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Adult Literacy : Comments –ESL [English as a Second Language]/ Civics [1]
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ADC
BOX 8:
Adult Literacy
Comments esl/ civics
Becoming an American
Adult Literacy
Chip/ Medicaid for outreach
Public Charge
Public Charge working file
Battered Immigrant & Public Charge
Prop 187
Benefits
Immigration Welfare/ Affidavit of Support
CIS on Immigration/ Poverty
GAO Report/ Naturalized Citizen - 6/99
Urban Institute State Program
GAO Report Welfare Reform
Urban institute/ welfare studies
Immigration Federal Public Benefits
Immigration Welfare Reform
Immigration Restoring Lost Benefits
Benefit Restoration FY2000
Immigration 1996 Act- IIRIRA
Immigration Illegal Immigration Reform & Immigration Responsibility Act (IIRIRA)
Immigration
Immigration Immunizations/ Adoptions
Voter Eligibility
2451- Adjustment of Status
Puerto Rico Issues
Immigration Economic Impact of Immigration
Immigration Relations with Mexico
Immigration Asian American Issues
English Language
Immigration Northern Mariana Islands
Fees - (INS)
Organizational - Report Immigration
Irene Bueno
06/21/99 02:34:42 PM
Record Type:
Record
To:
"Muller, Robert" <[email protected]>
CC:
"newcomb, sarah" <[email protected]>
bcc:
Records Management@EOP
Subject: RE: ESL piece
Great. I will follow up with you to try to schedule a conference call to get an update and to discuss
strategy.
Thanks.
"Muller, Robert" <[email protected]>
"Muller, Robert" <[email protected]>
06/21/99 02:30:41 PM
Record Type: Record
To:
Irene Bueno/OPD/EOP
CC:
"Newcomb, Sarah" <[email protected]>
Subject: RE: ESL piece
Looks fine to me.
>
Original Message
> From: [email protected] [SMTP:[email protected]]
> Sent: Friday, June 18, 1999 5:47 PM
> To: Muller, Robert
> Subject:
Re: ESL piece
>
> Robert-
>
> Attached is the latest draft of the ESL piece with our comments. Please
> let me know if you are ok with the changes we made and I will send it out
> to the larger internal group for their review and convene a conference
> call
> to discuss strategy.
>
> Thanks.
>
>
Irene
Andrea Kane
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
jonathan h. schnur/opd/eop@eop, bethany little/opd/eop@eop, wei-min C. wang/omb/eop@eop, eugenia
chough/opd/eop@eop
Subject: Re: FW: Comments on ESL/Civics paper
I'm interested in what our Education colleagues think, but I think we're doing more than enhancing existing
services -- we are both expanding capacity for ESL and enriching those new ESL services (as well as
some existing ones, I imagine) with the life skills/civics component. I don't think this necessarily means
we're creating a new program - aren't we expanding and enhancing the ESL component of Adult Ed?
On Heidi's other points, I concur w/ Irene's breakdown of things that are fine, things to address, and things
we can wait on. Within the things to address,
-1 don't think we need to further define "high adult ESL enrollment" in the 2 pager, but it would be good for
ED to begin identifying options for how this might be defined in the grant announcement
-defer to ED folks on what the adult eduction system is - isn't this a common term? doesn't the term
include both the state agency and the LEAs who actually deliver the services?
-I'd stick with preference rather than priority (i.e. this could mean some extra points in the evaluation
criteria, but would not necessarily mean this would trump all other factors).
-
-
Irene Bueno
07/14/99 09:12:49 AM
Record Type:
Record
To:
Andrea Kane/OPD/EOP@EOP, Bethany Little/OPD/EOP@EOP, Jonathan H. Schnur/OPD/EOP@EOP,
Wei-Min C. Wang/OMB/EOP@EOP
CC:
Eugenia Chough/OPD/EOP@EOP
Subject: Comments on ESL/Civics paper
Please see Education's additional comments, let me know if you have some responses to some of her
comments.
Some are fine (don't need to capitalize LEP, that we should clarify that this is for adult education.)
There are some putstanding questions that we should probably address now such as -
- do we need to clarify which states have the highest adult ESL enrollment.
- what is the adult education system?
- is Preference mean priority?
- comment that we should be careful about creating another ED program - do you know what the concern
is? I will ask Ed ask her to clarify.
I think we can wait to clarify later:
- examples - if someone has an example now we could include otherwise I would say let's wait.
- annual reports - question about benchmarks - any ideas? -if not, we can discuss later.
Please let me know what you think prior to the conference call if possible.
Thanks!
Forwarded by Irene Bueno/OPD/EOP on 07/14/99 09:03 AM
"Givens, Joan" <[email protected]>
07/14/99 07:27:44 AM
Record Type:
Record
To:
Irene Bueno/OPD/EOP
CC:
Subject: Comments on ESL/Civics paper
Attached are some comments from ED (Heidi Ramirez) on the ESL/Civics draft.
<<civicsnotes.doc>>
CLOSING THE SKILLS GAP:
PRESIDENT CLINTON'S ADUL T EDUCATION AND FAMILY LITERACY,
RE-EMPLOYMENT, AND YOUTH EMPLOYMENT INITIATIVES
January 28, 1999
Today, President Clinton Announces A $965 Million Three-Part Initiative To Close America's
Skills Gap. Last year, President Clinton signed the Workforce Investment Act transforming the job
training system by streamlining services and empowering workers with a simple skills grant so that they
can choose the training they need. However, more work needs to be done because America still faces a
skills gap. Today, President Clinton is announcing that his FY2000 budget includes a $965 million
three-part initiative to address the skills gap.
The President's Budget Includes a Comprehensive Package to Help Us Educate and Train American
Workers to Fill the Jobs of the 21st Century. This comprehensive strategy includes:
1.
A $190 Million Increase for Adult Education And Family Literacy Initiative. Today, 44
million adults struggle with a job application, cannot read to their children, or cannot fully
participate in our economic and civic life because they lack basic skills or English proficiency.
The President's initiative:
$95 million -- or 25 percent -- more for adult education grants and challenges state and
local governments to join with us to raise program quality.
$70 million for an English literacy/civics initiative;
$20 million to help develop technology for adult learners;
New 10% tax credit to employers who establish certain workplace literacy programs; and
New initiative to mobilize state and local communities to implement strategies to
promote adult education and lifelong learning.
2.
A $368 Million Increase for Universal Re-employment Initiative. The President's FY2000
budget makes a five-year commitment to our Nation's reformed job training system.
Specifically, President Clinton proposes to put us on a path that ensures that within five years:
All displaced workers will receive the job training they want and need -- after nearly
tripling funding for dislocated workers since 1993, initiative makes first-year
commitment of additional $190 million;
All people who lose their jobs due to no fault of their own will get the re-employment
services -- e.g., job search assistance -- they need; and
All Americans will have access to One-Stop Career Centers, including a nationwide
toll-free telephone system so that all workers will be able to find out what services are
available and where they can go to receive them; job search information at 4,000
Community-Based Organizations; 100 mobile One-Stop Career Centers; and increased
access for the disabled and the blind.
3.
A $405 Million Increase for Youth Employment Initiative. The unemployment rate among
African American teens is 6.5 times higher than the national average. In addition to an
increase in JobCorps and the $250 million for the new Youth Opportunity Areas, the
initiative includes:
75-percent increase in YouthBuild, from $42.5 million to $75 million.
New $100 million "Right-Track" Partnership initiative to help lower drop-out rates;
Doubles the funding for GEAR UP -- which helps mentor children and prepare them for
college -- from $120 million to $240 million;
New $50 million initiative to help link Empowerment Zones and Enterprise Communities
(EZ/ECs) to their broader metropolitan regional economies in order to increase the
employment of disadvantaged youth; and
$65 million more to prepare disadvantaged youth for success in college, including $30
million increase in outreach, counseling, and educational support through TRIO program,
and new $35 million initiative to help disadvantaged students stay in college.
>
Original Message---
> From: [email protected] [SMTP:[email protected]]
> Sent: Wednesday, July 14, 1999 9:14 AM
> To: Givens, Joan
> Subject:
Re: Comments on ESL/Civics paper
>
> Please ask Heidi to elaborate on her concerns about suggesting that we are
>
creating a new Education program. Thanks
>
>
>
>
>
> (Embedded
> image moved "Givens, Joan" <[email protected]>
> to file: 07/14/99 07:27:44 AM
> PIC21622.PCX)
>
>
>
>
> Record Type: Record
>
>
> To: Irene Bueno/OPD/EOP
>
> CC:
>
Subject: Comments on ESL/Civics paper
>
>
>
>
>
> Attached are some comments from ED (Heidi Ramirez) on the ESL/Civics
> draft.
> <<civicsnotes.doc>>
> « File: Lotus Manuscript 1.0 » « File: Lotus Manuscript 1.0 »
Irene Bueno
07/14/99 11:49:22 AM
Record Type:
Record
To:
Andrea Kane/OPD/EOP@EOP, Jonathan H. Schnur/OPD/EOP@EOP, Bethany Little/OPD/EOP@EOP,
Wei-Min C. Wang/OMB/EOP@EOP
CC:
Eugenia Chough/OPD/EOP@EOP
Subject: FW: Comments on ESL/Civics paper
Here's Heidi's explanation - any thoughts?
Forwarded by Irene Bueno/OPD/EOP on 07/14/99 11:48 AM
"Givens, Joan" <[email protected]>
07/14/99 11:19:49 AM
Record Type:
Record
To:
Irene Bueno/OPD/EOP
CC:
Subject: FW: Comments on ESL/Civics paper
Heidi's clarification.
>
Original Message
> From: Ramirez, Heidi
> Sent: Wednesday, July 14, 1999 11:16 AM
>
To: Givens, Joan
> Subject:
RE: Comments on ESL/Civics paper
V
> I just wanted to raise a consciousness about the growing /continuing
> concern about the number of ed programs. Are we here really creating a
> new program or rather an initiative to better support/improve adult ed
> efforts? This also goes back to the question about whether this is for
> enhancement or for something new.
> Heidi
>
Original Message
> From: Givens, Joan
> Sent: Wednesday, July 14, 1999 9:24 AM
> To: Ramirez, Heidi
> Subject:
FW: Comments on ESL/Civics paper
V
> Hi, Heidi. I sent your comments to Irene this a.m.She has this question:
>
- civicsnotes.doc
Wei-Min C. Wang
06/24/99 02:56:38
PM
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
Eugenia Chough/OPD/EOP@EOP, Wayne Upshaw/OMB/EOP@EOP
bcc:
Subject: Re: ESL/Civics Document
Irene, this is how I'd divide up the issues/comments I raised.
Fix now:
ok
Cosmetic change in first paragraph regarding understanding our government.
Verify with ED use of $7 million for model ESL programs described in footnote #1.
one
ORR
Specify meaning of tribally controlled schools. ok
Check with OGC on legality of "churches" as eligible grantees. ok
Check with OGC on legality of preference for matching funds.
Add language on reporting achievement outcomes.
Resolve evaluation issue, or substitute fuzzy dollar figures (e.g., "about $30 million," "about $40
million") so that we can earmark funds for evaluation and TA later if we need to.
Change "grant application requirements" to "required program components." o
Should partnerships with volunteer groups and employers be required or optional?
Fix later:
Clarify the design of State grants, especially any expectations of States other than providing
subgrants to locals.
Clarify whether a community can apply directly to the Federal government for a grant if its State has
received one of the State grants.
Irene Bueno
Irene Bueno
06/23/99 05:47:17 PM
Record Type:
Record
To:
Wei-Min C. Wang/OMB/EOP@EOP
CC:
bcc:
Subject: Re: ESL/Civics Document
Thanks for your clarification.
I think it would help for you to review the ESL document and determine which issues need to be
addressed in order to clear the document and to create a list of other other issues that need to resolved
but not necessarily to clear this document.
What do you think?
Wei-Min C. Wang
Wei-Min C. Wang
06/22/99 05:58:02
PM
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
Eugenia Chough/OPD/EOP@EOP, Wayne Upshaw/OMB/EOP@EOP
bcc:
Subject: Re: ESL/Civics Document
Attached are some comments on the ESL/civics document.
ESL Civics Comments 3
Irene Bueno
Irene Bueno
06/22/99 09:16:40 AM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Eugenia Chough/OPD/EOP@EOF
Subject: ESL/Civics Document
We finally have another draft of the ESL/Civics Initiative document. Please review and give me your
comments by the end of the week, 6/25. We will schedule a conference call to discuss strategy for
sometime early next week.
Please let me know if you have any questions. Thank you.
civics.doc
Irene Bueno
456-6558
fax 456-5581
Message Sent To:
Andrea Kane/OPD/EOP@EOP
Jonathan H. Schnur/OPD/EOP@EOP
Leslie S. Mustain/OMB/EOP@EOP
Wayne Upshaw/OMB/EOP@EOP
[email protected]
Wei-Min C. Wang/OMB/EOP@EOP
[email protected]
[email protected]
Kathleen K. Ahn/WHO/EOP@EOP
[email protected]
[email protected].
[email protected]
[email protected]
Irene Bueno
06/09/99 12:37:58 PM
Record Type:
Record
To:
Jonathan H. Schnur/OPD/EOP@EOP
CC:
andrea kane/opd/eop@eop, eugenia chough/opd/eop@eop, tanya e. martin/opd/eop@eop, bethany
little/opd/eop@eop
bcc:
Subject: Re: ESL Document
Jon
In response to your questions:
(1) I would say that is a one pager reflecting our new policy decisions about the specifics not just a
restatement. Andrea - would you agree?
(2) I think we wanted to have separate streams for state and local grants b/c we thought that there are
some good organizations that do not get the state funds for whatever reasons and wanted to establish a
mechanism so these organizations are able to apply and get funds directly.
Andrea - is this right?
(3) I have a list of the 12 consideration in section 231 of WIA and I think they do make sense for the
ESL/Civics context. The list of requirements listed in the document include some of the requirements that
are in section 231. Let me know if you want a copy of the list.
(4) I will make your edits.
(5) We will definitely share with Brian Kennedy, NEC, Barbara Chow and Wei-Min has been involved.
I
will add Michael Cohen to the list. Do you have Michael's e-mail address?
Thanks for getting your comments to me so quickly.
Irene
Jonathan H. Schnur
Jonathan H. Schnur
06/09/99 11:45:09 AM
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
andrea kane/opd/eop@eop, eugenia chough/opd/eop@eop, Tanya E. Martin/OPD/EOP@EOP. Bethany
Little/OPD/EOP@EOP
Subject: Re: ESL Document
Thanks very much for sending this Irene. I have a few questions comments.
1) I am assuming this is the one-pager reflecting new policy decisions about the specifics on how
this initiative will work, rather than just a restatement of what already has been agreed to. Is this right?
2) I definitely support the idea of getting funds to local community-based organizations for funding,
and I am guessing that's the reason for $40 million in direct grants to locals. My question is:
what is the relationship between the state grants and the separate local grants? Some people
could question whether it makes sense to have 2 separate funding streams that will ultimately
suppport the same kinds of programs, but maybe there's more of a distinction than I understand here.
3) I don't know what are the 12 "considerations" in 231 (e) of the Workforce Investment Act, and it
may well make sense to reference them in this initiative. But do you know what these are, and
whether they make sense when applied to ESEl/civics programs?
4) I have a couple of minor suggested deletions of language below (in italics and brackets).
5) You also might want to circulate this -- and you may already have - to Brian Kennedy in the NEC,
Barabara Chow and her staff in OMB, and to Mike Cohen in Secretary Riley's office.
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family
literacy, including a $70 million investment for the English Language and Civics Education
Initiative: Common Ground Partnerships. This initiative will help states and communities provide
Limited English Proficient individuals (LEP) and immigrants with expanded access to high quality
English as a Second Language (ESL) programs linked to civics and life skills including
education, health care and employment.
Demand for ESL Services
For LEP students and immigrants to succeed and become full participants in American life, they
must be able to read and communicate in English. Evidence from immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life; however,
the demand for ESL instruction outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has
increased 105 percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are
needed to meet the overwhelming demand for both ESL and civics instruction. For example,
Los Angeles has a waiting list of 50,000 people for ESL classes, Chicago's ESL programs are
filled to capacity as soon as they open their doors and New York State has resorted to a
lottery system to select individuals who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday
experiences is particularly effective. Some family literacy programs already involve both parents
and children with great success while workplace ESL/civics programs with work-related English
help LEP students and immigrants become highly valued employees. The Department of Health
and Human Services' Office of Refugee Resettlement and several neighborhood-based projects
have demonstrated the effectiveness of this approach.2
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants to
support ESL/civics instruction. Grants would range from $3 - $5 million. These funds would
augment current federal and state funding for ESL.
Community based organizations, local education agencies, tribally controlled schools, colleges
(including community colleges), libraries, and other non-profits (such as unions and churches)
would compete for another $40 million. These grants would range from $150,000 to $1.5 million.
Preference will be given to eligible grantees prepared to provide a 25 percent cash or in-kind
match for the discretionary grant amount.
Common Ground Partnerships (cont.)
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects tailored to
their unique needs and populations.
Grants could be used for varied purposes related to English language/civics instruction including
staff, materials, personnel training and support services such as child care and transportation costs
for program participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education on how these funds improved
and expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of Vocational
and Adult Education (OVAE).
Grant application requirements
Offer English language education that incorporates: instruction on the rights and responsibilities
of citizenship (civics and U.S. history); navigating various parts of American life (health care, child
care, education (including parental involvement in schools), banking, housing and transportation
systems); accessing employment; improving work skills; understanding legal rights; and paying
taxes. [Programs should have a contextual basis.]
Have an underserved population with a significant demand for ESL/civics instruction and
a demonstrated need for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and
community levels including education, employment, housing, and transportation programs.
Use flexible [and non-traditional] approaches (such as evening and weekend hours), technology
as a tool to expand access, and providing instruction at workplaces and/or community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA volunteers, Retired Senior
Volunteer Corps and immigrant mentors. Partner with employers or employer groups to improve
work and life skills.
Assess program effectiveness using performance measures required by the Adult Education and
Family Literacy Act (Title II of WIA).
Meet other selection criteria identified under the State grant program including the twelve
"considerations" listed in Sec. 231(e) of the Workforce Investment Act focusing on program quality
and effectiveness.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 millio
2The Department of Health and Human Services' Office of Refugee Resettlement (ORR) operates the Community and
the
Jonathan H. Schnur
06/09/99 11:45:09 AM
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
andrea kane/opd/eop@eop, eugenia chough/opd/eop@eop, Tanya E. Martin/OPD/EOP@EOP, Bethany
Little/OPD/EOP@EOP
Subject: Re: ESL Document
Thanks very much for sending this Irene. I have a few questions comments.
1) I am assuming this is the one-pager reflecting new policy decisions about the specifics on how
this initiative will work, rather than just a restatement of what already has been agreed to. Is this right?
2) I definitely support the idea of getting funds to local community-based organizations for funding,
and I am guessing that's the reason for $40 million in direct grants to locals. My question is:
what is the relationship between the state grants and the separate local grants? Some people
could question whether it makes sense to have 2 separate funding streams that will ultimately
suppport the same kinds of programs, but maybe there's more of a distinction than I understand here.
3) I don't know what are the 12 "considerations" in 231 (e) of the Workforce Investment Act, and it
may well make sense to reference them in this initiative. But do you know what these are, and
whether they make sense when applied to ESEl/civics programs?
4) I have a couple of minor suggested deletions of language below (in italics and brackets).
5) You also might want to circulate this -- and you may already have - to Brian Kennedy in the NEC,
Barabara Chow and her staff in OMB, and to Mike Cohen in Secretary Riley's office.
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family
literacy, including a $70 million investment for the English Language and Civics Education
Initiative: Common Ground Partnerships. This initiative will help states and communities provide
Limited English Proficient individuals (LEP) and immigrants with expanded access to high quality
English as a Second Language (ESL) programs linked to civics and life skills including
education, health care and employment.
Demand for ESL Services
For LEP students and immigrants to succeed and become full participants in American life, they
must be able to read and communicate in English. Evidence from immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life; however,
the demand for ESL instruction outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has
increased 105 percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are
needed to meet the overwhelming demand for both ESL and civics instruction. For example,
Los Angeles has a waiting list of 50,000 people for ESL classes, Chicago's ESL programs are
filled to capacity as soon as they open their doors and New York State has resorted to a
lottery system to select individuals who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday
experiences is particularly effective. Some family literacy programs already involve both parents
and children with great success while workplace ESL/civics programs with work-related English
help LEP students and immigrants become highly valued employees. The Department of Health
and Human Services' Office of Refugee Resettlement and several neighborhood-based projects
have demonstrated the effectiveness of this approach.2
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants to
support ESL/civics instruction. Grants would range from $3 - $5 million. These funds would
augment current federal and state funding for ESL.
Community based organizations, local education agencies, tribally controlled schools, colleges
(including community colleges), libraries, and other non-profits (such as unions and churches)
would compete for another $40 million. These grants would range from $150,000 to $1.5 million.
Preference will be given to eligible grantees prepared to provide a 25 percent cash or in-kind
match for the discretionary grant amount.
Common Ground Partnerships (cont.)
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects tailored to
their unique needs and populations.
Grants could be used for varied purposes related to English language/civics instruction including
staff, materials, personnel training and support services such as child care and transportation costs
for program participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education on how these funds improved
and expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of Vocational
and Adult Education (OVAE).
Grant application requirements
Offer English language education that incorporates: instruction on the rights and responsibilities
of citizenship (civics and U.S. history); navigating various parts of American life (health care, child
care, education (including parental involvement in schools), banking, housing and transportation
systems); accessing employment; improving work skills; understanding legal rights; and paying
taxes. [Programs should have a contextual basis.]
Have an underserved population with a significant demand for ESL/civics instruction and
a demonstrated need for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and
community levels including education, employment, housing, and transportation programs.
Use flexible [and non-traditional] approaches (such as evening and weekend hours), technology
as a tool to expand access, and providing instruction at workplaces and/or community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA volunteers, Retired Senior
Volunteer Corps and immigrant mentors. Partner with employers or employer groups to improve
work and life skills.
Assess program effectiveness using performance measures required by the Adult Education and
Family Literacy Act (Title II of WIA).
Meet other selection criteria identified under the State grant program including the twelve
"considerations" listed in Sec. 231(e) of the Workforce Investment Act focusing on program quality
and effectiveness.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 millio
2The Department of Health and Human Services' Office of Refugee Resettlement (ORR) operates the Community and
Irene Bueno
06/11/99 12:56:55 PM
Record Type:
Record
To:
Wei-Min C. Wang/OMB/EOP@EOP, Brian V. Kennedy/OPD/EOP@EOP
CC:
See the distribution list at the bottom of this message
Subject: ESL/Civics Initaive
After a long period of time, we finally received a revised version of the fact sheet on the ESL/Civics
Initiative from Education.
Please review and let me know if you have any comments. I would like to send this out to the other
agencies and hold a conference call later next week to discuss strategy to secure funding for this
initiative.
Brian - I know this may be new to you so let me know if you have any questions. Thanks.
esl611.doc
(DPC - I changed the format slightly from the earlier version to keep it to 2 pages instead of 3.)
Message Copied To:
Jonathan H. Schnur/OPD/EOP@EOP
Andrea Kane/OPD/EOP@EOP
Tanya E. Martin/OPD/EOP@EOP
Bethany Little/OPD/EOP@EOP
Eugenia Chough/OPD/EOP@EOP
Created on 06/11/99 12:38 PM
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family literacy,
including a $70 million investment for the English Language and Civics Education Initiative: Common
Ground Partnerships. This initiative will help states and communities provide Limited English Proficient
individuals (LEP) and immigrants with expanded access to high quality English as a Second Language (ESL)
programs linked to civics and life skills instruction on how to navigate the public education system,
workplace, and other key institutions in American life.
Demand for ESL Services
For LEP students and immigrants to succeed and become full participants in American life, they must be able
to read and communicate in English. Evidence from immigrant communities demonstrates high levels of
enthusiasm for learning English and participating in civic life; however, the demand for ESL instruction
outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has increased
105 percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are needed to
meet the overwhelming demand for both ESL and civics instruction.¹ For example, Los Angeles has a
waiting list of 50,000 people for ESL classes, Chicago's ESL programs are filled to capacity as soon as
they open their doors and New York State has resorted to a lottery system to select individuals who wish
to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday experiences is
particularly effective. Some family literacy programs already involve both parents and children with great
success while workplace ESL/civics programs with work-related English help LEP students and
immigrants become highly valued employees. The Department of Health and Human Services' Office of
Refugee Resettlement and several neighborhood-based projects have demonstrated the effectiveness of
this approach.²
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects tailored to their
unique needs and populations.
Grants could be used for varied purposes related to English language/civics instruction including staff,
materials, personnel training and support services such as child care and transportation costs for program
participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education on how these funds improved and
expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of Vocational and
Adult Education (OVAE).
I
The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 million funded ESL programs
administered by states. In FY 99, the ED received $7 million for ESL demonstration programs to provide research and evaluation of the programs funded
under this initiative.
²The Department of Health and Human Services' Office of Refugee Resettlement (ORR) operates the Community and Family Strengthening Program to
integrate refugees into the community.
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants to support
ESL/civics instruction. Grants would range from $3 - $5 million. These funds would augment current
federal and state funding for ESL.
Community based organizations, local education agencies, tribally controlled schools, colleges (including
community colleges), libraries, and other non-profits (such as unions and churches) would compete for
another $40 million. These grants would range from $150,000 to $1.5 million. Preference will be given
to eligible grantees prepared to provide a 25 percent cash or in-kind match for the discretionary grant
amount.
Grant application requirements
Offer English language education that incorporates: instruction on the rights and responsibilities of
citizenship (civics and U.S. history); navigating various parts of American life (health care, child care,
education -- including parental involvement in schools, banking, housing and transportation systems);
accessing employment; improving work skills; understanding legal rights; and paying taxes.
Have an underserved population with a significant demand for ESL/civics instruction and a demonstrated
need for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and community levels
including education, employment, housing, and transportation programs.
Use flexible approaches (such as evening and weekend hours), technology as a tool to expand access, and
providing instruction at workplaces and/or community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA volunteers,
Retired Senior Volunteer Corps and immigrant mentors.
Partner with employers or employer groups to improve work and life skills.
Assess program effectiveness using performance measures required by the Adult Education and Family
Literacy Act (Title II of WIA).
Meet other selection criteria and considerations related to program quality and effectiveness required for
State Adult Education grants under the Workforce Investment Act.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
Wei-Min C. Wang
06/22/99 05:58:02
PM
Record Type:
Record
To:
Irene Bueno/OPD/EOP@EOP
CC:
Eugenia Chough/OPD/EOP@EOP. Wayne Upshaw/OMB/EOP@EOP
bcc:
Subject: Re: ESL/Civics Document
Attached are some comments on the ESL/civics document.
ESL Civics Comments 3
Irene Bueno
Irene Bueno
06/22/99 09:16:40 AM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Eugenia Chough/OPD/EOP@EOP
Subject: ESL/Civics Document
We finally have another draft of the ESL/Civics Initiative document. Please review and give me your
comments by the end of the week, 6/25. We will schedule a conference call to discuss strategy for
sometime early next week.
Please let me know if you have any questions. Thank you.
civics.doc
Irene Bueno
456-6558
fax 456-5581
Message Sent To:
Andrea Kane/OPD/EOP@EOP
Jonathan H. Schnur/OPD/EOP@EOP
Leslie S. Mustain/OMB/EOP@EOP
Wayne Upshaw/OMB/EOP@EOP
[email protected]
Wei-Min C. Wang/OMB/EOP@EOP
[email protected]
[email protected]
Kathleen K. Ahn/WHO/EOP@EOP
[email protected]
[email protected]
[email protected]
[email protected]
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family literacy,
including a $70 million investment for the English Language and Civics Education Initiative: Common
Ground Partnerships. This initiative will help states and communities provide Limited English Proficient
individuals (LEP) and immigrants with expanded access to high quality English as a Second Language (ESL)
programs linked to civics and life skills instruction on how to navigate understanding and navigating our system
of government, the public education system, workplace, and other key institutions in American life.
Demand for ESL Services
For LEP students and immigrants to succeed and become full participants in American life, they must be able to
read and communicate in English. Evidence from immigrant communities demonstrates high levels of
enthusiasm for learning English and participating in civic life; however, the demand for ESL instruction
outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has increased 105
percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are needed to meet the
overwhelming demand for both ESL and civics instruction. [See comment on footnote] For example, Los
Angeles has a waiting list of 50,000 people for ESL classes, Chicago's ESL programs are filled to capacity
as soon as they open their doors and New York State has resorted to a lottery system to select individuals
who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday experiences is
particularly effective. Some family literacy programs already involve both parents and children with great
success while workplace ESL/civics programs with work-related English help LEP students and immigrants
become highly valued employees. The Department of Health and Human Services' Office of Refugee
Resettlement and several neighborhood-based projects have demonstrated the effectiveness of this approach
[in what sense?].²
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants to support
ESL/civics instruction. Each state grant will provide the adult education system with $3 to $5 million in
additional ESL federal funding. [These allocations seem rather small, given (1) the range of local award
amounts described in the bullet below; and (2) the fact that the States with high ESL enrollments also
happen to be the largest States in the country. If we simply expect the States to serve as pass-throughs to the
locals, with some small share going to State leadership and administration, these State grants won't support
very many local subgrants. If we see the State grants as value-added money (for adding civics to existing
ESL programs), or "systemic" money (to fundamentally change the way the State operates ESL) then we
The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 million funded ESL programs administered
by states. In FY 99, the ED received $7 million for ESL demonstration programs to provide research and evaluation of the programs funded under this
initiative. [This is not entirely accurate, since the $7 million is also supposed to fund the operations of model ESL programs.]
The Department of Health and Human Services' Office of Refugee Resettlement (ORR) operates the Community and Family Strengthening Program to
integrate refugees into the community.
should elaborate on the State role some more.]
Community based organizations, local educational agencies, tribally controlled schools [both K-12 and
postsecondary?], colleges (including community colleges), libraries, and other non-profits (such as unions
and churches [I don't know if we can say churches. ED may be restricted to funding secular, nonprofit arms
of religious institutions) will compete for another $40 million. These grants will be awarded directly to
local organizations and range from $150,000 to $1.5 million each. Preference will be given to eligible
grantees prepared to provide a 25 percent cash or in-kind match for the discretionary grant amount. [I'm not
sure we have the authority to ask for matching funds; it isn't specifically provided for in law. But I've never
seen a preference for matching funds, either; just a matching requirement, sometimes with a waiver in
extenuating circumstances. May want to check with ED/OGC. Also, can a local apply for an ESL/civics
grant in a State that's received a State ESL/civics grant?]
COMMOND GROUND PARTNERSHIP CONT.
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects tailored to their unique
needs and populations.
Grants could be used for varied purposes related to English language/civics instruction including staff,
materials, personnel training and support services such as child care and transportation costs for program
participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education or to their respective States(?) on the
progress of participants toward achieving English and civic proficiency, and how these funds improved and
expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of Vocational and Adult
Education (OVAE).
[Since this program falls under what is typically considered a demonstration authority, it would be good to set-
aside some funding for a really good evaluation of the program, say $500,000 per year. May want to check with
ED/Planning & Evaluation Service on probable cost. From what I know, there currently isn't a lot of good
research out there on adult ESL, on what works and what doesn't. Some funding may also be needed for
technical assistance. ED will need to see if there is enough discretionary funding left in National Leadership
Activities to carry out such activities, or whether we should carve off a small portion of the $70 million.]
Grant application requirements Required program components
Offer English language education that incorporates: instruction on the rights and responsibilities of citizenship
(civics and U.S. history); navigating various parts of American life (health care, child care, education --
including parental involvement in schools, banking, housing and transportation systems); accessing
employment; improving work skills; understanding legal rights; and paying taxes.
Have an underserved population with a significant demand for ESL/civics instruction and a demonstrated need
for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and community levels
including education, employment, housing, and transportation programs.
Use flexible approaches (such as evening and weekend hours), technology as a tool to expand access, and
providing instruction at workplaces and/or community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA volunteers, Retired
Senior Volunteer Corps and immigrant mentors. [Should this be required? Is it too prescriptive?]
Partner with employers or employer groups to improve work and life skills. [Should this be required? Is it too
prescriptive?]
Assess program effectiveness using performance measures required by the Adult Education and Family Literacy
Act (Title II of WIA).
Meet other selection criteria and considerations related to program quality and effectiveness required for State
Adult Education grants under the Workforce Investment Act.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
6/18/99
6/8/97
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family
literacy, including a $70 million investment for the English Language and Civics Education
Initiative: Common Ground Partnerships. This initiative will help states and communities
?
provide Limited English Proficient individuals (LEP) and immigrants with expanded access to
high quality English as a Second Language (ESL) programs linked to civics and life skills
including education, health care and employment.
Demand for ESL Services
For LEP students and immigrants to succeed and become full participants in American life, they
must be able to read and communicate in English. Evidence from immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life;
however, the demand for ESL instruction outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has
increased 105 percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are
needed to meet the overwhelming demand for both ESL and civics instruction.¹ For
example, Los Angeles has a waiting list of 50,000 people for ESL classes, Chicago's ESL
programs are filled to capacity as soon as they open their doors and New York State has
resorted to a lottery system to select individuals who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday
experiences is particularly effective. Some family literacy programs already involve both
parents and children with great success while workplace ESL/civics programs with work-
related English help LEP students and immigrants become highly valued employees. The
Department of Health and Human Services' Office of Refugee Resettlement and several
neighborhood-based projects have demonstrated the effectiveness of this approach.²
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants
to support ESL/civics instruction. Grants would range from $3 - $5 million. These funds
would augment current federal and state funding for ESL.
Community based organizations, local education agencies, tribally controlled schools,
colleges (including community colleges), libraries, and other non-profits (such as unions and
churches) would compete for another $40 million. These grants would range from $150,000
to $1.5 million. Preference will be given to eligible grantees prepared to provide a 25 percent
]
The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 million funded ESL
programs administered by states. In FY 99, the ED received $7 million for ESL demonstration programs to provide research and
evaluation of the programs funded under this initiative.
²The Department of Health and Human Services' Office of Refugee Resettlement (ORR) operates the Community and Family
Strengthening Program to integrate refugees into the community.
cash or in-kind match for the discretionary grant amount.
Common Ground Partnerships (cont.)
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects
tailored to their unique needs and populations.
Grants could be used for varied purposes related to English language/civics instruction
including staff, materials, personnel training and support services such as child care and
transportation costs for program participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education on how these funds
improved and expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grant application requirements
that incorporate
Offer English language education including: instruction on the rights and responsibilities of
citizenship (civics and U.S. history); navigating various parts of American life (health care,
child care, education (including parental involvement in schools), banking, housing and
transportation systems); accessing employment; improving work skills; understanding legal
rights; and paying taxes. Programs should have a contextual basis.
Have an underserved population with a significant demand for ESL/civics instruction and a
demonstrated need for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and
community levels including education, employment, housing, and transportation programs.
Use flexible and non-traditional approaches (such as evening and weekend hours),
technology as a tool to expand access, and providing instruction at workplaces and/or
community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA
volunteers, Retired Senior Volunteer Corps and immigrant mentors.
Partner with employers or employer groups to improve work and life skills.
Assess program effectiveness using performance measures required by the Adult Education
and Family Literacy Act (Title II of WIA).
Meet other selection criteria identified under the State grant program including the twelve
"considerations" listed in Sec. 231(e) of the Workforce Investment Act focusing on program
quality and effectiveness.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget supports a $190 million increase for adult education and family
literacy, including a $70 million investment for the English Language and Civics Education
Initiative: Common Ground Partnerships. This initiative will help states and communities
provide Limited English Proficient individuals (LEP) and immigrants with expanded access to
high quality English as a Second Language (ESL) programs linked to civics and life skills
including education, health care and employment.
Demand for ESL Services
wt limided
For LEP students and immigrants to succeed and become full participants in American life, they
must be able to read and communicate in English. Evidence from immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life;
however, the demand for ESL instruction outweighs the current supply.
ESL instruction is the fastest growing component of adult education; enrollment in ESL has
increased 105 percent over the past ten years (in 1997, the ESL enrollment was 1.85 million).
Adult education programs currently provide funding for ESL, but more targeted services are
needed to meet the overwhelming demand for both ESL and civics instruction.¹ For
example, Los Angeles has a waiting list of 50,000 people for ESL classes, Chicago=s ESL
programs are filled to capacity as soon as they open their doors and New York State has
resorted to a lottery system to select individuals who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday
experiences is particularly effective. Some family literacy programs already involve both
parents and children with great success while workplace ESL/civics programs with work-
related English help LEP students and immigrants become highly valued employees. The
Department of Health and Human Services' Office of Refugee Resettlement and several
neighborhood-based projects have demonstrated the effectiveness of this approach.²
Eligible Grantees
States with high adult ESL enrollments will compete for $30 million in discretionary grants to
support ESL/civics instruction. Grants would range from $3 - $5 million. These funds would
augment current federal and state funding for ESL/eivics instruction.
celete
Community based organizations, local education agencies, tribally controlled schools, colleges
(including community colleges), libraries, and other non-profits (such as unions and
churches) would compete for another $40 million. These grants would range from $150,000
to $1.5 million. Preference will be given to eligible grantees prepared to provide a 25 percent
?
cash or in-kind match for the discretionary grant amount.
Common Ground Partnerships (cont.)
How does it work?
Common Ground Partnerships will allow communities to develop ESL/civics projects tailored to
their unique needs and populations.
Grants could be used for varied purposes related to English language/civics instruction including
staff, materials, personnel training and support services such as child care and transportation
costs for program participants (if not otherwise available).
Grant recipients would report annually to the Secretary of Education on how these funds
improved and expanded the programs that support teaching LEP students.
It would be a competitive grant program run by the Department of Education' S Office of
Vocational and Adult Education (OVAE).
Grant application requirements
that
Offer English language education including: instruction on the rights and responsibilities of
citizenship (civics and U.S. history); navigating various parts of American life (health care,
child care, education (including parental involvement in schools), banking, housing and
transportation systems); accessing employment; improving work skills; understanding legal
rights; and paying taxes. Programs should have a contextual basis.
Have an underserved population with a significant demand for ESL/civics instruction and a
demonstrated need for increased funds to provide ESL services in the state or community.
Demonstrate effective links with existing programs at the state or local educational and
community levels including education, employment, housing, and transportation programs,
must be demonstrated.
Use flexible and non-traditional approaches (such as evening and weekend hours), technology as
a tool to expand access, and providing instruction at workplaces and/or community-based
sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA
volunteers, Retired Senior Volunteer Corps and immigrant mentors should be incorporated.
Partner with employers or employer groups to improve work and life skills.
Assess program effectiveness using performance measures required by the Adult Education and
Family Literacy Act (Title II of WIA).
Meet other selection criteria identified under the State grant program including the twelve
Aconsiderations@ listed in Sec. 231(e) of the Workforce Investment Act focusing on program
quality and effectiveness.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
1 The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 million funded ESL
programs administered by states. In FY 99, the ED received $7 million for ESL demonstration programs to provide research and evaluation
of the programs funded under this initiative.
The Department of Health and Human Services= Office of Refugee Resettlement (ORR) operates the Community and Family Strenghening
Program to integrate refugees into the community.
4/29/99
English Language and Civics Education Initiative:
Common Ground Partnerships
The President's FY 2000 budget includes $70 million for the English Language and Civics
Education Initiative: Common Ground Partnerships. This initiative will help states and
communities provide Limited English Proficient individuals (LEP) and immigrants with
expanded access to high quality English as a Second Language (ESL) programs linked to civics
and life skills including education, health care and employment. The President's FY 2000 budget
supports a $190 million increase for adult education and family literacy; the Common Ground
Partnerships $70 million investment will provide services to an additional 150,000 adults.
Demand
for
ESL
Services:
For LEP students and immigrants to succeed and become full participants in American life, they
must be able to read and communicate in English. Evidence from immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life;
however, the demand for ESL instruction outweighs the current supply..
*
ESL instruction is the fastest growing component of adult education. a
Enrollment in ESL has increased 105 percent over the past ten years.
check #5
72%
*
Adult education programs currently provide funding for ESL, but more targeted services are
needed to meet the overwhelming demand for both ESL and civics instruction.¹ For example,
Los Angeles has a waiting list of 50,000 people for ESL classes, Chicago's ESL programs are
filled to capacity as soon as they open their doors and New York State has resorted to a lottery
system to select individuals who wish to learn English.
Evidence demonstrates that learning English in a community-based setting using everyday
experiences is particularly effective. Some family literacy programs already involve both parents
and children with great success while workplace ESL/civics programs with work-related English
help LEP students and immigrants become highly valued employees. The Department of Health
and Human Services, the Office of Refugee Resettlement and several neighborhood-based
projects have demonstrated the effectiveness of this approach.²
Eligible Grantees: claimy this piratese or #5 -wheheck
*
States with high adult ESL enrollments will compete for $30 million in discretionary grants
to support ESL/civics instruction. Grants would range from $3 - $5 million. These funds would
augment current federal and state funding for ESL/civics instruction.
with we
Eligible Grantees (con=t):
Community based organizations, local education agencies, tribally controlled schools,
wild
inelyte
colleges (including community colleges), libraries, and other non-profits (such as unions and
churches) would compete for another $40 million. These grants would range from $150,000 to
$1.5 million. Preference will be given to eligible grantees prepared to provide a 25 percent cash
symple
or in-kind match for the discretionary grant amount.
own
dowly
on
How does it work?
Legislative
know
Common Ground Partnerships will allow communities to develop ESL/civics projects
tailored to their unique needs and populations.
Sot
*
Grants could be used for varied purposes related to English language/civics instruction: including
staff, materials, personnel training, support services including child care and transportation costs
for program participants (if not otherwise available).
*
Grant recipients would report annually to the Secretary of Education on how these funds
improved and expanded the strategies that support teaching LEP students.
It would be a competitive grant program run by the Department of Education's Office of
Vocational and Adult Education (OVAE).
expendere
Instruct
programs.
Grant application requirements: incorporate
*
Offer English language education including: instruction on the rights and responsibilities of
citizenship (civics and U.S. history); navigating various parts of American life (health care, child
care, education, banking, housing and transportation systems); accessing employment; improving
work skills; understanding legal rights; and paying taxes. Programs should have a contextual
basis.
( pacital instrument
Assess program effectiveness using performance measures required by the Adult Education
and Family Literacy Act (Title II of WIA).
Have an underserved population with a significant demand for ESL/civics instruction and a
demonstrated need for increased funds to provide ESL services in the state or community.
Provide effective links with existing programs at the state or local educational and
community levels including education, employment, housing, and transportation programs must
be demonstrated.
*
Use flexible and non-traditional approaches (evening Such or, and weekend hours), technology as a
tool to expand access, and providing instruction at workplaces and/or community-based sites.
Include volunteers groups, such as Literacy Volunteers of America, Americorps and VISTA
volunteers, Retired Senior Volunteer Corps and immigrant mentors should be incorporated.
*
Partner with employers or employer groups to improve work and life skills.
Meet other selection criteria identified under the State grant program including the twelve
"considerations" listed in Sec. 231(e) of the Workforce Investment Act focusing on program
quality and effectiveness.
For more information, please call the U.S. Department of Education,
Office of Vocational and Adult Education at 202-205-5451.
I The Department of Education currently funds a $365 million Adult Education basic grant program, in 1998, $166 million
funded ESL programs administered by states. In FY 99, the ED received $7 million for ESL demonstration programs to
provide research and evaluation of the programs funded under this initiative.
²The Department of Health and Human Services= Office of Refugee Resettlement (ORR) operates the Community and
Family Strengthening Program to integrating refugees into the community.
MAR-25-1999 03:51
OFC REF RESETTLEMENT
202 401 0981
P.01/05
RUMAR
HEALTH
DEPARTMENT OF HEALTH & HUMAN SERVICES
3
DISARTMENT
PLEASE
ADMINISTRATION FOR CHILDREN AND FAMILIES
370 L'Enfant Promenade, S.W.
Washington, D.C. 20447
pass
Ron Bugsley-DEd.
TO: Irene Bueno- WH
205-8973
FAX Number: 456-5581
SUBJECT: ORR Comments to ESL &Civics Ed. Partnerships
proposal
FROM:
Jorge Velazquez, M.P.A.
Administration for Children and Families
Telephone: (202) 260-1853
Fax: (202) 401-0981
5
NUMBER OF PAGES INCLUDING COVER SHEET:
some of this -
NOTES/COMMENTS: Give me Healths acall if you coutread
Jec
"Many of us spend a lifetime wondering what is possible. some of us get up and
do what was thought to be impossible".
MAR-25-1999 03:52
OFC REF RESETTLEMENT
202
401
0981
Immigrant LEP
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
Common Cround Partnership
The President's FY 2000 budget includes $70 million for the English Language and Civics Education
Initiative to help states and communities provide expanded access to high quality English language
programs, linked to practical instruction in civics and life skills including how to navigate the workplace,
public education system, and other key institutions in American life. This initiative is designed both to
help meet the extraordinary demand for English and civics instruction in immigrant communities and to
demonstrate our shared commitment to fully integrate new Americans into our social and civic life.
States, community-based organizations, local educational agencies, and non-profit organizations are
eligible to compete for grants to support English and civics instruction. With $70 million, the English
Language and Civics Education Initiative will provide services to approximately 150,000 adults in
FY 2000. Overall, the President's FY 2000 budget contains a $190 million increase for adult education
and family literacy.
Purpose and Rational neweomers
Many people who are new to America need more than just our welcome: in order to succeed and
become full participants in American life, they need to be able to read and communicate in English and
they need to understand the American system -- in the areas of school, work, and community life. The
evidence from within immigrant communities demonstrates high levels of enthusiasm for learning
English and participating in civic life; however, the demand for ESL instruction in these areas far
outweighs the current supply.
English as a Second Language (ESL) instruction is the fastest growing component in adult education --
enrollment in ESL has increased 72 percent over the past ten years. And while there are existing federal
programs that provide funding for ESL programs, they are limited and many more programs are needed
to meet the overwhelming demand for ESL and civics instruction. I For example, the city of Los
Angeles has a waiting list of 50,000 people for ESL classes and the state of New York has resorted to a
lottery to select from the large number of individuals who wish to learn English. Also, with new
immigrants coming to our country there is an increased need for more practical instruction on life in
America.
Moreover, there is evidence that English language instruction provided in a community-based setting
and in the context of practical instruction is particularly effective for immigrant populations. For
example, the Department of Health and Human Services' Office of Refugee Resettlement funds several
1 The Department of Education currently funds a $365 million Adult Education basic grant
program. Last year, 46 percent of these dollars ($166 million) funded ESL programs
administered by states. In FY 99, the Department of Education received $7 million for ESL
demonstration programs to provide research and evaluation of the various programs funded under
this initiative. (ED - do we need to say anything more about the $7 million program here?)
The Department of Health and Human Services (HHS) Office of Refugee Resettlement (ORR)
has operated the Community and Family Strengthening Program which addresses the needs of
refugees becoming part of the community as well as the community learning about refugees.
MAR-25-1999 03:52
OFC REF RESETTLEMENT
SFO
neighborhood-based projects that have proven to be effective in helping refugees gain the knowledge
and skills needed to navigate American society. However, only about 10 percent of new immigrants are
refugees, so these programs do not reach the vast majority of immigrants. (Lavinia - please elaborate
further on this example if necessary).
(see example
The English Language and Civics Education Initiative will address the shortage of ESL programs,
link these ESL classes to practical instruction in civics and life skills, and allow communities to develop
English language / civic education projects tailored to their unique needs and different populations of
immigrants.
literary
Wisconsus
Family
skills
see
[Ron - you said you were working on language to address this point Can we cite something on
examples
lifest
immigrant/LEP parent involvement in the schools and their children's education? ED's 1993
next
"Descriptive Study of Services to LEP Students" found that "parents of LEP students are less
page
elating cirics Akills
involved in school activities than parents of non-LEP students. They volunteered less often in the
classroom and school in general, and also attended school functions less often than other parents."
Rep. Goodling went on record after the President's announcement of the adult literacy initiatives
last week as being supportive, but he was disappointed about the lack of focus on the family as a
whole]
conceptration
Eligible Grantees
states wl hight LEP population
b direct grant to areasw/ high
a grosts to states
anconoration of LEP (not
necessary In states (a)
States will compete for $30 millionin discretionary grants to support English language/civics instruction
on a state-wide basis. These grants would range from $3 - $5 million. States could then use these
grants to enhance and expand effectively state-wide ESL funds. These funds would augment current
state funding levels for English language/civics instruction. [Ron- I've changed sentence slightly-is
this still what you had in mind re: state grants? What do we mean by leveraging statewide ESL
funds?]
augment state funding
-2/3 funds are ABE state
general finds
LEAS
Community based organizations, local education agencies, tribally-controlled schools. institutions of
higher education (including community colleges), public libraries, and other non-profits (such as unions,
churches, and schools) would compete for another $40 million in funds These grants would range from
$150,000 to $1.5 million.
Presity
From congressional report Budget
From 2 thers 8 eligibility:
a 1/2 to states w/high participation BESL
Onced mest be guat
b 20-30 localities high concentrations
How does it work?
of namedinas managements (Not necessary in states
The competitive grant program would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English language/civics
instruction, staff materials, personnel training, and support services including child care and
transportation costs for program participants (if not otherwise available).
Grant recipients would be required to report/periodically to the Secretary of Education.
Quarter
semi-onnual
annual
How many people will we serve?
MAR-25-1999 03:53
OFC REF RESETTLEMENT
202
401
0981
The following neighborhood-based projects incorporate customized-ESL program components:
International Institute of Minnesota for Nuer/Sudanese women who are largely a pre-literate
population.
International Rescue Committee(IRC)- San Diego for refugee mothers of pre-school children to
learn how to navigate the mainstream child care services and school system.
Survivors International of San Francisco for Iraqi women provides transitional ESL to enable
these women to join the job market or other traditional ESL programs.
Jewish Family Services of Colorado primarily for Russian refugees to gain the knowledge and
skills to access community resources through a community library system.
LEP parent involvement in the Schools:
Based on the premise that children do better in school when their families are involved, the
University of Wisconsin model program, Family and Students Together (FAST) has been
especially adapted for Southeast Asian refugee families in several Wisconsin school districts.
Parents are provided non-monetary incentives including special orientation to become familiar
with and engaged in the U.S. education process of their children. Similarly, the Cambodian
Family in Orange County is funded by ORR to provide Cambodian parents the ability to
participate in their children's school activities, attending parent-teachers meeting, learn how to
assist their children in their homework assignments, and to participate in community-wide
parents and schools activities.
MAR-25-1999 03:53
OFC REF RESETTLEMENT
456-3001 tax
Rigolog 205-8973 Fax
With $70 million, the initiative will be able to provide ESL/civics instruction to approximately 150,000
people. adults
Grant application requirements
Projects would be expected to address the following issues:
(1) English language education should be linked to: instruction on the rights and responsibilities of
citizenship (including civics and U.S. history) and being residents in their communities; navigating
various parts of American life including the banking and public school system and the importance of
bourt amerior
parent involvement and family literacy; accessing employment and improving work skills; using the
public transportation system; dealing with housing issues; accessing child care and health care services;
understanding, their legal rights; participating in voting, paying taxes, and other aspects of American
system. Programs should provide a contextual basis for the language instruction itself.
As sharewyusthewIA.
(2) Proposals should include some performance Accountability system to assess the effectiveness of the
Competences program as required by the Workforce Investment state grant program. The state grant program
completed
includes core indicators of performance such as demonstrated improvements in literacy skill levels in
verified? reading, writing, and speaking the English language. [We had some discussion in this area during
pre-test
our last conference call. Ed sent over language from the Workforce Investment Act that I added
post-lest
here. We should discuss this section during out conference call].
(3) Applicants must demonstrate a significant unmet need for these services and a clear need for for citization
suchos: waiting list or what other measures appli catins
increased funds for ESL services in their state or community.
e.g. waitenstist
description fpop. not accessing
these sentle
(4) Applicants should consider ways to effectively link with existing programs at the state or local
educational and community levels including education, employment, refugee resettlement, housing, and
transportation programs. Programs should enhance existing resources (e.g., ESL programs and
citizenship classes) in the community and avoid duplication.
arempatelab? unsdistance
(5) Proposals should recognize the unique needs of this population by incorporating flexible and non- learning?
traditional approaches, such as evening and weekend hours, technology as a tool to expand access, and
providing instruction at the (workplace)and/or community-based sites.
Ideastries mean funds can used to pay for workplace prigrams?
(6) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from the
students' country of origin, and the Retired Senior Volunteer Corps.
(7) Encourage partnerships with employers and/or employer groups to help improve the employment
and life skills of their workforce. through the use of evaluation thes? should SCANS be named lund
cans:
on curriculum development
cretary
(8) Programs should also meet the selection criteria identified for grantees under the State grant
or achiedy
program. Selection criteria include the whether the program provides sufficient intensity and duration
recessary
skills
for participants to achieve substantial learning gains and whether the activities provide learning in real
life contexts to ensure that an individual has the skills necessary to compete in the workplace and
exercise the rights and responsibilities of citizenship. (I added sections from the WIA.
Do
we
need
to
list other state grant criteria in this document or include it in the RFP?)
are elderly included? uptowhed age
Is there a time provision of training
for gaining skills to compete in the
WiA has a yr. age limit
likeurse, is there workplace atime whit for providing taining
in citizenship
ESLCIV3.17B
Page 1
Common Ground Partnership
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
The President's FY 2000 budget includes $70 million for the English Language and
Civics Education Initiative to help states and communities provide expanded access
to high quality English language programs, linked to practical instruction in civics
and life skills including how to navigate the workplace, public education system,
and other key institutions in American life. This initiative is designed both to help
meet the extraordinary demand for English and civics instruction in immigrant
communities and to demonstrate our shared commitment to fully integrate new
Americans into our social and civic life. States, community-based organizations,
local educational agencies, and non-profit organizations are eligible to compete for
grants to support English and civics instruction. With $70 million, the English
Language and Civics Education Initiative will provide services to approximately
150,000 adults in FY 2000. Overall, the President's FY 2000 budget contains a
$190 million increase for adult education and family literacy.
Purpose and Rational
Many people who are new to America need more than just our welcome: in order to
succeed and become full participants in American life, they need to be able to read
and communicate in English and they need to understand the American system -- in
the areas of school, work, and community life. The evidence from within
immigrant communities demonstrates high levels of enthusiasm for learning English
and participating in civic life; however, the demand for ESL instruction in these
areas far outweighs the current supply.
English as a Second Language (ESL) instruction is the fastest growing component in
adult education -- enrollment in ESL has increased 72 percent over the past ten
years. And while there are existing federal programs that provide funding for ESL
programs, they are limited and many more programs are needed to meet the
overwhelming demand for ESL and civics instruction. 1 For example, the city of Los
Angeles has a waiting list of 50,000 people for ESL classes and the state of New
York has resorted to a lottery to select from the large number of individuals who
wish to learn English. Also, with new immigrants coming to our country there is an
increased need for more practical instruction on life in America.
Moreover, there is evidence that English language instruction provided in a
community-based setting and in the context of practical instruction is particularly
effective for immigrant populations. For example, the Department of Health and
Human Services' Office of Refugee Resettlement funds several neighborhood-based
projects that have proven to be effective in helping refugees gain the knowledge
and skills needed to navigate American society. However, only about 10 percent of
ESLCIV3.17B
Page 2
new immigrants are refugees, so these programs do not reach the vast majority of
immigrants. (Lavinia - please elaborate further on this example if necessary). see E-mails
claim that not deplicating -only due of 70% bimints
The English Language and Civics Education Initiative will address the shortage of
ESL programs, link these ESL classes to practical instruction in civics and life skills,
and allow communities to develop English language / civic education projects
tailored to their unique needs and different populations of immigrants.
Rm
[Ron -- you said you were working on language to address this point. Can we cite
will send
something on immigrant/LEP parent involvement in the schools and their children's
education? ED's 1993 "Descriptive Study of Services to LEP Students" found that
we
"parents of LEP students are less involved in school activities than parents of
payts.
non-LEP students. They volunteered less often in the classroom and school in E-ma7
general, and also attended school functions less often than other parents. " Rep.
Goodling went on record after the President's announcement of the adult literacy
initiatives last week as being supportive, but he was disappointed about the lack of
focus on the family as a whole.]
Eligible Grantees
States will compete for $30 million in discretionary grants to support English
language/civics instruction on a state-wide basis. These grants would range from
$3 - $5 million. States could then use these grants to enhance and expand
effectively state-wide ESL funds. These funds would augment current state
Ed
Edwill
mm.
funding levels for English language/civics instruction. [Ron I've changed sentence
slightly--is this still what you had in mind re: state grants? What do we mean by
leveraging statewide ESL funds?]
recise.
Community based organizations, local education agencies, tribally-controlled
schools, institutions of higher education (including community colleges), public
libraries, and other non-profits (such as unions, churches, and schools) would
compete for another $40 million in funds. These grants would range from
$150,000 to $1.5 million.
How does it work?
The competitive grant program would be run out of the Department of Education's
Office of Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English
language/civics instruction, staff materials, personnel training, and support services
including child care and transportation costs for program participants (if not
otherwise available).
ESLCIV3.17B
Page 3
Grant recipients would be required to report periodically to the Secretary of
Education.
How many people will we serve?
With $70 million, the initiative will be able to provide ESL/civics instruction to
approximately 150,000 people.
Grant application requirements
Rufen m-kint for t matching car
Projects would be expected to address the following issues:
(1) English language education should be linked to: instruction on the rights and
responsibilities of citizenship (including civics and U.S. history) and being residents
in their communities; navigating various parts of American life including the banking
and public school system and the importance of parent involvement and family
literacy; accessing employment and improving work skills; using the public
transportation system; dealing with housing issues; accessing child care and health
care services; understanding their legal rights; participating in voting, paying taxes,
and other aspects of American system. Programs should provide a contextual basis
for the language instruction itself.
(2) Proposals should include some performance accountability system to assess
the effectiveness of the program as required by the Workforce Investment Act state
grant program. The state grant program includes core indicators of performance
such as demonstrated improvements in literacy skill levels in reading, writing, and
Edwill
will
speaking the English language. /Worhad some discussion in this area during our
last conference call Ed sent over language from the Workforce Investment Act
embillish
that + added here We should discuss this section during our conference call].
(3) Applicants must demonstrate a significant unmet need for these services and a
clear need for increased funds for ESL services in their state or community.
(4) Applicants should consider ways to effectively link with existing programs at
the state or local educational and community levels including education,
employment, refugee resettlement, housing, and transportation programs.
Programs should enhance existing resources (e.g., ESL programs and citizenship
classes) in the community and avoid duplication.
(5) Proposals should recognize the unique needs of this population by incorporating
flexible and non-traditional approaches, such as evening and weekend hours,
technology as a tool to expand access, and providing instruction at the workplace
ESLCIV3.17B
Page 4
and/or community-based sites.
(6) Encourage the use of volunteers, including Americorps and VISTA volunteers,
mentors from the students' country of origin, and the Retired Senior Volunteer
Corps.
(7) Encourage partnerships with employers and/or employer groups to help improve
the employment and life skills of their workforce.
(8) Programs should also meet the selection criteria identified for grantees under the
State grant program. Selection criteria include the whether the program provides
sufficient intensity and duration for participants to achieve substantial learning
gains and whether the activities provide learning in real life contexts to ensure that
an individual has the skills necessary to compete in the workplace and exercise the
rights and responsibilities of citizenship. (I added sections from the WIA Do, we
need to list other state grant criteria in this document or include it in the REP?)
c:\word\eslciv3.17b
Updated 3/17/99
CC: Arene
-
Bueno
#217
Irene-
this paper r :
English language/cincs
The redline sections
on The 2/3 wonung
disgt are OMB's comments
frued to
today or tomorrow.
can you help w/
the 3rd bulet under
stande ? And, any
other thoughts you hove
are much appreciated
Andrea 6-5573
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
Working Draft 02/03/99
Purpose
Many people who are new to America need more than just our welcome: in order to succeed and
become full participants in American life, they need to be able to speak and read in English and
they need to understand how our American system works -- in the areas of school, work, and
community life. The evidence from within immigrant communities demonstrates high levels of
enthusiasm for learning English and participating in civic life; however, the demand for
instruction in these areas far outweighs the current supply.
Our goal is to help states and communities provide expanded access to high quality English
language proficiency instruction, linked to practical instruction in civics, history, and life skills
including how to navigate the banking system, government institutions, the public education
added?
system, and/or the workplace. This initiative is designed both to help meet the extraordinary
demand for English and civics instruction in immigrant communities as well as to demonstrate
the commitment of both immigrants and the larger American society toward full integration of
new Americans into our social and civic life.
Rationale
There is an increased demand for English language instruction in immigrant
communities. English language instruction is the fastest growing component in adult
education -- enrollment in ESL has increased 72% over the past ten years. Also, with the
significant increases in immigration from Latin America and Asia there is an increased
need for more practical instruction on life in America, including how to navigate school,
work, public services, etc.
Community-based [as opposed to what?] English language instruction more effectively
serves limited English populations (particularly immigrant populations).
I ty. will tm so of utfor this bullet.
The link to civic education promotes "One America" goals -- assisting new immigrants to
become full participants in American life. [Does ED or INS have information on demand
for civics and citizenship instruction?]
Because each community has different needs and different populations of immigrants, we
should encourage communities to develop English language / civic education projects
tailored to these specific needs and populations.
[Can we cite something on immigrant/LEP parent involvement in the schools and their children's
education ED's 1993 "Descriptive Study of Services to EP Students" found that parents of
LEP students are less involved in school activities than parents of non-LEP students They
volunteered less often in the classroom and school in general, and also attended school functions
less often than other parents. Rep. Goodling went on record after the President's announcement
of the adult literacy initiatives last week as being supportive, but he was disappointed about the
lack of focus on the family as a whole.]
Eligible Grantees
States will compete for $30 million in grants to support English language/civics instruction on a
state-wide basis. These grants would range in value from $3 - $5 million. States could then
effectively leverage state-wide ESL funds in support of this initiative.
Community based organizations, local education agencies, tribally-controlled schools,
institutions of higher education (including community colleges), public libraries, and other non-
profits (such as unions, churches, and schools) would compete for $40 million in funds. The
non-state [local?] grants would range in value from $150,000 to $1.5 million.
L just local
Total Funding Level
The initiative would be funded at $70 million for FY 2000 -- $30 million for the state
competition; $40 million for the competition that includes community based organization, etc..
How does it work?
The competitive grant project would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants can be used for varied purposes related to the program including English language/civics
instruction, staff materials, personnel training, and support services including child care and
transportation costs for program participants (if not otherwise available).
We would require grant recipients to report quarterly to the Secretary of Education.
Who can we serve?
467
per
With $70 million, the initiative will be able to provide ESL/civics instruction to approximately
150,000 people. [Participants served seems much too small, considering the $365 million in State
grants currently reaches over 4 million adults. If number is correct, need to explain higher unit
cost. Is it higher quality? More value added?
Grant application requirements:
(1) English language education should be linked to instruction on the rights and responsibilities
of citizenship (including civics and U.S. history); the rights and responsibilities associated with
being residents in their communities; and/or navigating various parts of American life, including
how to use the banking system, accessing employment and improving work skills, navigating the
public school system [including active parent involvement and family literacy], using the public
transportation system, accessing child care, dealing with housing issues, [accessing health care CK
and health insurance]voting, paying taxes, etc. Program should provide a contextualized basis
for the language instruction itself.
(2) Proposal should identify how the applicant plans to determine the impact of their program;
we will expect applicants to have quality controls to assess the impact of their work [such as
regular standardized testing? These projects should be accountable in the same way that States
Ed?
are, and they should track performance on the indicators in the Adult Education Act--
achievement gains, college-going, job placement, retention, advancement, etc.]. State applicants
will need to demonstrate a clear need for increased funds for ESL services in their state.
(3) Applicants should consider ways to effectively link with state or local educational
institutions.
(4) Proposals should recognize the unique needs of this population by incorporating flexible and
non-traditional approaches, such as evening and week-end hours, technology as a tool to expand
access, and workplace and/or community-based sites, etc.
(5) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from
the students' country of origin, and the Retired Senior Volunteer Corps.
(6) Encourage partnerships with employers and/or employer groups to help improve the
employment and life skills of their workforce.
(7) Encourage strong links with existing programs at the state, local, and community level,
including education, employment, refugee resettlement, housing, and transportation programs.
(8) Must demonstrate significant unmet need for these services.
[Programs should also meet the selection criteria identified for grantees under the State grant
program, such as sufficent intensity and duration to produce measurable benefits, use of research-
based instructional practices, etc.]
Current Initiatives
The Department of Education currently funds a $361 $365 million Adult Education basic grant
program. Under this program, the states decide how much of their Adult Education money to
devote to ESL. Last year, 46% of these dollars ($166 million) went to ESL programs
administered by states. However, in many areas there are long waiting lists.
In FY 99, the Department of Education received $7 million for ESL demonstration programs.
They have not yet decided precisely what to do with it. Some of this money could be used to
provide research and evaluation of the various programs funded under this initiative.
For the last five years, the Department of Health and Human Services Office of Refugee
Resettlement (ORR) has operated the Community and Family Strengthening Program which
addresses the needs of refugees becoming part of the community as well as the community
learning about refugees. These projects are designed by the communities to respond to the
priorities they determine. However, only about 10% of new immigrants are refugees, so these
programs do not reach the vast majority of immigrants.
Should verify and mention that INS does not have any programs currently that meet the needs
addressed by this program.]
Ronald Pugsley @ ed.gov (Ronald Pugsley)
02/16/99 01:01:35 PM
Record Type:
Record
To:
Andrea Kane/OPD/EOP
CC:
Subject: Re: English language/civics initiative
Andrea, with the holiday behind us we can now give more attention to
this initiative -- the following are additional comments to the draft:
Under Rationale
1. Regarding OMB's question, we do not know how many immigrants
have childre who are in the eligible age range for family literacy.
Second, we have very limited inofrmation on scope or size of family
literacy programs under the aegis of adult education.
Under Eligible Grantees
1. add "discretionary" before grants. We do not want confusion
with formula grants.
2. To maxamize the impact of discretionary grants, I believe we
should be advocating multi-year discretionary grants, with the first
year appropriation, subsequent funding to depend on availability of
funds.
3. I would recommend a 25% match by the provider. This provision
will not settle well with CBOs...but "in-kind" support can be used to
satisfy provision.
Under Who Can We Serve?
1. The OMB question minimizes the state/local contribution which
produces the 4 million results, i.e., an additional $900,000 to $1
billion. As I noted last week, we suggested a target of 233,000 with
the $70 million (@ $300 per enrollee); the lower figure, however, is
important given the capacity building thrust of this initiative.
"Pugsley, Ronald" < Ronald_Pugsley @ ed.gov>
02/12/99 05:02:00 PM
Record Type: Record
To:
Andrea Kane/OPD/EOP
cc:
"Newcomb, Sarah" < Sarah_Newcomb @ ed.gov> "Campbell, Joyce" < Joyce_Campbell @
ed.gov>
Subject: RE: English language/civics initiative
Andrea, a few initial responses [not too heavy as I want you to have a
good holiday]. We can discuss further on Tuesday if you wish.
Under rationale-- I would be inclined to delete the second bullet; if
you have a need to include, then I would say, "Many
community-based...." Under the third bullet, I would prefer to say
"Common Ground" goals rather than "One America" goals.
We will develop some language for you re: immigrant/LEP parent. OMB's
point is a good one.
Under who can we serve? The reason for the higher unit cost relates to
1)
improving the capacity to deliver ESL services, and 2) development
and
implementation of a high quality civics/life skills component that
is
contexualized to the instruction.
Reply Separator
Subject: RE: English language/civics initiative
Author: "[email protected]" [SMTP:[email protected]] at USDOED
Date: 2/12/99 9:35 AM
great thanks
DRAFT
English Literacy/Civics Outreach
2/1
Cecilia Munoz
La Raza
Josh Bernstein
Immigration Law Center
Genie Cohen
IAJVS
Ann Morse
State/Local Immigration Project
Lavinia Limon
ORR
Charles Romeo
ConAgra
Welfare-to-Work Partnership
Cecilia E. Rouse
01/19/99 05:19:42 PM
Record Type:
Record
To:
Andrea Kane/OPD/EOP
CC:
Subject: Adult Literacy
Andrea,
Given that you'll be the one who's around this spring, would you please remind people of one
thing: the adult literacy initiative is NOT about reducing adult "illiteracy"! Many of the people who
lack basic skills are NOT illiterate (even though they lack basic skills!) This drives the folks at NIFL
crazy and given the mix-up that occurred in the background paper, I think that it's a tendency that
folks will have this spring.
Thanks.
-- Ceci
CLOSING THE SKILLS GAP:
PRESIDENT CLINTON'S ADULT EDUCATION AND
FAMILY LITERACY, RE-EMPLOYMENT,
AND YOUTH EMPLOYMENT INITIATIVES
January 28, 1999
Today, President Clinton Announces A $965 Million Three-Part Initiative To Close
America's Skills Gap. In Putting People First, candidates Bill Clinton and Al Gore outlined a
vision for lifelong learning, stating that workers should be "able to choose advanced skills
training, the chance to earn a high school diploma, or the opportunity to learn to read. And we
will streamline the confusing array of publicly funded training programs." Last year, President
Clinton signed the Workforce Investment Act transforming the job training system by
streamlining services and empowering workers with a simple skills grant so that they can choose
the training they need. However, more work needs to be done. Today, President Clinton is
announcing that his FY2000 budget includes a $965 million three-part initiative to address the
skills gap:
(1)
A $190 Million Increase for Adult Education And Family Literacy Initiative;
(2)
A $368 Million Increase for Universal Re-employment Initiative; and
(3)
A $405 Million Increase for Youth Employment Initiative.
America Faces A Skills Gap. The evidence of a skills gap in America is pervasive. On average,
employers report that one out of every five of their workers is not fully proficient in his or her
job. In manufacturing, 88 percent of companies are having trouble finding qualified applicants
for at least one job function. And according to one recent survey, more than 60 percent of
corporate leaders say that the number one barrier to sustained economic growth is the lack of a
skilled workforce. More than half -- 56 percent -- of establishments report that restructuring and
the introduction of new technology has increased the skill requirements for non-managerial
employees.
The President's Budget Includes a Comprehensive Package to Help Us Educate and Train
American Workers to Fill the Jobs of the 21st Century. This comprehensive strategy has
three parts:
1.
An Adult Education and Family Literacy Initiative. Today, 44 million adults struggle
with a job application, cannot read to their children, or cannot fully participate in our
economic and civic life because they lack basic skills or English proficiency. Many have
a learning disability and are not aware of it. Often, they do not know where to get help,
are embarrassed to seek it, or cannot seek it because of family responsibilities. Others are
immigrants who face long waiting lists in many places where they seek English-language
instruction. For some individuals, these low basic skills present a challenge in moving
off welfare and succeeding in the workforce.
The goal of the Adult Literacy initiative is to bring Presidential leadership and focus to a
pressing national problem by demanding improvements in the quality of adult basic
education programs and increasing funding to help States both meet the new quality goals
and serve more people. This initiative includes:
$95 Million Increase -- to $468 Million -- to Expand Adult Education State
Grants and Challenge State and Local Governments to Join Us in
Dramatically Increasing Program Quality. By the year 2005 the President's
goal is for the Nation as a whole to: Increase the number of full-time teachers by
20%; Double the number of instructional hours per student; Triple the number of
computer stations available at adult education centers; and more than double the
amount of child care and counseling services offered in Federal, State, and local
adult education programs.
$70 Million for an English Literacy/Civics Initiative. This initiative provides
competitive grants to States and communities for expanded access to high quality
English language instruction linked to practical instruction in civics and life skills
including how to navigate the workplace, public education system, and other
essentials.
$23 Million for "America Learns Technology." One of the important keys to
higher quality adult education is effective use of advanced technology. This
initiative will increase access to technology for adult learners by supporting high
quality software, pilot projects in 40 communities, and advanced research and
development.
$2 Million for a "High Skills Communities" Campaign. The President's
campaign will mobilize States and local communities to implement strategies to
promote adult education and lifelong learning. Part of this initiative will provide
up to 10 communities $50,000 awards annually for achieving concrete results so
that other communities know what works and what doesn't work.
10% Workplace Education Tax Credit. Employers who provide certain
workplace literacy, English language instruction, and basic education programs
will be allowed a 10 percent income tax credit for eligible educational expenses,
with a maximum credit of $525 per participating employee per year.
2.
A Universal Re-Employment Initiative. The President's FY2000 budget makes a five-
year commitment to our Nation's reformed job training system. Specifically, President
Clinton proposes to put us on a path that ensures that within five years (1) all displaced
workers will receive the job training they want and need; (2) all people who lose their
jobs due to no fault of their own will get the re-employment services they need; and (3)
all Americans will have access to One-Stop Career Centers. This initiative includes:
$190 Million Increase In Dislocated Worker Program to Put Us On Track To
2
Ensure Every Dislocated Worker Gets The Training They Need. Since 1993,
dislocated worker funding has been expanded by 171 percent -- helping to serve
689,100 this year, well more than double the 306,300 workers served in 1993.
The President's FY2000 budget increases funding for the dislocated worker
program by $190 million -- helping to serve an additional 169,400 workers this
year. This would put us on path to ensuring every dislocated worker can get the
job training he or she needs.
Expansion of Employment Service To Put Us on Path To Ensure Every
Person Who Loses Their Job Due to No Fault of Their Own Gets the Re-
Employment Services They Need. Today, many workers do not get the job
search assistance or other types of re-employment services they need. Therefore,
the President's FY2000 budget expands the budget of the Employment Service
(ES) to put us on a path to serve within five years the 1.4 million people who lost
their job due to no fault of their own and do not receive the re-employment
services they need.
Providing Every American Access To One-Stop Career Centers -- Helping
Americans Informed Decisions About Their Futures. As part of the
Workforce Investment Act, every area of the country will have a One-Stop Career
Center. Now, we must ensure every American has access to the information
available at the One-Stops. The President's budget does just that -- providing $65
million to take the following steps:
-
First, the President's budget will put in place a system so that the
unemployed get job leads the moment they apply for Unemployment
Insurance -- transforming our unemployment system into a re-employment
system.
-
Second, the plan will create a nationwide toll-free telephone system SO that
all workers will be able to find out what services are available and where
they can go to receive them. Every American will have universal access to
the services and programs available through One-Stop Career Centers.
-
Third, the plan will ensure that workers will be able to get job search
information at 4,000 Community-Based Organizations.
-
Fourth, the plan will create 100 new mobile One-Stop Career Centers --
designed to bring the information and services to rural residents and help
the Labor Department's existing rapid response teams provide workers the
information they need to get back to work.
Fifth, the plan will include funds to help the disabled and the blind benefit
from One-Stop Career Centers, including a talking America's Job Bank
(AJB), which will be developed in conjunction with the National
Federation for the Blind.
3.
Disadvantaged Youth Initiatives. Dealing with the problems of at-risk youth is one of
3
the major challenges facing the Nation. In December 1998, the national unemployment
rate was just 4.3 percent -- the lowest peacetime level in 41 years. However, while the
unemployment rate among African-American teens (aged 16-19) also reached its lowest
peacetime level in four decades, it was still 6.5 times higher than the national average and
much higher than the rate for white youth. The goal of the youth employment initiative is
to fund promising approaches to increase the educational attainment and employment
rates of disadvantaged youth. In addition to an increase in JobCorps and another $250
million investment in Youth Opportunity Areas, this initiative includes:
YouthBuild Expanded by More than 75 Percent. The FY2000 budget expands
YouthBuild by $32.5 million -- more than 75 percent. This means that we will
provide $75 million for the YouthBuild program that provides disadvantaged
young adults with education and employment skills by rehabilitating and building
housing for low-income and homeless people.
New $100 Million "Right-Track" Partnership To Reduce Drop-Out Rate.
The President's balanced budget provides $100 million for "Right Track
Partnerships" to promote partnerships between schools, employers, and
community-based organizations that devise innovative community-wide
approaches to increase the rate at which economically disadvantaged and limited-
English proficient youth complete and excel in high school and subsequently
increase the rate at which these youth go on to post-secondary education, training,
and higher paying careers. This new proposal builds on last year's Hispanic
Education Action Plan, which received nearly $500 million for FY1999.
Doubles GEAR-UP for College Program. President Clinton's balanced budget
doubles funding -- from $120 million in FY99 to $240 million in FY2000 -- for
the GEAR UP program that supports States and partnerships between high-
poverty middle or junior high schools and colleges to help low-income children
prepare for and enroll in college. In 2000, GEAR UP will reach 381,000 students.
New $50 Million Regional Youth Employment Initiative. The President's
balanced budget provides $50 million for a Regional Empowerment Zone
Program to assist urban Empowerment Zones and Enterprise Communities
(EZ/ECs) in linking their economic development strategies to their broader
metropolitan regional economies in order to increase the employment of
disadvantaged youth.
$65 Million to Prepare Disadvantaged Youth for Success in College. The
President's budget will include a $30 million increase in federal TRIO programs,
including Upward Bound, to fund outreach, counseling, and educational support
to help disadvantaged students prepare for academic success in college. The
budget will also include $35 million for a new initiative to help disadvantaged
students stay in college and earn diplomas.
4
FRI
Hizzir Electroso U-Nor
Ann
ENGLISH LANGUAGE AND CIVICS EDUCATION
Working Draft 02/25/99
The President's FY 2000 budget includes $70 million for an adult literacy initiative to help states
and communities provide expanded access to high quality English language proficiency
instruction, linked to practical instruction in civics and life skills including how to navigate the
workplace, public education system, and other key institutions in American life. This initiative is
designed both to help meet the extraordinary demand for English and civics instruction in
immigrant communities and to demonstrate our shared commitment to fully integrate new
Americans into our social and civic life. States, community-based organizations, local
educational agencies, and other non-profits organizations will compete for grants to support
English proficiency and civics instruction. With $70 million, the initiative will be able to
provide English language and civies instruction services to approximately 150,000 people adults
in FY 2000. Overall, the President's FY 2000 budget contains a $190 million increase for adult
education and family literacy.
Purpose and Rationale
Many people who are new to America need more than just our welcome: in order to succeed and
become full participants in American life, they need to be able to speak and read and
communicate in English and they need to understand how our American system works -- in the
areas of school, work, and community life. The evidence from within immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life;
however, the demand for instruction in these areas far outweighs the current supply.
English as a Second Language (ESL) instruction is the fastest growing component in adult
education enrollment in ESL has increased 72% over the past ten years. Also, with the
bedrop
significant increases in immigration from Latin America and Asia and more recently Eastern
specific
Europe there is an increased need for more practical instruction on life in America. There is
evidence [from refugee resettlement initiatives? that English language instruction provided in a flavible/
community-based setting and in the context of practical instruction is particularly effective for a tside hars
wark
immigrant populations [Ed -- do you have other evidence or should we just say there is high
demand CRR for? Lavinia, several can we projects cite evidence where from mayve refugee fand projects?]. that neighborhood have lasel, band daily
competencies more affective
San Diego- African
wamen, datis sunse met skills post ten
Our goal is to help states and communities provide expanded access to high quality English
sping Drish
language proficiency instruction, linked to practical instruction in civics, history, and life skills
T.A for
including how to navigate the workplace, banking system, public education system, and other
public institutions. This initiative is designed both to help meet the extraordinary demand for
ESL englans put was
zenst
English and civics instruction in immigrant communities as well as to demonstrate the
commitment of both immigrants and the larger American society toward full integration of new
Americans into our social and civic life.
The initiative will allow communities to develop English language / civic education projects
tailored to their unique needs and different populations of immigrants.
Ron -- you said you were working on language to address this point. Can we cite something on
will ED, work
immigrant/LEP parent involvement in the schools and their children's education? ED's 1993
on this
Descriptive Study of Services to LEP Students" found that parents of LEP students are less
involved in school activities than parents of non-LEP students. They volunteered less often in
the classroom and school in general, and also attended school functions less often than other
parents Rep. Goodling went on record after the President's announcement of the adult literacy
initiatives last week as being supportive, but he was disappointed about the lack of focus on the
family as a whole.]
and
Eligible Grantees
States will compete for $30 million in discretionary grants to support English language civics
instruction on a state-wide basis. These grants would range from $3 - $5 million. States could
then use these grants to effectively leverage state-wide ESL funds in support of this initiative
Dalia
will
[Ron- I've changed sentence slightly--is this still what you had in mind re: state grants? What do
wanco
we mean by leveraging statewide ESL funds?]
hald
not
used
to 5 poilents
Community based organizations, local education agencies, tribally-controlled schools,
institutions of higher education (including community colleges), public libraries, and other non-
profits (such as unions, churches, and schools) would compete for another $40 million in funds.
The non-state e grants would range from $150,000 to $1.5 million.
How does it work?
The competitive grant project would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English
language/civics instruction, staff materials, personnel training, and support services including
child care and transportation costs for program participants (if not otherwise available).
Grant recipients would be required to report quarterly to the Secretary of Education [Ron - what
would we expect them to report quarterly? OMB would also like to know, too. Quarterly reports
do seem excessively burdensome.].
DMB 170 lefislahen needed
Who can we serve?
Adulted
dishave discreption to donus.
$101 in for nté teadership achnhes-
With $70 million, the initiative will be able life to provide cachines ESL/civics instruction to approximately
includes The ESL civics, techno grants,
150,000 people. [note to OMB ED says the 4 million you cite includes the state/local
contribution; the 150,000 here is just based on the federal amount. The 150,000 amounts to about
$4.70 per person, which is higher than typical adult to recognize capacity building, non-
traditional providers, and the more comprehensive array of services here. I think it's fair to say
this was a best estimate. NE W OMB COMMENT: Okay.]
Grant application requirements
demonstrated
Projects would be expected to address the following issues:
and may law
of
(1) English language education should be linked to instruction on the rights and responsibilities
of citizenship (including civics and U.S. history); the rights and responsibilities associated with
being residents in their communities; and/or navigating various parts of American life, including
how to use the banking system, accessing employment and improving work skills, navigating the
public school system including active parent involvement and family literacy, using the public
"transportation system, accessing child care, dealing with housing issues, accessing health care
and health insurance, voting, paying taxes, etc. Program should provide a contextualized
for the language instruction itself.
3 come indicators
measure
In WIA one - 10 apply to Frants Adulted
we basis hip V.V
(2) Proposal should identify how the t applicant plans to determine - objective the impact of their program;
dart have
we will expect applicants to have quality controls and accountability measures to assess the
impact of their work [OMB says: such as regular standardized testing? These projects should be
were
nude
accountable in the same way that States are, and they should track performance on the indicators
jeno
in the Adult Education Act--achievement gains, college-going, job placement, retention,
advancement, etc. I am not an education expert and I certainly agree there should be
words
accountability, but are these appropriate measures for these services? I know we need to get this
moving SO perhaps we can have further discussions but could we agree just to add
"accountability measures" for now as I have above?]. State/Applicants will need to demonstrate a
clear need for increased funds for ESL services in their community state. mese funds will augment
not expolanteristing eximes.
(3) Applicants should consider ways to effectively link with state or local educational
institutions.
(4) Proposals should recognize the unique needs of this population by incorporating flexible and
non-traditional approaches, such as evening and week-end hours, technology as a tool to expand
access, and workplace and/or community-based sites, etc.
(5) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from
the students' country of origin, and the Retired Senior Volunteer Corps.
(6) Encourage partnerships with employers and/or employer groups to help improve the
employment and life skills of their workforce.
enhance
(7) Encourage strong links with existing programs at the state, local, and community level,
including education, employment, refugee resettlement, housing, and transportation programs.
Programs should build upon and improve existing resources (e.g., ESL programs and citizenship
classes) in the community and avoid duplication.
ntuse
von
(8) Must demonstrate significant unmet need for these services.
100k
Atent
(9) Programs should also meet the selection criteria identified for grantees under the State grant
form liter
program, such as sufficent intensity and duration to produce measurable benefits, use of research-
Med to mcke concerted effort to enythasize
qudity
based instructional practices, etc. [I went ahead and incorporated OMB comment here - ED are
you Signature OK with this?]
Current Initiatives [note to all: I'm inclined to take this section out of the document to be used for
public distribution -- it was really for our internal background. However, I do think a sentence or
two in the purpose/rationale about how most there are no resources currently dedicated to
meeting the needs for combined instruction in english and practical skills for the vast majority of
immigrants who are not refugees would help make the case. What do you think? ED, do you
know any more about the $7million yet?]
The Department of Education currently funds a $365 million Adult Education basic grant
program. Under this program, the states decide how much of their Adult Education money to
devote to ESL. Last year, 46% of these dollars ($166 million) went to ESL programs
administered by states. However, in many areas there are long waiting lists for ESL.
Ilia will
In FY 99, the Department of Education received $7 million for ESL demonstration programs.
check
They have not yet decided precisely what to do with it. Some of this money could be used to
an (anjuy
provide research and evaluation of the various programs funded under this initiative.
For the last five years, the Department of Health and Human Services Office of Refugee
Resettlement (ORR) has operated the Community and Family Strengthening Program which
addresses the needs of refugees becoming part of the community as well as the community
learning about refugees. These projects are designed by the communities to respond to the
priorities they determine. However, only about 10% of new immigrants are refugees, so these
programs do not reach the vast majority of immigrants.
[Irene I think this is right, but can you verify INS does not have any programs currently that
meet the needs addressed by this program.
math State motcherg eg. in adult parts - 25%
wd not we applied to new Vaals smohn $ from states
for require cased, moth cd be an usive ?
CRR comm community t family fronts. has
propessive grant requirement
j Cld demo Sive , to preference for mehh with n application
dontneed moth incitially
Endiction no $ specifically
Irene Bueno
03/17/99 07:45:10 PM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Irene Bueno/OPD/EOP
Subject: ESL/Civics Fact Sheet
ESLCIV3.1
ESL/Civics Initiative Group:
As Andrea Kane mentioned during the last conference call, I will be working with her on this
initiative. I have replaced Julie Fernandes at the DPC.
Attached is the updated ESL/Civics Initiative document
Based on our last conference call, I
made changes and revised the document in other ways. There are still a few outstanding
questions. Please review and let me know if you have the answers or ideas about how to
approach the questions or if you have any other comments.
I would like to schedule a conference call on Tuesday, March 23 at 3:15 pm. During this
conference call, I would like to finalize this document and to discuss legislative and outreach
strategies. I understand that questions about this program were raised during a House
Appropriations hearing last week but generally Subcommittee members were supportive. Please let
me know if you are available at that time (Education - please invite someone from your Legislative
office). I will send more information to confirm the conference call at a later time.
Please let me know if you have any questions or comments about the document, meetings, or
anything related to this initiative.
Thanks.
Irene Bueno
456-6558
Message Sent To:
Andrea Kane/OPD/EOP
Jonathan H. Schnur/OPD/EOP
Leslie S. Mustain/OMB/EOP
Wayne Upshaw/OMB/EOP
Ronald Pugsley @ ed.gov
Wei-Min C. Wang/OMB/EOP
Monica_Fraizer @ dol.gov
Julia_Shepherd @ ed.gov
Kathleen K. Ahn/WHO/EOP
Patricia_Mcneil @ ed.gov
Leah_Vosburgh @ ed.gov
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
The President's FY 2000 budget includes $70 million for the English Language and Civics
Education Initiative to help states and communities provide expanded access to high quality English
language programs, linked to practical instruction in civics and life skills including how to navigate the
workplace, public education system, and other key institutions in American life. This initiative is
designed both to help meet the extraordinary demand for English and civics instruction in immigrant
communities and to demonstrate our shared commitment to fully integrate new Americans into our
social and civic life. States, community-based organizations, local educational agencies, and non-
profit organizations are eligible to compete for grants to support English and civics instruction. With
$70 million, the English Language and Civics Education Initiative will provide services to
approximately 150,000 adults in FY 2000. Overall, the President's FY 2000 budget contains a $190
million increase for adult education and family literacy.
Purpose and Rational
Many people who are new to America need more than just our welcome: in order to succeed and
become full participants in American life, they need to be able to read and communicate in English and
they need to understand the American system -- in the areas of school, work, and community life. The
evidence from within immigrant communities demonstrates high levels of enthusiasm for learning
English and participating in civic life; however, the demand for ESL instruction in these areas far
outweighs the current supply.
English as a Second Language (ESL) instruction is the fastest growing component in adult education --
enrollment in ESL has increased 72 percent over the past ten years. And while there are existing
federal programs that provide funding for ESL programs, they are limited and many more programs are
needed to meet the overwhelming demand for ESL and civics instruction.¹ For example, the city of
Los Angeles has a waiting list of 50,000 people for ESL classes and the state of New York has resorted
to a lottery to select from the large number of individuals who wish to learn English. Also, with new
immigrants coming to our country there is an increased need for more practical instruction on life in
America.
Moreover, there is evidence that English language instruction provided in a community-based setting
and in the context of practical instruction is particularly effective for immigrant populations. For
1
The Department of Education currently funds a $365 million Adult Education basic
grant program. Last year, 46 percent of these dollars ($166 million) funded ESL programs
administered by states. In FY 99, the Department of Education received $7 million for ESL
demonstration programs to provide research and evaluation of the various programs funded
under this initiative. ( ED - do we need to say anything more about the $7 million program
here?) The Department of Health and Human Services (HHS) Office of Refugee Resettlement
(ORR) has operated the Community and Family Strengthening Program which addresses the
needs of refugees becoming part of the community as well as the community learning about
refugees.
example, the Department of Health and Human Services' Office of Refugee Resettlement funds several
neighborhood-based projects that have proven to be effective in helping refugees gain the knowledge
and skills needed to navigate American society. However, only about 10 percent of new immigrants
are refugees, so these programs do not reach the vast majority of immigrants. (Lavinia - please
elaborate further on this example if necessary).
The English Language and Civics Education Initiative will address the shortage of ESL programs,
link these ESL classes to practical instruction in civics and life skills, and allow communities to
develop English language / civic education projects tailored to their unique needs and different
populations of immigrants.
[Ron -- you said you were working on language to address this point. Can we cite something on
immigrant/LEP parent involvement in the schools and their children's education? ED's 1993
"Descriptive Study of Services to LEP Students" found that "parents of LEP students are less
involved in school activities than parents of non-LEP students. They volunteered less often in the
classroom and school in general, and also attended school functions less often than other parents."
Rep. Goodling went on record after the President's announcement of the adult literacy initiatives
last week as being supportive, but he was disappointed about the lack of focus on the family as a
whole.]
Eligible Grantees
States will compete for $30 million in discretionary grants to support English language/civics
instruction on a state-wide basis. These grants would range from $3 - $5 million. States could then
use these grants to enhance and expand effectively state-wide ESL funds. These funds would augment
current state funding levels for English language/civics instruction. [Ron- I've changed sentence
slightly--is this still what you had in mind re: state grants? What do we mean by leveraging
statewide ESL funds?]
Community based organizations, local education agencies, tribally-controlled schools, institutions of
higher education (including community colleges), public libraries, and other non-profits (such as
unions, churches, and schools) would compete for another $40 million in funds. These grants would
range from $150,000 to $1.5 million.
How does it work?
The competitive grant program would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English language/civics
instruction, staff materials, personnel training, and support services including child care and
transportation costs for program participants (if not otherwise available).
Grant recipients would be required to report periodically to the Secretary of Education.
How many people will we serve?
With $70 million, the initiative will be able to provide ESL/civics instruction to approximately 150,000
people.
Grant application requirements
Projects would be expected to address the following issues:
(1) English language education should be linked to: instruction on the rights and responsibilities of
citizenship (including civics and U.S. history) and being residents in their communities; navigating
various parts of American life including the banking and public school system and the importance of
parent involvement and family literacy; accessing employment and improving work skills; using the
public transportation system; dealing with housing issues; accessing child care and health care
services; understanding their legal rights; participating in voting, paying taxes, and other aspects of
American system. Programs should provide a contextual basis for the language instruction itself.
(2) Proposals should include some performance accountability system to assess the effectiveness of
the program as required by the Workforce Investment Act state grant program. The state grant
program includes core indicators of performance such as demonstrated improvements in literacy skill
levels in reading, writing, and speaking the English language. [We had some discussion in this area
during our last conference call. Ed sent over language from the Workforce Investment Act that I
added here. We should discuss this section during out conference call].
(3) Applicants must demonstrate a significant unmet need for these services and a clear need for
increased funds for ESL services in their state or community.
(4) Applicants should consider ways to effectively link with existing programs at the state or local
educational and community levels including education, employment, refugee resettlement, housing,
and transportation programs. Programs should enhance existing resources (e.g., ESL programs and
citizenship classes) in the community and avoid duplication.
(5) Proposals should recognize the unique needs of this population by incorporating flexible and non-
traditional approaches, such as evening and weekend hours, technology as a tool to expand access, and
providing instruction at the workplace and/or community-based sites.
(6) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from the
students' country of origin, and the Retired Senior Volunteer Corps.
(7) Encourage partnerships with employers and/or employer groups to help improve the employment
and life skills of their workforce.
(8) Programs should also meet the selection criteria identified for grantees under the State grant
program. Selection criteria include the whether the program provides sufficient intensity and duration
for participants to achieve substantial learning gains and whether the activities provide learning in real
life contexts to ensure that an individual has the skills necessary to compete in the workplace and
exercise the rights and responsibilities of citizenship. (I added sections from the WIA. Do we need to
list other state grant criteria in this document or include it in the RFP?)
c:\word\eslciv3.17b
Updated 3/17/99
Andua-
attached are my
Andrea Kane
suggested edite. I will
Record Type:
Record
let ym know ac soon
To:
See the distribution list at the bottom of this message
I hear back from INS.
CC:
Subject: English language/civics initiative
Jun
At long last, here is a somewhat revised version of the paper on this initiative. It incorporates most
of OMB and ED's comments so far, though I've bracketed those where there are questions/issues
2
still. I've reformatted a bit and added a summary paragraph at the beginning. ED has suggested
25% match from providers (including in-kind). I need to go back to see if we discussed this before.
What is the standard practice for adult ed discretionary grants? Irene has recently joined DPC in
Julie Fernandes' position. I had hoped to get at least some version of this finalized by the end of
the week so we can begin giving it out to interested parties as early as Monday. Would folks be
available for a quick conference call at 3:30 Friday to go through this?
esl0225.wp
Message Sent To:
Ronald_Pugsley @ ed.gov
Wei-Min C. Wang/OMB/EOP
[email protected]
Wayne Upshaw/OMB/EOP
Leslie S. Mustain/OMB/EOP
Irene Bueno/OPD/EOP
Willien she Sana Newame
Jonathan H. Schnur/OPD/EOP
Conf Call 3/1/99
-INS got calls after VPOTUS announced.
Budget process underway
Adult Nat'l clut
$101 mith
- No legislation nuced, under
leadership dano project
-need approps.
-Oatstading Issue
Reporting
making QCt mately inclevat Accountal blc 64 stable measure overmated -thank abt later 205
Local + conty
Other option
5451
Give printh pointo her Local support
match
-Evduation need A Sum
-Next week cif call.
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
Working Draft 02/25/99
EngushLanguage and/avics Education Initiative
The President's FY 2000 includes $70 million for an adult literacy initiative to help states and
communities provide expanded access to high quality English language proficiency instruction,
linked to practical instruction in civics and life skills including how to navigate the workplace,
public education system, and other key institutions in American life. This initiative is designed
both to help meet the extraordinary demand for English and civics instruction in immigrant
communities and to demonstrate our shared commitment to fully integrate new Americans into
our social and civic life. States, community-based organizations, local education agencies, and
other non-profits will compete for grants to support English proficiency and civics instruction.
With $70 million, the initiative will be able to provide English language and civics instruction to
approximately 150,000 people in FY 2000. Overall, the President's FY 2000 budget contains a
$190 million increase for adult education and family literacy.
Purpose and Rationale
Many people who are new to America need more than just our welcome: G in order to succeed and
the workings of
become full participants in American life, they need to be able to speak and read in English and
they need to understand how our American system works. in the areas of school, work, and
community life. The evidence from within immigrant communities demonstrates high levels of
enthusiasm for learning English and participating in civic life; however, the demand for
instruction in these areas far outweighs the current supplyof classes offered to teach
these programs.
that
Language instruction is the fastest growing component in adult education enrollment in ESL
has increased 72% over the past ten years. Also, with the significant increases in immigration
English usa
from Latin America and Asia there is an increased need for more practical instruction on life in
second
America. There is evidence [from refugee resettlement initiatives?] that English language
Language
instruction provided in a community-based setting and in the context of practical instruction is
courses
particularly effective for immigrant populations [Ed do you have other evidence or should we 5pm Progress
just say there is high demand for? Lavinia, can we cite evidence from refugee projects? birth
State collect don't data collect b/c unreliable ,OC, 1-A, NY will info (Fron Keenard Fran@dal. $ nation 362
the
50K (1994) waitinglist
0200
Our goal is to help states and communities provide expanded access to high quality English
language proficiency instruction, linked to practical instruction in civics, history, and life skills
including how ways to navigate the workplace, banking system, public education system, and other
desibility in hour
public institutions. This initiative is designed both to help meet the extraordinary demand for
English and civics instruction in immigrant communities as well as to demonstrate the
commitment of both immigrante/and society the larger American seciety toward full integration of new
Americans into our Ameri social and civie life.
comminty
community
The initiative will allow communities to develop English language / civic education projects
tailored to their unique needs and different populations of immigrants.
Julia
[Ron you said you were working on language to address this point. Can we cite something on
me
immigrant/LEP parent involvement in the schools and their children's education? ED's 1993
wen
'Descriptive Study of Services to LEP Students" found that "parents of LEP students are less
Lain
involved in school activities than parents of non-LEP students. They volunteered less often in
the classroom and school in general, and also attended school functions less often than other
parents. Rep Goodling went on record after the President's announcement of the adult literacy
initiatives last week as being supportive but he was disappointed about the lack of focus on the
family as a whole.
Eligible Grantees
States will compete for $30 million in discretionary grants to support English language/civics
instruction on a state-wide basis. These grants would range from $3 - $5 million. States could
then use these grants to effectively leverage state-wide ESL funds in support of this initiative
[Ron- I've changed sentence slightly--is this still what you had in mind re: state grants? What do
asapple Augment -cunnt funding livels.
we mean by leveraging statewide ESL funds?]
Community based organizations, local education agencies, tribally-controlled schools,
institutions of higher education (including community colleges), public libraries, and other non-
profits (such as unions, churches, and schools) would compete for another $40 million in funds.
The non-state grants would range from $150,000 to $1.5 million.
How does it work?
The competitive grant project would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English
language/civics instruction, staff materials, personnel training, and support services including
child care and transportation costs for program participants (if not otherwise available).
Grant recipients would be required to report quarterly to the Secretary of Education [Ron - what
would we expect them to report quarterly? OIRA may say mre burden
Smither disabin if need 6g- should
Who can we serve?
about
With $70 million, the initiative will be able to provide ESL/civics instruction to approximately
150,000 people. [note to OMB ED says the 4 million you cite includes the state/local
contribution; the 150,000 here is just based on the federal amount. The 150,000 amounts to about
$470 per person, which is higher than typical adulted to recognize capacity building non-
traditional providers, and the more comprehensive array of services here. I think it fair to say
this was a best estimate]
Grant application requirements
Projects would be expected to address the following issues:
(1) English language education should be linked to instruction on the rights and responsibilities
of citizenship (including civics and U.S. history); the rights and responsibilities associated with
being residents in their communities; and/or navigating various parts of American life, including
how to use the banking system, accessing employment and improving work skills, navigating the
public school system including active parent involvement and family literacy, using the public
legal your
transportation system, accessing child care, dealing with housing issues, accessing health care criminal,
and health insurance, voting, paying taxes, etc. Program should provide a contextualized basis and immusich ngh
for the language instruction itself.
(2) Proposal should identify how the applicant plans to determine the impact of their program;
augmt
we will expect applicants to have quality controls and accountability measures to assess the
impact of their work [OMB says: such as regular standardized testing? hese projects should be
accountable in the same way that States are, and they should track performance on the indicators rest
in the Adult Education Act -achievement gains, college-going, job placement, retention,
advancement, etc. I am not an education expert and I certainly agree there should be
accountability, but are these appropriate measures for these services? I know we need to get this
computery outpect that
moving so perhaps we can have further discussions but could we agree just to add
accountability measures" for now as I have above?] applicants will need to demonstrate a
platet
clear need for increased funds for ESL services in their state. community.
retain
need further
(3) Applicants should consider ways to effectively link with state or local educational
discuss
institutions.
(4) Proposals should recognize the unique needs of this population by incorporating flexible and
non-traditional approaches, such as evening and week-end hours, technology as a tool to expand
access, and workplace and/or community-based sites, etc.
(5) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from
the students' country of origin, and the Retired Senior Volunteer Corps.
(6) Encourage partnerships with employers and/or employer groups to help improve the
employment and life skills of their workforce.
(7) Encourage strong links with existing programs at the state, local, and community level,
including education, employment, refugee resettlement, housing, and transportation programs.
Enhance exiting program.
(8) Must demonstrate significant unmet need for these services.
worker
52316 Zor limit Mr {42 THE
(9) Programs should also meet the selection criteria identified for grantees under the State grant - HOLD mne
3
denis
program, such as sufficent intensity and duration to produce measurable benefits, use of research- ol
&
based instructional practices, etc. [I went ahead and incorporated OMB comment here - ED are
war
givene
you OK with this?]
nud be ordin later
du
Current Initiatives [note to all: I'm inclined to take this section out of the document to be used
for public distribution it was really for our internal background. However, I do think a
sentence or two in the purpose/rationale about how most there are no resources currently
dedicated to meeting the needs for combined instruction in english and practical skills for the
vast majority of immigrants who are not refugees would help make the case. What do you think?
ED, do you know any more about the $7million yet?]
The Department of Education currently funds a $365 million Adult Education basic grant
program. Under this program, the states decide how much of their Adult Education money to
devote to ESL. Last year, 46% of these dollars ($166 million) went to ESL programs
administered by states. However, in many areas there are long waiting lists for ESL.
In FY 99, the Department of Education received $7 million for ESL demonstration programs.
They have not yet decided precisely what to do with it. Some of this money could be used to
provide research and evaluation of the various programs funded under this initiative.
For the last five years, the Department of Health and Human Services Office of Refugee
Resettlement (ORR) has operated the Community and Family Strengthening Program which
addresses the needs of refugees becoming part of the community as well as the community
learning about refugees. These projects are designed by the communities to respond to the
priorities they determine. However, only about 10% of new immigrants are refugees, so these
programs do not reach the vast majority of immigrants.
-HHS
Irene I think this is right, but can you verify INS does not have any programs currently that
meet the needs addressed by this program.
usA.
Future
to
NS Rep
[email protected]
Irene Bueno
16:30 Tuesbla
03/17/99 09:55:22 AM
Record Type:
Record
To:
ESL/Civics
CC:
Subject: ESL/Civics Fact Sheet
As Andrea Kane mentioned during the last conference call, I will be working with her on this
initiative. I have replaced Julie Fernandez at the DPC.
Attached is the updated ESL/Civics Initiative document Based on our last conference call, I
made changes and slightly revised the document. There are still a few outstanding questions.
Please review and let me know if you have the answers or ideas about how to approach the
questions.
As far as next steps, since I am new to this issue I would like to convene a briefing/meeting of this
group and to invite others to learn about ESL programs. I am particularly interested to learn about
any-research
in
the
area
of
ESL
programs.
would
like
to-make
sure
that
the
ESL/CIVIcs
Initiative
is
the
approach. At this same meeting, I would like to include Education and White House
legislative staff to discuss legislative strategy. We discussed during the last conference call that
legislation may not be necessary to implement this program but of course we will need
appropriations. I would like to discuss what is the best way to secure appropriations for this
initiative with Legislative staffs. I will follow up with you to schedule this meeting.
outrut shalegy
Please let me know if you have any questions or comments about the document, meetings, or
anything related to this initiative.
Thanks.
Irene Bueno
456-6558
For short document, 60 we need detrite
NOA Adden detail in doc
3/10-destined 1754 on her budget. Dipartisn. DE
sem Jockson In supporter
Porter he appear s-pportive. wante a line idem. She said you
under shte GRAProgram but my need
OMB readership
authrigh
3 service ESLaN
Nat Programs Acct -disniting models
among those program Famila bad 1
-Entine down't want L put in the intire
divided on certin on spec a berry criting carl smt
other gurtione -what are the states already wiy. word directy 8 what programs
- on shtw
won't 10 Landy loul.
-Cmde concerned about evaluative.
WIA linked to performence core indicators
-match?
252
States anumatch
Give preference to those who common
ENGLISH LANGUAGE AND CIVICS EDUCATION INITIATIVE
The President's FY 2000 budget includes $70 million for the English Language and Civics
Education Initiative to help states and communities provide expanded access to high quality
English language programs, linked to practical instruction in civics and life skills including how
to navigate the workplace, public education system, and other key institutions in American life.
This initiative is designed both to help meet the extraordinary demand for English and civics
instruction in immigrant communities and to demonstrate our shared commitment to integrate
fully new Americans into our social and civic life. States, community-based organizations, local
educational agencies, and non-profit organizations will compete for grants to support English and
civics instruction. With $70 million, the English Language and Civics Education Initiative
will provide services to approximately 150,000 adults in FY 2000. Overall, the President's FY
2000 budget contains a $190 million increase for adult education and family literacy.
Purpose and Rational
The goal of the English Language and Civics Education Initiative is to help states and
communities provide expanded access to high quality English language instruction, linked to
practical instruction in civics, history, and life skills including ways to navigate the workplace,
banking system, public education system, and other public and legal institutions. This initiative
is designed both to help meet the extraordinary demand for English and civics instruction in
immigrant communities as well as to demonstrate the commitment of both immigrants and the
larger American society toward full integration of new Americans into our social and civic life.
Many people who are new to America need more than just our welcome: in order to succeed and
become full participants in American life, they need to be able to read and communicate in
English and they need to understand the way our American system works -- in the areas of
school, work, and community life. The evidence from within immigrant communities
demonstrates high levels of enthusiasm for learning English and participating in civic life;
however, the demand for instruction in these areas far outweighs the current supply.
English as a Second Language (ESL) instruction is the fastest growing component in adult
education -- enrollment in ESL has increased 72 percent over the past ten years. For example,
the city of Los Angeles has a waiting list of 50,000 people for ESL classes and the state of New
York has resorted to a lottery to select from the large number of individuals who wish to learn
English. Also, with new immigrants coming to our country there is an increased need for more
practical instruction on life in America.
Moreover, there is evidence that English language instruction provided in a community-based
setting and in the context of practical instruction is particularly effective for immigrant
populations. For example, the Department of Health and Human Services' (HHS) Office of
Refugee Resettlement (ORR) funds several neighborhood-based projects that have proven to be
effective in helping refugees gain the knowledge and skills needed to navigate American society,
(Lavinia - please elaborate further on this example if necessary).
While there are current federal programs that provide funds for ESL and civics programs, many
more programs are needed to meet the overwhelming demand for ESL and Civics instruction.
The Department of Education currently funds a $365 million Adult Education basic grant
program. Last year, 46 percent of these dollars ($166 million) went to ESL programs
administered by states. In FY 99, the Department of Education received $7 million for ESL
demonstration programs. Some of this money could be used to provide research and evaluation
-intured
of the various programs funded under this initiative. ( ED - do we anything more about the
$7 million?) Despite these programs, long waiting lists exists for ESL classes. The Department
of Health and Human Services Office of Refugee Resettlement (ORR) has operated the
Community and Family Strengthening Program which addresses the needs of refugees becoming
part of the community as well as the community learning about refugees. However, only about
whatsing to
10 percent of new immigrants are refugees, so these programs do not reach the vast majority of
immigrants.
The English Language and Civics Education Initiative will address the shortage of ESL
programs, link these ESL classes to practical instruction in civics and life skills, and allow
communities to develop English language / civic education projects tailored to their unique needs
and different populations of immigrants.
[Ron -- you said you were working on language to address this point. Can we cite something
on immigrant/LEP parent involvement in the schools and their children's education? ED's
1993 "Descriptive Study of Services to LEP Students" found that "parents of LEP students are
less involved in school activities than parents of non-LEP students. They volunteered less
often in the classroom and school in general, and also attended school functions less often
than other parents." Rep. Goodling went on record after the President's announcement of the
adult literacy initiatives last week as being supportive, but he was disappointed about the lack
of focus on the family as a whole.]
&
exped
Eligible Grantees
States will compete for $30 million in discretionary grants to support English language/civics
instruction on a state-wide basis. These grants would range from $3 - $5 million. States could
then use these grants to leverage effectively state-wide ESL funds in support of this initiative.
These funds would augment current state funding levels for English language/civics instruction.
[Ron- I've changed sentence slightly--is this still what you had in mind re: state grants? What
do we mean by leveraging statewide ESL funds?]
Community based organizations, local education agencies, tribally-controlled schools,
institutions of higher education (including community colleges), public libraries, and other non-
profits (such as unions, churches, and schools) would compete for another $40 million in funds.
These grants would range from $150,000 to $1.5 million.
How does it work?
The competitive grant project would be run out of the Department of Education's Office of
Vocational and Adult Education (OVAE).
Grants could be used for varied purposes related to the program including English
language/civics instruction, staff materials, personnel training, and support services including
child care and transportation costs for program participants (if not otherwise available).
Grant recipients would be required to report quarterly periodically to the Secretary of Education [Ron - what
would we expect them to report quarterly? OMB would also like to know, too. Quarterly
reports do seem excessively burdensome. Do we need to indicate the frequency of the
reporting requirement in this document?].
How many people will we serve?
With $70 million, the initiative will be able to provide ESL/civics instruction to approximately
150,000 people.
Grant application requirements
Projects would be expected to address the following issues:
(1) English language education should be linked to instruction on the rights and responsibilities
of citizenship (including civics and U.S. history); the rights and responsibilities associated with
being residents in their communities; and/or navigating various parts of American life, including
using the banking system, accessing employment and improving work skills, navigating the
public school system including active parent involvement and family literacy, using the public
transportation system, dealing with housing issues, accessing child care and health care services,
understanding their legal rights, participating in voting, paying taxes, and much more. Programs
should provide a contextual basis for the language instruction itself.
being
(2) Proposal should identify the way the applicant will determine the impact of their program, we
will expect applicants to have quality controls and accountability measures to assess the impact
of their work [ We had some discussion in this area during our last conference call. Does
anyone have any further thoughts about accountability measure? Can we agree just to add
"accountability measures" for now and list more specifics in the RFP?( Applicants must
send
demonstrate a clear need for increased funds for ESL services in their state or community. These
the
funds would augment current state funding levels for English language/civics instruction
impont in liken skills,
(3) Applicants should consider ways to effectively link with state or local educational
institutions
(4) Proposals should recognize the unique needs of this population by incorporating flexible and
non-traditional approaches, such as evening and week-end hours, technology as a tool to expand
access, and workplace and/or community-based sites, etc.
(5) Encourage the use of volunteers, including Americorps and VISTA volunteers, mentors from
the students' country of origin, and the Retired Senior Volunteer Corps.
(6) Encourage partnerships with employers and/or employer groups to help improve the
employment and life skills of their workforce.
(7) Encourage strong links with existing programs industry at the state, local, and community level,
including education, employment, refugee resettlement, housing, and transportation programs.
Programs should build upon and to enhance existing resources (e.g., ESL programs and
citizenship classes) in the community and avoid duplication.
(8) Must demonstrate significant unmet need for these services in their community.
Adult Education
Education
(9) Programs should also meet the selection criteria identified for grantees under the State grant
program, such as sufficient intensity and duration to produce measurable benefits, use of
research-based instructional practices, etc. (During the last conference call we decided to insert
more generic language for this section - any ideas? Does this program need to meet the State
grant program selection criteria? If yes, do we need to list them in this document or left to the
RFP?)
c:\word\eslciv3.17
Updated 3/17/99
Irene Bueno
03/09/99 12:05:56 PM
Record Type:
Record
To:
Andrea Kane/OPD/EOP, Jonathan H. Schnur/OPD/EOP
CC:
Subject: ESL/Civics Initiative- update
FYI - I have called Trish McNeil to introduce myself and to schedule a meeting with Ed staff to
discuss the ESL/Civics Initiative - policy and legislative strategy. Trish has been busy and will be
on travel later this week but I left a detailed message with her staff and plan to speak Trish in the
next week to discuss scheduling this meeting.
In the meantime, I will make the edits to the latest document and send it around for review.
Let me know if you have any questions, comments, etc.
Thanks.
Julia_Shepherd @ ed.gov (Julia Shepherd)
03/01/99 05:56:39 PM
Record Type:
Record
To:
Andrea Kane/OPD/EOP, Irene Bueno/OPD/EOP
CC:
Subject: waiting lists
Andrea, as requested. Fran Keenan's contact information: phone,
202-362-0700; e-mail, [email protected]
Forward Header
Subject: waiting lists
Author: "Fran Keenan" [SMTP:[email protected]] at USDOED
Date: 2/26/99 4:35 PM
Julia, Hope you got the two things I faxed. Here's one more from the Internet:
Lifelong Learning and Leadership
(IDRA Newsletter, September 1996)
More people are seeking literacy and English as a second language classes than
served by local centers:
During the 1994 school year, 5,000
immigrants in Washington, D.C., were turned away from English classes.
The city of Los Angeles has a waiting list of about 50,000 people for classes in
English.
The state of New York has resorted to a lottery to select from the large number
of individuals who wish to learn English.
House Judiciary Committee Report for H.R. 351, Bilingual Voting Requirements
Repeal Act of 1996,
Report 104-728, July 31, 1996
Fran Keenan
National Clearinghouse for ESL Literacy Education (NCLE)
Center for Applied Linguistics
[email protected]
For adult ESL resources, visit NCLE on the Web at www.cal.org/ncle
Fran Keenan
National Clearinghouse for ESL Literacy Education (NCLE)
Center for Applied Linguistics
[email protected]
For adult ESL resources, visit NCLE on the Web at www.cal.org/ncle.
Irene Bueno
03/19/99 05:57:17 PM
Record Type:
Record
To:
See the distribution list at the bottom of this message
CC:
Subject: ESL/Civics Conference Call Information
The ESL/Civics Initiative conference call is confirmed for Tuesday, 3/23 at 3:15 pm. The
conference call number is 456-6755 or 456-6766 Code 8251.
Please let me know if you have any questions. Thanks
Message Sent To:
Andrea Kane/OPD/EOP
Jonathan H. Schnur/OPD/EOP
Leslie S. Mustain/OMB/EOP
Wayne Upshaw/OMB/EOP
Ronald Pugsley @ ed.gov
Wei-Min C. Wang/OMB/EOP
Monica_Fraizer @ ed.gov
Julia_Shepherd @ ed.gov
Kathleen K. Ahn/WHO/EOP
Patricia_Mcneil @ ed.gov
Leah_Vosburgh @ ed.gov
sarah_newcomb @ ed.gov
llimon @ acf.dhhs.gov