ILLINOIS ADULT EDUCATION AND FAMILY LITERACY

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ILLINOISADULT EDUCATIONANDFAMILY LITERACYDATA AND CHARACTERISTICSIllinois Community College Board401 East Capitol AvenueSpringfield, Illinois 62701-1711Voice 217-785-0123TDD 217-782-5645FAX 217-524-4981www.iccb.state.il.usGUY H. ALONGIChairGEOFFREY S. OBRZUTPresident/CEOAPRIL 2004

ILLINOIS ADULT EDUCATION AND FAMILY LITERACYDATA AND CHARACTERISTICSApril 2004TABLE OF CONTENTSPageMap . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . iiiIntroduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ivDefinitions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . viService Provider by Area Planning Council and Region . . . . . . . . . . . . . . . . . . . . . . xiiSelected Internet Links for Illinois Adult Education and Family Literacy . . . . . . . . . . xviCurrent Service Providers with Contact Information by Region . . . . . . . . . . . . . . . . . xviiTable 1Summary of Adult Education and Family Literacy Enrollmentby Type of Program for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . 1Table 2Summary of Unduplicated Adult Education and Family Literacy EnrollmentBy Type of Instruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . 5Table 3Summary of Duplicated Adult Education and Family Literacy EnrollmentBy Type of Instruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . .9Table 4Summary of Adult Education and Family Literacy EducationalEntry Functioning Level Enrollment in Adult Basic EducationInstruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Table 5Summary of Adult Education and Family Literacy EducationalEntry Functioning Level Enrollment in Adult Secondary EducationInstruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17Table 6Summary of Adult Education and Family Literacy EducationalEntry Functioning Level Enrollment in English as a SecondLanguage Instruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . 21Table 7Summary of Adult Education and Family Literacy Enrollmentby Gender for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Table 8Summary of Adult Education and Family Literacy Enrollmenti

by Age for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29Illinois Adult Education and Family LiteracyData and Characteristics — April 2004TABLE OF CONTENTS(Continued)PageTable 9Summary of Adult Education and Family Literacy Enrollmentby Ethnic Origin in Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . 33Table 10Summary of Adult Education and Family Literacy EmploymentStatus at Entry in Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . 37Table 11Summary of Adult Education and Family Literacy LearnersReceiving Public Assistance for Fiscal Year 2003 . . . . . . . . . . . . . . . . 41Table 12Summary of Adult Education and Family Literacy Enrollmentby Type of Residency for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . 45Table 13Summary of Adult Education and Family Literacy Enrollmentby Disability Status for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . 49Table 14Summary of Adult Education and Family Literacy Enrollment byInstitutional Program for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . 53Table 15Summary of Adult Education and Family Literacy Units ofInstruction for Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57Table 16Summary of Adult Education and Family Literacy Awardsfor Fiscal Year 2003 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61SOURCE OF DATA: Student Administrative Information Reporting System (STAIRS)ii

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004(map)iii

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004INTRODUCTIONThis is the third publication of a factbook on Adult Education and Family Literacy. Thisdocument contains data and characteristics about Adult Education and Family Literacyprograms from fiscal year 2003 and is designed to serve as a reference document.The data source for the tables is the Student Administrative Information ReportingSystem (STAIRS), the approved data collection system for Adult Education and FamilyLiteracy. The parameters for learners to be included in the factbook is a minimum of7.5 hours of instruction which is the state reporting minimum attendance level. Thefederal reporting requirements reflect a different threshold of 12 hours of instruction.This publication provides information about students and allocations. All data reflectfiscal year 2003. Table 1, Table 2 and Tables 6 through 14 are based on unduplicatedclass enrollment in STAIRS. Table 3 is based on duplicated class enrollment inSTAIRS meaning a learner can be counted more than once if enrolled in more than onetype of instruction. Tables 4, 5, and 6 are based on pre-test results in STAIRS. Table15 is based on units of instruction in each type of instructional category in STAIRS.Table 16 is based on Adult Education and Family Literacy allocations.Adult Education is defined as instruction and support services below the postsecondary(college) level for individuals who have attained 16 years of age; who are not enrolledor required to be enrolled in postsecondary school under state law; and who: lack sufficient mastery of basic educational skills to enable the individualsto function effectively in society; do not have a secondary school (high school) diploma or its recognizedequivalent, and have not achieved an equivalent level of education; or are unable to speak, read, or write the English Language.In the Illinois Community College Board’s strategic plan, The Promise for Illinois directlyaddresses the need for Adult Education and Family Literacy in Pledge Three. PledgeThree states, “Economic and demographic changes are dramatically increasing theneed for adult education, literacy, and English-as-a-Second Language programs.Millions of Illinois residents lack the literacy skills that they need to obtain good jobsand to function well in an increasingly complex society. There is a strong correlationbetween higher literacy levels and higher income, numbers of weeks worked, children’ssuccess in school, and individual and family health. Large numbers of immigrants havecome to this country seeking education, work, and a higher quality of life, yet many ofthese immigrants do not have the English literacy or other skills to enable them to meetsocial, educational, and work demands. To address the scope and diversity of need foradult education and literacy skills by both individuals and employers requires a strategyinvolving a variety of providers. Community colleges, public schools, community-basedorganizations, Regional Offices of Education and others each are uniquely suited toprovide the education and services needed by various groups of adult learners.”iv

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004In cooperation with public and private partners, the Illinois Community College Boardwill develop strategies and obtain resources to support appropriate Adult Educationand Family Literacy initiatives including the following. Maximize state and federal resources to assure there is adequate, stable, andflexible resources which promote program growth and innovation for all adulteducation students consistent with the Adult Education and Literacy Vision for2008. Build a strong system of diverse providers, business and agency partnerships,and state leadership that is responsive to the multiple learning needs of adultsincluding English-as- a-Second Language individuals. Develop programs that focus on learner outcomes and demonstrate the value ofadult education in the development of a qualified workforce. Ensure a professionally competent and committed adult education staff throughhigh quality staff development and by increasing access to programs andservices through technology. Establish a structure for developing policies, procedures, and regulations thatbuilds upon the advice and knowledge of adult educators and interestedagencies and organizations.Comments and suggestions for enhancements to the information contained in thereport are welcome. Contact Adult Education and Family Literacy at the IllinoisCommunity College Board at (217) 785-0123 with your suggestions.v

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004DEFINITIONSINSTRUCTION IN ADULT EDUCATIONAdult Basic Education (ABE) – curriculum consists of approved courses designed tobring a student from grade zero through the eighth-grade competency level, asdetermined by standardized testing. Beginning level courses cover grade zero throughthe third-grade competency level. Intermediate level courses include grade fourthrough the eighth-grade competency level. Each level of courses covers each contentarea. The curriculum is designed to accommodate the concept of open-entry, openexit, individualized instruction and includes courses in general basic skills; reading,literacy, and communications skills; computational skills; workforce/employability skills;life skills and career exploration/awareness skills; workplace literacy; and familyliteracy/parenting.Adult Secondary Education (ASE) – curriculum consists of approved courses designedto bring a student from grade nine through the twelfth-grade level competency level, asdetermined by standardized testing. The curriculum is designed to prepare a student toachieve a GED (General Education Development). The curriculum accommodates theconcept of open-entry, open-exit, individualized instruction and includes courses inbasic skills, general; academic and intellectual skills; reading, literacy andcommunications skills; computational skills; workforce/employability skills; life skills,career exploration/awareness skills; workplace literacy and family literacy/parenting;and foreign language GED (Spanish and French).English Literacy/English as a Second Language (ESL) – curriculum consists ofapproved courses designed to include instruction in English for those whose nativelanguage is not English. Beginning, intermediate and advanced courses include acurriculum in listening, speaking, reading and writing using the English language.Other courses using the English language may include instruction in life skills,citizenship education, career exploration, employability skills, workplace literacy, familyliteracy, and EL/Civics. Student levels are based on proficiency as measured by ICCBapproved standardized tests. The curriculum is designed to accommodate the conceptof open-entry, open-exit, individualized instruction.Vocational Skills Training – curriculum consists of approved courses that include shortterm, secondary-level vocational specific training that provide entry-level workforceskills which may lead to employment.High School Credit – curriculum consists of approved courses offered in collaborationwith locally approved school districts. The student, upon satisfactory completion, mustmeet the requirements of the locally approved school district for graduation.vi

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004EDUCATIONAL FUNCTIONING LEVELS FOR ADULT BASIC EDUCATION (ABE), ADULTSECONDARY EDUCATION (ASE), AND ENGLISH AS A SECOND LANGUAGE (ESL)Adult Basic Education Levels – These categories are used to identify students enrolledprimarily in basic education courses in the lower to middle functioning levels. Theseclassifications only include students whose primary or native language is English. Beginning ABE Literacy test levels 0 to 1.9. Beginning Basic Education test levels 2.0 to 3.9. Low Intermediate Basic Education test levels 4.0 to 5.9. High Intermediate Basic Education test levels 6.0 to 8.9.Adult Secondary Education Levels – These categories are used to classify studentsenrolled primarily in courses designed for preparation for the General EducationalDevelopment Examination (GED) or in high school level courses (includes test levels9.0 to 12.9). These classifications only include those students whose primary or nativelanguage is English. Low Adult Secondary Education test levels 9.0 to 10.9. High Adult Secondary Education test levels 11.0 to 12.9.English as a Second Language – These categories are only used for students whoseprimary or native language is not English or who come from an environment where alanguage other than English is spoken in the home and are experiencing sufficientdifficulty speaking, reading, writing or understanding English that they requireassistance to meet social, educational and work demands. Beginning ESL Literacy test levels CELSA NA/BEST Literacy 0-7/NYSP 0-3. Beginning ESL test levels CELSA 20-23/Best Literacy 8-46/NYSP 4-14. Low Intermediate ESL test levels CELSA 24-29/ BEST Literacy 47-53/NYSP15-20. High Intermediate ESL test levels CELSA 30-41/BEST Literacy 54-65/NYSP21-27. Low Advanced ESL test levels CELSA 42-53/ BEST Literacy 66 /NYSP 28-32. High Advanced ESL test levels CELSA 54 /BEST Literacy NA/NYSP 33 .The New York State Placement (NYSP) test can no longer be used for ESL assessment.BEST Plus is an acceptable ESL assessment beginning in fiscal year 2004.TYPES OF PROVIDERSCommunity Based Organizations (CBOs) providing services in Adult Education andFamily Literacy in Illinois are nonprofit formal organizations within communities/neighborhood settings delivering formal education and support services for adultlearners, youth and/or families. Some CBOs are recognized for having a closerelationship with a particular immigrant population and possess unique qualifications tomeet the special needs of these individuals. These organizations provide skill buildinginstructional and support services to help individuals acquire additional skills. In Illinoisvii

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004Adult Education and Family Literacy, CBOs are primarily located in the Chicago area.Community Colleges (CCs) are public two year postsecondary institutions offeringeducational programs and services to all individuals with an ability to benefit from theinstruction. Illinois has a comprehensive community college system offering instructionat all levels of adult education and literacy through college level education and training.The highest offerings are two year associate degrees in transfer and career/technicalprograms. In Illinois there are 48 community colleges organized within 39 districts.The City Colleges of Chicago and Illinois Eastern Community College are multi-collegedistricts. html)Correctional Institution - The Department of Corrections School District 428 provideseducational and vocational instruction to inmates and youth confined to departmentalfacilities. In addition, School District 428 contracts with colleges and universities foradvanced instruction. The educational programs provided to the Juvenile Divisioncover both the elementary and secondary levels. Students who are eligible receivespecial education instruction and remedial services. The educational programsprovided to adult inmates cover elementary, secondary, and advanced levels. TheMandatory Education Provision of 1987 mandates inmates performing below the sixthgrade level in math and reading skills must receive a minimum of ninety days of AdultBasic Education (ABE) instruction. http://www.idoc.state.il.us/ hsp2000/hsp2000 3.pdf(Page 18 of 24)Other – In the databook tables, Southern Illinois University Adult Education and FamilyLiteracy is the other type of provider.Public Schools provide educational services to students, have an assignedadministrator, receive public funds as its primary support, and are operated by aneducation agency. http://nces.ed.gov/pubs2001Regional Offices of Education (ROEs) are administrative entities (56) which operateunder the leadership of an elected regional superintendent of schools. Some regionsare based on a single county while others encompass multiple county units. ROEsserve as an intermediate link for elementary and secondary education and partner inthe delivery of Adult Education and Family Literacy in the state of Illinois. Regionalsuperintendents serve as educational agents for the state within their respectivegeographic regions. Among other responsibilities, they are responsible for GEDtesting, certification renewals, legislation, grant management and educationalprogramming for local K-12 school districts. http://www.isbe.net/regionalofficesviii

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004AREA PLANNING COUNCILS (APCs)Area Planning Councils (APCs) are legislatively authorized (Illinois School Code(405/2-4) to provide for the development and coordination of adult education programsin a specified region of the state. APCs were developed to promote integration ofservice delivery, avoid duplication of services, maximize available resources, andprovide accessibility to those needing service. Generally, APCs coincide with theboundaries of community college districts.The State Plan for Adult Education requires all programs receiving Adult Education andFamily Literacy funds to participate in the APC. Recognizing that serving thispopulation of adults often means serving their families, all providers of programs areencouraged to participate in the APC. The Area Plan developed by an APC covers amulti year planning period. APCs are encouraged to include representation from otherservice providers (e.g., Illinois Department of Human Services, Local WorkforceInvestment Boards, Child Care Resource and Referral agencies, etc.), and areabusinesses and industry.APCs are required to meet at least twice during a fiscal year but most meet more often.The following entities are entitled to one representative on the APC: each schooldistrict within the APC boundaries maintaining either grades K-12 or 9-12; eachregional superintendent of schools, the majority of whose region is included within theboundaries; and the community college.OTHER DEFINITIONS GROUPED TOPICALLYSTAIRS – the Student Administrative Reporting System (STAIRS) is the approved datacollection system for Adult Education and Family Literacy in Illinois.National Reporting System for Adult Education – The National Reporting System (NRS)for Adult Education is an accountability initiative for federally funded adult educationand family literacy programs. NRS consists of a series of measures to assess theimpact of adult education instruction. NRS specifies data collection methodologies andincludes reporting procedures and forms.Family Literacy – an integrated, intensive service for at-risk families that must include,but is not limited, to the four components (adult education, parenting education,parent/child activities, and child education) of family literacy. Only three components(adult education, parenting education, and parent/child activities) can be funded byICCB Adult Education and Family Literacy funds. The fourth component (childeducation) must be funded by an appropriate child education partner.ix

Illinois Adult Education and Family LiteracyData and Characteristics — April 2004EL/Civics Instruction – includes integrated English literacy and civics education toimmigrants and other limited proficient populations which allows participants toeffectively participate in the education, work and civic opportunities of the United Statesof America. EL/Civics is an educational program that emphasizes conceptualizedinstruction on the rights and

Illinois Adult Education and Family Literacy Data and Characteristics — April 2004 iv INTRODUCTION This is the third publication of a factbook on Adult Education and Family Literacy. This document contains data and characteristics about Adult Education and Family Literacy programs from fiscal year 2003 and is designed to serve as a reference .

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