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Abstract:
This article presents three examples of efforts to help states to build more effective adult foundational education (AFE) systems: (1) state planning, coordination, and funding for adult literacy services; (2) state workplace education initiatives; and (3) state roles in Equipped for the Future. These occurred from the mid-1980s to early 2000s, a period of significant growth in interest and investment in AFE. The examples describe who was involved, what they did, resources they used, what they produced, and factors that supported or blocked their success. This article is based on a review of literature from this era, especially reports from national organizations covering those state initiatives. (A key source was the Business Council for Effective Literacy’s A Newsletter for the Business Community which from 1984 to 1993 reported on developments in the U.S. adult literacy field. This newsletter and many of the other sources cited in this article will be included in a new Archive of Special Collections on the COABE website.) The author concludes with actions that states might now take to build more relevant, effective, multipurpose AFE systems. This is particularly relevant now, when federal support is uncertain.
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Abstract:
California’s Education to Career Network of North San Diego County (ETCN) illustrates how regional adult education consortia can translate policy mandates into measurable gains for learners. Leveraging government assistance from the California Adult Education Program (CAEP) and the Workforce Innovation and Opportunity Act (WIOA), which provide the primary funding and mandates for adult education in the state, ETCN implemented a suite of integrated initiatives between 2021 and 2025: consortiumwide adoption of the Canvas learning-management system; single sign-on access through Google Workspace; embedding Northstar Digital Literacy modules in ESL curricula; an intensive, data-tracked professional development and instructional-coaching model; and a large scale digital badging system (ETCN, 2019; ETCN, 2022; ETCN, 2023a; ETCN, 2023b; ETCN, 2025). These initiatives were driven by policy recommendations to improve digital literacy through the integration of technology in instruction and to provide flexible learning options, such as distance and hybrid education, to better accommodate the needs of working adults (OTAN, 2023). Furthermore, the case study provides an analysis of TOPSpro Enterprise data, consortium improvement plans, and coaching logs to demonstrate significant outcome improvements. Metrics such as student persistence rose from 57.6% to 71.3%, measurable skill gains (MGS) increased 21 points to 58% (including a 28-point jump in Career Technical Education), and transitions to postsecondary education climbed 3.4 points. Findings from the case study suggest that sustained public investment in adult education digital infrastructure, integrated curricula, and job-embedded teacher support in the form of instructional and technology coaching, aligned with policy goals, can substantially enhance adult-learner engagement, skills acquisition, and pathways to postsecondary learning and career opportunities. ETCN provides a replicable model for data-driven innovation in adult education.
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Abstract:
New Mexico currently ranks 50th in the nation for adults with low literacy skills. Against a backdrop of inequity and need, the adult education system in the state has nonetheless experienced notably improved outcomes, greatly increased funding, and legislative successes over the past 3 years, paving the way to a brighter future for adult learners in the state. In this article, two state leaders identify four main drivers of positive change in the New Mexico adult education system that have complemented the educational emphases of Governor Michelle Lujan Grisham’s administration. The authors identify strong partnerships, high levels of transparency and field participation, a strategy of legislative advocacy, and data-driven decision-making as contributors to recent success. They also reflect on lessons learned that may be useful for other states and on concerns and considerations for the future.
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Abstract:
For the past 15 years, Indiana has been undergoing an integrated education and training (IET) evolution. The inclusion of career training and certifications into the adult education framework has yielded economic benefits for Hoosier adults, employers, and communities. Indiana policy and legislation guided program implementation and expansion by codifying the dedication of 25% of all state and federal funding to this priority. Secondary feedback loops were established with education programs, training providers, employers, and workforce boards to inform continuous improvement and adjustments over the years. Using this information to increase completion and certification rates and refine training opportunities has improved student outcomes and certification availability. During the past 15 years, Indiana residents have earned more than 19,000 career certifications through the adult education system.
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Abstract:
Adult education programs equip millions of adults with essential literacy, numeracy, digital, and related skills that support workforce participation and community well-being. Still, many adults face obstacles that limit their access to education and opportunities for advancement. National organizations, such as COABE and the National Governors Association Center for Best Practices (NGA Center), partner to address these challenges, sharing best practices and resources, and highlighting programs that make a tangible difference for learners and workers. Together, they work to ensure state investments expand access to adult basic education (ABE), English for speakers of other languages (ESOL), career pathways, family literacy, and correctional education programs. Highlighting the connections between adult education, state talent development, and economic goals, COABE and the NGA Center are focused on supporting high-quality adult education programs to support families, communities, local economies, and national prosperity.
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Abstract:
This article outlines a unique approach to teaching financial resilience through emergency savings and risk management strategies within adult education settings. The Financial Resilience in Action curriculum leverages resources from the Consumer Financial Protection Bureau, combining print materials, web-based tools, and experiential learning activities to address critical gaps in financial literacy. Informed by adult learning theory, experiential learning theory, and behavioral economics, the program incorporates culturally relevant case studies, such as financial challenges experienced by immigrants or single parents at various income levels, as well as interactive budgeting worksheets and peer-to-peer learning opportunities. Implementation in both a community college and a nontraditional adult education program resulted in significant improvements in participants’ emergency fund establishment (a 76% increase), risk awareness (an 83% improvement in pre- and postassessments), and adoption of automated saving systems (68%). The curriculum’s primary strength is its emphasis on practical application, grounded in a rigorous theoretical framework, using real-world scenarios that reflect participants’ lived experiences, and providing concrete tools for immediate use. This approach bridges the gap between theoretical financial knowledge and practical application, offering adult educators a replicable framework for cultivating genuine financial resilience.
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Abstract:
Adult education learners often question the relevance of traditional mathematics curricula, particularly when academic concepts feel distant from the realities of work, family responsibilities, and financial pressures. This article describes the development and implementation of financial algebra, an applied mathematics course designed to provide adult high school diploma students with practical, real-world financial skills. Motivated by low engagement and poor persistence in geometry, the previous terminal math option, program leaders developed a contextualized, project-based, and technology-integrated course aligned with College and Career Readiness Standards. Since its launch in August 2025, financial algebra has led to significantly higher attendance, stronger student engagement, and positive learner outcomes. Students demonstrated increased confidence, improved financial decision-making skills, greater digital literacy, and a deeper understanding of how mathematics connects to their daily lives. The impact of financial algebra suggests that contextualized financial literacy instruction can strengthen workforce readiness, promote financial resilience, and support long-term economic empowerment for adult learners.
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Abstract:
Financial literacy instruction is a common component of adult education programs. These lessons help learners understand concepts such as budgeting, credit, and interest. Research, however, shows that content knowledge alone does not always lead to lasting changes in financial behavior. Studies in financial education, behavioral economics, and psychology point to a consistent pattern. Adults can understand financial information yet struggle to apply it when decisions are shaped by habits, emotions, stress, and cognitive overload. Similar patterns are well known in math education, where factors such as anxiety and past experiences influence performance even when learners have the necessary skills. This perspective shows how adult education programs can integrate behavioral supports, emotional awareness, and realistic scenarios into financial literacy efforts. Approaches such as setting small practice goals, providing follow-up opportunities, addressing financial stress openly, and using examples that reflect learners’ actual financial contexts may help bridge the gap between knowing and doing. The goal is to support adults in applying financial knowledge consistently in real situations.