[AAACE-NLA] Entitlement funds?

Fri Apr 4 14:39:25 EDT 2008

No, Debbie.
Project Learn, the name of the literacy project, was started by the parish library.  As they ran out of fund to keep the program going, it became a joint project of Catholic Social Services, United Way and Terrebonne Parish Consolidated Government.  One segment of the program was for the prison population in addition to those low to moderate income citizens who were unable to get to the centrally located local school sponsored program.  As an entitlement community we received allocations of CSBG and CDBG funds to serve low to moderate income residents in our parish. A portion of these funds goes to support that population in our literacy program. 
In 2008 CSS has felt it could no longer continue with Project Learn.  In order to receive United Way funding, we formed a partnership with another UW non-profit Agency. Through that partnership, funds are channeled to us through them.  We received no funding from the education system. That is received by the local school system and it is not shared.
I hope this makes sense.  
Dale    

-----Original Message-----
From: aaace-nla-bounces at lists.literacytent.org
[mailto:aaace-nla-bounces at lists.literacytent.org]On Behalf Of Debbie
Yoho
Sent: Friday, April 04, 2008 11:13 AM
To: National Literacy Advocacy List sponsored by AAACE
Subject: Re: [AAACE-NLA] Entitlement funds?

Dale, can you elaborate a bit about the "entitlement funds" your program has?  This is the first I have heard of that category of funding in ABE.  Is it a state thing?  

-----Original Message-----
>From: Dale Norred <dnorred at tpcg.org>
>Sent: Mar 28, 2008 8:42 AM
>To: 'National Literacy Advocacy List sponsored by AAACE' <aaace-nla at lists.literacytent.org>
>Subject: Re: [AAACE-NLA] In what state agency should ed be located?
>
>In Louisiana ABE and ESL are located in the Dept of Education.  As a parish government providing literacy in the rural
>areas  located along our bayous we provide a much need service as many can't get the public school location.  The public
>school system only offers ABE during the day; therefore doesn't meet the needs of many people.  Unfortunately the money
>stays in the public school setting and we have to rely on other funding for our program. This is difficult as most grant
>making foundations exclude public entities. Our funding comes from faith based organizations, public/private non-profits,
>United Way, CSBG and CDBG entitlement funds.
>-----Original Message-----
>From: aaace-nla-bounces at lists.literacytent.org
>[mailto:aaace-nla-bounces at lists.literacytent.org]On Behalf Of
>tsticht at znet.com
>Sent: Thursday, March 27, 2008 1:08 PM
>To: aaace-nla at lists.literacytent.org
>Subject: Re: [AAACE-NLA] In what state agency should ed be located?
>
>
>David: I vote for the Adult Education and Literacy System (AELS) of each
>stae and at the federal level to be in the Department of Education, not
>Department of Labor or Workforce Development, etc. The following note is
>relevant here. Tom Sticht
>
>
>July 16, 2005
>
>
>Moving the Adult Education and Literacy System From the Margins
>to the Mainstream of Education in the United States:
>Grounds For New Hope From the U. S. Senate
>
>Tom Sticht
>International Consultant in Adult Education
>
>The recent Senate Appropriations Committee bill concerning adult education
>contains important information about how the Committee regards the Adult
>Education State Programs administered by the U.S. Department of Education,
>Office of Adult and Vocational Education, Division of Adult Education and
>Literacy. By providing funding for FY2006 at the same level as in FY2005,
>the Committee rejected the Bush administration’s request for more than $375
>million in cuts in the State Grant funds which provide the federal
>government’s support for the Adult Education and Literacy System (AELS) of
>the United States.
>
>Importantly, the bill passed by the Committee redirects the focus of adult
>education and literacy development away from the workforce focus that
>engulfed the AELS when the original Adult Education Act of 1966 was
>incorporated into the Workforce Investment Act of 1998. The Committee’s
>language is direct in challenging this workforce focus for the AELS, and
>states, "The Committee recognizes the diverse population eligible for
>services under this program, ranging from adults striving to complete their
>secondary education to workers requiring better English skills to benefit
>from employer-provided job training and to grandparents desiring the skills
>necessary to help grandchildren to learn to read."
>
>This shows that the Senate Committee understands that the AELS aims to
>provide educational opportunities for adults that will help them achieve
>multiple outcomes. Importantly, the Committee report goes on to say, " The
>Committee  also notes that while some participants cite employment as their
>reason for enrolling in an adult education program, many program
>participants do not establish this as a goal." This directly indicates that
>the Committee understands that the AELS is primarily an education system,
>not a job training and employment program.
>
>The fact that the Committee recognizes that the AELS is an education system
>and not a job training or employment program is further evidenced by the
>Committee’s statement that, "Furthermore, even if employment is a goal,
>increased earnings might not be associated with the career goals of the
>more than one-third of adult education participants currently employed.
>Therefore, the Committee has recommended level funding for this program,
>and urges the Department to consider these facts when assessing program
>performance under the Adult Education program and the appropriateness of
>including this education program under the Administration's initiative to
>identify common measures for job training and employment programs."
>
>In making this statement, the Senate Committee is admonishing the Bush
>administration for evaluating the AELS using "common measures for job
>training and employment programs" and using these inappropriate measures
>for justifying the Draconian cuts in the administration’s request for
>funding for the State Grants in FY2006.
>
>I am especially pleased to find these comments in the Senate Committee’s
>bill because they are consistent with recommendations I made in a March
>2001 paper entitled "The POWER of Adult Education: Moving the Adult
>Education and Literacy System of the United States From the Margins to the
>Mainstream of Education". In that paper
>(http://www.nald.ca/fulltext/sticht/power/cover.htm) I argued that an
>informational activity needs to be undertaken to let those in positions to
>determine what the AELS should be held accountable for to understand the
>many educational activities and outcomes that the AELS produces. In this
>regard, I suggested that the Workforce Investment Act (WIA) should be
>renamed the Adult Education, Literacy, and Workforce Investment Act
>(AELWIA) to recognize the fact that while the AELS does produce returns to
>investment in terms of workforce development, it goes well beyond that and
>produces many other returns to investment in adult education and literacy.
>In another part of the paper I enumerated various returns to investment
>that result from participating in the AELS such as benefits in health,
>parenting, citizenship, community service, etc.  (and I notice that the
>Senate Committee added benefits in grandparenting!).
>
>In my March 2001 paper I argued that  "Today, the Adult Education and
>Literacy System is positioned to take its place alongside the K-12 and
>Higher Education systems as the third branch of the structure of public
>education in the United States." In our efforts to move the AELS from the
>margins to the mainstream we have had to overcome severe roadblocks,
>including the introduction of the National Reporting System which drove
>hundreds of community based programs and their students out of the AELS,
>and the drastic cuts to the State Grants requested by the Bush
>administration for FY2006 resulting from applying inappropriate measures to
>evaluate the benefits of the AELS.
>
>Now, with this statement from the U. S. Senate Appropriations Committee, the
>adult education and literacy field has received a great boost forward in its
>advocacy for the AELS. Once again the field of adult educators can pick up
>the banner and rally around the cry for moving the Adult Education and
>Literacy System from the margins to the mainstream of education in the
>United States.
>
>And once again, as I did in the March 2001 paper, I call upon the U. S.
>Department of Education to include the Adult Education and Literacy System
>(AELS) as an integral component of any graphic displays of the educational
>structure of the United States that the National Center for Education
>Statistics or any other government agencies provide in reports of the
>status of education in the United States. While this is a small action, it
>is an important symbolic action that can provide recognition for the
>hundreds of thousands of teachers and tutors who daily strive to provide a
>quality educational experience for millions of adult students yearly.
>
>Thanks to the U. S. Senate Appropriations Committee, there is renewed hope
>for the AELS and the millions of adults it serves. The AELS can move from
>the margins to the mainstream of education.
>
>¡Si, se puede!
>
>Thomas G. Sticht
>International Consultant in Adult Education
>2062 Valley View Blvd.
>El Cajon, CA 92019-2059
>Tel/Fax: (619) 444-9133
>Email: tsticht at aznet.net
>
>
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