - THANK YOU.
- MEMBER HAWKINS, DID YOU--OR YOU--NO. I THOUGHT I SAW YOUR HAND YOU GO UP. VICE PRESIDENT
BAUM. - THANK YOU FOR THIS REPORT. IT WAS FASCINATING
READING... - YEAH.
- AND TO REALLY EXPLORE SOME OF THAT. I HAVE A COUPLE OF QUESTIONS. WHEN YOU'RE SAYING
IT'S HARD TO COME BY DATA AS TO HOW MANY STUDENTS ARE BEING SERVED, YOU GAVE A VERY BALLPARK
ESTIMATE, ABOUT 1.5 MILLION. THE COMMUNITY COLLEGE SYSTEM, ARE WE PROVIDING THE DATA
ENOUGH TO TRACK, AND ARE MORE OF THOSE STUDENTS OF THAT 1.5 MILLION BEING SERVED AT THE COMMUNITY
COLLEGE LEVEL OR AT THE ADULT SCHOOL LEVEL? WOULD YOU KNOW?
- YEAH. COMMUNITY COLLEGES HAVE GREAT DATA. IT'S A PLUG FOR PATRICK. THERE HE IS.
[ LAUGHTER ] IT'S GREAT. REALLY, MY COLLEAGUES AT THE LAO
WHO HAVE K-12 ASSIGNMENTS ARE VERY ENVIOUS OF ME BECAUSE--WILL HAVE A QUESTION, I'LL
SAY, "OH, JUST EMAIL PATRICK AND GET AN ANSWER IN A DAY." AND IF THEY DON'T, THEY CAN'T EVEN
GET THE ANSWER. SO, YES, THE COMMUNITY COLLEGES, WE HAVE DATA ON ENROLLMENT. IT'S THE PROBLEM
WITH THE ADULT SCHOOLS. IN FACT, THE--TO SAVE MONEY AND OTHER REASONS, DEPARTMENT OF ED
DOESN'T EVEN PAY CAUSES TO COLLECT ENROLLMENT DATA FROM ANYONE BUT ADULT SCHOOLS THAT GET
FEDERAL WORKFORCE INVESTMENT ACT MONEY, ADULT EDUCATION MONEY. SO THAT THE PROBLEM. BUT
IT--COMMUNITY COLLEGES DO PROVIDE MOST ADULT EDUCATION INSTRUCTION. IT CAN BE A DIFFERENT
MIX OF INSTRUCTION. FOR EXAMPLE, IT'S MORE VOCATIONAL THAN--FOR EXAMPLE, ADULT SCHOOLS
PROVIDE MORE ENGLISH SECOND LANGUAGE THAN COMMUNITY COLLEGES. BUT COMMUNITY COLLEGES
PROVIDE MUCH MORE VOCATIONAL INSTRUCTION. - SO PATRICK, OF THAT 1.5 MILLION THAT YOU
SAY, HOW MUCH OF THAT IS TAKEN UP BY COMMUNITY--INSTRUCTIONS, A LITTLE BIT BY THAT?
- WE HAVE A FIGURE-- - WHAT'S THAT?
- PAGE 11, FIGURE 3. THAT WAS OUR BEST ESTIMATE, RECOGNIZING THAT THE ADULT SCHOOL NUMBERS
ARE UNDERSTATED SOMEWHAT BECAUSE BY 2009, '10, A NUMBER OF ADULT SCHOOLS HAD STOPPED
REPORTING ENROLLMENTS. - ONE OF THE--I MEAN, ONE OF THE ARGUMENTS,
OBVIOUSLY, IT'S STILL--I THINK WE DO ADULT EDUCATION AND THAT'S OUR--THAT'S--EVERYTHING
WE DO IS ADULT EDUCATION. SO WE'RE PREPARED TO DO THAT. BUT THE DELIVERY SYSTEM OF THE--ACROSS
THE STATE FOR THE ADULT SCHOOLS, WE DON'T--THEY HAVE MUCH MORE LOCATIONS TO DISTRIBUTE AND
DELIVER THE EDUCATION. SO I WOULDN'T WANT TO LOSE THAT, DEPRIVE PEOPLE OF ACCESS IF
THEY'RE NOT NEAR A COMMUNITY COLLEGE OR CENTER. SO I THOUGHT THAT WAS HELPFUL TO KNOW AND
BEFORE YOU--BEFORE WE TAKE ANY WHOLESALE CHANGES, WE WANT OT MAKE SURE THERE'S ACCESS TO THOSE
PEOPLE WHO DON'T HAVE EASY ACCESS TO A COMMUNITY COLLEGE.
- THAT'S RIGHT. THAT'S TRUE IN RURAL AREAS. YOU KNOW, A NUMBER OF SCHOOL DISTRICTS I TALKED
TO OUT IN TRINITY, YOU KNOW, THEY'LL SAY, "WE DON'T HAVE A COMMUNITY COLLEGE FOR MILES
AND MILES." AND ONE OF THE THINGS WE LIKED ALSO WITH THE ADULT SCHOOLS, AND SOME COMMUNITY
COLLEGES DO THIS AS WELL, IS OFFER ADULT EDUCATION COURSES AT THE SCHOOLS WHERE THE PARENTS SEND
THEIR KIDS. SO IT IS NICE TO HAVE THAT ACCESS. - NOW I SEE. SO ONE OTHER QUESTION, AND THEN
I WANT TO SAY--MAKE ONE STATEMENT NOTE TOO. BUT THE OTHER QUESTION IS IF YOU LOOK AT OTHER
STATES AND DO ANY--WHICH OTHER STATES HAVE A GOOD MODEL OF MANAGING THIS PROBLEM AND
HOW DO THEY DO IT? - YEAH. CALIFORNIA IS UNIQUE IN HAVING TWO
PROVIDERS. AND AGAIN, THAT'S AN ACCIDENT OF HISTORY OR JUST SOMETHING THAT CAME OUT OF
HISTORY. MAYBE IT'S A GOOD ACCIDENT TO HAVE HAPPENED, OR CERTAINLY WE SHOULD MAKE IT THAT
WAY. BUT NO, TYPICALLY, OTHER STATES HAVE ONE PROVIDER, COMMUNITY COLLEGES, THE SCHOOL
DISTRICTS-- - IS THERE ANYTHING, A THIRD--
- --BUT ONE OR THE OTHER--YEAH. - IS THERE A THIRD *INAUDIBLE
- THEY'LL HAVE SOME SORT OF--THEY USE THEIR ONE-STOPS--THEIR FEDERAL ONE-STOPS, THAT'S
WORKFORCE INVESTMENT ACT, TITLE I MONEY THAT THEY'LL USE AS WELL. SO IT'S MORE OF A EMPLOYER
PREPARATION, A WORKFORCE DEVELOPMENT, EMPLOYEE PREPARATION AND WORKFORCE DEVELOPMENT KIND
OF MODEL. - I WAS JUST WONDERING IF THEY CREATED EVEN
A THIRD AGENCY FROM THE K-12 COMMUNITY COLLEGES, AND THEN WAS THERE A SEPARATE KIND OF REGULATORY,
AND THAT WHAT'S YOU'RE SAYING? - YEAH. THAT'S RIGHT.
- BUT THAT'S NOT GOING TO HAPPEN HERE OR-- - NO.
- OKAY. SO MY LAST QUESTION. BUT--WHICH STATES HAVE THE COMMUNITY COLLEGES RUNNING THE ENTIRE
ADULT EDUCATION *INAUDIBLE - YOU KNOW, I'D HAVE TO. I DON'T HAVE THAT
WITH ME. I HAD A HANDY LIST OF WHO DOES WHAT, BUT I COULD GET THAT FOR YOU.
- SURE. - YEAH.
- AND MY LAST STATEMENT IS THAT IF WE MOVE TOWARD--I EXPECT THAT OUR ADMINISTRATION--OUR
STAFF WILL BE BRINGING FORWARD SOME POLICY RECOMMENDATIONS THAT WE MAY ADVOCATE FOR AND
LOOK FORWARD TO HEARING THOSE. I WOULD VERY MUCH HATE--REFLECTING ON THE POINTS FROM THE
MEMBER OF THE PUBLIC TO SEE A LOSS OR REDUCTION IN ACCESS TO PARENT EDUCATION IN THE STATE
OF CALIFORNIA. I THINK THAT IS A CRITICAL SERVICE THAT'S PROVIDED, AND THERE IS SO MUCH
THAT WE CAN DO TO IMPROVE THE CONDITION OF OUR CITIZENS AND OUR COMMUNITIES BY PROVIDING
ACCESS TO PARENT EDUCATION. AND I THINK THAT'S AN AREA THAT I WOULD HATE TO SEE REDUCED AS
A RESULT OF ANY REFORMS THAT WE UNDERTAKE TO BECAUSE I THINK, IF ANYTHING, THERE SHOULD
BE MORE PARENTS NEED TO HAVE ACCESS TO PARENT EDUCATION CLASSES AS WELL BECAUSE THAT'S ONE
AREA THAT I THINK THERE A DEFINITE GAP IN A YOUNG PERSON'S EDUCATION AS THEY EMBARK
ON BEING A PARENT THAT IS REALLY NEEDED. - MM-HMM.
- SO-- - MACDOUGALL?
- JUST FOLLOWING UP A BIT ON THE LAST COMMENT THAT BOARD MEMBER BAUM MADE AND THE PRESENTATION
BY THE SPEAKER. COULD YOU GIVE US ANY INSIGHTS OTHER THAN MISSION FIT THAT MIGHT RELATE TO
THE OLDER ADULTS AND THE PARENTING AND WHY THE RECOMMENDATION WAS THEY NOT BE INCLUDED
AS STATE-SUPPORTED CATEGORIES. - MM-HMM.
- SURE. WELL, THE OVERRIDING RATIONALE WAS TO FOCUS ADULT EDUCATION TO PROVIDING THE
BASIC LANGUAGE, JOB SKILLS AND OTHER KNOWLEDGE SKILLS AND ABILITIES THAT RESIDENTS NEED TO
PARTICIPATE IN CIVIC LIFE, YOU KNOW, IN ECONOMIC LIFE. THERE'S ONLY SO MUCH STATE MONEY TO
GO AROUND, AND 10 INSTRUCTIONAL AREAS IS AN AWFUL LOT TO EXPECT COMMUNITY COLLEGES AND
ADULT SCHOOLS TO DO. AND 10, THEY'RE REALLY UNRELATED IN A LOT OF WAYS. I WOULD LIKE TO--I'M
GLAD YOU ASKED THAT, TOO, BECAUSE IT GIVES ME AN OPPORTUNITY TO CLARIFY SOMETHING THAT--IT
DOESN'T MEAN THE STATE, UNDER OUR RECOMMENDATION, ADULT SCHOOLS AND COMMUNITY COLLEGES WOULD
STOP OFFERING THESE KINDS OF COURSES AND PROGRAMS RATHER THAT THEY COULD CHARGE A FEE IN PLACE
OF STATE SUPPORT. AND ACTUALLY, THAT'S BEEN ON THE BOOKS WITH ADULT SCHOOLS FOR YEARS.
THEY'VE BEEN ABLE TO CHARGE UP TO THE FULL COST OF CONSTRUCTION FOR OLDER ADULTS. THEY'RE
NOT ALLOWED TO CHARGE FOR HIGH SCHOOL DIPLOMA AND GED PREPARATION AND THAT SORT OF THING.
BUT THEY'VE BEEN ALLOWED, TOO, FOR YEARS CHARGE THE COST OF INSTRUCTION. WHAT I WAS THINKING
ABOUT A GOAL WITH PARENTING OLDER ADULTS IS MAYBE IT'S NOT NECESSARILY FREE ACCESS BUT
AFFORDABLE ACCESS SO THAT PEOPLE CAN TAKE THESE TYPES OF COURSES AND REALLY ENRICH THEIR
LIVES. BUT WHEN YOU HAVE SO MUCH MONEY AND YOU SAY, "OKAY, WE HAVE SOMEBODY--
- PRIORITY. - WHO'S TRYING TO LEARN ENGLISH SO THEY CAN
GET A JOB OR SOMEBODY WHO WANTS TO TAKE SOME SORT OF OLDER ADULTS COURSE," YOU KNOW, YOU
HAVE TO SIDE WITH THE FIRST. - MEMBER IZUMI.
- ONE LAST COMMENT THAT LOOKING AT YOUR RECOMMENDATION OR FINDING ABOUT THE LACK OF INTERSEGMENTAL
COORDINATION BETWEEN K-12 AND COMMUNITY COLLEGES, I JUST THINK THAT IF WE EVER DID GET THAT
JOINT MEETING BETWEEN THE STATE BOARD OF EDUCATION AND OUR BOARD THAT THAT MIGHT BE A GOOD THING
TO TAKE UP WITH THEM. - MEMBER BIELANSKI.
- THANK YOU FOR THE PRESENTATION, AND THANK YOU FOR THE REPORT. MY QUESTION *INAUDIBLE,
BECAUSE OF SOME ANY OTHER *INAUDIBLE REPORTS, WHAT HAPPENS WITH THE RECOMMENDATIONS SUCH
THAT THIS ISN'T A REPORT THAT JUST SUDDENLY FILED ON THE SHELF AND THE *INAUDIBLE STARTS
COLLECTING TOMORROW? - MM-HMM. YEAH. WELL, THAT'S ONE OF THE GREAT--ONE
OF THE BEST PARTS ABOUT MY JOB IS THAT WE ARE LEGISLATIVE STAFF. WE'RE NOT JUST SOME
OUTSIDE ORGANIZATION THAT PUTS OUT A REPORT AND SAYS, "PLEASE READ ME." WE--THIS IS GOING
TO BE ON THE AGENDA AT HEARINGS OVER THE NEXT COUPLE OF MONTHS.
- *INAUDIBLE - OH, YEAH. IT IS GOING TO BE AN IMPORTANT
TOPIC PEOPLE GOING TO TAKE ON. I HAVE--I'M BRIEFING A COUPLE MEMBERS NEXT WEEK, NEXT
MONDAY, TELLING THEM ABOUT THE REPORT. AND I'VE GOTTEN TO TALK WITH LOTS OF LEG STAFF
ABOUT THIS. SO IT'S MY INTENTION--OUR OFFICE'S INTENTION TO SEE THIS THROUGH, AND THIS IS
SOMETHING I'VE KIND OF WENT ON BUILT MY WORK PLAN FOR THE YEAR. THIS IS A BIG PART OF IT.
I'M NOT JUST GOING TO SAY, "OH, GOOD. I FINISHED THIS REPORT. I'M GOING TO GO WORK ON SOMETHING
ELSE NOW." WE WANT TO REALLY BE HELPFUL TO THE LEGISLATURE BECAUSE THEY ARE--AND THE
GOVERNOR--BECAUSE THEY ARE REALLY INTERESTED IN THE SUBJECT.
- OKAY. THANK YOU. - YEAH. JUST A LITTLE FOLLOW UP ON THE JURISDICTIONAL
QUESTION. AND I AGREE WITH YOU THAT TO MAKE A RECOMMENDATION THAT WOULD SHIFT OVER TO
THE COMMUNITY COLLEGES AND ADULT ED WOULD NOT BE FROM A PRACTICAL PERSPECTIVE VERY WISE,
AND THEN ALSO ON THE MATTER THAT VICE PRESIDENT BAUM BROUGHT ABOUT REMOTE AREAS ARE NOT BEING
SERVED. IT SEEMS TO ME, HOWEVER, THAT, YOU KNOW, IN CERTAIN AREAS, WE DO NEED TO DEAL
WITH THE QUESTION OF JURISDICTION AND EXACTLY HOW WE MIGHT BETTER PROGRESS. SO I SUSPECT
THAT MAYBE IT IS SOMETHING THAT DOESN'T SIMPLY SAY LEAVE THINGS AS THEY ARE, BUT SOMETHING
THAT SHOULD BE TAKEN MAYBE AS AN EVOLUTIONARY EFFORT TO SHIFT RESPONSIBILITIES WHERE IT
MIGHT WORK OUT BEST. - MM-HMM. YEAH. I AGREE. AND THE WAY WE SEE
IT, THAT COULD LOOK DIFFERENT DEPENDING ON THE AREA. YOU MIGHT HAVE CERTAIN AREAS WHERE
SCHOOL DISTRICTS HAVE SAID, "WE WANT TO OUT--WANT TO OUT OF"--I MEAN, WE'D LIKE TO DO IT, BUT
IT'S JUST NOT PART OF OUR CORE MISSION, AND WE JUST CAN'T DO IT. COMMUNITY COLLEGES, CAN
YOU DO IT EXCLUSIVELY? AND YOU MIGHT HAVE SOME OTHER PLACES WHERE THE COMMUNITY COLLEGE--ACTUALLY,
DIABLO VALLEY COLLEGE NOTED THAT THEY--AND THEY ACTUALLY HAVE A PRETTY GOOD RELATIONSHIP
WITH THEIR ADULT SCHOOL. THEY USE THE ADULT SCHOOL AS THEIR NONCREDIT PROGRAM ESSENTIALLY
IS HOW THEY PHRASED IT, AND THAT ALLOWS EVC TO FOCUS ON ITS--ON WHAT IT SEES AS CORE MISSION
OF TRANSFER EDUCATION. SO--AND THERE ARE DIFFERENT *MIXES THAT COULD HAPPEN. BUT, YEAH, WE WANT--AS
I SAID, WE STARTED WITH COMMUNITY COLLEGES SHOULD DO IT IN THE END BASED ON TALKING WITH
COMMUNITY COLLEGES AND LOOKING AT THE PROGRAMS. IT JUST WASN'T REALISTIC.
- ANY OTHER COMMENTS? IF NOT, PAUL, AGAIN, THANK YOU VERY MUCH--
- THANK YOU. - AS ALWAYS FOR YOUR VALUABLE INSIGHTS ON
THE ISSUES... - WELL, THANK YOU FOR ALL OF YOUR WORK, THE
BOARD OF GOVERNORS AND THE STUDENT SUCCESS TASK FORCE. I THOUGHT THIS WAS--ALL OF US
IN THE OFFICE THOUGHT WAS VERY BOLD AND SHOULD BE REALLY COMMENDED. AND YOU GOT A LOT OF
FEEDBACK ON THAT AS WELL, AND YOU WENT AHEAD. SO I REALLY RESPECT THE BOARD OF GOVERNORS
VERY MUCH. - THANK YOU.
- THANK YOU, PAUL.