Report for the Joint Legislative Committee to Study Vocational, Technological and Adult Education Programs

              REPORT FOR THE JOINT LEGISLATIVE COMMITTEE TO STUDY VOCATIONAL,
TECHNOLOGICAL AND ADULT EDUCATION PROGRAMS.
MEMBERS :
Senator Hermon, Co- Chair
Senator Soltero
C. Diane Bishop
Jon Cline
Richard Sax
Jack Shell
Mark Harrington
Kenny McClaran
RepresentativeGraham, Co- Chair
Representative Hubbard
Malcolm Craig
Mike Colletto
Karen Mills
Ed Roehling
Keith Crandall
A1 Schifano
TABLE OF CONTENTS
ITEM SECTION
MeetingAgenda . . . . . . . . . . . . . . . . . . . . . . . . .
Committee Recommendations. . . . . . . . . . . . . . . . . . . 2
SenateBill1079.. . . . . . . . . . . . . . . . . . . . . . 3
Background Information on Adult Education. . . . . . . . . . . 4
a. Report from Dr. Gary A. Eyer.
b. Document on the Arizona General Educational
Development Testing Services.
EBadcukcgartoiuonnd. In. fo. rm. a. ti. on. on. V. oc. a. ti. on. al. a. nd. T. ec. hn. ol. og. ic. al. . . . . 5
a. Arizona Model for Vocational/ Technological
Education.
b. Arizona Vocational/ Technological Education
VTE Model Sites.
c. The Arizona Model: Building Excellence in Education.
ARlZONA STATE LEGISLATURE
I N T E R I M M E E T I N G N O T I C E
Open to the Public
JOINT LEGISLATIVE COMMITEE TO SNDY VOCATIONAL TECHNOLOGICAL
AND ADULT EDUCATION PROGRAMS
DATE: Wednesday, October 20, 1993
TIME: 10: OO a. m.
PLACE: Senate Hearing Room 3
SUBJECT: Vocational, Technological and Adult Education Programs.
AGENDA. 1. Call to Order
2. Adult Education Programs
a. Background and proposed legislation.
b. Funding methods for adult educations programs.
3. Vocational and Technological Education Programs
a. Status of model programs.
b. Funding aspects.
c. Alternative funding methods for vocational and
technological education programs.
MEMBERS:
Senator Hermon, Ca- Chair
Senator Soitero
C. Diane Bishop, Superintendent
of Public Instruction
Jon Cline
Richard Sax
Jack Shell
Mark Harrington
Kenny McClaran
Representative Graham, Co- Chair
Representative Hubbard
Malcolm Craig
Mike Colletto
Karen Mills
Ed Roehiing
Keith Crandall
A1 Schifano
Joint Legislative Committee to Study Vocational, Technological,
and Adult Education Programs
Committee Recommendations
Adult Education
The committee recommends a request from the General Fund in
the amount of $ 550,000 to be used toward additional adult education
programs.
Senator Hermon, co- chairman of the committee, stated that
certain elements discussed by the committee need further
investigation in order to determine their feasibility. Such
proposals included linking economic development with adult
education programs by providing such programs at employer sites.
Analysis of South Carolina's methods was recommended. The other
proposal was to attract private dollars to help fund adult
education programs.
Vocational and Technolosical Education
The final recommendation from the committee is to request
$ 550,000 from the General Fund for the purpose of establishing
additional model sites for vocational and technological education
throughout the state. The committee emphasized the need to
equitably distribute such monies between rural and urban geographic
locations.
STATE OF ARIZONA
41 st LEGISLATURE
FIRST REGULAR SESSION
REFERENCE TITLE: vocational and technological
education
S E N A T E Referred on Januarv 20, 1993
SB 1079
Introduced
January 19, 1993
Education
Introduced By
Majority of the Committee on Education
AN ACT
AMENDING SECTION 15- 790.01, ARIZONA REVISED STATUTES; AMENDING LAWS 1991,
CHAPTER 218, SECTION 14, AS AMENDED BY LAWS 1992, CHAPTER 305, SECTION 24;
PROVIDING FOR DELAYED REPEAL OF LAWS 1991, CHAPTER 218, SECTION 14, AS
AMENDED BY LAWS 1992, CHAPTER 305, SECTION 24 AND THIS ACT; RELATING TO
VOCATIONAL AND TECHNOLOGICAL EDUCATION.
Be it enacted by the Legislature of the State of Arizona:
Section 1. Section 15- 790.01, Arizona Revised Statutes, is amended
to read:
15- 790.01. Ernplover supported vocational and
technoloqical education restructurinq fund;
definition
A. The vocational and technological education restructuring fund is
established in the state treasury consisting of private grants, gifts and
contributions. The fund shall be administered by the state board for
vocational and technological education established in section 15- 781.01.
Upon notice from the state board eC FOR vocational and technological
educatio~, the state treasurer shall invest and divest monies in the fund
as provided by section 35- 313, and monies earned from investments shall be
credited to the fund.
B. The state board ef FOR vocational and technological education,
through its funding subcommi ttee, shall encourage vol untary contributions
from employers in this state to the fund.
C. The maximum amount to be disbursed from the fund in any fiscal
year shall not exceed the total amount appropriated by this state for
model vocational and technological programs developed under the direction
of and approved by the state board for vocational and technological
education. The joint legislative budget committee shall verify this
amount.
D, The state board eF FOR vocational and technological education
shall disburse the monies in the fund pursuant to section 15- 781.01,
subsection E, paragraph 22 for the purpose of establishing comprehensive
statewide model vocational and technological education programs in grades
seven through twelve as specified in subsection F of this section,
E. The monies in the fund are exempt from the provisions of section
35- 190 relating to lapsing of appropriations,
F, CONTRIBUTIONS TO THE VOCATIONAL AND TECHNOLOGICAL EDUCATION
RESTRUCTURING FUND ARE EXEMPT FROM TAXATION IN ACCORDANCE WITH SECTION
501 ( c) ( 3) OF THE INTERNAL REVENUE CODE,
k G, The fund shall be utilized only for the following purposes
AND CONTRIBUTORS MAY DESIGNATE TO WHICH OF THE FOLLOWING ACTIVITIES
PRIVATE CONTRIBUTIONS ARE TO BE APPLIED OR THAT CONTRIBUTIONS BE MADE TO A
SPECIFIC SITE FOR THE ACTIVITIES SO DESIGNATED:
1, To support the establ ishment of comprehensive statewide model
vocational and technological education courses and programs in grades
seven through twelve,
2. To support the additional maintenance and improvement costs for
model vocational and technological education courses and programs in
grades seven through twelve.
3. To provide preservice and in- service programs for teachers of
vocational and technological education,
4, To establish or provide additional support to model competency
based guidance programs.
5. To support alternative delivery systems for model vocational and
technological education including but not limited to cooperative
education, distance learning, apprenticeships and regional centers.
6. To support data collection.
& H. If the monies in the fund are not disbursed by the state
board for vocational and technological education for a period of two years
due to the lack of state matching funds, the joint legislative budget
comittee shall determine a method of reimbursement of the balance in the
fund to the contributors on a pro rata basis.
) C, I, For purposes of this section, " fund" means the vocational
and technological education restructuring fund,
Sec. 2, Laws 1991, chapter 218, section 14, as amended by Laws
1992, chapter 305, section 24 is amended to read:
Skc, 14, Joint legislative comittee to study vocational
and technological education proqrams
A, A joint legislative comnittee on vocational and technological
education is established consisting of:
1. % TGIO members of the senate, ONE OF WHOM SHALL BE THE
CHAIRMAN OF THE SENATE EDUCATION COMMITTEE AND WHO SHALL SERVE AS
COCHAIRMAN AND ONE OF WHOM SHALL BE appointed by the president of the
senate, ... n+ THE CHAIRMAN OF THE SENATE
EDUCATION COMMITTEE AND THE MEMBER APPOINTED BY THE PRESIDENT OF THE
SENATE SHALL NOT be of the same political p a r t y y
3 P -
2. # wee TWO members of the house of representatives, ONE OF WHOM
SHALL BE THE CHAIRMAN OF THE HOUSE EDUCATION COMMITTEE AND WHO SHALL SERVE
AS COCHAIRMAN AND ONE OF WHOM SHALL BE appointed by the speaker of the
house of representatives, nn+ THE CHAIRMAN
OF THE HOUSE EDUCATION COMMITTEE AND THE MEMBER APPOINTED BY THE SPEAKER
OF THE HOUSE OF REPRESENTATIVES SHALL NOT be of the same political party,
+ I *,- a
b
,
3. The state superintendent of public instruction OR THE
SUPERINTENDENT'S DESIGNEE.
4. T I d n - zf f
nF
V.
4L 4, Two members of the state board
for vocational and technological education, ONE OF WHOM WAS
appointed pursuant to sect ion 15- 781.01, subsection A, paragraph 2,
Arizona Revised Statutes, AND BOTH OF WHOM SHALL BE appointed by the
president of the board for vocational and technological education.
4L 5. Few TWO representatives of business, industry and labor,
ONE OF WHOM SHALL BE appointed by the president of the senate
and & e+ be+ e ONE OF WHOM SHALL BE appointed by the speaker of the house
of representatives. € he THE MEMBER APPOINTED BY THE PRESIDENT OF THE
SENATE shall represent employers with more than two thousand employees,
me AND THE MEMBER APPOINTED BY THE SPEAKER OF THE HOUSE OF
R: EPRESiENTA: TIVES. sk: a?? r? nrnronf r s
e@ eyse? we shall represent employers with less than two hundred
employees and shall be from a county with a population of less than five
hundred thousand PERSONS,
F, 6. ONE TEACHER actively engaged in the teaching of
vocational and technological education at the elementary or high school
.; FeueFs LEVEL, we who is appointed by the president of the senate itR8-- effe
d
8c 7. Twe ONE school or district level
ADMINISTRATOR involved in vocational and technological education programs
at the elementary or high school .; FeueFs LEVEL,
onnn; n+ nrl WHO IS appointed by the
speaker of the house of representatives .
% 8. One member representing comnunity college vocational and
technological education programs, who is appointed by the president of the
senate.
& 9. One member representing private postsecondary vocational and
technological education institutions, who is appointed by the speaker of
the house of representatives.
B. The unexcused absence of a member for more than three
consecutive meetings is justification for removal. If the member is
removed, notice shall be given of the removal pursuant to section 38- 292,
Arizona Revised Statutes.
C. Vacancies shall be filled by appointment of a qua1 ified person
by the pub1 ic officer of the body entitled to make the appointment as
provided in subsection A of this section.
D, The comnittee may use the expertise and services of legislative
staff and the staff of the department of education.
E. Members of the comnittee are not eligible to receive
compensation, but members appointed pursuant to subsection A, paragraphs
6- 5 through 44 9 of this section are eligible for reimbursement of
expenses pursuant to title 38, chapter 4, article 2, Arizona Revised
Statutes. These expenses are payable to a member from monies appropriated
to the legislative council.
F, The comnittee shall:
1, Revi ew and make recomnendati ons concerning the imp1 ementat ion of
the integrated plan adopted pursuant to section 15- 781.01, subsection E,
paragraph 9, Arizona Revised Statutes.
2, Review and make recomnendations concerning the integration of
vocational and technological education programs and the elimination of
state funding for obsolete or duplicate programs.
3. Review and make recomnendations concerning the implementation of
the integrated funding model for vocational and technological education
programs, taking into consideration the various funding sources, amounts
and purposes, and accountability for state funds.
4. Make recomnendations for establishing new or alternative funding
sources for the improvement, expansion and enhancement of vocational and
technological instruction, curricula, programs, equipment and facilities.
The comittee shall evaluate the appropriateness of establishing a
dedicated funding source for vocational and technological education,
E,
4 . SUbflI't 2 7 7 . .
nr nC + - a V . -
A& 5. Review and make recomnendations concerning the progress of
model vocational and technological education courses and programs and the
appropriate level of funding necessary to support the expansion of such
model programs for fiscal year 1993- 1994 and submit a report containing
the cornittee's recomnendations and study results to the president of the
senate and the speaker of the house of representatives by November 1, 1992
1993.
6. The state board of vocational and technological education shall
consider the recomnendations and appropriate revisions to the integrated
plan required pursuant to section 15- 781.01, subsection E, Arizona Revised
Statutes, based on the report adopted by subsection F of this section, by
January 1, 1992.
~ ec. 3. Delayed repeal
Section 2 of this act is repealed from and after December 31, 1993.
Sec. 4. Emergency
This act is an emergency measure that is necessary to preserve the
pub1 ic peace, health or safety and is operative imnedi ateiy as- provided by
law.
Arizona
Department of Education
C. DIANE BISHOP
Superintendent
October 20, 1993
Joint Legislative' Committee to Study
Vocational, Technological and Adult Education
Arizona State Legislature
Phoenix, Arizona 85007
Dear Committee Member:
The enclosed materials for adult education are separated into items on our agency's budget
request for adult education, sources of funding, and FY93 client information.
Census data ( 1990), Arizona demographic studies, the National Adult Literacy Survey ( NALS -
9/ 8/ 93) and the U. S. Department of Education grant award figures clearly indicate 687,000
Arizona adults have not completed hgh school. Nearly a million adults do not possess the level
of basic skills in reading, writing and computing required of individuals to cope in Arizona's
modem socio- economic environment. .
Two basic concerns are implicit in our agency's analysis of educational data. First, in the
holistic perspective, demographic factors point to the problems adult education in our state must
be instrumental in helping to solve. Second, demographic factors are also basic to an
understanding of the interests, problems, and needs of adult students.
The Division of Adult Education and the GED testing service take great pride in meeting client
needs even with limited resources. The challenge tqr adult education is breaking the inter-generational
cycle of under education. Perhaps the most promising method of breaking this
cycle is adult education.
1535 West Jefferson, Phoenix, Arizona 85007
602- 542- 4361
The Arizona Department of Education and our local providers have responsibility for adult
clients in at least one of the following program areas:
Adult Basic Education JOBS
ESOL Workplace Education
Slulls Enhancement GED Preparation
Citizenship GED Testing
Basic Skills - Homeless Family Literacy
Literacy Volunteers
Thank you for the opportunity to discuss adult education with you at today's hearing. You, of
all people, know that education is not an expenditure.. . education is an investment. In order to
be prepared for the new century, to be on the cutting edge of required education reform, and
to improve the quality of life, Arizona cannot and must not divorce itself from the reality of
increasing its investment in adult education.
Sincerely,
/' 7
Gary A. Eyre
State Administrator
Adult Education Services .
enc :
Arizona Department of Education
Division of Adult Education
ARIZONA
Adult Education State Funds
A. R. S Section 15- 234
FY 1994
( July 1, 1993 - June 30, 1994)
Assistance
to Providers
$ 2,738,340
Adult Basic Education
Level I 0- 4 grade competencies
Level I1 5- 8 grade competencies
General Educational Development ( GED) Preparation
English for Speakers of Other Languages
Citizenship
Grant $ 3,042,600
Administration $ 304,260
Assistance to
Providers $ 2,738,340
Arizona Department of Education
Division of Adult Education
ARIZONA
Adult Education Federal Funds
National Literacy Act of 1991
P. L. 102- 73
N 1994
( July 1, 1993 - June 30, 1994)
Administration Special Projects
$ 335,570 ( Section 353)
$ 503,355
* Adult Basic Education
Level I 0- 4 grade competencies
Level I1 5- 8 grade competencies
General Eduwional Development ( GED) Preparation
English for Speakers of Other Languages
** Special Experimental Demonstration Projects
and Teacher Training - two- thirds of 15 X
reserved for Staff Development
Grant $ 3,355,702
Special Projects $ 503,355
Assistance to
Providers $ 2,516,777
Arizona Department of Education
Division of Adult Education
ARIZONA
JOBS
Interagency Service Agreement
with Arizona Department of Economic Security
FY 1994
( July 1, 1993 - June 30, 1994)
Assistance to
Providers
$ 700,000
Adult Basic Education
Level I 04 grade competencies
Level I1 5- 8 grade competencies
Adult Secondary Education
Life Skills
English for Speakers of Other Languages
Grant $ 700.000
* Assistance to Providers
To be amended if funds
are not adequate for
entire fiscal year.
ARIZONA ADULT EDUCATION
The mission of Arizona Adult Education, as approved by the State Board of Education is:
" Arizona Adult Education Programs will assure that 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."
The funds designated for adult education received by the Department of Education are used to
provide Adult Basic Education ( ABE), English for Speakers of Qther - Languages ( ESOL),
Citizenship and Adult Secondary Education ( ASE) classes to adults who are at least sixteen years
of age, who are not enrolled in secondary school and who have not graduated from high school
or have not achieved an equivalent level of education.
- Ad ult Wic mucation includes the skills and knowledge usually acquired through grade eight.
Adult Secondary Education includes skills and knowledge associated with completion of grade
twelve.
During the fiscal year 1993, 1,800,002 instructional hours were provided to 44,828 adult
students through fifty providers - 21 local school districts, two county school districts, ten
community colleges, one university and sixteen community based organizations. Among the
adults served, one thousand seventy three students met the federal definition of disabled. Eight
hundred seventy- four adults were removed from the public assistance rolls representing an
estimated annual savings to the state of $ 10,488,000. A ten yeq projection of this same effort
would produce a savings of $ 576,889,000 and experience indicates that when one is removed
from the public assistance rolls a ripple effect is created and children of the family are less likely
to become public assistance recipients and will assume the role of tax payers rather than tax
consumers.
During the year an Interagency Service Agreement was initiated with the Department of
Economic Security that established thirteen lob Qpmrtunities and & sic $ kills sites. These sites
are designed to provide 20 hours of instruction per week to public assistance recipients with the
primary purpose of moving the recipients from the assistance rolls into full time productive
employment. This program has such promise that it is being expanded to seven new sites across
the state in fiscal year 1994.
The U. S. Department Education credits Arizona with 687,344 persons sixteen years of age and
older who are not enrolled in a regular high school program and who have not completed high
school. The need is great.
ARIZONA DEPARTMENT 01F EDUCATION
DIVISION OF ADUI # T EDUCATION
TOTAL ADULT EDUCATION STUDENTS SERVED
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENT DATA REPORT
TOTAL STUDENT HOURS BY CLASS TYPE
ABE I 177,179
ABE II
ESOL II
ESOL Ill
CITIZENSHIP
GED PREP
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENTDATAREPORT
TABLE 9, CHART 1 - NEWIRETURNING AND TOTAL STUDENTS BY CLASS TYPE
New Rd- TdPl
Students P Students Students
ABE I 3,679 898 4,577
ESOL I 9,494 1,944 11,43U
ABE 11 7,556 1,967 9,523
ESOL I1 2,848 1,468 4.316
ESOL I11 1,807 1,116 2,923
CITIZENSHIP 530 ? 7 627
GEE) PREP 9,092 2,332 11,424
ABE I
ESOLl
ABE I1
ESOL II
ESOL Ill
CITIZENSHIP t
G E D P R E P
Returning Students
Total Students
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENT DATA REPORT
TABLE 5 - STATUS OF PARTICIPANTS UPON ENTRY INTO PROGRAM
Disabled
Limited English Proficiency
Adulls in Rural Anxs
Mulls in Urban Areas with High Unemployment
hmgm Mulls
Homelcrr Adults
Adults in Conrctional Programs
Orhcr lnsdtutionalizod Mults
Employed Adults
Unemployed Mulls
Mulls on Public A s s i s m
1 1
Disabled
I I I 1 I
Lidted English Proficiency I
Adults In Rural Areas
Adults in Urban Areas
immigrant ~ d u ~ t s h
Homeless Adults
Adults in Correctional Prog.
Other Institutionalized Adults
Errployed Adults
Unemployed Adults
Adults on Public Assistance
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
FY 1993 UPON ENTRY AND EXIT: ADULT EDUCATION PROGRAM
ARtZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENTDATAREPORT
TABLE 3
Number Started Number Started Thnt Number Progrcsdq Number Moved
.( This Levd Comple( ed ThL Lcvd at Tbis L t v d to 1Ugk. r Lcvd
ABE 1 4,577 1,045
ESOL I 11,438 3,252
B E 11 9,523 2,877
ESOL U 4,316 1.3M
ESOL UI 2,923 72 1
C- P 427 286
GED PREP 11,424 3,188
ESOL l
ABE II
ESOL II
ESOL Ill b-
CITIZENSHIP I7
GED PREP
Number Started at This Level
Number that Completed this Level
Number Progressing at this Level
Number that Moved to Higher Level
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENT DATA REPORT
STUDENT GOALS ACHIEVED
Obtained an Adult High School Diploma
Passed GEDlln Proccss
Entcrcd Other Eilucationnl or Training Program
Received U. S. Citizenship
Rcgistcrcd to Vor
Gained Employment
Sccud Employment Rctcntion or Obrained Job Advnncemnt
Removed from Public Assistance
Perwnnl and Other
Obtalned an Adult Hlgh
School Dlplome
P a r r e d Q E D l l n Process
Entered Other Educmtlonal
or Trelnlng Program
Recelved U . S. Cltlzenshlp
R oglrtered to Vote
Qalned Employment
Secured Employment
Retentlon or Obtalned Job
Removed from Publlc
Arrlatance
Perranat and Other
ARIZONA DEPARTMENT OF EDUCATION
DIVISION OF ADULT EDUCATION
STUDENTDATAREPORT
TABLE 7, CI- IART 2 - NUMBER OF DAYTIMEIEVENLNG CLASSES
BY LOCATION
Daytime Evening
CLpsXs - Clm.% s
Elementary/ Scconlary School
Community College
4- Year College
Learning Cenvr
Comctionnl Instiartion/ Probation
Institution for drc Disablcd
Worksite
Library
Community Based Orgnnizption
Homc or Homcbascd
Other
I m N u m b a r o f Daytima Ciaaaaa Numbar o f E r a n i n g CIaaaes I
E l e m e n t a r y 1 S a c o n d a r y ma i -------------- 1
S c h o o l 1
Community Collage
4 - Y a a r C o i i e g a
L a a r n l n g C a n t a r I
C o r r a c t i o n a i I n a t l t u t i o n
l n a t i t u t i o n f o r tha D i a a b i a d
W ork aita b
Community- Baaad
O r g a n l z a t l o n
Homa o r Homebaaad
O t h e r
ARIZONA DEPARTMZNT OF EDUCATION
DIVISION OF ADULT EDUCATION
GENERAL EDUCATIONAL DEVELOPMENT TESTING SERVICES
In 1945 Arizona statute and the Arizona State Board of Education
authorized the Arizona Department of Education, Division of Adult
Education, to administer and supervise the Arizona General
Educational Development Testing Service. This program was
designed to offer adults an opportunity to earn a high school
equivalency certificate. This credential enables adults to
qualify for post secondary education enrollment, occupational
training programs, entrance to the military, student financial
aid, jobs and job placement.
The GED Tests were designed to measure the skills and concepts
generally associated with four years of regular high school
instruction. The GED battery contains five tests in the areas of
Writing Skills, Social Studies, Science, Literature and the Arts,
and Mathematics. Most test questions require the understanding
of broad concepts and generalizations, rather than the ability to
remember facts, details, or precise definitions.
The 42 operational testing centers and the Arizona Department of
Education have realized substantial growth in testing in the past
five years. Since 1988, 67,400 adults were tested and 45,000
received the Arizona High School Certificate of Equivalency.
In Arizona an applicant must be at least eighteen years of age
and have not received a high school diploma or high school
equivalency certificate. However, individuals between sixteen
and eighteen years of age may be tested under special conditions.
The GED Test is available in English, Spanish and French. Also,
special accommodations may be made available for handicapping
conditions. Every adult is given the opportunity to test under
appropriate testing conditions as determined by the General
Educational Testing Service in Washington D. C. and the state GED
administrator.
Passing scores in Arizona for the purpose of receiving a High
School Equivalency Certificate are a minimum standard score of 35
on each of the five tests and an average standard score of 45 on
the five tests ( total standard score of 225). The maximum testing
fee in Arizona is $ 25.00.
Copies of transcripts or duplicate certificates may be obtained
through the Arizona Department of Education, GED Records Office,
1535 West Jefferson Street, Phoenix, AZ 85007, ( 602) 542- 5802.
State of Arizona
Arizona Department of Education
Division of Adult Education and
Adult Homeless Projest
The purpose of Arizona's Homeless Adult Education Project is to provide literacy training, basic skiUs remediation, and
life skills enhancement to 2,745 homeless adults throughout Arizona over a 36- month period. The design includes a
customized curriculum and the establishment of a matrix of services for homeless people. In FY 1993 Arizona received
$ 297,500 which should increase to $ 333,199 from the U. S. Department of Education, Stewart B. McKinney Act funds
for 1994.
Scow
The 1992 projects ( Downtown Neighborhood Learning Center, Pima County Adult Education, Yuma County Adult
Education and Native Americans for Community Action) helped plan the proposal and now serve the educational needs of
the state's homeless population during the 1993- 95 grant period. The project is designed to continue present services and
expand sites begun under the Stewart B. McKinney Homeless Assistance Act. Services to the Native American population
increases 25 96 within the three year period. The Arizona Department of Education will continue to work cooperatively
and collaborate with all appropriate agencies and tribal governments to ensure coordinated planning and delivery of all
services to homeless persons statewide.
The four local programs' comprehensive approach to serving homeless individuals includes: case management, information
and referral, life skills plus various componints of academic study and remediation and linkages within a prearranged
network of community resources. Services are client centered. Curricuiurn is focused around individual student's goals.
Lifelong learning is encouraged. Program coordinators, mentors and volunteers work as a team but keep their roles separate
for effective coordination of services and to serve a maximum number of clients. Staff development is paramount.
The various academic, life skills and family education, and job preparation components of training promote progress to meet
the National Education Goals for the 21st Century.
Downtown Neighborhood Learning Center ( DNLC), a private, non- profit corporation, has been providing adult education
services in Arizona since 1989 and has been a provider under the Stewart B. McKinney Homeless Assistance Act for 4 years.
DNLC has served in excess of 200 homeless students to date and operates at nine sites.
Pima County Adult Education ( PCAE) has been providing adult education services in Arizona since 1% 9 and is the primary
selvice provider in Pima County, which encompasses Tucson - the second largest city in Arizona. To date over 600 homeless
students have been served at thirteen sites.
Yuma County Library District ( YCLD) has been providing adult education services in Arizona since 1988 and has been
a provider under the Stewart B. McKinney Homeless Assistance Act s b x 1989. The project operates primarily within the
City of Yuma at the Lower Lights Mission. Yuma is the third largest population center in the state. The YCLD utilizes
a large cadre of trained literacy volunteers. It has served over UX) homeless students to date in four sites in Yuma County.
Native Americans for Community Action, Inc,. ( NACA), known as the Flagstaff Indian Center, is a private, non- profit
multi- service agency incorporated in 1971 and governed by a Native American Board of Directors. NACA has been a state
adult education project since 1990. To date 238 homeless adult learners have been served at six sites.
Adult Education Federal Funds
Adult Education Homeless Project
Stewart B. McKinney Homeless Assistance Act
P. L. 100- 77
FY 1994
( July 1, 1993 - June 30, 1994
first year of a three year grant)
State Operational
Expenditures
$ 22,276
n Administration
Adult Basic Education
Level I 0- 4 grade competencies
Level I1 5- 8 grade competencies
Life Skills
Employment Preparation
General Educational Development ( GED) Preparation
English for Speakers of Other Languages
Grant $ 297,500
Aaministration $ 28,800
State Operational
Expenditures $ 22,276
Assistance to
Providers $ 246,424
* Providers:
Downtown Neighborhood Learning Center- Phoenix $ 118,284
Pima County Adult Education- Tucson 561,606
Yuma County Library District- Yuma $ 22,178
Native Americans for Community Action, 1nc.- Flagstaff $ 44,356
ARIZONA DEPARTMENT OF EDUCATION
Division of Adult Education
1994 LEGISLATIVE RECOMMENDATION
TITLE ( SUBJECT) Adult Education
Suh. lMARY STATEMENT Increase the appropriation by $ 550,000 to allow serving an
additional 3,666 adult students. Total appropriation for FY 95
would be $ 3,592,600.
SPECIFIC PROPOSAL Use the documented number of 3,666 adults and apply the adult
classroom unit formula to determine the number of units at $ 3,000
each or $ 150 per adult client. The classroom unit is 20 adults for
125 contact hours of instruction. ( 3,666 equals 183 classroom
units; 183 units at $ 3,000 equals $ 550,000). This is nearly equal
to the difference between the FY94 local project requests and the
available funds. This addition would make the FYI995
appropriation for A. R. S. Section 15- 234 total $ 3,592,600 ( present
allocation - $ 3,042,600 plus $ 550,000).
BACKGROUND U. S . census data, Economic Security population projections, local
adult education provider assistance requests ( FY94) and demo-graphic
information indicate large numbers of adults in need
of and requesting adult education services. The target population
is adults 16 years of age and older, not required to be enrolled in
school and having less than the completion of secondary education.
That population totals 610,219 ( excluding 1 lth and 12th graders
presently enrolled - October 1, 1992 - in Arizona - 77,125).
There are 490,151 adults over age 25 without a high school
diploma. Recognizing that a percentage of these numbers would
not enroll in adult education a sound and reliable projection of
unmet adult education need was paramount in projecting budget
requests for FY95.
The eight largest adult education projects indicate documented
waiting lists in 1992 of 3,666 adults. In 1993 adult education
programs and the GED served 60,000 individuals.
Requests for funding local projects in 1994 are $ 6,15 1,665.
exceeds funds available by $ 616,548.
CONTACT PERSON NAME: Dr. Gary A. Eyre
TITLE: State Administrator for Adult Education Services
PHONE: 542- 5280 FAX: 542- 1 849
ARIZONA DEPARTMENT OF EDUCATION
C. Diane Bishop, Superintendent
Arizona Adult Education
Dr. Gary A. Eyre
State Administrator for Adult Education Services
542- 528 1
Ms. Lisa Rundle
Administrator Assistant
542- 528 1
Mr. John Garth
Director, Division of Adult Education
542- 5280
Ms. Pat Taylor
Director, GED Testing Service
542- 5 802
Ms. Maureen Ambrose
Education Program Specialist, Homeless Adult Education
542- 5280
Ms. Lupe Castillo
Fiscal Administrative Assistant
542- 5280
AN ARIZONA SUCCESS STORY
As Arizona approaches the 21st Centu~ y. more people will cam educational
credentials outside the regular classroom environment. The rise of the nontraditional
learner is having a profound impact on both the work- force and the education community.
Each year in Arizona nearly 60,000 adults are auolled in Adult Education classes
funded by the Arizona Department of Education. In the past five years ( 1989- 1993).
45.556 adults received the Arizona High School Equivalency Catificate.
By passing the General Educational Development ( GED) tests. adults earn a high
school equivalency certificate and qualify for postsecondary education enrollment.
occupation~ Itr aining programs, student financial aid, jobs and job advancement.
Fundamental to the success of the program and to its growth ova the years has
been the acceptance of the GED Tests by the educational community as a valid means
of awarding a high school credential.
To qualify for the Arizona certificate. adults taking the GED Tests must surpass
the performance of about 30 percent of a national sample of graduating high school
seniors. One of evay six high school diplomas awarded in the United St- each year
ia based on h e OED Tests.
Ova the years. the GED Tests have provided persod satisfaction, as well as
pofessional, occupational, and educational opportunities for tens of thousands of Arizona
adults who. for many reasons, were unable ICI complete their formal high school studies.
The state Superintendent of Public Instrwtion is the educational offica responsible. by
state statute, for the administration and supervision of the Arizona General Education
Development Testing Service. The Department of Education is pleased to provide the
GED preparation program and quality testing opportunities to individuals who can benefit
from errning Ihe high school equivalency certificate.
Dr. Gary A. Eyre
State Administrator. Adult Education Services
n r Arizona dopa rim on^ o/ Education u am equal opportunity enpnplqer and oducoriod agency and & nnr
rhor ir dw nor drrcriminule or the baru o/ race. color. national origin, agd, IU or handicapping condition.
THE ARIZONA GENERAL EDUCATIONAL DEVELOPMENT
( GED) TESTING SERVlCES
ARIZONA DEPARTMENT OF EDUCATION
ADULT EDUCATION
HISTORY
The General Educational Development testing program was adopted by the
Arizona state Board of Education in 1945. With the approval of the North
Central Association of Colleges and Secondary Schools, the state Board
arranged with the American Council on Education to utilize the GED Test
batteries as a basis for awarding the High School Equivalency Certificate.
The GED Certificate is accepted in lieu of a high school diploma in most
business and industrial institutions, colleges and universities and by the
military.
The GED Tests are designed to measure the skills and concepts generally
associated with four years of regular high school instruction. The Teats
provide an opportunity to earn a high school equivalency certificate in an
alternative mode . . . a credential recognized as a key to employment
opportunities, advancement, further education and financial awards.
WHAT ARE THE GED TESTS?
The GED battery contains five testa in the areas of Writing Skills, Social
Studies, Science, Literature and the Arts, and Mathematics. Most test
questions require the understanding of broad concepts and generalizations,
rather than the ability to remember facts, details, or precise definitions.'
Each of the five tests in the GED battery is developed from specifications
established by experienced secondary school and adult educators and is
reviewed by subject area experts. Multiple reviews by test specialists were
conducted before the assembly of the final test forms.
' Teacher's Manual for use with Oflicial GED Practice Tests, Prentice HnllCambridge,
Eriglcwood Cliffs, NJ 07632, 1987- 88.
WHAT ARE THE GED TESTS? ( Continued) ELIGIBILITY REQUIREMENTS ( Continued)
The GED Tests are then standardized using a national sampling of
graduating high school seniors. These seniors establish the performance
standard required of examinees to receive a GED credential.
ELIGIBILITY REQUIREMENTS
The applicant must be at least eighteen ( 18) years of age and have not
received a high school diploma or high school equivalency certificate.
Individuals between sixteen ( 16) years and eighteen ( 18) years of age may
be tested provided the applicant:
a. presents to the Examiner a notarized statement of consent to
take the test, from a parent or legal guardian; and
b. presents verification, by letter, from the last elementary/
secondary school the applicant attended, certifying that the
applicant has not been attending school for six ( 6) consecutive
months preceding application for testing.
The applicant must present positive picture identification and proof of age
to an Arizona Official GED Testing Center. The applicant must pay the
appropriate fee, not to exceed $ 25 for the entire battery of five tests, or $ 5
per test for each test that is retaken.
The CED Test is available in English, Spanish, French. Provisions can be
made for special GED Testa for handicapped persons, i. e., large print
editions, furniture modifications, extension of time.
The entire battery of five testa must be administered to an applicant before
submitting the tests to the Arizona Department of Education for scoring.
Upon initial testing, applicant must complete the battery of five tests
within a maximum period of 12 weeks. An applicant taking Test I
Writing Skills: Part I & 11) must complete both parts of the test in the
same testing time slot. An applicant must take all tests at the same
testing center unless he/ she has received a waiver granted by the GED
State Administrator.
Passing Scores on the GED Test for the purpose of receiving a High School
Equivalency Certificate are
a. a minimum standard score of 35 on each of the five tests and
b. an average standard score of 45 on the five tests ( total standard
score of 225).
An individual may retake any one or all testa to meet minimum standard
GED requirements 30 days after completion of entire battery. If one or
more tests in the batteries do not meet the state requirement of a
minimum standard score of 35, the applicant must first be retested in the
failed area before additional retesting. All tests must be completed within
12 months of completion of initial testing or all tests must be repeated and
another initial fee assessed. Applicant must be provided a different form
of the test when being retested.
Test scores are accepted as official only when reported directly by
a. the Arizona Department of Education
b. official GED testing centers
c. transcript service of the Defense Activity for Non- Traditional
Education Support ( DANTES)
d. Veterans' Administration Hospitals and Centers and
e. the GED Testing Service, Washington, D. C.
The fee structure is as follows
a. testing at an Arizona official GED testing center is a maximum
of $ 26 per battery. Retesting is $ 5 per test
b. there is no fee for the issuance of the original certificate
c. a duplicate certificate is $ 6
d. there is no fee for transcript.
Free GED Preparatory Classes are available throughout the state. For
further information, please contact the office of Adult Education at the
Department of Education ( telephone 602642- 5281).
RETESTING
After a 30- day waiting period an individual may retake any one or all tests
in the battery in an attempt to meet the minimum standard GED scores
required. The test( s) not passed must be taken first.
If the candidate fails to meet the desired standards on the retest within
the specified time of one year of initial testing, the candidate must repeat
all of the tests and pay the test fee of $ 25. It is recommended that the
candidate take all tests at the same testing center. Permission to transfer
to another testing center in the middle of a test administration must be
approved by the state GED Administrator.
' EST BATTERIES
The GED Test battery consists of five tests covering the following areas:
Test I Writing Skills - 1 hour 15 minutes
55 questions Sentence Structure 35%
Usage 35%
Mechanics 30%
Essay 45 minutes
Test I1 Social Studies 1 hour 25 minutes
64 questions History 25%, Geography 15%,
Economics 20%
Political Science 20%
Behavioral Science 20%
Test I11 Science
66 questions
1 hour 35 minutes
Life Sciences 50%
Physical Sciences 50%
TEST BATTERIES ( Continued)
Test IV Interpreting
Literature and
The Arts
45 Questions
Test V Mathematics
56 questions
1 hour 5 minutes
Popular Literature 50%
Classical Literature 25%
Commentary 25%
1 hour 30 minutes
Arithmetic 50%
Algebra 30%
Geometry 20%
TOTAL 286 questions 7 hours 35 minutes*
* NOTE: Actual testing time, including completion of examinee data, will
be approximately eight hours.
INTERPRETING GED TEST RESULTS
Results on each of the five GED Testa are given as standard scores ranging
from 20 to 80 and percentile ranks ranging from 1 to 99. Arizona uees the
average standard score earned on the five testa in determining eligibility
for high school credentials. The median standard score for national high
school seniors is 50 for each test battery. That is, half the seniors earn
standard scores above 50 and half earn standard scores below 50. The
percentile ranks show the percent of the graduating seniora who earned
scores at or below those of the examinee. For example, if an examinee's
percentile rank is 30, the examinee's ecore is better than those of about 30
percent of the seniors.
111 state high school equivalency ( GED) testing programs, certain standard
scores have emerged as significant in establishing minimum score require-ments
for diplomas and credentials. The lowest of these, a standard score
of 35, represents a level of achievement attained or exceeded by 93 percent
of the high school seniors on a given test.
GED TEST ACCOMMODATIONS
Every candidate should have the opportunity to complete GED testing
under appropriate testing conditions. Handicapping conditions of some
candidates often prevents their being tested or tested fairly. Thus, special
testing accommodations are available for these individuals. Extended
time, individualized testing, frequent breaks, use of a calculator,
adjustable furniture, or taking the audio cassette version are some
examples of specialized testing. However, the General Educational Testing
Service in Washington, D. C., requires extensive documentation for the
need of such accommodations. Specific learning disabilities must be
documented by a professional with experience and training in diagnosing
specific learning disabilities. For information concerning special testing
accommodations, please contact your local testing center or the state GED
office ( telephone 6021542- 5802).
CERTIFICATES ARE ISSUED ONLY BY THE STATE
DEPARTMENT OF EDUCATION
li Any individual who tested through the GED Testing Service in
Washington, D. C., must request an official transcript be sent directly to
the Arizona GED state Office from the GED Testing Service. Individual
high schools or colleges in Arizona do not have the authority to grant the
Certificate of Equivalency based on the GED test. Arizona statute
authorizes the Arizona Department of Education, Division of Adult
Education, to administer and supervise the Arizona General Educational
Development Testing Service.
The high school certificate of equivalency can be issued only based on the
results of having taken the GED test.
OFFICIAL ARIZONA GED TESTING CENTERS
OUT- OF- STATE GED TESTING CENTERS
Results will not be accepted from out- of- state GED agencies, however,
testa or retests may be completed in the state of Arizona from another
GED out- of- state testing center and returned to them for processing. The
iesuance of a certificate is at the discretion of that state.
REGULATIONS GOVERNING MILITARY PERSONNEL
Military personnel who have taken the GED test through DANTES or the
GED Testing Service, Washington, D. C., may receive the Arizona
Certificate of Equivalency if the last civilian school attended was in
Arizona. The regulations relating to age and scores that apply to civilians
also apply to military personnel.
Testingschedules vary at the different testing centers; we suggest that you
telephone the testing center of your choice before being tested.
AJO - AJO HIGH SCHOOL
P. O. Box 68, Ajo, AZ 85321
Mr. Lorenzo Moralea, Chief Examiner ............. 387- 7601
APACHE JUNCTION - CENTRAL ARIWNA COLLEGE
SUPERSTITION MOUNTAIN CAMPUS
273 East U. S. Highway 60, Room A2
Apache Junction, AZ 85219
Ms. Barbara Peters, Chief Examiner .............. 982- 7261
BISBEE - BISBEE PUBLIC SCHOOLS
P. O. Drawer G, Bisbee, AZ 85603
Ms. Rachel Acuna. Chief Examiner . . . . . . . . . . . . . . . 432- 5381
I1 BUCKEYE - BUCKEYE UNION HIGH SCHOOL
902 Eason Avenue, Buckeye, AZ 85326
1 Mr. Jack McCormick, Chief Examiner . . . . . . . . . . . . . 3864423
BULLEIEAD CITY - MOHAVE COMMUNITY COLLEGE
3400 Highway 95, Bullhead City, AZ 86442
Mrs. Barbara Wetherill, Chief Examiner . . . . . . . . . . . 758- 3926
CHINLE - ROUGH ROCK COMMUNITY SCHOOLS
Box 217, RRDS, Chinle, AZ 86503
Ms. Sara Joe, Chief Examiner . . . . . . . . . . . 728- 3311, Ext. 251
CLARKDALE - YAVAPAl COLLEGE
VERDE CAMPUS
601 North Black Hills Drive, Clarkdale, AZ 86324
Mrs. Patricia Onion, Chief Examiner . . . . . . . . . . . . . . 634- 7501
CLIFTON - GREENLEE COUNTY SCHOOL OFFICE
Courthouse Annex, Fifth and Leonard
P. O. Box 1595, Clifton, AZ 85533
Mr. Jon Jensen, Chief Examiner . . . . . . . . . . . . . . . . . 865- 2822
COOLIDGE - CENTRAL ARIZONA COLLEGE
SIGN& PEAK CAMPUS
8470 North Overfield Road, Coolidge, AZ 85228
Ms. Arlene Jorgensen, Chief Examiner . . . . . . . . . . . . 426- 4410
DOUGLAS - DOUGLAS PUBLIC SCHOOLS
P. O. Box 1237, Douglas, AZ 85607
Dr. Jesus Greer, Chief Examiner . . . . . . . . . . . . . . . . . 364- 2447
FLAGSTAFF - NORTHERN ARIZONA UNNERSITY
NAU Box 6045, Flagstaff, AZ 86011
Dr. Thomas Vanderhoof, Chief Examiner . . . . . . . . . . . 523- 2261
FORT DEFIANCE - WINDOW ROCK UNIFIED
SCHOOL DISTRICT, ADMINISTRATION, GED
P. O. Box 559, Fort Defiance, AZ 86504
Mr. Flemen Nave, Chief Examiner . . . . . . . . 729- 5705, Ext. 405
GILBERT - GILBERT UNIFIED SCHOOL DISTRICT
140 South Gilbert Road, Gilbert AZ 85234
Ms. Linda Dobozy, Chief Examiner . . . . . . . 892- 0545, Ext. 418
GLENDALE - GLENDALE COMMUNITY COLLEGE
6000 West Olive Avenue, Glendale, AZ 85302
Mr. David Merkley, Chief Examiner . . . . . . . . . . . . . . 435- 3134 C
GLOBE - GLOBE UNIFIED SCHOOL DISTRICT
* 601 Ash Street, Globe, AZ 85501
Ms. Margo Drake, Chief Examiner . . . . . . . . . . . . . . . . 425- 3211
HOLBROOK - NORTHLAND PIONEER COLLEGE
P. O. Box 610, Holbrook, AZ 86025
Mr. Ron Troutman, Chief Examiner . . . . . . . 537- 2976, Ext. 323
KAYENTA - KAYEhTA SCHOOL DISTRICT
Staff Development Center, Kayent., AZ 86033
Mrs. Elaine Sombrero . . . . . . . . . . . . . . . . . 697- 3251. Ext. 234
KINGMAN - MOHAVE COMMUNITY COLLEGE
KZNGMAN CAMPUS
1971 Jagerson Avenue, Kingman, AZ 86401
Mr. Stephen Foster, Chief Examiner . . . . . . . . . . . . . . 753- 6658
LAKE HAVASU - MOHAVE COMMUNITY COLLEGE
LAKE HAVASU CAMPUS
1977 West Acoma Boulevard, Lake Havasu, AZ 86403
Mrs. Barbara Wanland, Chief Examiner ........... 855- 7230
LITCHFIELD PARK - ESTRELLA MOUNTAZN COMMUNITY
COUEGE CENTER
3000 North Dysart Road, Litchfield Park, AZ 85340
Ms. Denise Menchaca, Chief Examiner . . . . . . . . . . . . 935- 8925
MESA - MESA COMMUNITY COLLEGE
1833 West Southern Avenue, Mesa, AZ 85202
Ms. Emily Weinacker, Chief Examiner . . . . . . . . . . . . . 461- 7481
NOGALES - NOGALES HIGH SCHOOL
1905 North Apache Boulevard, Nogales, AZ 85621
Mrs. Belen Delgadillo, Chief Examiner . . . . . . . . . . . . 281- 2100
PAGE - PAGE HIGH SCHOOL
P. O. Box 1927, Page AZ 86040
Mrs. Amy Purdy, Chief Examiner . . . . . . . . 645- 4132, Ext. 232
PARKER - PARKER HIGH SCHOOL
1600 Kofa Avenue, Parker, AZ 85344
Mrs. Cindy Benson, Chief Examiner . . . . . . . . . . . . . . 669- 9279
*
PAYSON - PAYSON ELEMENTARY SCHOOL
P. O. Box 919, Payson, AZ 85547
Mrs. Phyllis Hochstetler, Chief Examiner . . . . . . . . . . 474- 5882
PHOENCU - M E , GED TESTING
1535 West Jefferson Street, Phoenix, AZ 85007 . . . . . 542- 5802
PHOENIX - GATEWAY COMMUNZTY COLLEGE
108 North 40th Street, Phoenix, AZ 85034
Ms. Lana Shepard, Chief Examiner . . . . . . . . . . . . . . . 392- 5050
PHOENlX - PHOENIX COLLEGE
1202 West Thomas Road, Phoenix, AZ 85013
Me. Jean Tease, Chief Examiner . . . . . . . . . . . . . . . . . 285- 7498
PHOENIX - PHOENIX UNION HIGH SCHOOL DISTRICT
4502 North Central Avenue, Phoenix, AZ 85017
Mr. Franc Del Fosse, Chief Examiner . . . . . . . . . . . . . 271- 3553
Spanish 271- 3528
PHOENIX - SOUTH MOUNTAIN COMMUNITY COLLEGE
7050 South 24th Street, Phoenix, AZ 85040
Ms. Susanna Turner- Ortiz, Chief Examiner . . . . . . . . . 243- 8183
PRESCOTT - YAVAPAl COLLEGE
1100 East Sheldon, Prescott, AZ 86301
Mr. W. G. Gipe, Chief Examiner . . . . . . . . . . . . . . . . . 776- 2200
SCOTTSDALE - SALT RiVER PIMA- MARICOPA
INDIAN COMMUNITY, EDUCATION DEPARTMENT
1818 North Longmore, Scottsdale, AZ 85256
Mr. Benny Thomas, Chief Examiner . . . . . . . . . . . . . . 949- 2910
SELLS - BABOQUNARI HIGH SCHOOL
P. O. Box 248, Sells, AZ 85634
Mr. Mike Ryan . . . . . . . . . . . . . . . . . . . . . . 383- 2601. Ext. 200
SIERRA VISTA - COCHISE COLLEGE
SIERRA VISTA CAMPUS
901 North Colombo Avenue, Sierra Vista, AZ 85635
Ms. Betty Bernheim, Chief Examiner . . . . . 458- 7110, Ext. 747
SUPERIOR - SUPERIOR UNIFIED SCHOOL DISTRICT
199 Lobb Avenue, Superior, AZ 85273
Mr. Hank Diulus, Jr., Chief Examiner . . . . . . . . . . . . . 689- 2434
THATCHER - EASTERN ARIZONA COLLEGE
600 Church Street, Thatcher, AZ 85552
Mr. Jim Gorman, Chief Examiner . . . . . . . . . . . . . . . . 428- 8490
TSAZLE - NAVAJO COMMUNITY COLLEGE
Tsaile, AZ 86556
Mr. Edison Curtis, Chief Examiner . . . . . . . . . . . . . . . 724- 3311
TUBA CITY - TUBA CITY JUNIOR HIGH SCHOOL
P. O. Box 67, Tuba City, AZ 86045
Ms. Hamett Sloan, Chief Examiner ....... 2834211, Ext. 42
TUCSON - EASTSIDE TESTING CENTER
3833 East Second Street, Suite 105, Tucson, AZ 85716
Ms. Mary Grace Wendel, Chief Examiner . . . . . . . . . . 881- 3566
TUCSON - EL PUEBLO TESTING CENTER
101 West I ~ n g t o nR oad, Room D2, Tucson, AZ 85706
Mrs. Mary Grace Wendel, Chief Examiner . . . . . . . . . . 294- 6705
TUCSON - PIMA COMMUNITY COLLEGE
2202 West Anklam Road, Tucson, AZ 85709
Ms. Barbara Garrett, Chief Examiner . . . . . . . . . . . . . 8846503
WINKLEMAN - CENTRAL ARIZONA COLLEGE
ARAVAZPA CAMPUS
Aravaipa Road, Star Route Box 97, Winkleman, AZ 85292
Mr. Flint Anderson, Chief Examiner . . . . . . . . . . . . . . 487- 2351
ADULT EDUCATIONICED STAFF AND ADMINISTRATION
YUMA - YUMA UNION HIGH SCHOOL DISTRICT
GED Testing Center, 3150 South Avenue A, Yuma, AZ 85364
Mrs. Kathryn A. Erspamer, Chief Examiner . . . . . . . . 726- 1602
i
MS. C. DIANE BISHOP.
SUPERINTENDENT OF PUBLIC INSTRUCTION
I
.$
MR. RICHARD CONDIT.
ASSOCIATE SUPERINTENDENTBTATE DIREOR FOR VOCATIONAL
TECHNOUXiICAL EDUCATION
DR. GARY A. EYRE.
STATE ADMLNISTRATOR OF ADULT EDUCATION SERVICES
MR. JOHN GARTH. DIRECTOR OF ADULT EDUCTION
MS. PAT L. TAYUIR,
ADMINISTRATOR ARIZONA GENERAL EDUCATIONAL TESTING
SERVICES
MRS. RUTH HEEDER. RESEARCH AND STATISTICAL ANALYSIS
MRS. LUPE CASTILU). FISCAL ASSISTANT
MS. LISA RUNDEL. ADMINISTRATIVE ASSISTANT
MRS. CAROL WALRATH. SUPERVISOR, GED TESTING
MRS. LUPE LOPEZ, GED TECHNICIAN
MRS. MARTHA MORENO. GED TECHNICIAN
MRS. DlANNE AUGUSTUS. SECRETARY
For further information regarding GED testing, please contact the
ARIZONA DEPARTMENT OF EDUCATION
GED TESTING SERVICE
1535 WEST JEFFERSON STREET
PHOENIX, ARIZONA 85007
TELEPHONE: ( 602) 542- 5802
MS. ALICIA TAMALA, SECRETARY
I MS. BRANDY WICKANDER, CLERK TYPIST
I
I MR. CLIFF WHlTE. HOLISTIC SCORlNa ASSISTANT
MR. MIKE FORTIN. INSTITUTIONAL EXAMINER
t
MR. RICHARD FORTNER. INSTITUTIONAL EXAMINER
Arizona Model for Voca tional/ Technological Education
LEVEL l LEVEL ll LEVEL Ill LEVEL lV
Grades Grades Grades Grades 12+
7- 9 9- 1 1 10- 12 Advanced
Technological Technological lec hnological Technology &
f- ounda t ions Core Preparation Re training
Relevant Statistics
Only 20- 30 percent of the jobs in 2030 will require a baccalaureate
degree.
At least 60 percent of jobs will, however, require some type of
specialized occupational preparation, with initial specialized
preparation available at the high school level.
Proportion of US high school grads who don't go to college: half
About 15 % of incoming college freshman receive a 4- year degree
within 6 years of high school graduation
50% of adults in their late twenties have not found a steady job
About 30% of youth aged 16 to 24 lack the skills for entry- level
employment
Average age of apprentices and community college attendees: 29
Sources:
General Accounting Ofice, Washington Post,. American Society for
Training and Development and Education & Income: Recent Trends,
by Levy and Michel, both in America's Choice: High Skills or Low
Wages!
DRAFT LEVEL I FFUkZEWORK COMPETENCIES
Achieve an understanding of self
Develop positive relationships
Demonstrate process skills
Evaluate health practices
Analyze the world of work
Investigate areas of career interest
Gather, interpret, organize and evaluate information
Prepare Information
Use computer technology to present information
Analyze the use of technology related to living things
Maintain a safe work environment
Apply energy systems to production
Produce a product
Describe the processes in the marketing and distribution of goods and services
DRAFT LEVEL I1 APPLIED BIOLOGICAL SYSTEMS COMPETENCIES
Demonstrate Laboratory procedures and safety practices
Describe human health needs
Describe basic principles of nutrition
Examine the impact of technology on the environment
Describe principles of plant growth and production
Describe principles of animal growth and production
Demonstrate food safety and processing practices
Describe advances in technology
Discuss bioethical issues
Demonstrate group dynamics and leadership skills
Demonstrate communications skills
DRAFT LEVEL I1
MANAGEMENT TECHNOLOGY CLUSTER COMPETENCY
Demonstrate Business Communication skills
Demonstrate Communications Technology
Demonstrate Problem- Solving and Decision- Making skills
Organize business information
Use computer technology to support business operations
Apply economic principles to business operations and management
Demonstrate the principles of business management
Demonstrate Total Quality Management ( TQM) practices
Discuss the legal and ethical environment of business
Describe the role of financial management in business organizations
Apply accounting procedures
Apply marketing principles to business operations
Describe the considerations of starting a new business enterprise
DRAFT LEVEL I1 - HCTMAN SERVICES TECMVOLOGY
Analyze the growth and development of humans
Analyze factors influencing human behavior
Demonstrate awareness of self and others
Analyze demographic trends as they relate to human services
Demonstrate communication skills
Demonstrate documentation skills
Demonstrate leadership skills
Describe the legal responsibilities of human services workers
Describe the ethical responsibilities of human services workers
Demonstrate the use of technology in human services occupations
Related health issues to human services occupations
Handle wellness crises
Demonstrate universal safety and sanitation practices
Describe safe working procedures
Demonstrate understanding of basic systems
Describe properties of materials
Demonstrate methods of energy applications
Demonstrate communication modes
Describe types of construction
Apply the elements of construction technology
Describe types of manufacturing systems
Apply the elements of the manufacturing process
Describe types of transportation systems
Demonstrate components of a transponation system
DRAFT LEVEL I1 - INFORMATION TECHNOLOGY
Demonstrate basic human communication skills
Illustrate communication and networking as a system
Solve measurement problems using various measurement systems
Explain computer tenns and systems
Operate a computer system that includes peripheral equipment
Illustrate basic design skills
Demonstrate manual drawing and sketching skills
Use computer drawing and painting software
Use a variety of software types
Identify common types of data communication
Use audio recording and reinforcement techniques
Use communication technologies
Apply basic records management techniques
Utilize desktop publishing techniques to compose and produce camera- ready copy
Demonstrate basic printing operations
Explore photographic equipment and processes
Produce a photograph utilizing photographic design principles
Compare methods of creating moving images
Demonstrate video production techniques
Analyze the impact of information technology on the world around us
Discuss current and future issues in information technology
Arizona Department of Education
Division of Vocational Technological Education
LEVEL THREE CURRICULUM DEVELOPMENT
FISCAL YEAR 1993
Accounting
Agric. Business & Mgmt. Plant Science
Agric. Business & Mgmt. Animal Science
Automotive Technology
Automotive Collision Repair Technology
Carpentry
Child Care and Guidance
Electronic Technology
Food Production/ Culinary Arts
Graphic Communications
Mechanical Drafting .
Machining Technology
Nursing Assistant
Sales and Marketing
Welding Technology
FISCAL YEAR 1994"
Administrative Support
Aircraft Mechanics
Architectural Drafting
Automotive Marketing
Building Maintenance
Business Data Processing
Cabinetmaking
Commercial Art
Construction Equipment Operation
Cosmetology
Custodial Services
Dental Assisting
Diesel Mechanics
Electrical
Fashion Merchandising
Financial Services
Firefighting
Food Marketing
Heating & Air Conditioning
Horticulture
Interior Design
Law Enforcement
Masonry
Medical Lab Assisting
Photography
Physical Therapy
Plumbing
Radio/ TV Production
Renewable Resources
Sheet Metal
Small Engine Repair
Travel & Hospitality Marketing
Upholstering
* Tentative titles. Specific titles and program content will be determined by the
Curriculum Design Teams during the project year.
Student Enrollment
VTE Model
1990- 9 1 student numbers
Level I 2,306
Level I1 306
Level I11 645
total
199 1- 92 student numbers
Level I 2,425
Level I1 687
Level I11 708
total
1992- 93 student numbers
Level I 4,983
Level I1 1,085
Level 111 559
total
Total student participation through
school year 1992- 93 - 13,22 1
Funding Levels
1990- 9 1 ( combination state and federal funds)
Level I 49 1,3 17 - 9 recipients
Level I1 502,444 - 9 recipients
Level I11 595,198 - 1 1 recipients
Articulated Sites 350,000' - 2 recipients
Total Funding $ 1,938,957 - 31 recipients
199 1- 92
Level I $ 484,386 - 9 recipients
Level I1 5 16,342 - 8 recipients
Level I11 610,422 - 14 recipients
Total funding $ 1,458,896 - 3 1 recipients
1992- 93
Level I $ 754,905 - 19 recipients
Level I1 843,322 - 16 recipients
Level I11 777,075 - 13 recipients
Total funding $ 2,375,302 - 48 recipients
Percentage of Students Showing Academic Skills Gain
by Content Area and by Program Level
Language Language Math Math Science Science
Arts Arts Basic Skills Advanced Basic Skills Advanced
Basic Skills Advanced Gain Skills Gain Gain Skills Gain
Gain Skills Gain
Level I 52% 51% 55% 57% 49% 44%
Level 11 47% 56% 46Yo 51% 47% 53%
Level ItI 50% 65% 61% 64% 52% 55%
&& skills require rote knowledge.
skills require application of that knowledge.
Pro
STATE VOCATIONAL FUNDING
FY 1994 Vocational Technolo~ ical Education
( Model Pro~ rams)
Prioritv Programs
Program ~ upport/-\$ 2* 835
Add- On"
Model Site
$ 2.000.000 Distribution
1.1 Topic
73.7 % ($ 1,475,000)
ARIZONA WORKFORCE COMPACT
The Arizona Workforce Compact is a capstone program targeted
at the sixteen to eighteen year old high school junior or senior.
Its purpose is to expand the options for high school students who
have selected a vocational track in their education. It allows the
student to obtain related academic and occupational competencies
and improve the transition from school to work or continuing
education. The Arizona Workforce Compact allows the student to
acquire their competencies through participation in:
Bureau of Apprenticeship Training ( BAT) Apprenticeships
Business and Industry Internships
0 Youth Apprenticeships
Private Postsecondary Technical Education
Community College Vocational Programs
These options are focused on high cost programs or on programs
not readily available to the student at their high school.
Additional components of the Arizona Workforce Compact are the
Guarantee Program for completers of high school vocational
technological education programs, and expanded opportunities for
Business and Industry Internships for high school teachers.
The Guarantee Program guarantees employers that completers of
selected high school vocational technological education programs
have demonstrated competence in the skills validated by business
for that occupational program. Should a completers of the program
be considered by the employer as performing below a satisfactory
level on any skill on the approved competency list, the local
vocational technological program who provided the training agrees
to provide specific retraining at no charge for instructional costs
to the employee or employer. This guarantee extends for one year
from the date of graduation. One of the natural outcomes of the
partnership between business and the high school is the
opportunities for high school teachers to participate in Business
and Industry Internships, thus allowing the high school teacher to
stay at the leading edge of technology and business change and
bring this experience back to the classroom.
The pilot program for the Arizona Workforce Compact begm in
September, 1993. It involves seventy plus student from all over the
state of Arizona. Providers for the training include business,
industry, private postsecondary schools and community colleges.
ARIZONA VOCATIONAL TECHNOLOGICAL EDUCATION
VTE MODEL SITES
1991 - 1992- 1993
Arizona Department of Education
Vocational Technological Division
Phoenix, Arizona 65007
October 22, 1993
1993 MODEL SITE LOCATIONS
* colorado City * Page Teec Nos Pos
* Tuba City
* Flagstaff
* Snowflake
* Blue Ridge * Show Low
* Camp Verde
OBenson
* St David
* Sierra Vista
Peoria*
Glendale* mPhm* uSrc ousdale
Buckeyee * Tempe
. Queen Creek * Thatcher
See the next page for a list of the schools.
Appendix A. List of 1993 Program Sites by Level
Ehscm Union High School
Buckeye Union High School
Cactus High School 1 Colorado City High School
Deer Valley VoTech Gnter
' Desert View High School
Flowing Wells High School ,
Greenway High School
Horizon High School
Metm Tech VP
Red Mountain High School
Sunnyside High School
1992 MODEL SITE LOCATIONS
@ Tuba City
Williams * Flagstaff
Dewey * Camp Verde
Peoria* * Globe
MLageGIen( j&@. p ~ ~ ~ ~ e
See the next page for a list of the schools.
APPENDIX A. LIST OF 1992 MODEL SITES BY LEVEL OF
MODEL
1991 MODEL SITE LOCATIONS
* Blue Ridge
Peoria* * Cave Creek
El Mirage* * Scpttsdale
~ v ~ ~'~ dhoe~ nlxl ~ * Superior
* Mesa
* Maricopa
* Queen Creek
See the next page for a list of the schools.
1990.91 MODEL SITES AND CONTACTS
I
Agua FM Union High School District .................... Mr. Steve Bilwcsky
Agua FM High School Level III
Amphitheater Unified District . . . . . . . . . . . . . . . . . . . . . . . . . . . Dr. Linda Loomis
Amphitheater High School Level II and III
Canyon del Oro High School elm
Blue Ridge Unified District ........................... Mr. Gordon M d t h
Blue Ridge Jr. High School kel I
Cave Creek Unified District .......................... Mr. Frank Bochansky
Desert Arroyo Middle School Level I
Deer Valley Unified District .......................... Ms. Barbara Daggett
Hillcrest Middle School Level I
Deer Valley Vo- Tech Level III
Dysart Unified District ............................. . Dr. Saundra Harmon
Dysart Jr. High School Level I
Dysart High School Level I1
Gilbert Unified District .............................. M s. Connie Honakcr
Gilbert High School Level III
Marana Unified District .............................. Mr. Don Hawkins
Mountain View High School Level III
Maricopa Unified District .............................. Ms. Alma Farrell
Maxicopa High School Level II
Mesa Unified District ................................. Dr. Robert Jones
Mountain View High School Level II
Mohave Union High School District ........................ Mr. Jon Eindbe~
Kingman High School Level II
Queen Creek Unified District ............................. Mr. Ron Davis
Quetn Crcek High School Level I1
Paradise Valley Unified District .......................... Ms. Tai Farney
Desert Shadows Middle School Level I
Sunrise Middle School Level I
Peoria Unified District ................................. Mr. Tun Brown
Centmnial High School Level XI
Phoenix Union High School District ........................ Ms. Joyce PrcM
Trevor Brownt High School Level II
MetroTech Vocational Institute Level III
St. Johns Unified District ........................... Mr. Michael Aylstock
St. Johns Middle School Wel I
Scotbdale Unified District .............................. MS. Sue Bradley
Mohave Middle School Level I
Coronado High School Level 11
Smttsdalc Vo- Tech Level lII
Superior Unified District ................................. Mr. Dirl Cole
Supuior High School Level I
Tucson Unified District ............................ M s. Linda Augenstein
Catalina High School Level In
Valley Union High School District ....................... M r. Dale Morttnson
Valley Union High School Level III
The cost to equip one M d c l Site pmgram ranges fmm
UQ, Oo to S 1 5 ~ . d~ e, pe nding on existing resources anti the
nature of the occupational pmpram. Them remain over 750
schools that nced the funds to restructure their programs to meet
the ncedsoftomormw's workforce. Unforlunately, at thecumnt
level of funding. it will take far too many years to fund all the
remaining s c h l s . To maintain thr rtrmnt momentum. at least
uventy five Model sites must he implemcntcd each year, but a
grratcr rate woultl be cven morc prrHluctive.
Although Arizona Vocational Education has committed a
major portion of its funding to in~ plementingth e Model, it
dnes not posses5 the financial resources to accomplish this
task alone. We are in gent need of your help!
The legislature has provided an avenue for business and industry
to expand their support of Arizona's Model with the Employcr
Supported Vocarioml and Technological Education Rcstruc-luring
Fund cstahlishcd by rhc Arizona Store Legislation in
1990.
All contributions will be administered by the State Board for
Vocational Technological Fducation. which includes four busi-ness
and industry representatives. All monies will be directed to
local schools to fund ad( litiona\ Modcl Site programs. Funds will
be awarded on the hasis of cnmpetitive applications. I/ desircd.
your contribution can al. ro he tccrgetcd to rhc specific school of
your choice.
Ina ddition. yourcontrih~~ tiownil l send a direct message to the
Lcgisla~ urcth at b~ si~ wazrrscl industry supports vocational edu-calion
in Arimna. ' Illis may have a significant impact on the
amount of money rrcrivcd in the future from the state legisla-ture.
Contrihulions to tt~ c1 : untl arc tan dccluctihlc within thc limits of
thc Inw. IRS Ctnlc 170 ( c) is tlic rcfcrcncc Tor fcdcral tax
tlctl~~ ctionanst 1 AKS I 3 - I02 ( A) ( 2) is tlbc stnlc rcfcrcncc.
bl~ sinesqm ight calculate its contribution in one of
the following ways:
Your business might make a contribution to fund one model
site ( SS0.000 - SISO, O( W3.)
Your business may choose tocontributea flat sum of money.
consistent with other financial contributions ( S 1000, SSMM.
S lO. oO0.)
Yourbusiness cancalculate its contribulion based on the size
of the organization. For example, it may want to contribute
$ 10 per full- time employee to the fund. Thus a business that
employs 550 full- time workers would contribute $ 5500 to the
fund.
For mom information about Vocational Tbchnological Eduu-don.
he Arizona Model. and the Employer Supporwl Voca-tional
and Tcchnologiclll Restructuring Fund, contact
Mr. Richard Condit, Assochh Superintendent
Vocational Technological Education
Arizona Department of Education
1535 West Jefferson
Phoenix, Arizona 85007
602- 542- 3800
Conwibutions should be made payable to ' V o c r W Techno-logical
Restructuring Fund" and sent to he abovc dbar.
*
Your business has the opprt~ tnityt o invest in the
most valuable commodity in existence --- human
resources. Make a direct contribution to your fu-ture
workforce!
a!?% in . P~ X A7 hy I!. h i m a l h p w u n t l olrd~ x~ lian
Copes 700, 10131I ' rw~ snpC ast $ 105 00 Urut I'nutnng Cn- I 1 q75. Dale 4 W
' ing Excellence
How U~~ siness
& Industry
Can Improve
l l z !: tptrrre Workforccb
h y , slipp~ br- til\ f~
Thc ' 1
2 .
VocationalTe~ hr~~.. ~~:
-
rt: youdissatisfied withthe qualttymd jobreadinessof your
cor11o; uiy's job applicants? Is it diflicult to find em- p loy- ees that
an: prepared for a position within your company -- employees
t l ~ r rtl ot only have the occupational. s kills to succeed, but che
cort~ rnunicationl, e adership and academic skills needed to ben-e
l i t your orgmiation in he long run and help if compete
JUL t essfully?
You ore nor ulone. Consider the following:
lico~ tomica nd technological changes have, and will continue
to. cxcur at a rapid rate. This increases the skills needed by
workers entering the workforce and necessiws significant
rclrairiing for those already en~ ployed.
Uccausc of cllanging technologies " workers will need to have
a stro~~ gfeor~ lridationin a cademicskillssucha smath, commu-r~
ic:~~ ionansd. science -- as well a critical Lhinking skills -- to
allow U~ emto adapl u, the changes in occupations.
Too ~ iianys tndenu either do not complete high school, or
graduate unprepared for en~ ploymento r higher education.
The time fur change is long overdue.
Ih c: D~ vijiono f Vocational and Technological Education is
c. sl~) nd~ ntog UICc all frum business and industry in its need for
I woril- clurs workforce by implementin -: 3g
p. ,
lowever, Aritune Vocational Education t tnnot accon~ plish
his tusk alone. We need the finaticief su , port of business
nd industry to prepare the wurkforce ol the 2lst century.
The Arizona Model for Vocational Technological W-ucadon
was developed in 1988 in cooperation wi( h many Ari-zona
Busi~ rssesto ensure that wudenrs develop both the aca-demic
a~ ultc dtnical skills that will prepare lhem for high
& mml, highskill. high wagcjobs. It marked a radical departure
fro111 historical Vocational Education approaches. Business in-volvelnent
is insuring Ihat ( he Model curriculum is relevant to
the employment d sof b usiness today and in the future.
The Model isdeveloped along four distinct levels of instruction
which allow students to begin with a broad view ofoccupational
opponunities, and focus on mom specific occupations as ( hey
progress.
? his concept pmvides a mom realistic career & cision- making
process. because students can grPdually narrow down their
career focus while & veloping Ihe skills common m all occupa-tionssuch
as decision making and problem solvingskills, ethical
business practices. continuous improvement pwsses. and ad-vanced
lechnological training.
It became clear early in the design of L~ IC model that cenain
general outcomes would need to be integrated throughout all
four levels of the model fmm ninth grade through community
college to meet che changing needs of the workpjace. The
following six strands were developed to characterize h s e
oulcomes:
1990, over $ 6 n~ illionh as been spent to rcstruc-
Iwe Arizona's vocotionnl education programs by Implr-menting
thc Model tor Vocrntionul TecI~ i~ ologicEedI ucation.
Utilizing monies appropriated by the Arizona Legislature. UK
Arizona Depamnent ol' Education ful~ dedo ver one hundred
schwlsas ModelSltes -- schools that developed ; ud pilot tested
various alternative designs for each level of the model.
These funds were used to purchase state- of- tl~ e- aretq uilment.
providein- servicet rair~ ingfo r teachcrso~ ne~ w technologies ad
new teaching methods. develop curriculum. prumotc stronger
guidance. and increase support services. Model siteevaluatio~ ls
show the followir~ go ulcomes:
The students in Ihc Model Sites at all levels stlowed greater
enthusiasm for the instructional prvgrarn with student aten-dance
improved and learning.
The inmduction of industiy- current technologies helped stu-dents
improve their computer and related skills.
Vocational and academic teacl~ erjso i~~ efodrc cs to ensure ll~ al
academic outcomes were integrdted into the curriculunt.
Teachers used more crcative instmctiorlal Icchtiiques to tcacl~
problem solving. critical Uiinking. and cor~ tir~ uouims pruve-ment
pmcesses.
* All sites co~ ii~ nitctod b uild upon Ulcir first year's eltons
As a result or the Inoney invated by the Departn~ cnt of
Education, many school districts are elm marshulling their
own resources lo expedite the i~ iiplenlentuliuno f the nwdcl!