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Abstract:
This article examines corrections reform across the United States, highlighting how forward-thinking governors from both political parties are replacing punitive incarceration models with education- and employment-focused rehabilitation approaches. Despite approximately one-third of American adults having criminal records and 57% of state prisoners reporting no access to education, several states are demonstrating that change is possible. Tennessee’s Republican Governor Bill Lee and Massachusetts’ efforts under former Governor Charlie Baker and now Governor Maura Healey serve as prime examples of comprehensive reform, with both states investing in learning technology and dedicated staff to create pathways to sustainable employment. Tennessee has implemented education programs in 91 of 95 county jails, while Massachusetts became the first state to offer education programming to all incarcerated individuals in its prison system. These initiatives have yielded remarkable results: Some Tennessee counties have reported recidivism reductions of up to 50%, while Massachusetts has halved its prison population between 2010 and 2023. The author’s decade of experience implementing learning technology in correctional facilities confirms that combining learning-first technology with staff support and visionary leadership can transform correctional systems from warehousing facilities into true rehabilitation centers, ultimately changing lives and benefiting society.
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Abstract:
Every year, the National Association of State Directors of Adult Education (NASDAE) publishes fact sheets that showcase the performance of adult education programs. Nationally and for each state, these fact sheets display the scope of the services provided by the adult education programs, funded through the Workforce Innovation and Opportunity Act (WIOA) Title II federal and nonfederal matching funds. Performance for Program Year 2023–2024 is shown in the accompanying fact sheet and highlights are shared.
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Abstract:
Adult education plays a critical role in driving economic mobility, workforce development, and social empowerment, particularly in Georgia, where recent policy changes have reshaped educational pathways for nontraditional learners. Joel Floyd, PhD, and Cayanna Good, PhD, explore the transformative impact of these legislative efforts, examining how state-level policies influence adult education. Additionally, the authors highlight the ongoing obstacles and propose strategic solutions, advocating for continued policy innovations that strengthen the role of adult education in enhancing workforce readiness and promoting social equity.
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This reflective essay explores how Tennessee’s state-level adult education policies positively shape practitioner strategies and learner outcomes, with a focus on the C.A.P.E. (Connecting Adults to Professions and Education) Program at Meharry Medical College. As a current State Advocate for Adult Education Fellow through COABE, the author offers insights into how Tennessee’s commitment to performance-based funding, workforce-aligned initiatives, and equity-driven programming supports innovation and access for adult learners. The story of Keitha Green—a 2024 C.A.P.E. graduate who earned her high school equivalency diploma alongside her daughter—illustrates the intergenerational impact of accessible, state-supported education. Highlights include the development of contextualized integrated education and training (IET) programs, such as the Titans Construction Training Camp, which awards the NCCER Core certification, and a Pharmacy Technician Pre-Apprenticeship in partnership with CVS Pharmacy. These initiatives, supported by State of Tennessee adult education funding, demonstrate that with a strong network of support, learners can pursue both education and upward economic mobility. This work affirms the importance of aligning policy goals with the lived realities of communities, reinforcing the value of strong state-practitioner collaboration in transforming lives through education.
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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.