[NLA] Discussion: CBO's as Key Players

[Nashansen@aol.com]

Jon, Margaret, David and others:

Thank you for your response to this thread, Jon.  I agree with David Godstead 
who writes the following comment I have excerpted responding to your email 
posted today:

<< (Jon) Your thoughtful posting around CBO advocacy for federal ABE funding 
should
be reprinted anywhere that can reach the eyes of state ABE directors,
community based program directors, community college based ABE directors,
etc.  It is by far the most succinct, clear, and level headed reasoning I
have yet seen on a topic that exposes the perceived and real divisions which
persist in keeping adult education service providers in competition with one
another. >>

I intend to share your email here in my community.  Thank you for your 
comments regarding the difficulties faced in this "system" of multiple 
educational programming options.

I feel as though I would like to make a comment about a couple paragraphs 
that Jon wrote:

<< ... Assuming Nancy's program meets the needs of the adult
 learners it serves, it is frustrating that there is no
 benefit to her program from advocating for increased federal
 funding - especially when she's got the ear of the Senate
 Minority Leader! >>

Yes, >I< feel our program has helped adult learners here meet their 
individual literacy needs, but therein is the problem.  We are *not* an ABE 
program.  We do *not* focus on grade levels because we do *not* have 
educational programming which focuses on GED's.  Yes.  We have adults who 
have that as their personal long-range goals, but GED's are not the program 
focus here.  **Life Skills** and quality of life are.  

Yes.  We can prove the accomplishments of these personal growth experiences.  
We also can show literacy skill development through a checks and balance 
system offered *directly* by the program materials created by Dr. Laubach 
(the Laubach "Way To Reading" structured check-ups) and used all these years 
as documents of individual literacy skill growth.

Personal stories?  Ask our adult learners.  They will tell you their stories. 
 Several already *have* here in the community.  One named Chris spoke on a 
personal level to the above elected official -- on Chris' home turf.  The 
pair shared a speaker's platform and broke bread together, in fact, at one of 
two fundraising events we are able to have for our program.  

As Senator Daschle looked over a crowd that at some breakfast tables were 
shedding tears as Chris' speech ended and the Senator was the next speaker, 
it became apparent:  Chris had Senator Daschle's attention.  Chris has 
continued his contact through the recent elections and now he has Senator Tim 
Johnson's attention as well.

Senator Daschle and his staff would have listened if we had spoken to him 
about funding.  But Senator Daschle also would have asked the question:  "How 
will a cut in Adult Education funding impact the Sioux Falls Area Literacy 
Council?" And he would have dug for details:  "How much funding do you 
currently receive from the state of S.D.?" I would not be willing to step up 
to the plate and then have to say, "Nothing".

Jon also writes:
<< ...Quality and accountability cannot be sacrificed in this
 effort to support a broader programmatic base. However,
 please consider three points:
 
 < 1. The incentive for literacy programs to increase quality
 and accountability is the knowledge that doing so WILL
 result in public funding. 
 < 2. Program quality and accountability must not be used as
 rationale for limiting programmatic variation.
< 3. In some states, CBO's may need additional help to improve
 program quality and accountability.
 
 < States that recognize these three points and find ways to
 support the broadest-possible base of programs have been
 able to tap into greater grassroots advocacy resources. >>

It is not >my< intention to sacrifice "quality and accountability" for the 
sake of "support(ing) a broader programmatic base."  Margaret made a brief 
comment saying, in part, "...In some states the funded Adult Education System 
may need additional help to improve program quality and accountability!"  I 
agree - doesn't it feel as though the literacy programs are getting the most 
scrutiny and finger-pointing?  Feels so here.

Accountability is the question in my state.  The only answer to the question 
is the requirement to TABE Test every student.  My answer is "Never".  No 
dollar bill is worth that.  I can account for the quality of program we have 
through the program materials' checks and balances listed above and never 
will I put TABE testing on the shoulders of a new learner who is as fearful 
entering our program as ours are.  

If the TABE test questioned literacy knowledge or the multiple quality of 
life skills learned, it would perhaps be different.  But all TABE testing 
done here in our GED-prep programs revealed to me the lack of that collection 
of data under a threatening ticking clock.  What is so "the ultimate answer" 
regarding "standardized tests" anyhow?  Control and balance, yes.  But what 
does it measure if it's a faulty tool?

When the ABE staff was asked here, "What do you intend this testing to 
show/reveal about the students' skills and growth (in the post-test)?"  (Most 
of the people I serve have the lowest level of skills.)  The authorities and 
decision-makers cannot/would not give me an answer.  "It's required."  Sorry. 
 I'm not going to expect a brand new hungry-to-learn adult to understand -- 
or >accept< for that matter -- the phrase "This testing is required for 
funding."

Improve the quality of our program?  A multiple of improvements would be 
*welcomed* -- one of which being improved technological opportunities for our 
learners.  Another being national materials teaching writing at the "next 
level" of skills development above "beginning writing".  Increased staffing 
would be #3 -- to provide more volunteer training; sustain regularly 
scheduled grant writing and documentation for report-back to the foundation 
granter;  to offer more extensive support to the learner individually as well 
as in their support group;  or to increase the numbers of hours our Council 
(now known as a ProLiteracy Affiliate) would be open for computer use would 
be welcomed.  But our growth and quality all stop with "the nickels".  There 
aren't enough of those nickels to go around. 

Would we avail to our state and local community government "the 
broadest-possible base of programs ... able to tap into greater grassroots 
advocacy resources" about which Jon wrote?  Of COURSE we would!  Have we been 
asked?  No we haven't!  Are we already "tapping the grassroots resources"?  
Of *course* we are!  Our problem is operational dollars!  Staff and 
environment cost.  Materials have to be purchased.  It costs more than a 
nickel.

In conclusion to what has turning into a lengthy comment, Jon writes:
<< ...I would
 assert that States must be creative in finding ways to
 ensure that a rising tide DOES in fact raise all boats. >>

The States are following federal regulations is what I've been told.  
Creativity?  I've been given the impression that it isn't allowed.  The 
rising tide has already swamped the "literacy boats" here in S.D.  When I 
began in 1990 there were nearly 30 small literacy councils throughout this 
rural state.  Now?  They are faltering when no monies are available through 
the state coffers.  

I am aware of only two or three which are still CBO's.  The rest are within 
either a One Stop Career Center environment (job training) and/or the GED 
prep programs.  I feel the quality of attention given to literacy-level 
learners in these programs, where there's little or no space for volunteers, 
for one-to-one instruction, for individual attention regarding students' 
questions causes the literacy educational experience to deteriorate and/or 
suffer at the least.

Yes.  There is a need to "appreciate the diversity of literacy programs and 
help policymakers understand and appreciate it too" as Jon wrote in his post 
today.  I'm prepared to help at whatever level I'm requested to assist, as 
long as The Adult Learner's Wishes Comes First and Foremost.  How about you?

Nancy Hansen
Sioux Falls Area Literacy Council
sfallsliteracy at yahoo.com
Nashansen at aol.com
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