Arizona Adult Education Committee: final report

              ARIZONA ADULT
EDUCATION COMMITTEE
FINAL REPORT
October 1992
October 30, 1992
The Honorable Eugene Hughes
Arizona State Board of Education/
Vocational and Technological Education
1535 West Jefferson
Phoenix, Arizona
Dear President Hughes:
On behalf of the members of the Arizona Adult Education
Committee, I am pleased to transmit to you and the members of the
State Board of Education the Committee's Final Report. As
stipulated in House Bill 2162, under which the Committee was
formed, the Committee concluded business on October 1, 1992.
The Committee wishes to thank the State Board of Education for
the cooperation and support received during its tenure. It
further wishes to thank Dr. Gary A. Eyre, the Department of
Education, Division of Adult Education staff and local adult
education providers and practitioners for the opportunity to work
with them to address the problems and share the successes of
providing adult education services in Arizona. The Committee
feels that it has had an exemplary experience owing to the
openness, responsiveness and dedication of all those associated
with adult education in the State.
Sincerely, n
ith A. Loucks
e Chairperson
MISSION OF ADULT EDUCATION
" Arizona Adult Education programs will assure that all adults have equal access to quality
education opportunities and support services that address the unique needs of individuals. families
and communities so that they may acquire the knowledge and skills they need for more effective
and active participation in society."
Arizona Department of Education
Division of Adult Education
TABLE OF CONTENTS
Final Report of the Arizona Adult Education Committee
Paqe
Executive Summary 1
Arizona Adult Education Committee Overview 2
Accomplishments:
Addressing the Charge; Distribution of Funds 4
Addressing the Charge; Accountability and Evaluation 5
Longitudinal Study 6
Federal Compliance Review 6
Arizona Adult Literacy and Technology Resource Center 7
Teacher Certification 8
Recommendations 9
Conclusion 11
Appendices
Appendix I
Appendix I1
Appendix I11
Appendix IV
Appendix V
Appendix VI
Appendix VII
Appendix VIII
Appendix IX
Supportinq Attachments
Attachment I
Attachment I1
Committee Membership
House Bill 2162- Adult Education
Committee
Public Hearings and Topics Addressed
Committee Meetings
Major Functions and Activities
Subcommittees
State Plan Funding Formula
Committee Interim Report, 1991
U. S. Department of Education Compliance
Review
Arizona Literacy and Technology Resource
Center
Certification
Learning Unlimited - Part I1
Chapter I1 - Arizona Demographic Factor
19 92
Executive Summary
Major initiatives and accomplishments of the Arizona Adult
Education Committee ( with the Department of Education, Division
of Adult Education) appointed July 1989 and completing business
October 1992 include:
Successful Federal Compliance Review of Adult Education
Programs
Revision of the Arizona Adult Education Plan ( 1990- 1996) to
include new provisions of the National Literacy Act of 1991
Federal Grant Application and Plan for the Arizona Adult
Literacy and Technology Resource Center to become the center
for research, technology applications and assistance, staff
development, and program linkages and coordination
initiatives
Ongoing improvement in computer based client data
retrieval system
Final stages of local provider- centered agreement on
indicators of quality and effectiveness of Arizona Adult
Education programs
Initiation of a Longitudinal Study of Arizona Adult
Education students
Revision of the Arizona Administration Code concerning a
six- year renewal procedure for certification of adult
education teachers
Eighteen Recommendations for additional funding and
initiatives
Tax based reimbursement
Expanded day and extended year
Partnerships
Expand Resource Center
Technology Plan
Salary Equity
Arizona Adult Education Committee Overview
The Arizona Adult ducati ion Committee was an outgrowth of the
nine- member State Plan Task Force appointed by Superintendent
Bishop on February 21, 1989. The Task Force was charged with
advising in the development of the Arizona State Plan for Adult
Education. The State Board of ducati ion adopted the Plan on May
22, 1989, and Superintendent Bishop submitted it to the U. S.
Department of Education on June 2, 1989. The Arizona Plan ( July
1, 1989 - June 30, 1993) was accepted by the U. S. Department of
Education July 13, 1989. The Task Force completed business on
August 30, 1989.
The passage of H. B. 2162 in April 1989 created the Arizona Adult
Education Committee. The Committee was appointed in July 1989 to
serve until October 1, 1992. ( Refer to appendices I and 11). The
committee was charged with the following:
Develop recommendations for accountability and evaluation
of adult education
Advise the State Board of Education on matters pertaining
to adult education
Conduct Public Hearings throughout Arizona to provide a
forum wherein Adult Education needs and desires of the
citizenry be made known
- Provide a report of the Committee's activities and
recommendations to the State Board of Education
Evaluate, develop, and recommend a formula for
distributing Federal and State adult education funds
File a report of the Committee's activities with the
Legislature each October.
Activities
From July 1989 to October 1992 the Arizona Adult Education
Committee conducted seven Public Hearings and held twenty- one
meetings. ( Refer to Appendix 111). The hearings were scheduled
and publicized to allow the most extensive opportunity for
Arizona's citizenry in all geographic areas to be heard.
The Committee also attended all major functions of adult
education in Arizona.
Committee members have participated as an integral part of adult
education for the past three years. ( Refer to Appendix 111).
Much of the work of the Committee has been done in subcommittees
with adult education staff and/ or field representatives. ( Refer
to Appendix IV) .
The Arizona Adult Education Committee filed reports of activities
and recommendations with the State Board of Education on April
23, 1990; October 22, 1990; and October 28, 1991. In addition,
Thomas Davidson, Chairman; Judith Loucks, Vice Chair; Gary Eyre,
with various other members of the Committee, presented in
sessions with the State Board on September 5, 1990, September 23,
1991 and met with Superintendent Bishop on March 9, 1992.
Accomplishments
Addressing the Charge: Distribution of Funds
The Adult Education Committee when first established in 1989
deliberated on recommendations regarding the Arizona formula for
distribution of funds. ( Refer to Appendix V). Testimony taken at
Public Hearings on the formula presently being used produced
nei. ther clear identification of issues nor recommendations for
change in the distribution formula. Likewise, discussions with
Department of Education staff and field practitioners brought
forth no clear indications of changes which would better serve
the populations in need of adult education services.
What did become apparent very early in the Committee's
examination was that the first and most urgent need to be
addressed was the serious lack of adequate funding for adult
education in Arizona. In other words, there was no way to cut the
pie differently and solve the problems when the grossly
inadequate size of the pie was clearly the core problem. So
impressed was the committee with the breadth of the gap between
needs for education services and funding to provide them that the
Committee's entire Interim Report to the State Board for fiscal
year 1991 was devoted to outlining: 1. The current realities
affecting adult education in Arizona, 2. The resulting system
under stress, and 3. Twelve proposed resolutions - all starting
with the identification of the need for additional funding.
( Refer to Appendix VI) .
Enrollment in adult education has grown at a rate of 15% each of
the last four years. In fiscal year 1992, nearly 53,000 adults
participated in ninety- four ( 94) adult education and General
Educational Development ( GED) testing programs. Adult student
instructional contact hours exceeded 1.6 million last year. Yet,
according to the U. S. Department of Education's formula, Arizona
would have to increase the current level of effort an additional
95% above current levels to meet the needs of its undereducated
population.
The Committee recommends that as Arizona plans for the additional
challenges and needs of the 21st Century, not only that the
funding formula be revisited, but the entire funding mechanism
and revenue sources for adult education services be revised.
Addressing the Charge: Accountability and Evaluation
In addition to establishing a subcommittee to study
accountability and evaluation locally, an important activity for
the Committee in addressing this issue was listening to the
members who represented the Committee at national meetings and
conferences on adult education. The resulting reports indicated
that Arizona, in 1991, was in the same category as the vast
majority of other states in methods of evaluation and documenting
for accountability purposes. Difficult issues surrounding the
topic are many. They range from the lack of agreement on
appropriate methods and instruments to measure adult learners'
progress to the lack of a common language to convey their
progress in meaningful ways to the various stake holders in adult
literacy ( i. e., employers, legislators, and other service
agencies).
These difficult issues further encompassed the gamut of
collection and analysis problems. The open- entry, open- exit
nature of adult basic education programs and the migrant
lifestyle of many of its participants create formidable
challenges for retention and follow up measures. Compounded by
inadequate technology and technological assistance to the field,
the problem of accountability and evaluation cannot be effected
substantially with less than a comprehensive plan with
significant " buy in" from the field. Such a plan should also be
funded to include an infusion of technology into the process.
Anticipating the signing into law of the National Literacy Act of
1991, the Adult Education Committee passed a motion on July 23,
1991, recommending that a process to determine standards and
methods of measuring program effectiveness be defined and put in
place by the Arizona Department of Adult Education, Division of
Adult Education, as soon as possible. The Committee further
recommended that the formation of a committee of field
practitioners be a part of this definition process. The Division
held a subsequent activity: a two- day Issues Identification
Workshop for program directors, teachers and the Arizona Adult
Education Committee Accountability and Evaluation Subcommittee on
October 17 and 18, 1991. A second field- wide forum on program
evaluation and teacher certification was conducted by the
Division on October 30, 1991, and another by the Committee at the
biannual statewide adult education conference, Adult Education
2000, on October 2, 1992.
The selection of program quality indicators has been an active
subject at all levels of adult education in Arizona for the past
year. Much input from the field has been gleaned and an
experienced- tested process, involving the practitioners at every
step, is being used by the Division. An official Accountability
Task Force of representatives of adult education in Arizona has
been appointed to work with the Division of Adult Education to
recommend the details of how Arizona will address the issue of
individual program accountability and evaluation and meet the
requirements set forth in the National Literacy Act by July 1993.
In December 1990 the Committee also formed a Student Centered
Data Retrieval Subcommittee to join with the Division of Adult
Education staff and practicing adult educators and program
directors to recommend the best way to streamline the student
data collection and reporting process for the State. The work
done by this group accomplished interim objectives that were put
in place July 1, 1991. It also lead to a project funded by the
Division to work with a nationally known systems consultant to
automate and electronically connect the Division of Adult
Education to the five largest adult education programs in the
State by July 1993.
Longitudinal Study
As another important component in accountability and evaluation,
the Arizona Adult Education Committee reacted favorably to a
proposal by the Division to develop a longitudinal client-centered
evaluation study. A self- study assessment and planning
guide for evaluating adult education and GED programs was also
proposed. The Division has allocated funds for the study. This
project evaluation and monitoring activity is part of the Arizona
Amended State Plan for Adult Education ( July 1, 1989, to June 30,
1995).
Federal Compliance Review
The Committee was fortunate to have the opportunity to
participate with the Division in a Federal Compliance Review
March 11, 12, and 13, 1991. This was the first official review
of adult education programs in Arizona since 1965.
Representatives of the Committee met and participated with the
three reviewers from the U. S. Department of Education and the
Director of Adult Education from Colorado in several settings.
The outcome of this review was a highly complimentary report.
( Refer to Appendix VI). Nine recommendations were made, all of
which have been addressed by the Division except where the
recommendation was to expand or extend services when no funds
were available.
Of particular note in the recommendations was the addition of
technical assistance to the field. Technology, technical
assistance and training for the field is proposed as a major role
for the State's expanded Adult Literacy and Technology Resource
Center. The goals, objectives and activities are outlined in the
Committee's and Governor Symington's recently submitted Literacy
Resource Center Program grant application. ( Refer to the
following section).
The Committee is pleased with the current procedures, plans, and
activities of the Department of Education, Division of Adult
Education in the areas of evaluation and accountability.
Following the guidelines and taking the time allowed by the
National Literacy Act of 1991 should prove critical in not only
the identification of indicators of program quality but the
implementation of procedures, processes, and tools to position
for a successful transition.
Arizona Literacy and Technology Resource Center
One of the most substantive contributions of the Arizona Adult
Education Committee has been its leadership in developing a plan
and Federal grant application to gain funding for expanding the
Arizona Adult Literacy and Technology Resource Center.
The Department of Education and Governor Symington's office
requested that the Arizona Adult Education Committee make
application for Arizona's 1% share of the 5 million dollar
allocation for State Literacy Resource Centers. The State
Literacy Resource Center program was authorized in the National
Literacy Act of 1991. Grants will be awarded on a formula basis
to each applying state's governor's office or designee.
Accepting the charge, the Committee appointed a State Literacy
Resource Center Subcommittee which completed the application in
collaboration with the field and assistance from the Department
of Education staff. The application was signed by Governor
Symington on September 30, 1992. If funded, the award for the
first year will be for $ 52,000 and should be received before
January 1993.
The goals of the Arizona Literacy and Technology Resource Center
support the larger goals of the State Resource Center Program and
the Arizona Amended Adult Education State Plan ( 1989- 1995) ( Refer
to Appendix VII). They are:
1. Create and promote linkages, coordination and
intra-/ inter- agency agreements to most effectively
and efficiently expand services to clients in need
2. Improve program planning to better meet client needs
3. Develop more efficient program management,
evaluation, and accountability
4. Improve delivery of literacy instruction through
staff development activities and support
5. Improve curriculum materials in order to better
target each client's needs
Note that the objectives of the Arizona Literacy and Technology
Resource Center fall into three categories: 1. Improved com-munication
and coordination with all stake holders in adult
literacy services, 2. Program Management and Planning, Data
Collection, and Research, 3. Staff Development.
Technology is proposed as a v i t a l part of a l l the goals and
objectives for the Resource Center.
It is the conviction of members of the Adult Education Committee
that the activities and resources planned for the Resource Center
will help Arizona Adult Education make notable progress in
meeting all the goals of the Amended State Plan, including
improving and expanding outreach to clients most in need.
Teacher Certification
At the request of the Division, The Committee initiated a review
of the adult education teacher certification requirements and
subsequently made a recommendation to the State Board of
Education and the Department of Education. That recommendation
resulted in a rule change, approved by the Board August 27, 1990,
which pennits a certificate to be valid for six years, instead of
one year. This rule makes the adult education certificate for
the first time consistent with standard provisions for K- 12.
( Refer to Appendix VIII) .
Recommendations
The Committee, during its tenure, made eighteen specific
recommendations for Arizona Adult Education. They are:
1. Research the potential for making adult education services
part of the tax- based reimbursement system directly linked to
service provided
2. Seek and commit funding from all sources available to close
the gap between current level of need and level of effort
3. Research the impact and potential of implementing an expanded
day and extended school year as a means to better meet the
needs for adult education services
4. Seek and commit funding to meet the special/ extra educational
demands of populations in transition, i. e., . job readiness
asocial service referral needs
* adults mandated and adjudicated to adult education programs
. child care . transportation
. guidance and counseling
5. Seek and commit coordination and funding for adequate
facilities and instructional services
6. Seek and commit funding to meet the need for innovative
practices:
technology
. staff development
- innovative instructional methods and approaches
* data collection and research
- evaluation and reporting
7. Seek avenues and funding to especially target those who are
least educated and most in need residing in geographically
isolated areas
8. Seek and commit funding to meet the educational needs of
physically and mentally challenged adults
9. Seek opportunities to expand existing and new collaborative
efforts and partnerships with public and private agencies and
organizations
10. Seek and commit funding for the recruitment of adult
educators, career opportunities in the field, and equity in
pay with K- 12 educators
11. Seek and commit funding for the recruitment and development
of local volunteers and support staff
12. Commit categorical funding for:
. the development of a strategic plan to meet Arizona's long
term adult basic education needs in the 21st Century
* an initiative facilitating family literacy, self directed
and lifelong learning
* extensive research and examination of present funding
mechanisms and revenue sources in order to restructure
Arizona's financial support and for the growing need for
adult education
. a comprehensive public information effort
* on- going instructional staff development
A third year of endeavor, a broader causal understanding and
additional developments and opportunities require the addition of
specific recommendations.
Additional Recommendations
13. Continue with the current plan and process to identify
Program Quality Indicators by July 1993.
14. Commit funding to expand the Arizona Adult Literacy and
Technology Resource Center to provide technology and
technical training and support to the field
15. Commit funding to position the Arizona Adult Literacy and
Technology Resource Center to meet Arizona's needs for: 1.
staff development, 2. data collection and research, 3.
communication for improved planning and promotion of program
linkages, coordination and expansion of adult education and
other services
16. Commit funding to promote Research and Demonstration Pilot
Projects using computer assisted instruction and other
technology to expand capabilities to reach more adult
students and target each student's needs for basic education
instruction
17. Formulate and implement a five- year Arizona Adult Education
Technology plan to address instructional delivery, client
outreach, staff development, technology assistance and
research needs
18. Make provision for a standing advisory committee to the
Department of Education, Division of Adult Education
Conclusion
The Committee's three- year involvement in all levels of
administrative and educational issues of adult education
in Arizona has provided this group with a unique laymen's
understanding of its challenges and successes. It is the
members' conclusion that the citizens of Arizona receive as great
a return on this state's modest investment in adult education
services than any other facet of public assistance.
During public hearings, Committee meetings, conferences,
workshops, and all other adult education activities, Committee
members were repeatedly confronted with testimony and evidence of
overcrowded adult education classrooms and unfavorable
teacher/ student ratios. As stated in the Committee's 1991 Interim
Report, increasing demand for adult basic education has resulted
in waiting lists of potential clients numbering in the thousands.
The Committee, therefore, urges all due consideration of the
Department of Education's Budget Request for FY94 in the amount
of $ 1,200,000 in additional funds to assist in alleviating these
conditions.
More than complete cooperation and support, the Department of
Education, Division of Adult Education warmly invited the members
of this Committee to work hand in hand with the leaders and
practitioners to define and address the problems involved in
serving Arizona's adults in need of basic education. This
invitation was echoed in the field and the additional voice for
adult education afforded by such a committee welcomed. The
Committee's enthusiastic response and the ensuing results are
testimony to the efficacy of the continuance of such an advisory
body to the State Board, Governor Symington and the Legislature.
Appendix I
ARIZONA DEPARTMENT OF EDUCATION
Ms. C. Diane Bishop
Superintendent
Ms. Nancy Mendoza Mr. Richard Condit Dr. Gary A. Eyre
Deputy Superintendent Associate Superintendent State Administrator
State Director Adult Education
Vocational, Technical
and Adult Education
ARIZONA ADULT EDUCATION COMMITTEE
Mr. Thomas Davidson, Chairman Ms. Judith bucks, Vice Chairperson
6504 North Maryland Circle 25236 North 15th Avenue
Phoenix, Az 85013 Phoenix, Az 85027
Mr. Francis Blake Ms. Myrna Harrison Mr. Thomas Ralls
29 15 North Reed Road Phoenix College 4100 Calle West Don Miguel
Chino Valley, Az 86323 1202 West Thomas Road Tucson, Az 85746
Phoenix, Az 85013
Dr. Gary A. Eyre Ms. Peg Nash Ms. Harriett Sloan
Az Department of Education 2105 East 4th Street PO Box 619
1535 West Jefferson Street Tucson, Az 85719 Tuba City, Az 86045
Phoenix, Az 85007
Mr. Jim Green
6962 East Tirnrod
Tucson, Az 85710
Ms. Evangelina Olea Mrs. Gloria Young
5143 West Encanto Blvd 1789 West Jefferson Street
Phoenix, Az 85035 Site Code 730- A
Phoenix, Az 85005
FORMER ADULT EDUCATION COMMITTEE MEMBERS
Ms. Rita Nader Mr. George Oetinger 111 Mr. Michael Perez Ms. Jacque Tapia
Ms. Mary Scott ( Semmy)
Committee Staff
Arizona Department of Education
Dr. Gary A. Eyre Dr. James John Jelinek Ms. Lisa Rundle
Appendix I1
Senate Engrcsd House Bill
State of Arizona
House of Representatives
Thirty- ninth Legislature
First Regular Session
1989
Chapter 101
House Bill 2 162
AN ACT
RELATING TO EDUCATION; PROVIDING FOR CREATION OF ADULT EDUCATION
COMhfTEE OF STATE BOARD OF EDUCATION; PRESCRIBING MEMBERSHIP,
OFFICERS, DUTIES, AND REIMBURSEMENT OF EXPENSES, PRESCRIBING ANNUAL
REPORT, AND PROVIDING FOR DELAYED REPEAL.
1 Be it enacted by the Legislature of the State of Arizona:
2 Section 1. Adult education co-
3 A. An adult education committee of the state board of education is established.
4 The committee consists of:
5 1. The deputy associate superintendent for adult education or his designee.
2. A member of the state board of education appointed by the superintendent of
public instruction.
3. Eight representatives of literacy volunteer organirations, minority groups,
current or former adult education students, local level adult education providers and
community- based organizations involved with adult education appointed by the state board
of education.
4. Two persons not sffihted with an adult education program appointed by the
state board of education.
B. Members of the committee are not eligible to receive compensation for their
work for the committee but are eligible for reimbursement of expenses pursuant to title
38, chapter 4, article 2, Arizona Revised Statutes, from monies received for adult
education by the department of education.
C. The committec shall:
1. On or before October 1, 1990, recommend to the state board of education
standards of accountability and evaluation of adult education programs.
2. Recommend any changes needed in the standards of accountability and
evaluation of adult education programs which are adopted by the state board of education.
Appendix 11, continued
H. B. 2162
3. Advise the state board of education on matters pertaining to adult education
and provide a report to the committee's activities and recommendations to the state board.
4. Evaluate, develop and noommend a formula for distributing federal and state
adult education monies.
D. The members of the committee shall elact a chairinan and a vice- chairman
of the committee.
E. The division of adult education shall provide the committee with the staff
support rquired by the committee to perform its duties.
F. The state board of education shall submit a report concerning adult education
programs and the work of the adult education committee to the governor, the speaker of
the house of representatives, the president of the saute and the chairmen of the education
committees of the senate and the house of representatives on or before October 1 of each
Ym*
Sec. 2
This act is rtpealed from and after October 1, 1992.
Approved by the Govanor April 26, 1989
Filed in the office of the Secretary of State April 27, 1989
March 16, 1990
March 30, 1990
September 27, 1990
October 19, 1990
April 5, 1991
November 22, 1991
January 30, 1992
Appendix 111
PUBLIC HEARINGS
Yuma County Library
Yuma
Frank X. Gordon
Literacy Center
Mesa
Doubletree Hotel
Tucson
Flagstaff Unified SD # 1
Administration Center
Flagstaff
Glendale Public Library
Glendale
Tuba City Unified SD # 15
Tuba City
Grace Inn
Phoenix
TOPICS ADDRESSED IN PUBLIC HEARINGS
Program Funding Levels
Arizona Adult Education State Plan
Formula for Distribution of Funds
Program and Client Evaluation
Client- Centered Data Retrieval and Reporting
Adult Education Teacher Certification
Family Literacy
Computer Assisted Instruction
Basic Skill Instruction for Homeless Adults
GED Testing
Special Projects in Arizona Adult Education
Special Adult Populations and Special Needs
Adult Education Programs Availability
Staff Development
Arizona Technical Amendments to State Plan
GED Policies
Full Time Adult Education Teachers
Data Integrity
Native American Basic Skills Needs
Program Needs of Rural Arizona
Client Waiting Lists
Classroom Scheduling
TeacherIClient Ratio
Program Expansion
Appendix ID, continued
ADULT EDUCATION COMMITTEE MEETINGS
Date Location
November 13, 1989
February 2, 1990
April 20, 1990
June 30, 1990
August 24, 1990
September 26 & 27, 1990
November 30, 1990
January 18, 1991
March 1, 1991
April 5, 1991
June 3, 1991
July 23, 24 & 25, 1991
September 20, 1991
November 21 & 22, 199 1
January 30, 1992
February 2, 1992
March 2, 1992
April 24, 1992
June 19, 1992
July 31, 1992
September 21, 1992
Grace Inn - Phoenix
Grace Inn - Phoenix
Mesa Literacy Center
Flagstaff Administrative Ctr
Arizona Department of
Education - Phoenix
Doubletree Hotel, Tucson
Grace Inn - Phoenix
Doubletree Hotel, Tucson
Grace Inn - Phoenix
Glendale Public Library
Grace Inn - Phoenix
Yavapai College, Prescott
Grace Inn - Phoenix
Tuba City Unified Sch Dist
Grace Inn - Phoenix
Grace Inn - Phoenix
Grace Inn - Phoenix
Grace Inn - Phoenix
Grace Inn - Phoenix
Grace Inn - Phoenix
Grace Inn - Phoenix
MAJOR FUNCTIONS AND ACTIVITIES WITH COMMITTEE PARTICIPATION
November 14, 1989
AAACCE Board Meeting
December 1, 1989
AAACCE Annual Meeting
April 3, 1990
AAACCE Board Meeting
April 9, 1990
Adult Education Staff
Development Consortium Teacher
Training and Board of Directors
Gilbert, Arizona
Phoenix, Arizona
Gilbert, Arizona
Tucson, Arizona
April 23, 1990
State Board of Education
Committee Report
May 1, 1990
AAACCE Board Meeting &
Mesa Adult Education Graduation
May 11, 1990
Rio Salado Adult Education Graduation
May 17, 1990
Pima County Adult Education Graduation
June 5, 1990
AAACCE Board Meeting
June 29- 30, 1990
Arizona Adult Education Dinner,
Public Hearing and Meeting
August 6- 1 1, 1990
Vocational Education State Conference
August 14, 1990
AAACCE Board of Directors Meeting
September 5, 1990
Vocational Committee to the State Board
of Education
September 13- 14, 1990
GED Institute
September 27- 29, 1990
Arizona Adult Education Conference
October 9, 1990
AAACCE Board Meeting
October 12, 1990
Staff Development Consortium Workshop
Appendix III, continued
Phoenix, Arizona
Gilbert, Arizona
Mesa, Arizona
Phoenix, Arizona
Tucson, Arizona
Gilbert, Arizona
Flagstaff, Arizona
Tucson, Arizona
Gilbert, Arizona
phoenix, Arizona
Phoenix, Arizona
Tucson, Arizona
Gilbert, Arizona
Flagstaff, Arizona
October 26, 1990
Resource Center - Literacy Volunteers
of Maricopa County
October 29 - November 3, 1990
AAACCE National Annual Conference
November 13, 1990
AAACCE Board Meeting
December 7, 1990
AAACCE Annual Meeting
January 8, 1991
AAACCE Board Meeting
January 9, 1991
Lifelong Learning Library Staff Meeting
February 12, 1991
AAACCE Board Meeting
February 22, 1991
Learn Consortium Conference
March 1, 1991
Client Data Retrieval Meeting
March 11- 13, 1991
Federal Compliance Review
April 10- 12, 1991
Mountain Plains Adult Education
Annual Conference
April 25, 199 1
Learn Consortium Meeting
May 8, 1991
Family Literacy Sunny side School District
Appendix 111, continued
Phoenix, Arizona
Salt Lake City, Utah
Gilbert, Arizona
Phoenix, Arizona
Phoenix, Arizona
Scottsdale, Arizona
Phoenix, Arizona
Tucson, Arizona
Phoenix, Arizona
Phoenix, Arizona
Sun Valley, Idaho
Tucson, Arizona
Tucson, Arizona
May 17, 1991
Rio Salado Community College
Adult Education Graduation
May 23, 1991
Pima County Adult Education Graduation
June 14, 1991
Staff Development Consortium Meeting
June 27, 1991
Frank X. Gordon Literacy Learning
Center Conference
September 12- 13, 1991
GED Institute
September 19- 20, 199 1
Project Directors Workshop
October 6- 8, 1991
Mexico/ U. S. Border Conference
October 14- 17, 1991
AAACCE National Annual Conference
October 23- 24, 1991
Conference and Institute
October 29- 30, 1991
Annual State Administrators Workshop
November 15, 1991
Department of Economic Security
Adult Education Graduation
November 19, 1991
AAACCE Annual Meeting
December 9- 1 1, 1991
Mexico/ U. S. Border Conference
December 14, 1991
AAACCE Annual Meeting
Appendix III, continued
Phoenix, Arizona
Tucson, Arizona
Phoenix, Arizona
Phoenix, Arizona
Phoenix, Arizona
Phoenix, Arizona
El Paso, Texas
Montreal, Canada
Phoenix, Arizona
Denver, Colorado
Glendale, Arizona
Phoenix, Arizona
San Diego, California
Phoenix, Arizona
January 14, 1992
AAACCE Board Meeting
Legislative Initiatives
Sub- committee Meeting
September 30 - October 3, 1992
Arizona Adult Education Conference
Appendix 111, continued
Mesa, Arizona
Phoenix, Arizona
Tempe, Arizona
Appendix IV
SUBCOMMITTEES OF THE ARIZONA ADULT EDUCATION COMMITTEE
1. Data Collection and Retrieval Subcommittee
2. State Adult Education Legislative Initiatives Subcommittee
3. Evaluation/ Assessment Criteria Subcommittee
4. Subcommittee for establishing Committee Structure and
Operational Procedures
5. State Literacy Resource Center Application Subcommittee
6. Issues Identification and Committee Report Subcommittee
7. Federal Compliance Review Subcommittee
Appendix V
FUNDING DISTRIBUTION FORMULA
In fiscal year 1993 funding for adult education projects will be
based on $ 150 per student enrolled for 125 hours of instruction.
Each class unit generates $ 3,000. Projects shall not exceed 5
percent for inUirect/ administration costs. The State Education
Agency ( SEA) shall negotiate with local grant recipients in order
to determine as adequate level of funding to be used for non-instructional
purposes.
APPENDIX VI
INTERIM REPORT
FISCAL 1991
SUBMITTED TO:
THE ARIZONA STATE BOARD FOR
VOCATIONAL AND
TECHNOLOGICAL EDUCATION
OCTOBER 28,199 1
APPENDIX VI, continued
EXECu'TWE SUMMARY
The Committee wishes to continue to assist the State Board and Division of Adult Education to
set a vision for meeting the needs of Arizona for adult literacy, but in so doing have come upon
current realities that clearly indicate that Arizona Adult Education is a system under stress and
in transition and in urgent need of resolutions to alleviate debilitating problems.
Current Reahtie . .
Current trends and public policies are creating unprecedented demands for Arizona's adult
education services. For example:
Family Literacy Initiatives are driving public schools to request adult education for
for parents -
J. O. B. S. Welfare Reform and JTPA now require many of their clients to attend adult
adult education classes -
The Supreme Court has mandated remedial education within the probation system -
a. The high school dropout rate places an increasingly heavy demand for
alternative education through adult education -
The American Disabilities Act establishes a legal requirement to provide services to
the homeless, many of which are educationally disadvantaged -
Increasing numbers of immigrants in Arizona are in need of instruction in English in
order to become employed - including 80,000 who have applied for amnesty in the
last three years -
Increased funding for these and other trends and projects which have overwhelmingly increased
client numbers and presented new challenges for adult education providers has been either
nonexistent or grossly inadequate.
Svstem Under Stress and Transition
Arizona's Adult Education system is under stress because social policy and planning for
education have not kept pace with social reality. For example:
The influx of mandated and adjudicated clients are often not voluntary learners and
changing the climate in adult education classes -
Expectations of students, referring agencies and the general public are often unrealistic
in terms of " quick educational fixes" and provision for social services -
The ever increasing diversity of populations needed to be served pose enormous
challenges to an underfunded system -
Classes are overcrowded and waiting lists are at an all time high -
Availability of " free" facilities are diminishing -
APPENDIX VI, continued
Teacher pay equity issues and lack of a career path make recruitment of quality
teachers extremely difficult and erode morale of present teaching staff -
Federal Compliance for funding purposes requires more monitoring, evaluation and
reporting of auditable data placing more administrative burdens on the programs and
the Division of Adult Education -
Future and Resolutions
There are five principal objectives to guide the development of a plan for increased funding and
optimal allocation provisions:
Facilitate ANYTIME - ANYPLACE LEARNING
8 Promote public/ private partnerships
Allow for flexibility in allocation - yet provide stabilized funding where needed
8 Promote educational quality
This report contains twelve proposed resolutions which include:
Tax- based reimbursement system directly linked to service provided -
Implementation of an expanded day and extended year to meet the needs of adults in
Arizona -
Funding to allow the utilization of adequate facilities -
Funding to meet the growing challenges in instructional delivery and accountability
through 1. technology, 2. staff development, 3. innovative cumculum development
4. support staff -
Funding to provide pay equity and other benefits to adult educators commensurate
with the K- 12 system -
8 Development of a strategic plan to meet Arizona's long term needs for adult education
and the implementation of goals approved by the State Board of Education -
APPENDIX VI, continued
AL- FOR ARIZONA ADULT EDUCATION PROGRAM
( THE LANDSCAPE)
CURRENT TRENDS AND PUBLIC POLICIES ARE CREATING UNPRECEDENTED
DEMANDS FOR ARIZONA'S ADULT EDUCATION SERVICES.
Parents of School Age Children
Of the 500,000 adults with less than a high school education, and of the many
thousands who do not speak English, many are parents of school age children -
Parents are the child's first and most influential teachers -
Public schools are requesting adult education services for parents at an unprecedented
rate, and there is an increased demand for family literacy programs - - additional
dollars have not been allocated to meet demand -
The Single most important variant affecting a child's school performance, outweighing
all other factors combined, is the gxlucation level of the mother -
When parents are involved in helping their school aged children with their school
work, social class drops out as a factor in poor performance -
Parents who do not have basic literacy skills often come from generations of illiteracy
and provide the same messages in the home as their parents -
bblic Sector Demana
J. O. B. S. Welfare Reform and JTPA now require that many of their clients participate
in adult education programs - - additional dollars have not been allocated to meet
demand -
60% of Arizona's adult AFDC ( public assistance) recipients have less than a high
school education -
Local jails are requesting adult education programs at an unprecedented rate -
The Supreme Court has mandated remedial education within the probation system.
Funding for this service has been limited to start up costs, yet the sustaining effort to
serve the thousands of clients has fallen on adult education -
In response to the rising high school drop- out rate, alternative delivery of education
to " at- risk" 16- 18 yr. olds is placing an increasingly heavy demand on adult education
sexvices -
APPENDIX VI, continued
Agencies serving the homeless, many of whom are educationally disadvantaged, are
requesting adult education services -
The American Disabilities Act establishes a legal requirement to provide adult
education services regardless of cost restraints -
Special population referrals from public agencies like Vocational Rehabilitation,
Division of Developmental Disabilities, and mental health providers bring more
students into adult education classes than the system can currently handle -
Adults With Less Than A High School Education
8 Over 500,000 adults in Arizona have less than a high school education.
Governor's Task Force on Education Reform: By the year 2000, every adult
Arizonan will be literate and will possess the knowledge and skills necessary to
compete in a global economy and exercise the rights and responsibilities of citizenship.
Non- English S ~ e a k i nA~ du lts
There are thousands of non- and limited- English speaking adults in Arizona, including
80,000 who have applied for amnesty in the last three years -
Each year, almost 213 ( 25,000) of the participants in Arizona's adult education classes
attend to learn English. Many of them are not literate in their native language -
Many of these adults with limited English skills are parents of school age children -
Adult Education And The Work~ lace
8 75% people in the current workforce will still be in it in the year 2000. Many will
need basic skills training in order to retain their jobs andlor advance -
8 One out of every five American workers reads at no more than 8th grade level; one
in eight reads at 4th grade level -
The skills employers indicate are needed by employees are basic skills in written and
spoken English, problem solving, oral communication, ability to work in groups,
analytical skills, critical thinking skills -
APPENDIX VI, continued
Adult Education and Ecomonic Disadvantage
81 % of participants in Arizona adult education classes have family incomes of less
than $ 12,000 a year -
75% of female heads of households with less than a high school education are living
in poverty -
315 of Arizona's adult AFDC recipients have less than the completion of a high school
diploma -
A SYSTEM UNDER STRESS AND TRANSITION
THE ARIZONA ADULT EDUCATION SYSTEM IS UNDER STRESS BECAUSE SOCIAL
POLICY PLANNING AND FUNDING HAVE NOT KEPT PACE WITH SOCIAL REALITY.
svstem Overload - Growing Client Demands and Diversity
The system is over- taxed with mandated and adjudicated clients many of whcm are
not voluntary learners -
Adult learners have an urgency of human resources and educational needs related to
their poverty status -
Expectations on the part of students, refemng agencies and the public create
unrealistic demands for " quick educational fixesn -
Diverse populations, impoverished teenage parents, single parents, substance abusers,
adults who are physically, mentally and psychologically challenged, migrant and
mobile populations pose enormous challenges to an already severly underfunded
system -
Adult education has become a defacto alternative system for 16- 21 year old dropouts -
Adult education has become a major partner in the first line defense to meet the needs
of transitional populations moving toward job- entry, continuing education and full
citizenship -
APPENDIX VI, continued
Inadeauate learn in^ Environment
Overcrowded classes and waiting lists -
Borrowed facilities not dedicated or designed for adult learners -
Rising demands for classes while availability of free facilities is diminishing -
Inferior Professional Status
Lack of recognition for adult education as a legitimate segment of the teaching
profession -
Few full- time jobs, no career path, minimal course offerings for adult education in
Arizona's post- secondary institutions -
Small resources for staff development -
Adult basic education is not perceived as an equal partner in educational planning and
resource allocation -
Increased Reportin? Reauirements
Growing obligations for monitoring and compliance review -
Increased requirements for assessment and evaluation of programs and clients -
Lack of P r o ~ mS u ~ ~ o r t
Minimal funds to purchase instructional materials and technology designed for adult
learners and adult learning environments -
Inadequate staffing at the State Department of Education to address the growing
number of problems, requirements and implementing solutions -
APPENDIX VI, continued
OLUTIONS
ARJZONA MUST FIND NEW MONIES TO MAKE LEARNING OPPORTUNITIES
AVAILABLE TO ADULTS WITH FUNCTIONAL LITERACY DEFICIENCIES. FUNDING
INITLATIVES NEED TO ADDRESS NEW WAYS TO FINANCE AND REIMBURSE
PROVIDERS FOR ADULT EDUCATIONAL SERVICES RENDERED UNDER VARIED
STRUCTURES AND TIME FRAMES. THESE FUNDING METHODS MUST NOT ONLY
ALLOW BUT ENCOURAGE FLEXIBILITY IN THE SCHEDULING AND PACE OF
LEARNING AS WELL AS THE PROVISION OF APPROPRIATE INSTRUCTION IN A
WIDE RANGE OF SETIWGS.
THE SYSTEM IN ITS CURRENT STRESSED STATE DOES NOT ADEQUATELY SERVE
THE VAST INTERESTS OF ARIZONA.
There are five principal objectives to guide the development of a funding plan to provide and
encourage ondemand adult education instruction. They are:
1. ' Facilitate any time, any place Learning,
2. Promote public- private ventures,
3. Promote educational equality and quality,
4. Allow for flexible allocation of funds, and
5. Stabilize provider funding.
o~ osakfo r Action
Twelve resolutions are proposed for action:
1. A tax- based reimbursement system directly linked to service provided -
2. Funding to meet the current level of demand for adult basic education -
3. Funding for resources to implement an expanded day and extended school year to
meet the learning needs of adults -
4. Funding to meet the speciaVextra educational needs of populations in transition, i. e.,
job readiness
social service referral needs
adults mandated and adjudicated to adult education programs
child care
transportation
guidance and counseling services
APPENDIX V I , continued
5. Funding for adequate facilities and instructional materials -
6. Funding to meet the need for innovative practices;
technology
staff development
innovative and instructional methods
data keeping research
reporting and evaluation
7. Funding to address the unique requirements of the least educated and most in need
adults in geographically isolated areas -
8. Funding to meet the educational needs of physically and mentally challenged adults -
9. Funds to continue and enhance existing and new collaborative efforts and partnerships
with public and private agencies and organizations -
10. Funding to support the recruitment of adult educators, create career opportunities in
the field and provide equity in pay with K- 12 educators -
11. Funding for the recruitment and staff development of more volunteers and support
staff -
12. Categorical funding for:
the development of a strategic plan to meet Arizona's long- term adult basic
education needs in the 21st century -
an initiative facilitating family literacy, self- directed and lifelong learning-extensive
research and examination of present funding mechanisms and
revenue services in order to restructure Arizona's financial support
obligation to adult basic education -
a comprehensive public information effort -
teacher staff development.
Appendix VII
U. S. DEPARTMENT OF EDUCATION COMPLIANCE REVIEW
The Arizona Adult Education Committee was represented on the team to conduct a program
review by the U. S. Department of Education.
An extensive compliance document was compiled by the Department and Committee which
required documentation on 167 items. These items were examined by the team and several
visitations were made to field monitor the program.
The U. S. Department of Education's review resulted in a number of highly complimentary
findings.
APPENDIX VII, continued
Arizona
Department of Education
July 22, 1991
1 C. DIANE BISHOP - Superintendent
Mr. Ronald S. Pugsley, Chief
Program Services Branch
~ ivisiono f Adult Education and Literacy-
U. S. Department of Education
I 400 Maryland Avenue S. W.
Switzer Building, Room 4423
Washington, D. C. 20202
Dear M+ sley: & U -
On March 11- 13, 1991, the U. S. Department of Education Compliance
Review Team met in Phoenix, conducted a program review, and filed
a report.
On behalf of State Superintendent Bishop, the State Board of
Education, and our Department I commend the review team leader and
the three persons who assisted in the compliance. Please extend
our appreciation to Dr. Towey, Sarah Newcomb, Joyce Campbell, and
from Colorado, Dian Bates.
1
When our agency received your December 27, 1990 correspondence
informing us of the on- site visit we immediately developed a
process to address the compliance items. The Arizona compliance
document, made available to the team, was very extensive. Our
agency contracted, with state funds, a consultant to serve as our
compliance coordinator. The preliminary work, by Ms. Christie
Chatfield, assisted the team in their program review and local
visitations.
The exit interview, conducted by Dr. Towey and the team, was
excellent and the findings will benefit Arizona as we implement
changes to comply with the team's recommendations. The
action/ response to the nine recommendations is attached.
I U Gary A. Eyre
Deputy Associate Superintendent
Adult Education Programs
cc: Dr. Towey
Superintendent Bishop
Mrs. Border
- -
1535 West Jefferson, Phoenix, Arizona 85007
602- 542- 4361 FAX 602- 542- 5283 Voc Ed FAX 602- 542- 1849
APPENDIX V I I , continued
Arizona
Department of Education
C. DIANE BISHOP
Superintendent
U. S. DEPARTMENT OF EDUCATION COMPLIANCE REVIEW TEAM
Review Dates In Arizona: March 11- 13, 1991
Reference Document: Pugsley Correspondence, May 21, 1991
U. S. De~ artment of Education RecommendationslArizona Action
Recommendation 1 - Reporting:
The Division of Adult Education, Arizona Department of Education
( ADE), has implemented July 1, 1991 a new client- centered data
collection system. The system is computer driven and will provide
demographic data for each of the information cells required in the
federal program report for adult basic education.
On March 28, 1991, the Arizona Department of Education was notified
that all report documents had been received by the U. S. Department
of Education. 1
I Recommendation 2 - Local Financial Reporting:
The ADE will implement a financial reporting system to ensure local
adult education expenditures are reported.
During the grant application review process ( May- June), for fiscal
year 1992, local providers were instructed to provide documentation
of local cash and in- kind expenditures. For the fiscal and program
report for FY 92, Arizona will submit aggregated ( state/ local)
expenditure information.
I Recommendation 3 - Reports:
Subsequent performance reports will be completed with each cell
requirement filled.
Recommendation 4 - Disabled Adults:
I The 1990 Annual Performance Report ( Arizona) has been modified to
reflect the recommended change (. lin'e 1 of table 5).
I Future Performance Reports will not include nlimited English
proficiency" adult students in the " disabled adultw cohort.
1535 West Jefferson, Phoenix, Arizona 85007
I 602- 542- 4361 FAX 602- 542- 5283 VOC Ed FAX 602- 542- 1849
APPENDIX VII, continued
continued/ Page Z/ Compliance Document
~ ecornmendation 5 - Counselors:
The state education agency encourages local grant recipients to
provide guidance/ counseling ( paid) personnel. his is a. local
provider initiative.
Because state and federal funds are $ 6.5 million short of Arizona
-
target population needs, the local providers elect to use
instructional staff for counseling services. The staff
development consortium project assists teachers to provide
counseling services. Teachers are often paid for additional time
spent in counseling.
Recommendation 6 - Local Evaluations:
Thanks to the assistance of Dr. Towey, the ~ xizona Department of
Education has developed a local evaluation instrument. In
addition, the ADE will utilize a visitation and monitoring
document. The instruments will be used together with the approved
grant goals and activities.
In FY 91- 92, two- thirds of the successful ADE grant applicant
projects will be evaluated and/ or complete a program monitoring
visitation.
Recommendation 7 - Target Populations:
The ADE has funded Itnew startu projects, in FY 92, for Native
American Indians. The Department is also sponsoring, for the first
time, a state institute/ conference to address the issues of the
Arizona Indian.
The ADE has a larger percentage of black adult students enrolled in
adult basic education than the percentage of blacks in the general
population.
The ADE is very sensitive to the educational and social needs of
minorities and in particular the Hispanic and Indian population.
continued emphasis shall be given to Itthe least educated and most
in- needt1.
Recommendation 8 - ~ pplication Process:
~ eginning this fiscal year ( 1992) the ADE developed and implemented
a new and expanded application, review and funding procedure.
All applicants must now meet- with a project review committee and
explain and defend their application and funding request. A new
application document was used this year.
APPENDIX VII, continued
Page 3- continued/ Compliance Document
The Arizona State Board of ducati ion must review and approve the
funding of every project. This is accomplished through a grant
abstract and funding format.
The application process requires a mid- year fiscal evaluation which -.
could result in the reallocation of funds.
Recommendation 9 - State Resource Center:
The state does not have a state resource center located in one
particular structure.
Arizona does have seven resource centers located through- out the
state with eleven resource people ( paid) available. his resource
approach is very productive. It is funded under provision of the
" Arizona Staff Development Consorti~ rn.~~
A " State Resource Centeru will be established because of the re-organization
of the ~ ivision in 1993.
July 23, 1991
ARIZONA LITERACY AND TECHNOLOGY RESOURCE CENTER
GOALS LISTED IN PRIORITY ORDER
ACTIVITIES1
GOALS OBJECTIVES METHODS OUTCOMES
EVALUATION'
METHODS
1. Create and promote linkages Develop linkages with support Establish new, expanded Resource New expanded Board appointed. Fully functioning expanded Board
coordination and intralinter services, child care providers and Center Board of Directors with all Year one. of Directors. Year one.
agency agreements. other education programs. major factions of adult literacy
providers represented in membership.
Develop collaborative planning Charge new expanded Resource Two sessions convened. Check input against existing
procedures with other agencies. Center Board of Directors with convening Year 1. collaborative planning procedures.
agency and organization program and Years 1,2, and 3.
policy sessions. At least two held in the Four sessions Years 2 and 3.
first year, and four each remaining
year or as needed. Input documented. Years 1,2 Incorporate new ideas and
and 3. information. Years 1,2 and 3.
Eliminate possibility of overlap Set up a database of programs, projects, An up- to- date database of all Document any potential overlap of
in delivery of services. services and providers. relevant information on Arizona services for evaluation and appropriate
adult literacy. action in application for funding
process. Years 1 and 2.
1 Evaluation responsibility of Department of Education, Division of Adult Education staff except where designated.
APPENDIX VII
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
.., Page l
GOALS
APPENDIX VII
ACTIVITIES1
OBJECTIVES METHODS
EVALUATION
OUTCOMES METHODS
Increase awareness of Arizona Publicize and hold Open Houses for One or more Open Houses per Document number of inquiries to
Adult Literacy needs and services providers and major stake holders. year held and attended by AALTRC. Years 1,2 and 3.
with all providers and potential representatives from all major ( AALTRC Staff)
providers. providers and stake holders in
adult literacy. Document number and program,
agency, etc. represented at Open
Houses. Year 1,2 and 3.
( AALTRC Staff)
Provide information, articles and
pictures to various agencies.
Resource Center publication,
" Centergram.'
Resource Center information in All existing adult education and related
Consortium newsletter, state publications to include AALTRC
association newsletter, state news. Year 1,2 and 3.
agency publications.
At least one mailing to large Document number of inquiries to the
list of service providers, potential AALTRC compared to previous years.
providers and other major Years 2 and 3. ( AALTRC Staff)
stake holders per year.
Document number of visits to AALTRC
representing different stake holder
groups compared to previous years.
Years 2, and 3. ( AALTRC Staff)
Provide camera ready stories/ pictures to Private industry newsletters Number of inquiries to AALTRC
private industry media sources. internally distributed compared to previous years.
contain AALRTC news. Years 2 and 3. ( AALTRC Staff)
Number of visits to AALTRC
compared to previous years.
Years 2 and 3. ( AALTRC Staff)
Number of newsletters containing
information on AALTRC compared
to previous years. Years 2 and 3.
( AALTRC Staff)
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
- Page II
GOALS
APPENDIX VII
OBJECTIVES
Increase quality, and
quantity of adult literacy
services.
AClVlTlESl
METHODS OUTCOMES
EVALUATION
METHODS
Circulation of newsletters
containing AALTRC information
compared to previous years.
Years 2 and 3. ( AALTRC Staff)
Number of new linkages compared
to previous years. Years 1,2 and 3.
Encourage high level of participation Document number of new andlor Compare number of participants
in staff development activites through upgraded literacy services. in staff development activites to
dissemination of information. previous years. Years l , 2 and 3.
Increase number of literacy services. Document increased number of Evaluate growth in number of literacy
literacy programs. programs, compared to previous
years. Years 1,2 and 3.
Document increase in number Evaluatte growth in number of
of services. literacy services compared to
unmet need. Years 2 and 3.
Improve quality of adult literacy services. Successful program quality Conduct program quality evaluations.
evaluations. Compare to previous years.
Years 1,2 and 3.
Develop packet to guide audlt educators " How- to' packet published. Document evaluation of use of the
in preparing and presenting workshops. packets by presenters and participants.
( Staff Development Consortium)
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
Page Ill
GOALS OBJECTIVES
ACTIVITIES1
METHODS
Conduct literacy workshops,
institutes and seminars at the
Resource Center. Workshop
topics should be selected
according to intended participants
( region, sector, and providers, etc.)
by results of needs analysis or
upon request.
2. lmprove program planning. lmprove data collection methods Setup database of GED candidatel
from local programs recipient information.
Analyze above data to improve programs
and offerings.
3. Improve curriculum materials. Offer a wider variety of quality Provide OTAN connection.
materials to support literacy
instruction. Provide training for use of
OTAN connection.
EVALUATION
OUTCOMES METHODS
Variety of workshops, etc. Document number of workshops, etc.
held. held. Years I, 2 and 3.
( Staff Development Consortium)
Document number of participants.
Years 1,2 and 3.
( Staff Development consortium)
Participant evaluation data summary
compared to previous years.
Years 2 and 3. ( Staff Development
Consortium)
Comprehensive report of important Critique report for meaningful data,
factors in planning GED programs. analyses, and recommendations.
Years 1 and 2.
Action plan for improved programs.
Years 1 and 2.
Significant utilization of OTAN Track on- line usage and distribution
Forum, on- line and distribution of same. Years l , 2 and 3.
of hard copy of same. ( AALTRC Staff)
Document participation and evaluation
data. Years l , 2 and 3.
( Staff Development Consortium)
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
APPENDIX VII Page lV
GOALS
ACTIVITIES1
OBJECTIVES METHODS
Develop mechanisms for Provide OTAN connection.
dissemination of effective
curriculum and instructional
materials. Provide training for use of
OTAN connection.
Provide library of print and
technology based curriculum
materials.
4. Improve delivery of literacy Improve teaching staff capabilities. Increaselstrengthen staff development
instruction. offerings.
APPENDIX VII
Expand staff development workshops
to include exposure and training on
the use of technological tools and
computer assisted instruction.
Provide OTAN connection Forum
information for wide variety of latest
instructional ideas and approaches.
EVALUATION
OUTCOMES METHODS
Significant utilization of OTAN Track on- line usage and distribution
Forum, on- line and distribution. of same. ( AALTRC Staff)
Document participation and evaluation
on data. Years l, 2 and 3.
( Staff Development Consortium)
Improved participant evaluation Compare number of different staff
ratings. development activities, participant
evaluation data and number of
Increase number and variety participants to previous years.
of staff development activities. Years 1,2 and 3.
( Staff Development Consortium)
Increased participation in staff
development activities.
Workshops held. Document workshop topics, content,
participants and participant evaluation
data. Years 1,2 and 3.
( Staff Development Consortium)
Significant use of OTAN Document on- line usage of OTAN
information. and distribution of information from
same. Years l , 2 and 3.
( AALTRC STaff)
Provide training for OTAN use. Document participation and evalution
data. Years 1,2 and 3.
( Staff Development Consortium)
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
- Page V
ACTIVITIES1
GOALS OBJECTIVES METHODS
5. Develop more efficient Improve data collection and Customize Invest in the Future
program management. reporting from all programs. Management System to collect and
report data elements identified for
program reporting and evaluation.
APPENDIX V11
EVALUATION
OUTCOMES METHODS
lnvest Management System data Compare number of personnel hours
entry fields customized for easy to gather quantity of data to previous
input of desired data. years. Years 2 and 3.
Customized Reports available Compare quality of data to that of
to retrieve data in proper format. previous years. Years 2 and 3.
Train and assist program directors using At least five major programs report Compare number of personnel hours
the lnvest Management System to input data in proper format via disk or to gather quantity of data to previous
and retrieve data needed for reporting and modem. years. Years 2 and 3.
evaluation.
Compare quality of data to that of
previous years. Years 2 and 3.
Compare quality of data to that of
previous years. Years 2 and 3.
Train and assist program directors w ' W
lnvest Management System to track and
report, as nearly as possible, the same
data in the same formats as determined
for the management system reporting
and evaluation needs.
Centralize collection of data in AALTRC
lnvest Management System for
compilation and analysis.
Remainder of programs provide
comparable data in comparable
format for reporting and evaluation
needs. Years 1,2 and 3.
Program data for reporting and
evaluation transmitted in one
document or file to Division of
Adult Education. Years 1,2 and 3.
Compare number of personnel hours
to gather quantity of data to previous
years. Years 2 and 3.
Compare quality of data to that of
previous years. Years 2 and 3.
Goals taken from Arizona Implementation of Common Goals - State Plan and Annual Report
-
Compare number of personnel hours
to gather quantity of data to previous
years. Years 2 and 3.
Page V1
APPENDIX IX
CERTIFICATION
R7- 2- 601 GENERAL CERTIl? ICATE PROVISIONS
Renewal of Basic and Standard certificates.
1. Basic and Standard certificates may be renewed for six years upon evidence of continuous
satisfactory teaching, other appropriate educational employment, approved leave granted by a
school board during the last valid period of the certificate, or an additional five semester hours
of coursework from a nationally or regionally accredited institution.
2. Length of Service Renewal. Teachers who have reached their fifty- fifth birthday may renew
their certificates without additional credit upn verification of their teaching an aggregate of
twenty years, fifteen of which msst kave k e n in Arizona. One renewal of six years may be
granted under this provision.
3. Foreign Travel Renewal. Certificates may also be renewed on the basis of foreign travel.
Requirements are:
a. Approval of a proposed itinerary and thesis topic by the Director of Certification not ,
less than thirty days prior to the beginning of travel.
b. Thirty days must be spent outside the continental limits of the United States.
c. Typewritten thesis indicating the educational and cultural value of the travel must be
presented to the Director of Certification no later than thirty days after completion of
the travel.
ARIZONA ADULT EDUCATION COMMITTEE
Attachment I:
Attachment 11:
Adult Education
Learning Unlimited
Part 11 - Responses
Chapter I1 - Arizona
Demographics
ADULT EDUCATION-- LEARNING UNLIMITED
Arizona Department of Education
The Division of Adult Education
PART 11. RESPONSES
Lifelong Learning. The search for solutions to educational problems in America and Arizona requires a
commitment to lifelong learning. From now until the end of the century, 1,500,000 new workers will enter the
American economy.
From now until the end of the century 150,000 new workers will enter the American economy each year.
The Changing American Workforce. The new American workforce will be distinctively different from
workforces of the past.
Eighty- eight percent of its growth will come from women and people of Afro- American, Hispanic, and Asian
origins, including immigrants.
Figure 20. Dynamics of Change: The New Workforce.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
At the present time Caucasian men account for most of the retirees; these retirees are leaving the workforce in
record numbers.
In 1988 the American labor pool consisted of 44 percent Caucasian men, 34 percent Caucasian women, 16
percent minority men, and 16 percent minority women.
During the next decade new Caucasian workers will include 33 percent men, 35 percent Caucasian women, 16
percent minority men, and 16 percent minority women.
Also during the next decade exiting workers will include 50 percent Caucasian men, 35 percent Caucasian
women, 7 percent minority men, and 8 percent minority women.
The labor pool in the year 2000 will include 40 percent Caucasian men, 35 percent Caucasian women, 13
percent minority men and 12 percent minority women.
The Changing Arizona workforce. At the present time ( 1989- 1990) the average annual Arizona labor pool
includes 1,714,600 ( 100 percent) persons-- 1,627,676 ( 94 percent) employed, 86,900 ( 6 percent) unemployed.
In 1988 there were 1,654,001 ( 100 percent) men and women in the Arizona workforce-- 1,415,142 ( 85.6
percent) non- Hispanic; 1,299,994 ( 78.6 percent) White; 40,289 ( 2.4 percent) Afro- American; 58,713 ( 3.5
percent) Native American; 1,95 1 ( 0.1 percent) " other"; and 238,859 ( 14.4 percent) Hispanic.
Figure 21. The New Workforce: Strength in Diversity.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Figure 22. Higher Order Thinking: A High Priority in the New Workforce.
In this workforce there were 963,629 ( 58.3 percent) men and 690,372 ( 41.7 percent) women.
There were 354,001 ( 2 1.4 percent) minority workers and 1,299,142 ( 78.6 percent) Caucasian workers.
In the year2000, according to the Bureau ofEconomic Analysis, United States Department ofCommerce, there
will be 5,000,000 ( 100 percent) men and women in the Arizona workforce-- 4,280,000 ( 85.6 percent) non-
Hispanic; 3,930,000 ( 78.6 percent) white; 120,000 ( 2.4 percent) Afro- American; 175,000 ( 3.5 percent) Native
American; 45,000 ( 0.9 percent) Asian: 5,000 ( 0.1 percent) " other"; and 720,000 ( 14.4 percent) Hispanic.
In this workforce there will be 2,915,000 ( 58.3 percent) men and 2,885,000 ( 41.7 percent) women.
There will be 1,070,000 ( 14.4 percent) ethnic minority workers, and 3,930,000 ( 78.6percent) white workers.
During the period 1988 to 2000, total personal income in Arizona will increase to $ 58,900,000 from
$ 4 1,900,000.
Per capita personal income in Arizona is predicted to increase 15.8 percent to $ 13,926 from $ 12,029.
Job growth from 1988 to 2000 will be high, increasing 26.7 percent to 2,285,000 jobs from 1,804,000, ranking
Arizona 22nd nationally in total employment.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
TABLE 27. ENROLLMENT BY AGE AND SEX OF STUDENTS IN ARIZONA ADULT EDUCATION
PROGRAMS, 1988 TO 1989.
Age Male Female Total Percent
Total 15,013 ( 47.3) 16,694 ( 52.7) 31,707 ( 100.0) 100.0
The Relationship of Social and Educational Change. In terms of their many diverse needs the workers of
Arizona will have to have further educating and reeducating if they-- and we as a nation and state-- are to thrive
and prosper.
Instructional and Testing Programs for Adult Students. To meet the demands of arapidly changing society
and the rapidly changing socio- economic needs of that society, the Division of Adult Education, Arizona
Department of Education, provides an ever- expanding array of instructional programs and testing programs.
Clientele in the Instructional and Testing Programs. There were from 1988 to 1989 41,489 adults in the
instructional and testing programs of the Division of Adult Education, Arizona Department of Education:
Enrollment in Adult Education Programs. In 1988- 1989 more than 31,707 students enrolled in
Arizona adult education instructional programs-- 1,3 17 in the Adult Basic Education Program, 1( 1 to
4 levels); 5,273 in the Adult Basic Education Program, I1 ( 5 to 8 levels); 6,828 in the Program for
General Educational Development ( High School Equivalency); 17,456 in the English as a Second
Language ( ESL) Program; and 833 in the Citizenship Program.
Examinees in the GED Testing Programs. In 1988- 1989 thetest on GeneralEducationalDevelopment
( GED) was administered to 11,45 1 adults in Arizona, the 11,45 1 test batteries including 57,255
individual tests.
The Adult Education Programs. The Division of Adult Education, Arizona Department of Education,
provides ten instructional programs for its clientele in Arizona:
The Adult Basic Education ( ABE) Program ( Levels 0 to 4 and 5 to 8).
The Special Projects Program ( Identified as Section 353).
The Instructional Program for General Educational Development ( High School Equivalency).
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
The Testing Program for General Educational Development.
The Instructional and Testing Program for Institutional Adults.
The Program for English as a Second Language.
The Citizenship Program.
The English Literacy Proficiency Program.
The Workplace Literacy Program.
The Family Literacy Program.
The Development of Skills. Courses offered through these adult education programs provide students with
opportunities to develop skills in the following:
Reading.
Writing.
Speaking.
Listening.
Demonstrating.
Observing.
Computing.
Citizenship.
Cultural Literacy.
Scientific Literacy.
General Education.
English as a Second Language.
Vocation.
Avocation.
Family and Community Living.
Family Literacy.
Critical Thinking.
Problem Solving.
Interpersonal Relationships.
Worthy Use of Leisure Time.
Worthy Home Membership.
Ethical Character.
Learning How to Learn.
These skills are learned in courses taught by competent teachers, most of whom have subject matter degrees
and all of whom are certified to teach by the State of Arizona.
TABLE 28. ATENDANCE OF STUDENTS IN ARIZONA ADULT EDUCATION PROGRAMS, 1988-
Total Hours 1,185,841
Number of Students 3 1,707
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
Figure 23.' Enrollments in Arizona Adult Education Programs, 1975 to 1989.
3 2
3 0
2 8
Y, 2 6 w 5 24.
In
3 2 2
0
c
I- 2 0
. C-+
In ' 8
C
a 1 6
u
2
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
50
/
/
14-- e 1 2
1 0
8
6
74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89
Flscal Year
TABLE 29. ENROLLMENTS OF STUDENTS IN ARIZONA ADULT EDUCATION PROGRAMS,
1988 TO 1989.
First Time Previous Total
Total 28,538 ( 90)* 3,169 ( 10) 3 1,707 ( 100)
* Percentages are in parentheses.
Classes, Centers, and Projects. In 1988- 1989 students attended 185,000 hours of instruction in 39
adult learning centers that fielded 74 projects in Adult Basic Education ( ABE), English as a Second
Language ( ESL), General Educational Development ( GED) and citizenship. In all, instruction is
available in 386 classroom units in Arizona-- 170 class units for daytime use and 216 for evening use.
Cost oflnstruction. The cost of the various adult education programs for 1988- 1989 was $ 75.01 per
student for an average of 37.1 hours of instructional time.
By way of comparison, the average cost per hour of instruction per pupil in an elementary school in
Arizona is $ 24.97; the average cost per hour of instruction per person in an adult education program
in Arizona is $ 2.1 1.
The cost per hour for the instruction of an elementary school pupil is 11.83 times greater than it is for
a student in an adult education program.
TABLE 30. PERCENTAGE OF GED EXAMINEES IN ARIZONACOMPLETING CERTAIN GRADES IN
SCHOOL.
The average highest grade-- 10.0
Grade
6
7
8
9
10
11
12
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Percentage of Persons
Completing the Grade
1 . O
1.9
9.4
17.1
29.8
35.6
5.1
COCONINO
ABE 433
GED 237
Figure 24. Enrollments in Adult Basic Education ( ABE) as of June 30,1989, and Numbers of Examinees
in General Educational Development ( GED) as of May 1, 1989, in the State of Arizona.
- I Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Sueet
Phoenix, AZ 85007
( 602) 542- 528 1
52
1
I
Average age-- 23.6.
TABLE 3 1. PERCENTAGE OF GED EXAMINEES IN CERTAIN AGE GROUPS IN ARIZONA.
Testing Programs for Adults. The tests of General Educational Development ( GED) serve those who are not
high school graduates by providing them with a formal opportunity to demonstrate a level of achievement
comparable to that of typical high school graduates.
Age Group
Programs of Study for the GED Test. Programs to assist students in their preparation for the GED test
are provided in all 39 of the adult learning centers in Arizona.
Percentage of Persons
in Each Age Group
Centers for General Educational Development ( GED) Testing. General Educational Development
( GED) tests are administered in 44 testing centers and 39 adult learning centers located throughout
Arizona.
The Record of GED Testing in Arizona. The State of Arizona issued diplomas to 9,098 adults for the
completion of the GED test in 1987- 1988 and to 7,292 adults in 1988- 1989.
The average annual growth rate from 1985 to 1989 in the awarding of GED diplomas in Arizona-- more
than 7.83 percent-- ranks seventh among the states in the United States.
Of the 11,451 individuals who had the GED test administered to them in Arizona in 1988- 1989 there
were 63.6 percent of them ( 7,292) who completed it successfully.
Thus far in 1989- 1990 13,661 test batteries have been administered; it is estimated that 20,161 test
batteries ( 100,805 individual tests) will have been administered at the end of the fiscal year 1989- 1990.
GED diplomas make up 21.6 percent of all high school diplomas awarded in Arizona.
Arizona Department of Education h A
The Division of Adult Educatil
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
COCONINO
Figure 25. Locations of Testing Centers of the Division of Adult Education, Arizona Department ofEdmation.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
1985
1986
1987
1988
1989
Cumulative 1971 to 1989
TABLE 32. GED DIPLOMAS ISSUED IN ARIZONA, 1971 TO 1989.
GED diplomas make up 18.9 percent of all diplomas awarded in the United States.
Year
Arizona ranks eighth in the nation with respect to the number of GED diplomas awarded.
Diplomas Issued
Two men from diverse backgrounds-- Adalberto Lopez, 28, who moved to Arizona from Mexico two
years ago, and Kenneth Gielen, 26, a construction worker in Phoenix-- had the highest GED test scores
in Arizona in 1988- 1989. Both placed in the top ten percent of students taking the GED in the United
States and Canada, for which they received awards from the American Council on Education. Of a
potential perfect score of 400, Mr. Lopez, who took the Spanish Version of the test, scored 377, and
Mr. Gielen scored 366.
Evangelina Olea completed an Arizona Adult Education Program in 1988- 1989 and was one of eight
individuals honored on a nationally televised program, ABC's " To Be Free: The National Literacy
Honors from the White House." The program was hosted by President George Bush and Ms. Barbara
Bush. Ms. Oleais now enrolledat the post- secondary level andis an adult education teacher- volunteer
and counselor. She was one of three teachers, two national celebrities, and three students honored at
the White House ceremony. " The National Literacy Honors" was presented under the auspices of
Project Literacy U. S. and the National coalition for Literacy, and was sponsored by Bell Atlantic.
The Availability of Special Editions of the GED Test. The GED test is available in special editions and
adaptations:
Of the 11,451 adults testedin 1988- 1989,3 usedaudio cassettes, none usedbraille, 266usedlargeprint,
16 used time adaptation, 5 used a reading device, 2 used answer marking, and 8 used other special
adaptations.
The GED test is available in English, Spanish, and French editions.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Of the 11,451 individuals tested in 1988- 1989,11,303 used the English edition, 148 the Spanish, and
none the French.
The Need to Extend the Testing Programs. GED has the largest graduation class in Arizona andin the
United States.
Despite its impressive statistics of growth, Arizona still has 5 16,000 persons who are not high school
graduates. In this regard Arizona ranks ninth in the nation.
With 18,451 high school dropouts in 1988- 1989, Arizona ranks 39th in its effort to decrease its rate
of dropouts. Only five states in the United States were able to decrease their dropout rates.
The average age of individuals in Arizona to whom the GED test is administered is 23.6.
Goals in the Administration of Instructional and Testing Programs. All in all, the goals in the
administration of the instructional and testing programs of the Division of Adult Education, Arizona
Department of Education, are many and varied:
To use materials of instruction drawn from the problems students have in their everyday lives.
To include approaches to teaching that involve thinking and reasoning, comprehension, and language
experience.
To assist students to attain the self- confidence and self- esteem they need to become active, self-motivated
learners.
TABLE 33. REFERRALS TO ARIZONA ADULT EDUCATION PROGRAMS BY VARIOUS
INDIVIDUALS AND AGENCIES, 1988 TO 1989.
IndividualfAgenc y Students Percent
Friend/ Relative
Medla
School
Department of Economic Security
Other Student
Employer
Church
Total 3 1,707 100.0
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
TABLE 34. STAFFING OF ARIZONA ADULT EDUCATION PROGRAMS, 1988 TO 1989.
Staff Salaried Volunteer Total
Teachers 938 679 1,617
Aides 145 494 639
Other 16 145 161
Total 1,099 1,318 2,417
To help students to reach standards of performance consistent with their personal and socio- economic
goals.
To reach as many potential Arizona students as possible in Adult Basic Education ( ABE), English as
a SecondLanguage ( ESL), Citizenship, and General Educational Development ( GED), in cooperation
with other agencies and groups.
To enable these students to progress in their education quickly and effectively.
To make available the means to secure education that will enable the students to further their personal
goals and become more employable, productive, independent, and responsible citizens.
To inaintain efficient and economical programs.
TABLE 34. ( CONTINUED).
Staff Paid Volunteer Total
Hours Hours Hours
Teachers 116,716.5 30,23 1.5 146,948.0
Aides 16,912.5 27,022.7 43,935.2
Other 401.0 6,288.0 6,689.0
Total 134,030.0 63,542.2 197,572.2
Anzona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Educational Outcomes in the Arizona Programs. Statistical analyses to determine the effectiveness of the
programs in adult education under the aegis of the Division of Adult Education, Arizona Department of
Education, are presented in tabular form in Parts I1 and I11 of this report.
Purposive research samples in what is called " ground level research" have also been used to determine the
effectiveness of the programs.
By way of developmental profiles ( evaluations expressed in expository terms) teachers identify on a sporadic
basis their perceptions of behavioral changes of individual students in the purposive sample populations.
Examples of these expository statements, such as the following ( with names of students omitted) provide some
insight into the variety and nature of educational outcomes that prevail in the adult education programs:
. . . has improved prospects for a better job in his place of work.
. . . has good opportunities for employment, especially where none existed before.
. . . now sees the likelihood of not having to depend on public welfare.
. . . reads extensively and is developing understanding of the customs, ideas, and values of the culture
in which he lives.
. . . writes with increasingly greater clarity about her needs and thoughts.
Figure 26. Adult Education: The Greater the Purpose, the Greater the Effort, the Greater the Learning.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
Figure 27. Adult Education: The Means to a Better Life.
. . . is becoming increasingly more adept at estimating, approximating, measuring, and testing his
calculations.
. . . is developing an understanding of the everyday social and environmental implications of
scientific and technological advances.
. . . is developing an understanding of how in the country in which he lives the economic system works
and the political system functions.
. . . is gaining a better grasp of how to develop good physical and mental health.
. . . is learning the advantages of good citizenship.
. . . is developing mature concepts of self, especially self- esteem.
. . . is learning how to think for himself and to weigh alternative proposals for the solution of problems.
. . . is becoming increasingly more empathetic, increasingly more insightful in interpersonal
relationships.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
. . . is learning to be increasingly more responsible for the things she says and does.
. . . is becoming more philosophical by seeing relationships between things in her world.
. . . is becoming more skillful and confident in his attemps to communicate effectively.
The Recruitment of Students and Teachers. Project Literacy U. S. ( PLUS), through the combined efforts of
the American Broadcasting Company and the Public Broadcasting Service, has done an outstanding job of
defining the problem of adult illiteracy and portraying some of the efforts now underway to solve it. Chief
among those efforts in Arizona are those of the Arizona Adult Literacy Link ( AzALL). The concept of AzALL
was formulated by the Division of Adult Education, Arizona Department of Education. AzALL is operated by
Rio Salado Community College with funds from the office of the Job Training Partnership Act of the Arizona
Department of Education.
Purposes and Functions ofArizona AdultLiteracy Link ( AzALL). By way of its toll- free adult literacy
telephone line, 1- 800- 345 EDUC, the Arizona Adult Literacy Link ( AzALL) has various purposes and
functions:
It assists in the placement of those who want to volunteer for aposition as a tutor or teacher, advocate,
office worker, support staff member, or manager in an adult literacy program.
It assists in placing in an appropriate program a person 16 years or older who wants to learn to read,
write, and compute.
Figure 28. The Literacy Hotline: Arizona Adult Literacy Link -- 1- 800- 345- EDUC.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
It provides speakers for any organization having a meeting on the topic of adult literacy.
It helps organizations in their sponsoring of projects and activities involving the theme of adult
literacy.
It assists organizations wanting to develop literacy providers organizations in their communities.
It acts as a conduit between civic groups and business community leaders in promoting literacy
programs.
It assists in the providing of information about grants to groups administering adult literacy programs.
The AzALL Record of Operations. The summative record of AzALL operations is as follows:
Brochures printed in English and Spanish explain the purposes and functions of AzALL and are sent
to families, churches, businesses, resource agencies, and media throughout Arizona.
The Arizona Adult Literacy Link ( AzALL) was estabIished September 3, 1986.
During the fiscal year 1987- 1988, more than 1,644 calls were processed; during the fiscal year 1988-
1989,2,082 calls were processed, an increase of more than 27 percent.
Figure 29. Lifelong Learning: We Long for What Is Past and Pine for What is Not.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
Figure 30. A Basic Goal of Adult Education: To Understand the Main Facts Concerning the Nature of the
World.
In 1988- 1989 there were 254 ( 12 percent) calls from individuals seeking information about locations
of places at which basic skills were taught.
More than 5 10 ( 24 percent) calls were from individuals seeking information about locations of places
at which preparation for the General Educational Development ( GED) test was available.
Approximately 596 ( 29 percent) calls were from individuals seeking information about locations at
which teaching English as a Second Language ( ESL) was available.
Approximately 520 ( 25 percent) calls were from individuals seeking information about opportunities
to volunteer their time and talents.
There were 202 ( 10 percent) calls from individuals seeking general information about programs and
events related to adult education.
There were 703 ( 34 percent) calls from men, and 1,379 ( 64 percent) calls from women.
The distribution of callers by age groups was as follows: Under 30-- 617 ( 30 percent); 30 to 50-- 1,340
( 64 percent); over 50-- 125 ( 6 percent).
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Calls were received from the following locations-- Ahwatukee, Apache Junction, Avondale, Benson,
Blackcanyon City, Bowie, Buckeye, Bullhead City, Camp Verde, Carefree, Casa Grande, Chandler,
Chino Valley, Colorado City, Congress, Coolidge, Cornville, Cottonwood, Deer Valley, Douglas, El
Mirage, Eloy, Flagstaff, Florence, Fountain Hills, Gila Bend, Gilbert, Glendale, Globe, Green Valley,
Hillside, Holbrook, Kingman, Lake Havasu, Las Vegas NV, LitchfieldPark, Los Angeles CA, Mesa,
Oracle, Page, Paradise Valley, Parker, Patagonia, Peoria, Phoenix, Pinetop, Piiion, Prescott, Prescott
Valley, Queen Creek, Riviera, Safford, San Carlos, Scottsdale, Sedona, Sierravista, Show Low, Sun
City, Sun Lakes, Superior, Tempe, Tolleson, Topock, Tuba City, Tucson, Wenden, Wickenburg,
Wittman, Yarnell, Yuma.
The effectivenesso f AzALL hasbeen measured on the basis of a" pu~ posives amplem-- ar epresentative
adult basic education program. This program had an increase of more than 1,000 students attributed
to the use of AzALL, 2,869 more than the projected number that was used when funding was requested
for FY87- 88.
Some adult learning centers throughout the state report increases in enrollment of as much as 35
percent on the basis of referrals made through AzALL.
Information about the purposes and function of AzALL is included in the computerized resources
database of Community Information and Referral Services ( CIRS). In this way referrals from CIRS
to AzALL can be made expeditiously and economically.
Figure 3 1. Purposeful Living: The Great and Glorious Masterpiece of Man Is How to Live with a Purpose.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
On the basis of a State Legalization Impact Assistance Grant ( SLIAG), the addition of a bilingual
component to providing information about amnesty classes has made possible the further extension
of the valuable services of AzALL.
AzALL takes its sense of purpose and direction from a statement of James Duffy in a joint publication
of the United States Department of Education and the United States Department of Labor:
" The answer lies in working together. No single organization, no one political initiative has the scope
to address the issue. What is required is the establishment of partnerships-- between industries, public
and private sectors, media and educators, religious and civic groups-- that will encourage constructive
change with lasting impact. The opportunities exist. What remains now is the taskof building bridges
. . .
Figure 32. Group Process: Social/ Self Realization.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
Staff Development. The Division of Adult Education, Arizona Department of Education, has played a key role
in the professional development of teachers, directors, and paraprofessionals in its programs in Arizona. The
Division has organized the state into 7 regions for the purpose of meeting the demands of local staff development
needs. It has also held a statewide 1988 Adult Education Conference for the purpose of enhancing staff
development. Participating in the Conference were 542 teachers, directors, and paraprofessionals and 54
exhibitors. Based upon the theme of staff development, the 3- day Conference consisted of ( a) 54 concurrent
sessions on curriculum and instruction, counseling, management, literacy, general educational development,
English as a second language, and writing; ( b) 3 general sessions including presentations by Dr. Terrel H. Bell,
Former United States Secretary of Education, and Dr. Gary A. Eyre, Director, Division of Adult Education,
Arizona Department of Education; ( c) a college credit course in Adult Education; ( d) workshops for program
directors and GED examiners; ( e) meetings of the Council of Representatives for Staff Development; and ( f)
meetings of professional organizations in the field of adult education.
Figure 33. Staff Development: Teachers Teaching Teachers.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
ARIZONA ADULT EDUCATION REGIONS
Figure 34. Staff Development: Regions of the Adult Education Staff- Development Consortium in the State
of Arizona, 1990.
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 5281
Equity and Quality. Public commitment to educational excellence and opportunity must not be made at the
expense of a strong public commitment to the equitable treatment of our diverse population. The twin goals of
equity and quality schooling have profound and practical meaning for our economy and society, and we cannot
permit one to yield to the other in principle or in practice.
TABLE 35. EMPLOYMENT STATUS OF STUDENTS AT THE BEGINNING AND ENDING OF
THEIR ADULT EDUCATION PROGRAMS, IN ARIZONA, 1988 TO 1989.
Full Time
Part Time
Unemployed
Employment Status at the Number of
Beginning of the Adult Students
Education Program
Employment Status at the Number of
Ending of the Adult Students
Education Program
Total 31,707 1 3 1,707
1 1,396
4,136
16,175
TABLE 36. PUBLIC WELFARE RECIPIENT STATUS OF STUDENTS AT THE BEGINNING AND
ENDING OF THEIR ADULT EDUCATION PROGRAMS, IN ARIZONA, 1988 TO 1989.
Full Time
Part Time
Unemployed
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
Public Welfare Recipient Number of
Status at the Beginning Students
of the Adult Education
Program
No 28,967
Yes 2,740
Total 3 1,707
Public Welfare Recipient Number of
Status at the Ending of the Students
Adult Education Program
No 29,112
Yes 2,595
Total 3 1,707
PART 111
INTERPRETATIONS
Arizona Department of Education
The Division of Adult Education
1535 West Jefferson Street
Phoenix, AZ 85007
( 602) 542- 528 1
CHAPTER I1
ARIZONA
Known as the Grand Canyon State, Arizona is one of the fastest growing states in the Sunbelt and ranks third
in population growth in the United States, with Nevada ranking first, and Alaska ranking second.
During the past decade Arizona's population has increased at the rate of 30.8 percent, following one other
Mountain Plains state - Nevada, whose population increased 38.9 percent.
Arizona's diversified economy is dominated by manufacturing industries, many established as recently as the
1960s and 1970s.
People. The population of Arizona, according to American Demographics, is 3,994,100, giving the state an
average density of 24 persons per square mile.
Growth. Arizona's growth is mainly the result of persons moving to the state for its employment
opportunities and for its healthful warm, dry climate, 72 percent of the state's population increase being
attributed to employment opportunities and healthful climate.
Urbanization. Approximately 83 percent of Arizona's population is classified as urban, the principal cities
being Chandler, Flagstaff, Glendale, Mesa, Phoenix, Scottsdale, Sierravista, Tempe, Tucson, and Yuma.
Ethnicity. The great majority of Arizonans are white. The state has about 441,000 citizens of Hispanic
background. Almost all of them are Mexican- Americans, concentrated in southern cities and mining
centers.
The Indian population of about 153,000 is exceeded in size only by those of Oklahoma and California.
The larger Indian groups in Arizona are Navajo, Hopi, Yuma, Apache, Yavapai, Pima, and Tohono
O'odham ( Papago).
Blacks, about 3 percent of the population, live mostly in the Phoenix and Tucson areas.
Most Arizonans are Protestant, but large numbers are Roman Catholics and Mormons.
Education. In the mid- 1980s about 505,000 pupils annually attended Arizona's public elementary and
secondary schools. Today there are 680,523 pupils in the schools.
Arizona has numerous public two- year colleges ( Figure 17), including Navajo Community College ( opened in
1969), at Tsaile, the first college in America established on an Indian reservation.
Adult BasicEducation- The State System for Public- SupportedPrograms. The Division of AdultEducation
within the Arizona Department of Education is under the jurisdiction of the state's Board of Vocational
and Technical Education as mandated by Arizona Law ( ARS- 15- 203 and Title 15, Chapter 7, Article 5
of the 1990 Arizona Education Code).
The Boardhas nine members representing broad geographical distribution, the state university presidents,
the state board of directors of community colleges, school and county superintendents, teachers, and the
general public. Eight of the Board's members are appointed by the governor and confirmed by the state
Figure 5. Arizona in Historical Perspective.
ARIZONA
i
A
HISTORY
Cliff dwellings and numerous other ruins in northern Arizonaprovide evidence of the earliest residents, the ancestors
of today's Indians. The first Europeanexplorersreached the Hopi villages and the Grand Canyon. Spanishinfluence
spread slowly: Apache Indians, using horses introduced by the Spaniards, controlled the countryside. American
trappers and traders, including Kit Carson, arrived in the area to hunt and explore in the early 1880s. As trade with
the East grew, and as prospectors found gold, silver, and copper, settlers also started to arrive. After the Mexican
War, the land north of the Gila River became U. S. territory. The Gadsden Purchase in 1853 added 30,000 square
miles and placed the international border where it remains today. Arizona became a territory in 1863. Settlement
accelerated, assisted by the arrival of the railroad and the start of large- scale copper mining. Rapid development of
irrigated agriculture was the result of the 191 1 building of Roosevelt Dam. In 1912 Arimna hecame the 48th state.
Waterhas beenandremains aconsistentfocusin Arizona. Dams haveproliferated, among them Boulder Dam. Since
World War I1 industrial and urban expansion have further strained water resources. The Central Arizona Project,
scheduled to divert water from the Colorado at Parker Dam for Phoenix and Tucson, is still under construction and
under fire.
Historical Sites: Grand Canyon; Painted Desert; Fort Apache; Petrified Forest; Meteor Crater.
Senate for staggered four- year terms. The State Superintendent of Public Instruction and the governor are
ex oficio members.
The Division of Adult Education ( 1) prescribes a course of study for adult education in school districts,
( 2) makes available and supervises programs of adult education in other institutions and agencies of the
state, ( 3) adopts rules and regulations for teaching English to speakers of other languages, ( 4) performs
duties prescribed by the State Board of Vocational and Technical Education, ( 5) prescribes a course of
study for educating adults to continue their basic education to the degree of passing a general education
development test approved by the Board.
Figure 6. Arizona in Geographical Perspective - 114,000 Square Miles.
State law of Arizona establishes an adult education committee of the state board of education. Members
of the committee include the deputy associate superintendent for adult education, a member of the State
Board of Education, eight representatives of literacy volunteer organizations, current or former adult
education students, local level adult education providers and community based organizations involved
with adult education appointed by the State Board of Education.
It is the responsibility of the Arizona Adult Education Committee ( 1) to recommend to the State Board
of Education standards of accountability and evaluation of adult education programs; ( 2) to advise the
State Board of Education on matters pertaining to adult education; ( 3) to evaluate, develop, and
recommend a formula for distributing federal and state monies; ( 4) to submit a report concerning adult
education programs and the work of the adult education committee to the governor, the speaker of the
house of representatives, the president of the senate, and the chairpersons of committees of the senate and
the house of representatives on or before October 1 of each year.
Arizona has an eight- pronged approach to staff development:
State conferences are devoted to staff development activities. Teachers in state funded adult education
programs receive a registration fee waived which includes all conference activities as well as lodging
and meals.
A Yavapai Project is organized to determine the needs of local staff in funded adult education
programs, to provide a staff development specialist to work with staff in state funded adult education
programs, and to create a staff manual for adult education teachers in the state.
Figure 7. Arizona Population in Perspective.
A project on Sharing Techniques and Resources ( STAR) has as its purpose to provide funds to state-funded
adult education programs with minimal restriction so that each program can take advantage of
staff development opportunities as they arise - conference attendance, guest speakers' presentations,
and classroom observations.
An Arizona Adult Education Staff Development Consortium provides 11 part- time staff developers
currently representing eight regions of Arizona. The representatives are charged with the following
as their primary tasks: To facilitate staff development in their regions; to assist with the distribution
of STAR information; and to share staff development opportunities with region teachers and
administrators.
The Catalyst, anewsletter, is ajoint venture by the ArizonaDeparunent of Education and the Arizona
Association for Adult, Community, and Continuing Education ( AAACCE). The Catalyst provides a
forum for teacher staff development activities. Once each year the Catalyst staff publishes a journal
of scholarly articles in the field of adult education.
TheNational Conference Initiative provides scholarships to Arizona adult education teachers to attend
national conferences for purposes of staff development. The initiative encourages teachers to share
A Paradise Valley
Y
= Interstate Hlghway - U. S Highway
city popurn
A Less than 15.000
0 i5. m- z5. m
ns. ooo- so, m
5O, ooO- lW, ooO 0 20 40 60 80 1W
More than 1W. WO
I I mates
s
Figure 8. Arizona - Linkages.
their ideas with other professionals in the field of adult education, thereby improving their own
approaches to teaching.
The Institute for Examiners in General Education Development ( GED) Testing provides participants
an opportunity to discuss issues in testing as they diagnose them in all of Arizona's testing sites.
Consultants for the Institute include the Chief Examiner of Arizona, representatives of the national
GED Testing Service, and local examiners who speak on innovative ways to facilitate the testing
process and maximize the success of examinees.
As a function of staff development, Arizona has undertaken an effort to upgrade the requirements for
Figure 9. The Grand Canyon in Arizona, One of the Seven Wonders of the World.
adult education teacher certification. In a joint initiative by the Arizona Department of Education,
Division of Adult Education, and the Arizona Association for Adult, Community, and Continuing
Education, a Professional Growth Credential has been established that records professional activities
recognized by the State of Arizona - workshops, seminars, research projects, advanced study, and
the like.
Monies are appropriated by the legislature for the costs of operating the Division of Adult Education and
to school districts or counties for offering courses of study for adult education uxeting standards
established by the State Board.
Any person sixteen years of age or older who passes a general education development test can be awarded
an Arizona high school certificate of equivalency. Also, a person can obtain an Arizona high school
certificate through a combination of high school credits, community college and university credits, which
are converted to high school credits.
Arizona has been involved in adult education since the early 1920s. The state's first programs were funded
under the Smith- Hughes Act and state funds provided for Americanization classes. Arizona has been
involved in compensatory education programs for adults since the early 1940s. The state has provided
a General Educational Development ( GED) testing service and certificate program for nearly fifty years.
Arizona has more than 50,000 persons in the instructional and testing programs for adults. More than
35,000 persons are enrolled in adult education instructional programs - 1,500 in the Adult Basic
Education Program, I ( 1 to 4 levels); 6,000 in the Adult Basic Education Program, I1 ( 5 to 8 levels); 7,000
in the Program for General Educational Development ( High School Equivalency); 19,000 in the English
for Speakers of Other Languages ( ESOL) Program; and 833 in the Citizenship Program. In 1990 the test
on General Educational Development ( GED) was administered to 12,000 adults in Arizona.
Postsecondary Education - The State System for Public- Supported Community Colleges. The Arizona
Community College System includes nine community college districts with 15 colleges, three skill
centers and 27 campuses ( Figure 17).
Figure 10. Rainbow Bridge, Lake Powell, Arizona.
The objectives set forth for each community college are as follows: ( 1) to offer the first two years of
baccalaureate or preprofessional courses, ( 2) to provide occupational programs in technical, vocational,
and paraprofessional fields leading to an associate degree or certificate, ( 3) to provide general education
for all citizens, ( 4) to offer programs in continuing education for those who want to improve professional
skills, acquire new ones, or expand their fields of knowledge and general interest, ( 5) to provide sound
academic and occupational counseling, including job placement services, ( 6) to provide cultural and
community service programs for the enrichment of the community.
The Arizona legislature enacted legislation in 1960 to establish junior college districts. In 1971 the term
junior college was changed to community college.
The State Board of Directors of the Arizona Community College System consists of 18 members. Fifteen
members, one from each county, are appointed by the governor for seven- year terms. The state
superintendent of public instruction, the director of the division of vocational education, andarepresentative
of the Arizona board of regents serve ex oficio.
Total revenue for the Arizona Community College System for 1989- 1990 was nearly $ 223,000,000.
District tax levies provided 5 1 percent; state aid provided 24 percent; tuition and fees provided 1 1 percent;
and 14 percent came from miscellaneous sources.
The two major program areas in the Arizona Community College System are occupational and academic
transfer. Classes are offered on more than 400 off- campus locations.
Fall headcount enrollment exceeds 125,000,37 percent of which is in the 18- 24 age categories, and 55
percent of which is female.
Postsecondary Education - The State System for Public- Supported Universities, The Arizona Board of
Regents was created in 1945 to govern public universities in Arizona.
The Board is composed of eleven members, eight appointed by the governor with the consent of the senate,
who serve an eight- year term, and a student appointed by the governor with the consent of the senate who
serves for aone- year term. The governor and state superintendent of public instruction serve as ex oflcio
members.
Figure 11. London Bridge, Lake Havasu City, Arizona.
The regents have jurisdiction, control, and broad administrative powers as provided by the state
constitution and statutes. Their responsibilities include coordination, planning, budget approval, and
program approval.
Although the board is not a formal cabinet department, aclose coordinating relationship between the office
of the governor and the heads of state government departments is maintained through frequent planning
sessions. The executive director of the Board of Regents represents the universities at these meetings.
There is no total statewide master plan for institutions of higher education in Arizona. Planning is amajor
responsibility of the Board of Regents. Plans are coordinated with the executive branch and the legislature
but are not approved by them.
Postsecondary Education - The State Approach for Private Colleges and Universities. The private
colleges and universities in Arizona do not have a state- level system of organization.
Postsecondary Education - The State System for Public- Supported Vocational- Technical Schools. All
less- than- baccalaureate programs, to the extent that they are occupational programs offered by public
institutions designated as area vocational schools, are under the supervision of the State Board of
Vocational and Technical Education.
ARIZONA STAFF DEVELOPMENT CONSORTIUM
Figure 12. Regions of the Staff Development Consortium in Arizona.
l3mam. J
Joanne Stuclua
M i d a t e d Services
P. O. Box 1861
flagstaff, kizona 86002
( so2) nc3os~
iziiGJ==
EQuiQL2
JoLynne Rlchtar
Yavapal Colle9e
4960 N. Tmto Way
Preacott Valley. Mzona 86314
( 602) T76- 2090
~ - = z - l ~ l E j rsiiiia
EwalWu
Jonnle Gallinger
Quartzite !% hcd District M
P. O. Box 3945
Quartrite, Arlzona 85346
EmLQn4
Clark Atklnaon
Pima County Adult Education
130 w. Congeas
Tucson, Mzcma 85701
1602) 740- 8695
fmlQn- 5
Jaaslca DIIworth
Liberty Leamlng Center
5101 South Ubertv Street
Tucson, Arizona - 85706 ,* MF]
Mesa Public Schools
549 North Stapley [ Xlve
Mesa. Arlzona 85202
( 802) 898- 7854
ELI Ezl
J. Harry Dannle
Phoenix Union High Schod District
671 1 North OcoHllo Circle
Phoenix, Mzona 85016
ELaQlLz
Jodl Decker
Phx. U. H. S. DABE/ Rio Salado C. C.
5642 West Carol Avenue
Glendele. Mzona 85302
( 602) 939- 8874
F11RIOSplpdolFI
w
Mark Errnee
Gkndaie Elementary ABE
8449 North 49th Avenue
Glendale, Mzona 85302
( 602) 842- 8290
( I F I ~
v j EEl
BQamA
Jerry Babykn
Rough Rock Community School
Box 21 7. RRDS
Chlnle, klzona 86503
1602) 728- 331 1
lWaQll3
Lynn Carey
Gila Uteracy Progam. Inc.
Miami Memorial Library. 1052 Monk
Mlml, Mzona 85539
( 602) 425- 0229
Figure 13. The Consortium for Staff Development in Arizona.
Postsecondary Education - The State System for Privae Vocational- Technical and Proprietary Schools.
The State Board for Private Postsecondary Education has private authority for licensing vocational-technical
and proprietary schools. The Board has seven members appointed by the governor. The state
superintendent of public instruction serves as an ex osco member.
Postsecondary Education - Student Assistance Programs. Legislation has been adopted in Arizona to
permit direct state appropriations for matching federal state student incentive grant funds. These are
administered by a Commission on Postsecondary Education.
Figure 14. Monument Valley, Arizona.
The Commission is composed of 14 members appointed by the governor - four representatives of the
general public, seven representatives of public institutions, and one representative each fromprivatelnon-profit
institutions, and the executive director of the board of regents as an ex ofJicio member.
Cultural Institutions. Arizona has outstanding museums with historical and anthropological emphases:
The Arizona State Museum, near Tucson; the Heard Museum in Phoenix; the Museum of Northern
Arizona in Flags@, and the Amerind Foundation, near Dragoon. The Arizona- Sonora Desert Museum,
at Tucson, has exhibits on the region's natural environment.
The principal libraries in Arizona are the state library with more than 2,000,000 volumes and the libraries
at Arizona State University and the University of Arizona with more than 3,000,000 volumes each,
making books available throughout the state on an interlibrary loan basis.
Lowell Observatory ( founded 1894), in Flagstaff, is a noted center of astronomy. Kin Peak National
Observatory, with several large reflecting telescopes and the world's biggest solar telescope, is situated
on the Papago Indian Reservation, near Tucson.
Historic Sites. Arizona has highly interesting remains of past Indian cultures, among them Montezuma
Castle National Monument, Tonto National Monument, Walnut Canyon National Monument, the Hopi
Pueblo of Oraibi, Tuzigoot National Monument, and Wupatki National Monument.
The noted architect Frank Lloyd Wright lived for many years in Arizona. Buildings he designed in the
state include Taliesin West, in Scottsdale, and Grady Gammage Memorial Auditorium at Arizona State
University in Tempe.
Communications Media. Arizona's communications media include 1 1 commercial television stations and
92radio stations. There are 18 daily English- language newspapers with acombined circulation of 679,000
copies. Influential dailies include the Arizona Republic, the Phoenix Gazette, the Tucson Citizen, the
Arizona Star, the MesalTempe Tribune, and the Scottsdale Progress.
Government. Arizona is governed under a constitution of 191 1, as amended. The charter was drawn up during
the Progressive Era, and it incorporated such reform measures of the period as the initiative and the referendum.
The recall was added in 1912.
Figure 15. The Bird Cage Theatre, Tourist Attraction, Tombstone, Arizona.
Economy. In the first half of the twentieth century Arizona's economy was dominated by copper, cattle, cotton,
and climate.
Beginning in the 1940s, however, many factories were built. Eventually, the electronics industry greatly
expanded manufacturing in Arizona. Now service industries ( including trade and financial services) contribute
approximately 75 percent of the gross state product.
Agriculture. Agriculture still contributes significantly to Arizona's economy, the most important
commodities being cattle, cotton, hay, and lettuce. Maize, potatoes, citrus fruit, hogs, sheep, milk, and
eggs also contribute significantly.
Agricultural holdings in Arizona are usually very large with most of the farmland being used to raise
livestock. The Salt River Valley is the leading crop- producing region, which is for the most part irrigated
land.
Forestry. Arizona has a relatively small forest- products industry. The chief trees are softwoods like
yellow pine, Douglas frr, andponderosa pine. Important centersof theindustry are Flagstaff and Williams.
Mining. Arizona produces more than half of the total copper output of the United States. Significant
amounts of gold, silver, and molybdenum are recovered through the processing of copper ore. Other
mineral products include coal, sand, gravel, stone, asbestos, perlite, pumice, pyrite, and gemstone.
Manufacturing. Manufacturing in Arizona has grown tremendously since the 1940s, most importantly in
the areas of high technology. About 15 percent of the state's work force is in manufacturing, ranking
second after the overall service industries.
The leading goods produced in the state's factories are electrical machinery, electronic devices, followed
by nonelectrical machinery, transportation equipment, and primary metals.
Tourism Tourism is a major economic activity in Arizona. Winter visitors are attracted mainly by the
Figure 16. Montezuma Castle in Arizona, Constructed by Hohokam and
Sinagua Indians Over 700 Years Ago.
climate; summer visitors are attracted mainly by the state's areas of great natural beauty, by state and
national parks and monuments and luxurious resort hotels.
Transponation. Arizona is well- equipped to move persons and freight by road, railroad, and air transport.
There are about 200 airports in Arizona, the biggest and busiest being in Phoenix.
Energy. During the last decade Arizona installed an electric generating capacity of 137,000,000 kilowatts.
About two- thirds of the production of electricity is done in thermal plants, with about one- third being
generated by hydroelectric facilities - dams on the Colorado river, including Hoover, Glen Canyon,
Davis, and Parker.
Summary. In summary, then, Arizona is one of the fastest growing states in the Mountain Plains region and
in the United States mostly because of its employment opportunities, educational institutions, healthful climate,
and cultural diversity.
AFUZONA ANNUAL PERFORMANCE REPORT
IN ADULT EDUCATION
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
TABLE 1. STUDENTS IN ARIZONA ADULT EDUCATION PROGRAMS ACCORDING TO
POPULATION
Population
group
and sex
of
students
American
Indian/
Alaskan
Native
Male
Female
Asian/
Pacific
Islander
Male
Female
Black, not
of Hispanic
origin
Male
Female
Hispanic
Male
Female
White, not
of Hispanic
origin
Male
Female
Total*
* Total in all educational program levels - 33,805
GROUP AND SEX.
ABE, I
30
36
63
73
56
66
292
342
233
274
1,465
ESOL
5
6
786
923
3 8
45
5,744
6,743
3 19
374
14,983
Educational program
ABE, I1
254
299
70
83
292
342
1,543
1,811
1,489
1,747
7,930
level
Citizenship
0
0
27
3 1
4
5
203
239
13
15
537
Adult
secondary
303
356
68
79
240
28 1
1,352
1,587
2,127
2,497
8,890
TABLE 2. STUDENTS IN ARIZONA ADULT EDUCATION PROGRAMS ACCORDING TO AGE,
POPULATION GROUP, AND SEX.
Source: Annual Perfomnce Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
Population
group
and sex
of
students
American
Indian1
Alaskan
Native
Male
Female
Asian1
Pacific
Islander
Male
Female
Black, not
of Hispanic
origin
Male
Female
Hispanic
Male
Female
White, not
of Hispanic
origin
Male
Female
Total*
Age group of students
* Total of all age groups - 33,805
16 to 24
278
328
477
559
296
347
4,293
5,039
1,965
2,306
15,888
25 to 44
261
306
446
523
277
325
4,019
4,7 18
1,840
2,159
14,874
45 to 49
47
56
81
95
51
59
73 1
858
334
393
2,705
60+
42
49
338
TABLE 3. STUDENT PROGRESS AND SEPARATION DATA FOR ARIZONA ADULT EDUCATION
PROGRAMS BY EDUCATIONAL FUNCTIONING LEVEL.
Student
progress1
separation
Number
started
at each
level
Number
started
that
completed
that level
Number
progressing
in same
level
Number
separated
from each
level before
completion
Number
started
each level
that moved
to a higher
level
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
ABE, I
1,465
352
1,465
477
Adult
secondary
8,890
3,734
5,156
1,678
Total
33,805
1 1,479
30,071
9,788
1,113 , 17,170
program level
Citizenship
537
1 66
537
175
ESOL
14,983
3,896
14,893
4,877
Educational
ABE, II
7,930
3,331
7,930
2,581
371 1 11 ,087 4,599 -
TABLE 4. NUMBER OF STUDENTS LEAVING ARIZONA ADULT EDUCATION PROGRAMS
AND THEIR REASONS FOR LEAVING.
Reason for leaving I Number of students
Health problems
Child care problems
Transportation problems
Family problems
Location of class
Lack of interest; instruction not helpful
Time program or class was scheduled
Changed address or left area
To take a job
Completed objective
Unknown reasons
564
378
947
872
507
1,568
1,199
Unknown
Total I 33,805
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
TABLE 5. STATUS OF STUDENTS UPON ENTRY INTO ARIZONA ADULT EDUCATION
PROGRAMS.
Disabled students
Adults in rural areas
Adults in urban areas with high unemployment
Immigrant adults
Homeless adults
Adults in correctional facilities
Other institutional adults
Employed adults
Unemployed adults
Adults on public assistance
Status of students upon entry
14,344
4,762
29,043
Unknown
600
1,696
1,065
13,373
17,500
3,905
Number of students*
* May be duplications.
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
Educational
TABLE 6. ACHIEVEMENTS OF STUDENTS IN ARIZONA ADULT EDUCATION PROGRAMS.
Obtained an adult high school diploma
Passed the GED test
Entered other educational program
Student achievement*
Societal
Number of students*
Received U. S. citizenship
Registered to vote or voted for first time
Economic
Gained employment
Retained employment, obained advancement
Removed from public assistance
Other
GED certification ( FY90)
Not applicable
1,116
Unknown
Unknown
Unknown
1,118
Unknown
186
* May be duplications of achievements.
Source: Annual Per$ onnance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
TABLE 7. NUMBER OF STUDENTS AND CLASSES IN ARIZONA ADULT EDUCATION
PROGRAMS BY TIME AND LOCATION.
* Unduplicated count.
Location of class
School building
Elemen tary/ secondary
Community college
Four- year college
Other locations
Learning center
Correctional institution
Institution for disabled
Work site
Library
Community center
Home or home- based
Other: Indian school
Total
** Twenty- five hours or more.
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
Number of
students*
20,438
9,871
0
1,696
32
397
102
1,175
0
94
33,805
Number of
daytime
classes
119
78
0
Learning centers are loca
Not appl
1
13
3
15
0
2
218
Number of
evening
classes
23 1
92
0
cd in larger progmns.
cable
0
0
3
11
0
0
337
Number of
sites
operating
full time**
70
17
0
11
1
0
6
26
0
2
133
TABLE 8. FUNCTION AND JOB STATUS OF PERSONNEL IN ARIZONA ADULT EDUCATION
PROGRAMS.
I Adult education personnel
Function I Paid personnel I
Organizational placement and
type of job performed
State- level administrative1
supervisory/ ancillary services
Part- time
personnel
Local- level administrative/
supervisory/ ancillary services
Full- time
personnel
Local teachers I I
Unpaid
volunteers
28
Local counselors l I
19
Source: Annual Performance Report for the Adult Education State- Administered Program, State of
Arizona, U. S. Department of Education, 1990.
Unknown
Local paraprofessionals 161 0 675
TESTS OF GENERAL EDUCATIONAL DEVELOPMENT
IN ARIZONA
Took the test
Completed the battery the fist time
Retested from previous years
Completed part of the battery
Attained score requirements
TABLE 9. ADMINISTRATIONS OF THE TEST OF GENERAL EDUCATIONAL DEVELOPMENT IN
ARIZONA.
* This percentage is based on the number of persons who met the score requirements divided by the
number completing the entire battery.
Descriptors of examinees
Source: GED Testing Service, The Center for Adult Learning and Educational Credentials, American
Council on Education, 1990 Statistical Report.
TABLE 10. PERCENT OF ADMINISTRATIONS OF THE TEST OF GENERAL EDUCATIONAL
DEVF. I, OPMENT BY AGE GROUP IN ARIZONA.
Number
Age group of examinees
Percent*
Percent of examinees
Source: GED Testing Service, The Center for Adult Learning and Educational Credentials, American
Council on Education, 1990 Statistical Report.
TABLE 11. PERCENT OF GENERAL EDUCATIONAL DEVELOPMENT CREDENTIALS ISSUED
BY AGE GROUP IN ARIZONA.
Age group of examinees Percent of credentials issued
Source: GED Testing Service, The Center for Adult Learning and Educational Credentials, American
Council on Education, 1990 Statistical Report.
TABLE 12. ADMINISTRATIONS OF CERTAIN EDITIONS OF THE TEST FOR GENERAL
EDUCATIONAL DEVELOPMENT IN ARIZONA.
Edition I