Colorado tried to make it easier for adults to get high school diplomas. There’s a snag.

Colorado Lawmakers Seek to Expand Adult High School Diploma Programs

Colorado lawmakers are considering addressing an “oversight” that currently prevents community colleges statewide from expanding adult high school diploma programs. This issue jeopardizes the state’s efforts to provide more options for adults seeking high school diplomas and highlights the challenges faced by a state that was the last in the nation to fund adult education.

Sustainable Development Goals (SDGs) Emphasized:

• Goal 4: Quality Education
• Goal 8: Decent Work and Economic Growth
• Goal 10: Reduced Inequalities

According to the Colorado Department of Local Affairs, out of Colorado’s 4.5 million adults, over 300,000 do not have a high school diploma. In response to this issue, Democratic lawmakers have made improving education for these individuals a priority during this year’s legislative session. The recently enacted Senate Bill 7 aims to increase funding for adult education, include digital literacy as a diploma prerequisite, and allow community colleges to grant high school diplomas to adults. Additionally, the bill encourages collaboration between colleges and local school districts to establish diploma standards for adults.

However, the challenge arises from the fact that community colleges serve multiple counties, each containing numerous school districts. This makes it difficult to select a uniform graduation standard, as explained by Landon Pirius, the vice chancellor for academic and student affairs for the Colorado Community College System. Pirius states that adopting a graduation standard as a system of community colleges, rather than each college picking a local district standard, would be more manageable and beneficial for the students.

Prior to the passage of the bill, colleges could provide adult education programs, but only school districts had the authority to award diplomas. Community colleges currently teach about a third of all adult education programs in the state. By expanding adult high school programs, college leaders hope to enable students to further their education and earn certificates or associate degrees.

The original version of the bill required colleges to establish diploma standards in collaboration with the state. However, it was amended after officials from the Colorado Department of Education pointed out that there are no statewide adult high school diploma standards. Instead, diploma standards are determined by individual school districts. State Senator Rachel Zenzinger, who sponsored the bill, stated that there was unanimous agreement to amend the bill and have colleges work with districts on establishing diploma standards.

The issue with selecting a graduation standard became apparent after the bill was passed. College leaders expressed concerns about having to create diploma standards based on the regions they serve and the challenge of choosing one district to collaborate with out of many. Zenzinger plans to propose a change to the law during the 2024 legislative session to address this problem. Although a solution has not been determined yet, there is widespread support to fix the issue in time for the additional grant money specified in the bill.

Colorado was the last state in the nation to begin funding adult education when it established a grant program in 2014. Despite the $2 million annual increase in funding provided by Senate Bill 7, bringing the statewide total to $3 million, Colorado still lags behind other states in terms of funding for adult education programs. The need for diploma and GED programs is significant statewide, according to Paula Schriefer, president and CEO of the Spring Institute for Intercultural Learning. Adults without a diploma tend to earn less and face higher rates of unemployment. Schriefer supports changing the law to allow community colleges, which have proven their ability to assist adult learners, to play a larger role in educating Coloradans.

Jason Gonzales is a reporter covering higher education and the Colorado legislature. Chalkbeat Colorado partners with Open Campus on higher education coverage. Contact Jason at jgonzales@chalkbeat.org.

SDGs, Targets, and Indicators Analysis

1. Which SDGs are addressed or connected to the issues highlighted in the article?

• SDG 4: Quality Education
• SDG 8: Decent Work and Economic Growth
• SDG 10: Reduced Inequalities

The article discusses the issue of adult high school diploma programs and the need for better education opportunities for adults without a high school diploma. This aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. It also connects to SDG 8, as adults without a diploma tend to earn less and face higher rates of unemployment. Additionally, the article highlights the disparities faced by adults without a high school diploma, which relates to SDG 10 and the goal of reducing inequalities.

2. What specific targets under those SDGs can be identified based on the article’s content?

• Target 4.1: By 2030, ensure that all girls and boys complete free, equitable, and quality primary and secondary education leading to relevant and effective learning outcomes.
• Target 4.6: By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.
• Target 8.6: By 2020, substantially reduce the proportion of youth not in employment, education, or training.
• Target 10.2: By 2030, empower and promote the social, economic, and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.

The article emphasizes the need to provide education opportunities for adults without a high school diploma, which aligns with Target 4.1 and the goal of ensuring that all individuals have access to quality education. It also relates to Target 4.6, as it highlights the importance of improving literacy and numeracy skills for adults. Additionally, the article discusses the economic impact of not having a diploma and the need to reduce the proportion of youth and adults who are not in employment, education, or training, which connects to Target 8.6. Lastly, the article addresses the inequalities faced by adults without a high school diploma, supporting Target 10.2.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

• Indicator 4.1.1: Proportion of children and young people (a) in grades 2/3; (b) at the end of primary; and (c) at the end of lower secondary achieving at least a minimum proficiency level in (i) reading and (ii) mathematics, by sex.
• Indicator 4.6.1: Proportion of population in a given age group achieving at least a fixed level of proficiency in functional (a) literacy and (b) numeracy skills, by sex.
• Indicator 8.6.1: Proportion of youth (aged 15-24 years) not in education, employment, or training.
• Indicator 10.2.1: Proportion of people living below 50 percent of median income, by age, sex, and persons with disabilities.

The article doesn’t explicitly mention indicators, but it implies the need to measure the proportion of adults without a high school diploma who achieve a certain level of proficiency in literacy and numeracy skills (Indicator 4.6.1). It also suggests the importance of tracking the proportion of youth and adults who are not in education, employment, or training (Indicator 8.6.1) to assess progress in reducing inequalities and promoting economic inclusion. Additionally, the article highlights the economic disparities faced by adults without a diploma, indicating the relevance of measuring the proportion of people living below a certain income level (Indicator 10.2.1).

4. Table: SDGs, Targets, and Indicators

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Source: co.chalkbeat.org

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