Federal funding chaos presents major threat to adult education in Sacramento County and throughout California – The Sacramento Observer

Report on the Status of Adult Education Funding in California and its Alignment with Sustainable Development Goals

Introduction: Lifelong Learning Under Threat

Adult education programs in California, which are pivotal for achieving several United Nations Sustainable Development Goals (SDGs), face a significant funding crisis. The potential loss of federal funding through the Workforce Innovation and Opportunity Act (WIOA) threatens progress on key goals, including SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 10 (Reduced Inequalities). This report outlines the role of these programs, the nature of the funding threat, and the direct implications for sustainable development in the state.

Advancing SDG 4: Quality Education for All

Adult education initiatives in California are a direct implementation of SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. These programs provide critical educational pathways for a significant portion of the population.

Key Educational Services and Targets

• Literacy and Numeracy (Target 4.6): With one in five adults in California lacking a high school diploma, programs offering high school equivalency preparation are essential for improving adult literacy and creating pathways to further education and employment.
• Vocational Skills (Target 4.4): Career technical training in fields with labor shortages, such as phlebotomy and medical assistance, provides adults with relevant skills for decent employment.
• Inclusive Education: English as a Second Language (ESL) courses are the largest component of adult education in many areas, such as Sacramento County, where they serve 43% of enrollees. These courses are vital for the integration and empowerment of immigrant communities.

Evidence of Demand

The demand for these educational services is increasing significantly. In the Sacramento region alone, enrollment in adult education programs grew from 8,200 in the 2023-2024 year to over 12,000 in 2024-2025, demonstrating a clear and rising need for these lifelong learning opportunities.

Fostering Economic Growth and Reducing Inequalities (SDG 8 & SDG 10)

The impact of adult education extends beyond the classroom, contributing directly to SDG 8 (Decent Work and Economic Growth) and SDG 10 (Reduced Inequalities) by empowering individuals and strengthening the workforce.

Economic Contributions

1. Increased Income and Employment: A 2020 study by Portland State University confirmed that participants in Adult Basic Skills programs show a dramatic increase in income over time and are more likely to pursue secondary education, transforming them into higher-contributing taxpayers and fostering sustainable economic growth.
2. Meeting Labor Market Needs: By providing training for in-demand jobs, these programs help address local labor shortages and connect graduates with major employers, ensuring a skilled workforce.
3. Poverty Reduction (SDG 1): By equipping adults with essential skills, these programs serve as a direct mechanism for reducing poverty and enhancing economic self-sufficiency.

Promoting Social Inclusion

ESL and high school diploma programs are fundamental to reducing inequalities (SDG 10). They provide marginalized groups, including immigrants and adults with low literacy levels, with the foundational tools needed for social and economic inclusion. As noted by Xanthi Soriano of the Sacramento County Office of Education, these programs are a powerful tool for community engagement, connecting parents more deeply with their children’s education and the broader community.

Funding Uncertainty: A Major Obstacle to SDG Progress

The continued success of these programs is jeopardized by uncertainty surrounding federal WIOA funding, which constitutes approximately $117 million for adult education across California’s 58 counties.

The Funding Challenge

• Legislative Stalemate: While the U.S. Senate Appropriations Committee has approved a budget proposal that includes WIOA funding, the U.S. House of Representatives has made no such commitment, creating a precarious situation.
• Exacerbating Factors: A potential government shutdown further delays budgetary discussions, leaving hundreds of thousands of adult learners in a state of uncertainty.
• Impact of Cuts: Dave Gordon, Superintendent of the Sacramento County Office of Education, warns that a loss of federal funds would shift an unsustainable burden to local governments, which are already facing their own fiscal constraints, thereby threatening the viability of these essential services.

Partnerships for the Goals (SDG 17)

In response to the funding threat, a multi-stakeholder coalition has formed, reflecting the principles of SDG 17 (Partnerships for the Goals). This collaborative effort seeks to secure the necessary resources for adult education.

Advocacy and Legal Action

1. State-Level Collaboration: In response to a previous attempt to freeze funds, California Attorney General Rob Bonta co-led a coalition of 23 state attorneys general to sue the federal administration, successfully securing the release of the funds.
2. National Advocacy: Stakeholders are coordinating with the Commission on Occupation and Adult Basic Education, the national voice for adult education, to conduct outreach to federal representatives and emphasize the critical importance of WIOA funding.
3. Grassroots Efforts: Adult learners across California are actively contacting their elected officials to advocate for the continuation of programs that are essential to their future success.

Analysis of Sustainable Development Goals in the Article

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

• SDG 4: Quality Education

  The article’s primary focus is on adult education programs, including English as a Second Language (ESL), high school diploma equivalency, and career technical training. These initiatives directly contribute to inclusive and equitable quality education and promote lifelong learning opportunities for all, which is the core mission of SDG 4.

• SDG 8: Decent Work and Economic Growth

  The article explicitly states that the adult education programs, funded by the Workforce Innovation and Opportunity Act (WIOA), are “designed to help Americans sharpen their employment opportunities, expand their career options, and become more self-determined and independent as they find their best place in the workforce.” This directly links the educational programs to achieving productive employment and economic growth.

• SDG 10: Reduced Inequalities

  The programs discussed in the article specifically target vulnerable and disadvantaged populations, such as immigrants learning English and adults with low literacy levels (“one-in-five adults in California does not have a diploma”). By providing these groups with essential skills, the programs aim to reduce inequalities and promote their social and economic inclusion.

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

• Under SDG 4: Quality Education

  • Target 4.4: Increase the number of adults with relevant skills for employment

    The article highlights “career technical training” as the second largest offering in Sacramento’s adult education programs, addressing labor shortages in fields like phlebotomy and medical assistance. This directly aligns with the goal of increasing the number of adults who have relevant technical and vocational skills for employment and decent jobs.

  • Target 4.6: Ensure all adults achieve literacy and numeracy

    The article emphasizes programs that provide “foundational instruction in reading, math, English language acquisition, high school equivalency preparation.” It also notes that a major demand is for locals getting their high school diploma. This directly supports the target of ensuring that a substantial proportion of adults achieve literacy and numeracy.

• Under SDG 8: Decent Work and Economic Growth

  • Target 8.5: Achieve full and productive employment and decent work for all

    The article mentions a study showing that participants in Adult Basic Skills programs “show a dramatic increase in income over time.” The entire purpose of the WIOA funding is to help individuals find better employment and expand career options, contributing to the goal of full, productive, and decent work.

• Under SDG 10: Reduced Inequalities

  • Target 10.2: Empower and promote the social and economic inclusion of all

    The article focuses heavily on ESL programs for immigrants and support for adults without a high school diploma. By providing education and skills, these programs empower marginalized groups, enabling them to participate more fully in the economy and society, which is the essence of this target.

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

• For Target 4.4 (Increase adults with relevant skills):

  • Enrollment numbers in adult education programs

    The article provides specific data: “adult education, in general, went from 8,200 to over 12,000 between the 2023/2024 year and 2024/2025.” This increase in enrollment serves as a direct indicator of the number of adults participating in programs to acquire new skills.

• For Target 4.6 (Ensure adult literacy):

  • Proportion of adults with low literacy

    The article cites the statistic that “one-in-five adults in California does not have a diploma, and that is considered low-literacy.” This figure serves as a baseline indicator for measuring the proportion of the adult population that has not achieved a basic level of literacy or education.

• For Target 8.5 (Achieve full employment):

  • Increase in income for program participants

    The article refers to a 2020 study by Stephen Reder which “found that participants enrolled in Adult Basic Skills (ABS) … show a dramatic increase in income over time.” This increase in earnings is a key indicator of achieving more productive employment and decent work.

• For Target 10.2 (Promote inclusion):

  • Participation rate of specific demographic groups

    The article notes that ESL is the “largest adult education program” and that the Sacramento County Office of Education’s ESL program “serves 43% of the region’s enrollees.” The high participation rate of immigrants in these programs is an indicator of efforts to promote their social and economic inclusion.

4. Summary of SDGs, Targets, and Indicators

Source: sacobserver.com