Building Provider Capacity: A Snapshot of Investment in Adult Education Teachers

By Sarah Cacicio and Gerald Chimere Akwuole

Adult education is a critical, but often overlooked component of the U.S. Education system, providing access to foundational literacy and workforce skills for over a million adult learners annually. Adult education teachers serve as a stabilizing force for adult learners, providing social-emotional, academic, and logistical support to accommodate adult learners in various stages of their lives (FTI Consulting, 2023). Still, government funding has not increased, and the adult education profession continues to rely primarily on part-time instructors and volunteers, often with little training or support needed to meet diverse learner needs.

The Adult Literacy and Learning Network (ALL IN), in partnership with a research intern from New America’s Build4Good program, recently conducted a 10-week mixed-methods study to better understand the adult education landscape. The study looked at the adult educator landscape in terms of: 1) investments in adult education, including educator employment status and pay, 2) requirements for teaching adults, e.g. certifications, credentials or degree requirements, and 3) career skills, training, and pathways for adult educators. Our work is inspired by a key initiative to support adult literacy instructors in the National Action Plan for Adult Literacy (NAP), a multisector, multiyear initiative designed to drive inclusive, collective action to increase adult literacy nationwide. 

The new report, Building Provider Capacity: A Snapshot of Investment in Adult Education Teachers,  reveals why a stable and well-supported teaching workforce is essential for high quality adult education programs. Key findings include:

• More investment is needed to address the teacher shortage in adult education despite programs and educators being committed to supporting adult learners and often finding  ways to stretch their federal and state-level dollars to meet diverse learning needs. 
• Federal spending in each state is not necessarily linked to a higher proportion of full-time educators. States with more investment do not always have more full-time staff, highlighting inconsistencies in how funds are allocated.
• There is significant variability in qualifications and credentialing requirements for adult educators across states. While 52% (n=31) of states surveyed require a bachelor’s degree, only four percent of those surveyed used a statewide certification credential. 
• Teaching adults requires specific skills, but there are uneven professional development standards. In some states, even part-time adult educators are well-trained, while others rely primarily on content area experience from K-12 teaching or informal qualifications, which does  not always translate into the adult education classroom. 

The report makes several recommendations for improving the adult educator talent pipeline, including the need for accessible certification information and a focus on educator competencies. By ensuring that adult education programs are staffed with capable and committed professionals, states can better serve adult learners. With better investment, clearer pathways for professional growth, and a focus on educator competencies, the adult education system can more effectively meet the diverse needs of adult learners across the country. For the field to thrive, policymakers, educators, and stakeholders must work together to ensure that adult educators and programs are recognized, respected, and funded as an integral part of the U.S. educational system through increased training and job stability.

Read the Full Report Here: https://allinliteracy.org/wp-content/uploads/2024/12/Building-Provider-Capacity.pdf