|
SOURCES
OF FEDERAL FUNDING THAT MAY PROVIDE DOLLARS OR OTHER SUPPORT FOR ADULT
EDUCATION AND FAMILY LITERACY
(This compilation contains programs that might provide additional funds
for adult education and literacy. Obviously
there are many other programs – too numerous to list here – that
could not provide dollars for instruction but could provide needed
support services, and for which an interagency agreement might be
executed. Also, in some
cases I have been unable, by printing time, to determine the responsible
person at the Federal level for some programs.
Consequently the entry is left blank.
I will continue to try to contact the various program
headquarters in D.C. and learn who is responsible for those programs.
Obviously, the appropriations will change from year to year.
Garrett Murphy)
U.S.
Department of Education
Even Start
Enabling Legislation: Elementary and
Secondary Education Act, Title I, Part B.
Purpose: Support family literacy projects
that integrate early childhood education, adult literacy or basic
education, and parenting education for families with parents who are
eligible for services under the Adult Education and Family Literacy Act,
or who are within the compulsory school attendance age range, and their
children from birth to age 7.
Funding: $250 million. Formula funding to
State education agencies who may award
subgrants to partnerships between one or more LEA’s and one or more
public or private non-profit organizations.
Target Population:
Parents who are eligible for AEFLA or who are within the State’s
compulsory school attendance age range and the child or children of
such parents up through age 7. Also other family members
in certain circumstances and children 8 years of age or older if the
program is partially supported by Reading First or Early Reading
First monies.
Allowable Expenditures:
SEA’s are allowed to reserve 6% for administration and
technical assistance (with administration
not to exceed one half of the reservation). Local programs
may expend funds to identify and recruit potential
clients, conduct screening, arrange schedules and secure support
services such as child care and transportation, and provide high
quality, intensive instructional programs that promote adult literacy
and empower parents to support the educational growth of their children,
and provide developmentally appropriate early childhood educational
services, and preparation of children for success in regular school
programs.
Performance Indicators:
For adults – learning gains, GED’s, post program placements
into jobs, promotions, institutions of higher education, job training or
the military. For children
– improvement in reading, school attendance, grade retention and
promotion and others selected by the State.
Federal Contact:
Patricia McKee, Office of Elementary and Secondary Education,
(202) 260-0826. Notes: This
Act incorporated all the amendments to Even Start contained in the
preceding LIFT (Literacy Involving Families Together) Act that
substantially raised the authorization level for Even Start, required
State plans that encouraged LEA’s to use part of their ESEA, Title I,
Part A funds for family literacy, reserved an increased portion for
migrant programs, Outlying Areas, and Indian tribes, provided the
National Institute for Literacy with funds for family literacy research,
required that funds be set aside for professional development, allowed
certain children who are 8 years of age or older to participate,
and eliminated the 8 year limitation for any subgrantee to
receive funds. The
Act also added a maintenance of effort provision.
Prevention
and Intervention Programs for Children and Youth
(Neglected
and Delinquent)
Enabling Legislation: Elementary and Secondary
Education Act, Title I, Part D, as amended.
Purpose: Provide supplementary education services to help provide
education continuity for children and youth in State-run institutions
for juveniles, in adult correctional institutions, and in community day
programs for neglected and delinquent children so that these youth can
receive a secondary diploma via successful return to secondary school or
to earn a recognized equivalent to a diploma and transition to
employment once released from State institutions.
Funding: $48 million via formula grants to State education
agencies who then make subgrants to
designated State agencies and local educational agencies.
Target Population:
School-aged children in youth and adult correctional institutions
(including community day programs for neglected and delinquent children
or youth). Priority to be
given to students within two years of release.
Allowable Expenditures: Subgrants may be made by the SEA to State
agencies that operate correctional education programs and to local
education agencies having a correctional institution within their
boundaries. Funds may be used: to provide participants with the
knowledge and skills needed to make a successful transition to secondary
school completion (including both returning to
regular schools or pursuing a GED), vocational or technical
training, further education, or employment; and may include the
acquisition of equipment. State
agency operated programs must use between 15 and 30% of their grant for
transition services. Programs
operated by LEA’s must use their funds to help incarcerated youth
return to school, to operate dropout prevention programs in community
day programs, coordinate health and social services, mount special
programs to meet the unique academic needs of participants, and provide
mentoring.
Performance Indicators: Learning gains,
accrual of high school credits, transitions back to regular school, high
school (or
equivalency) diplomas, employment, and participation in postsecondary
education or job training programs.
Federal Contact: Office of Elementary and
Secondary Education, (202) 260-0917.
Notes:
Most children in correctional institutions are within the
eligible age range for adult education.
Most will not return to secondary school, opting instead to
prepare for a high school equivalency diploma.
Reading First
Enabling Legislation:
Elementary and Secondary Education Act (as amended by the “No
Child Left Behind” amendments of 2002) Title I, Part B, Subpart 1.
Purpose:
Provide assistance to State education agencies and local
education agencies with demonstrated needs in starting reading programs
for grades K to 3 that are based on scientifically based reading
research and to local private entities serving preschool aged children
within the boundaries of an eligible LEA (such as a Head Start center, a
child care program, or a family literacy program).
Such entities may apply separately or in consortium with an
eligible LEA.
Funding:
$705 million with an additional 195 million assured for 2003.
Target Population:
(1) K-3 students in schools with highest percentages of students
below grade level in reading. (2) Teachers of such students.
Allowable Expenditures:
SEA’s may reserve as much as 20% for State purposes.
Not more than 65% of that reservation must be used for pre- and
in-service professional development for teachers.
Not more than 25% may be spent on technical assistance.
Not more than 10% may be spent on administration, planning and
reporting. At least 80% of
the State’s grant that must go to local agencies or consortia.
“Required Uses” of funds include: selecting and administering
screening diagnostic and classroom-based reading assessments; selecting
and implementing a learning system or program of reading that is based
on scientifically based reading research; procuring and implementing
instructional materials, including technology; providing professional
development; reporting data for all students; and promoting reading and
library programs. There is also a category entitled “Additional Uses”.
Family literacy is listed under that category.
Performance Indicators: Schools will be
evaluated on the math and reading achievement of (1) economically
disadvantaged students, (2) major racial groups, (3) students with
disabilities and (4) those with limited proficiency in English.
Federal Contact: _________________
Notes:
Information dissemination for Reading First and Early Reading
First is made the responsibility of the National Institute for Literacy
and is supported by a $5 million reservation.
Early Reading First
Enabling Legislation:
Elementary and Secondary Education Act, (as amended by the “No
Child Left Behind” amendments of 2002) Title I, Part B, Subpart 2.
Purpose:
Support local efforts to enhance the early language, literacy,
and prereading development of preschool age children; provide these
children with cognitive learning opportunities in high quality language
and literature environments; demonstrate language and literacy
activities based on sound scientifically based reading research that
supports a phonics-based approach; use screening assessments effectively
to identify at-risk children; integrate such scientific reading
research-based materials and activities into existing programs of
preschools, child care agencies and family literacy services.
Funding:
$75 million.
Target Population: Preschool aged children, especially
those from low income families.
Allowable Expenditures: The Secretary may make direct
grants to eligible applicants to
(1) provide preschool age children with high quality oral language and
literature-rich environments; (2) to provide professional development
that is based on scientifically based reading research that will assist
children to recognize the letters of the alphabet, to acquire an
expanding reading vocabulary, to understand sound-symbol relationships,
to improve spoken language, and to learn the purposes and conventions of
print; (3) to identify and provide activities that are based upon
scientifically based reading research; (4) to acquire, and provide
training for implementing, assessments based on scientifically based
reading research; and (5) to integrate all of the above.
Performance Indicators:
Improvement of pre-reading skills; effectiveness of professional
development, particularly that
provided to early childhood teachers; identification of effective
practices and how pre-reading instructional materials and literacy
activities based on scientifically based reading research is being
integrated into preschools, child care agencies and programs, and
programs carried out under Head Start and family literacy programs.
Federal Contact:
_______________
21st Century Community Learning Centers
Enabling Legislation:
Elementary Education and Secondary Education Act of 1965, as
amended, Title IV, Part B.
Purpose:
Grants may support after school and summer academic
enrichment and other complementary services for school aged children
(particularly those in low performing schools), and offer “families of
students served by community learning centers opportunities for literacy
and related educational development.”
Funding: $1 billion administered at the
Federal level to SEA’s in proportion to their relative share of Title
I, Part A, Subpart 2 funds.
Target Population:
(1) K-12
students who primarily attend schools eligible for schoolwide programs
under Section 1114 of ESEA and (2) students in schools that serve a high
percentage of students from low income families and, (3) the families of
the students in both (1) and (2).
Allowable Expenditures:
From its grant a State may reserve 5% of the grant for
administration, monitoring, capacity building, evaluation, and training
– of which no more than 2% may be spent on administration.
95% goes out to eligible applicants for grants from
3
to 5 years. Eligible
applicants are LEA’s, community based organizations, or other public
or private entity or a consortium thereof.
There is no requirement that an LEA be a member of an applicant
consortium. Allowable
activities for local programs are: (1)
remedial education activities, (2) mathematics and science education
activities, (3) arts and music education activities, (4) entrepreneurial
education programs, (5) tutoring services,
(6) language
assistance for LEP students, (7) recreational activities, (8)
telecommunications and technology education programs, (9) expanded
library service hours, (10) programs that promote parental involvement
and family literacy, (11) programs that provide assistance to students
who have been truant, suspended, or expelled to allow the students to
improve their academic achievement, and (12) drug and violence
prevention programs, counseling programs, and character education
programs.
Performance Indicators:
States are required to propose a set of indicators in their State
plans. The law specifies
three (3) “Principles of Effectiveness” for evaluating activities:
(1) Be based upon an assessment of objective data (2) Be based upon an
established set of performance measures, and (3) if appropriate, be
based upon scientifically based research that provides evidence that the
program will help students meet State and local academic achievement
standards.
Federal Contact: Carol
J. Mitchell or Amanda Clyburn, Office of Elementary and Secondary
Education, (202) 260-3804. Notes:
In a recent evaluation of these Centers the typical overall number of
students served by a school district's grant is 696, and an average of
248 adults is served by each grantee as well.
Vocational/Technical
Education
Carl
D. Perkins Vocational and Technical Education Actt
Enabling Legislation:
Carl D. Perkins Vocational and Technical Education Act of 1998, Public
Law 103-332.
Purpose:
To develop more fully the academic, vocational and technical
skills of secondary students and postsecondary students who elect to
enroll in vocational and technical education.
Funding: $1.108
billion for the Basic State Grant Program administered by State
Education agencies; $108 million for Tech Prep grants also administered
by SEA’s.
Target
Population:
secondary and postsecondary
students who elect to enroll in vocational and technical education
programs.
Allowable
Expenditures:
At the state level, of the annual appropriation, not more that 5%
may be retained for administration and 10% for leadership activities
which include--assessment of the programs carried out in the state;
developing, improving or expanding the use of technology in vocational
and technical education; professional development programs for VTE,
academic, guidance and administrative personnel; support for VTE
programs that improve the academic and VTE skill of those students
participating in programs; preparation for non traditional employment;
support of partnerships among LEAs, higher education, adult education
providers and other entities such as labor and parents to help students
achieve high academic and VTE skills; service to students in state
institutions, such as corrections and institutions that serve
individuals with disabilities; and support for programs for special
populations that lead to high skill, high wage careers. Remaining 85%
must be distributed to locals.
Local
Use of Funds: Required Uses:
Provide programs that are of
sufficient size, scope and quality to be effective; strengthen the
academic and vocational technical skills of students through the
integration of academics and VTE courses through a coherent sequence of
courses to ensure learning; provide all students with strong experience
in understanding all aspects of an industry; develop, improve or expand
the use of technology in VTE; provide professional development programs;
develop and implement evaluations, including an assessment of how the
needs of special populations are being met; initiate, improve, expand
and modernize vocational and technical education; and link secondary and
post secondary education.
Performance
Indicators:
Student attainment of challenging state established academic and
vocational and technical skill level proficiencies; student attainment
of a secondary diploma or its recognized equivalent, a proficiency
credential in conjunction with a secondary school diploma or a post
secondary degree or credential; placement in, retention and completion
of secondary education or advance training, placement in military
services or placement or retention in employment; and student
participation and completion of VTE programs that lead to nontraditional
training and employment.
Federal Contact:
Ronald Castaldi, Office of Vocational and Adult Education,
(202) 205-9441. Notes: The program also assists with the preparation for
nontraditional training and employment as well as providing support for
partnerships among local education agencies, institutions of higher
education, adult education providers, and as appropriate other entities.
Funding may be used for both degree creditable and certificated
postsecondary programs while promoting the integration of academic,
vocational and technical instruction.
Enabling Legislation: Elementary
and Secondary Education Act, Title VII is called “Indian, Native
Hawaiian, and Alaskan Native Education.ESEA
Part A, Sec.7101, et
seq., is Indian Education. Sec.
7136 deals with “Improvement of Educational Opportunities for Adult
Indians.”
Purpose: Improve
employment opportunities; provide basic literacy services and
opportunities to earn a secondary diploma, or its recognized equivalent;
support research and the conduct of surveys; and encourage dissemination
of information about effective practices.
Funding:
This activity shares an authorization of $24 million with a
number of similar projects for Indian children’s education. I have
been unable to find its appropriation for the coming year.
Target Population:
Adult Indians (Native Americans).
Allowable Expenditures:
The Secretary may make grants to SEA’s, LEA’s, and Indian
tribes, institutions and organizations to support planning, pilot, and
demonstration projects
Performance
Indicators: None.
Native
Hawaiian Education
ESEA Part B, Sec.7201, et.seq.,
is Native Hawaiian Education.
Purpose: Provide
direction and guidance to appropriate federal, State and local agencies
to focus resources on Native Hawaiian education;
supplement and expand existing programs in the area of
education for Native Hawaiians; encourage the maximum participation of
Native Hawaiians in planning and management of Native Hawaiian education
programs.
Funding:
Native Hawaiian education has an appropriation of $30,500,000 for
FY 2002.
Target Population:
Native Hawaiians.
Allowable Expenditures:
The Secretary is authorized to make grants to Native Hawaiian
education organizations, Native Hawaiian community based organizations,
experienced public and private nonprofit organizations, and consortia of
the above. Sec.7205(a)(3)(H)(iii)
permits operators of community based learning centers to conduct
vocational and adult education programs. Sec. 7205(a)(3)
cites as priorities the development of academic and vocational curricula
to meet the needs of Native Hawaiian children and adults as well as
family literacy services and “other activities, consistent with the
purposes of this part, to meet the needs of educational needs of Native
Hawaiian children and adults.”
Performance Indicators:
None.
Alaskan Native Education
ESEA Part
C, Sec.7301, et seq., is
Alaskan Native Education.
Purpose: Recognize
the unique educational needs of Alaska Natives; develop supplemental
educational programs to benefit Alaska Natives.; provide direction and
guidance to appropriate federal, State, and local agencies to focus
resources on meeting the educational needs of Alaska Natives.
Funding: Part C
is appropriated at $24 million for FY 2002.
Target Population:
Alaska
Native children and adults.
Allowable Expenditures:
Sec.7304(a)(2)(E) makes family
literacy services a permissible activity.
Sec.7304(a)(2)(G) does the same for
research and data collection activities to determine the educational
status and needs of Alaskan Native children and adults.
Federal Contact:
(for all three above programs)
Cathie Martin (202) 260-1683
Vocational Rehabilitation
Enabling Legislation
The Rehabilitation Act of 1973 as amended by
the Workforce Investment Act of 1998.
Purpose Empower
individuals with disabilities to maximize employment, economic
self-sufficiency, independence and inclusion and integration into
society through (A) State workforce investment systems, (B) independent
living centers and services, (C) research, (D) training, (E)
demonstration projects and, (F) the guarantee of equal opportunity.
Funding:
$2.954 billion.
Target Population:
Persons with disabilities who need
vocational rehabilitation to prepare for, secure, retain, or regain
employment.
Allowable Expenditures: There
are three types of services that States must provide that may be of
interest to State directors of adult education.
The first is Basic Vocational Rehabilitation Services. Such
services include: assessment; counseling and guidance; referral to other
needed services; job search, placement and retention services;
vocational and other training services; last dollar funding of diagnosis
and treatment of physical and mental impairments; maintenance while
participating in assessment and while receiving services under an
individualized plan for employment; transportation; on-the-job or other
personal assistance services; interpreter services; rehabilitation
teaching services and orientation and mobility services for individuals
who are blind; occupational licenses, tools and equipment; technical
assistance to conduct market analyses; rehabilitation technology,
transition services; supported employment services; services to the
family of a disabled individuals; and post employment services.
The second is Employment Opportunities for Individuals with
Disabilities. It supports
projects with industry. Such
projects are to create and expand job and career opportunities for
individuals with disabilities by partnerships with private industry and
labor unions. Grants may be
used to identify employment opportunities and the skills necessary to
take advantage of those opportunities, training in realistic settings,
job development, modification of facilities and equipment, and support
services. The third is
Independent Living Centers for individuals with significant
disabilities. These may be
operated by State agencies or other eligible agencies.
The applicant agency must describe the services intended to be
provided.
Performance Indicators:
These are identical to those of Title I of the Workforce
Investment Act (below). The
reason for placing Vocational Rehabilitation in the Workforce Investment
Act was to better align rehabilitation with the Nation’s workforce
investment system.
Federal Contact:
U.S.
Department of Education, OSERS, Rehabilitation Services Administration
400 Maryland Ave., S.W.
,
Washington
,
DC
20202-2500
Phone (202) 966-3720.
U.S.
DEPARTMENT OF AGRICULTURE
Food Stamp Employment Program
Enabling Legislation: Food Stamp Act of 1977
as amended by the Balanced Budget Act of 1997.
Purpose: Provide training and work activity
to primarily able-bodied adults without dependents to help them become
self sufficient.
Funding: $212 million for 100% reimbursed
projects to State agencies administering Temporary Assistance to Needy
Families (TANF). (States may
get additional funds by matching them 50/50.)
The State agency then suballocates funds to local social service
districts.
Target Population: Able-bodied adults
without dependents.
Allowable Expenditures: Activities approved in the State’s
employment and training plan approved by the Secretary of Agriculture.
Performance Indicators:
1) The number of filled and offered workfare slots; 2) the number
of filled and offered qualifying education and training slots; 3) the
amount of Federal 100 percent E&T funding spent on workfare slots
that meet the requirements of section 6(o)(2)(C) of the Food Stamp Act.
4) the amount of Federal 100 percent E&T funding spent on education
and training slots that meet the requirements of section 6(o)(2)(B) of
the Food Stamp Act.
Federal Contact:
Susan Carr Gossman,
Acting Deputy Administrator, Food Stamp Program Notes:
80% must be spent on able-bodied adults without dependents.
U.S.DEPARTMENT OF HEALTH AND HUMAN SERVICES
Head Start
Enabling Legislation: Communities, Accountability,
and Training and Educational Services Act of 1988, title I, Sections
101-119. The Head Start program is administered by the Head Start
Bureau, the Administration on Children, Youth and Families (ACYF), Administration for Children and Families (ACF),
Department of Health and Human Services (DHHS).
Grants are awarded by the ACF Regional Offices and the Head Start
Bureau's American Indian and Migrant Program Branches directly to local
public agencies, private organizations, Indian
Tribes and school systems for the purpose of operating Head Start
programs at the community level.
Purpose:
To provide health, educational and social services to disadvantaged
pre-school children and their families.
Funding: $6.538 billion is provided to public and private
not for profit Head Start Agencies.
Target Population: Children from birth to age five from
families that meet the Federal poverty guidelines are eligible for Head
Start services. Programs throughout the country establish priorities for
enrolling children based on community needs and available funds.
Allowable Expenditures: Comprehensive and high quality
services designed to foster healthy development in low-income children.
Head Start grantees and delegate agencies provide a range of
individualized services in the areas of education and early childhood
development; medical, dental, and mental health; nutrition; and parent
involvement. In addition, the entire range of Head Start services is
responsive and appropriate to each child's and family’s developmental,
ethnic, cultural, and linguistic heritage and experience. The Head Start
Bureau is initiating efforts to support all programs in implementing
comprehensive family literacy services, defined in Head Start's recent
legislation as (a) age-appropriate education services to prepare
children for success in school and life experiences; (b) interactive
literacy activities between parents and children; (c) training for
parents in being the primary teacher for their children and full
partners in the education of their children; and (d) parent literacy
training that leads to economic self sufficiency.
Such efforts may be supported by Head Start funds or through
collaboration with other funding resources.
Performance Indicators:
The Secretary has issued very comprehensive regulations in
Section 1304 that establish performance standards and
minimum requirements with respect to health, education,
parent involvement, nutrition, social transition, and other Head Start
and Early Head Start services as well as administration and financial
management, facilities and other appropriate program areas.
Federal Contact: Headquarters Office (202)
205-8572. Notes: Head Start agencies may offer (directly or though referral to
local entities, such as entities carrying out Even Start programs,
family literacy services and parenting skills training
) services to parents of participating children.
Temporary
Assistance to Needy Families (TANF)
Note:
TANF may be re-authorized to take effect
10/01/2002
.
If Congress is unable to agree on reauthorization, the existing
provisions could apply for another year.
Enabling Legislation: Personal
Responsibility and Work
Opportunity
Reconciliation Act of 1996.
Purpose: Eliminate open-ended entitlement
for welfare; create a block grant for States to provide time-limited
cash assistance to needy families so that children can be cared for in
their own homes; to reduce dependency by promoting job preparation,
work, and marriage; to prevent out-of-wedlock pregnancies; and to
encourage the formation and maintenance of two-parent families.
Funding: $16.556 billion in block grants to States.
States have broad flexibility to determine eligibility, method of
assistance, and benefit levels. States must maintain non Federal effort
at 80%. States may use some
funds for State-level or special purpose programs. The balance goes out
by formula to local social services agencies.
Target Population:
Families that meet the eligibility requirements set by the State.
Allowable Expenditures:
Cash assistance and the costs of any activity reasonably
associated with meeting the Act’s purposes.
In FY 2002
not less than 50% of families must be engaged in work
activities. Costs thereof are supportable under the Act.
Work activities are: unsubsidized employment; subsidized private
sector employment; subsidized public sector employment; work experience
(including work associated with the refurbishing of publicly assisted
housing) if sufficient private sector employment is not available;
on-the-job training; community service programs; provision of child care
services to an individual who is participating in a community service
program; vocational educational training, not to exceed 12 months for
any individual, and provided that not more than a total of 30% of
persons counting toward the participation rate for a month can satisfy
the requirements either by participating in vocational educational
training or by being a teen parent head of household attending school;
job search and job readiness assistance, but only for 6 weeks, and not
for a week after four consecutive weeks; provided that job search will
be countable for 12 weeks if the State's unemployment rate is at least
50% greater than the unemployment rate of the United States. On not more
than one occasion, the State may count an individual as having
participated in job search for a week if the individual participated for
three or four days For the
all-families rate, hours in excess of 20 (and for the two-parent rate,
hours in excess of 30) may be counted when an individual participates
in: job search and job readiness assistance in excess of the
above-specified limits; job skills training directly related to
employment; education directly related to employment, in the case of a
recipient who has not received a high school diploma or a certificate of
high school equivalency; or satisfactory attendance at secondary school
or in a course of study leading to a certificate of general equivalence,
in the case of a recipient who has not completed secondary school or
received such a certificate. There
is also a special rule affecting teen parent heads of households.
For purposes of meeting the all-families rate, a single head of
household under age 20 will be deemed to count toward the rate if the
recipient maintains satisfactory attendance at secondary school or the
equivalent during the month; or participates in education directly
related to employment for at least the number of hours required for the
applicable year, e.g., 20 hours a week (on average) in years before FY
99, 25 hours a week in FY 99, and 30 hour a week in FY 2000 and
thereafter. Note, however, that not more than a total of 30% of persons
counting toward the participation rate for a month can satisfy the
requirements either by participating in vocational educational training
or by being a teen parent head of household attending school.
Performance Indicators: Caseload
reduction, work participation rates, child support from non custodial
parents, maintenance of effort, reduction in out-of-wedlock pregnancies.
Federal Contact: Director, Office of Family
Assistance, Administration for Children and Families, 5th
floor, Aerospace Bldg., 370 L’Enfant Promenade, SW,
Washington
,
D.C.
20447
. Notes:
Basic skills education
is limited to the last 10 hours weekly of a client’s 30 hour work
activity requirement unless the State defines other work activities as
including a basic skills instruction component.
Some States define “vocational educational training” and “community
service” to include basic skills instruction.
Programs funded wholly from maintenance of effort funds are
allowed more flexibility. TANF
regulations issued in August 1999 exempt basic skills instruction from
the 60 month limit on TANF assistance that applies to 80% of the
caseload and allow service to poor working adults and former recipients
who may earn as much as 200% of the Federal poverty level.
Also State MOE expenditures are not constrained by the 60 month
limit.
Refugee
and Entrant Assistance - State Administered Programs
Enabling Legislation: Refugee Act of 1980,
Section 412:
Purpose: Subsidize States for assistance to refugees, asylums,
Cuban and Haitian entrants. One form of assistance is “training”,
which can include English language training.
State social services agencies may purchase training from
provider agencies.
Funding:
$480 million.
Target Population:
Refugees, asylees, and Cuban and Haitian entrants.
Allowable Expenditures: In addition to cash
assistance and social and health services, make available sufficient
resources for employment training and placement in order to achieve
economic self-sufficiency among refugees as quickly as possible; provide
refugees with the opportunity to acquire sufficient English language
training to enable them to become effectively resettled as quickly as
possible; insure that cash assistance is made available to refugees in
such a manner as not to discourage their economic self-sufficiency; and
insure that women have the same opportunities as men to participate in
training and instruction.
Performance Indicators: (1)The
number of refugees placed in
employment (by county of placement) and the expenditures made in the
year under the grant or contract, including the proportion of such
expenditures used for administrative purposes and for provision of
services; (2) the proportion of refugees placed by the agency in the
previous year who are receiving cash or medical assistance; (3) the
efforts made by the agency to monitor placement of the refugees and the
activities of local affiliates of the agency; (4)) the extent to which
the agency has coordinated its activities with local social service
providers in a manner which avoids duplication of activities and has
provided notices to local welfare offices and the reporting of medical
conditions of certain aliens to local health departments; (5) such other
information as the administering agency deems to be appropriate in
monitoring the effectiveness of agencies in carrying out their functions
under such grants and contracts.
Federal Contact: Loren Bussert, Office of Refugee Resettlement,
Administration for Children and Families, Department of Health and Human
Services, (202) 401-4732.
INSTITUTE
OF
MUSEUM
AND LIBRARY SERVICES
LIBRARY SERVICES AND TECHNOLOGY ACT
Enabling Legislation: Library
Services and Technology Act of 1996, Title II.
Purpose: To consolidate Federal library services programs; to
stimulate excellence and promote access to learning and information
resources in all types of libraries for individuals of all ages; to
promote library services that provide all users access to information
through State, regional, and international electronic networks; to
provide linkages among and between libraries; and to promote targeted
library services to people of diverse geographic, cultural, and
socioeconomic backgrounds, to individuals with disabilities, and to
people with limited functional literacy or information skills.
Funding: $168 million distributed by formula
to State library administrative agencies that may be spent directly or
through subgrants. (There are also setasides which total an additional
$29 million
Target Population:
All populations, but with special emphasis on those for whom
library use requires special effort, those with low literacy, and those
with disabilities.
Allowable Expenditures: supporting literacy
and lifelong learning; organizing and providing access to
federal/state/local government information and other community
information; undergirding economic development by providing jobs
information and supporting small businesses; providing consumer health
information ; adapting new technologies to identify, preserve, and share
library and information resources across institutional, local, and state
boundaries; extending outreach to those for whom library service
requires extra effort or special materials (such as new readers, those
with disabilities); and supporting education, research, and
demonstrations in the library and information science field.
Performance Indicators: None.
Federal Contact:
Institute
of
Museum
and Library Services, Office of Library Services, (202) 606-5252.
Notes: This bill is up for
reauthorization in 2002. There
will likely be performance indicators in the new legislation.
U.S.
DEPARTMENT OF LABOR
Welfare-to-Work
Formula Grants, Governors’
Setasides, and Competitive Grants
Enabling Legislation: Title VIII of H.R.
3424,enacted as part of the Consolidated Appropriations Act for FY2000,
contains the "Welfare to Work and Child Support Amendments of
1999" (1999 Amendments)
Purpose: Provide transitional employment
assistance to hardest-to-employ TANF recipients and non custodial
parents of low income children.
Funding: Approximately
$1 billion (FY 1999) for formula grants to State Labor agencies and
three rounds of national competitive grants averaging about $275 million
each. Funds are good for
five years, and many States have funds remaining from previous years.
Governors may retain up to 15% of the State formula allocation
for discretionary activities. The
remaining 85% must be suballocated to local Workforce Investment Areas.
Allowable Expenditures
There are two segments to the population
eligible to receive services. Seventy
percent (70%) of each allocation is to be expended upon persons meeting
the following qualifications: (a)(1) (S)he is
currently receiving TANF assistance under a State TANF program, and/or
its predecessor program, for at least 30 months, although the months do
not have to be consecutive; or (2) (S)he will become ineligible for
assistance within 12 months due to either Federal or State-imposed time
limits on the receipt of TANF assistance. This criterion includes
individuals (as well as children of noncustodial parents) exempted from
the time limits due to hardship or due to a waiver because of domestic
violence, who would become ineligible for assistance within 12 months
without the exemption or waiver; (b) (S)he is no longer receiving TANF
assistance because (s)he has reached either the Federal five-year limit
or a State-imposed time limit on receipt of TANF assistance; or (c) (S)he
is a noncustodial parent of a minor child if: (1) The noncustodial
parent is: (i) ``Unemployed,'' , (ii) ``Underemployed,'' as defined by
the State in consultation with local boards and WtW competitive
grantees, or (iii) ``Having difficulty paying child support
obligations,'' as defined by the State in consultation with local boards
and WtW competitive grantees and the State Child Support Enforcement
(IV-D) Agency, and (2) At least one of the following applies: (i) The
minor child, or the custodial parent of the minor child, meets the
long-term recipient of TANF requirements; (ii) The minor child is
receiving or is eligible for TANF benefits and services; (iii) The minor
child received TANF benefits and services during the preceding year; or
(iv) The minor child is receiving or eligible for assistance under the
Food Stamp program, the Supplemental Security Income program, Medicaid,
or the Children's Health Insurance Program; and (3) The noncustodial
parent is in compliance with the terms of a written or oral personal
responsibility contract. (d) For purposes of determining whether an
individual is receiving TANF assistance, TANF assistance means any TANF
benefits and services for the financially needy according to the
appropriate income and resource criteria (if applicable) specified in
the State TANF plan. Thirty
percent of any allocation must be expended upon any individual if (s)he:
(a) is currently receiving TANF assistance and either: (1) has
characteristics associated with, or predictive of, long- term welfare
dependence, such as having dropped out of school, teenage pregnancy, or
having a poor work history. States, in consultation with the operating
entity, may designate additional characteristics associated with, or
predictive, of long term-welfare dependence; or (2) has significant
barriers to self-sufficiency, under criteria established by the local
board or alternate administering agency; (b) was in foster care under
the responsibility of the State before s(he) attained 18 years of age
and is at least 18 but not 25 years of age or older at the time of
application for WtW. Eligible individuals include those who were
recipients of foster care maintenance payments under part E of the
Social Security Act, or (c)(1) is a custodial parent with income below
100 percent of the poverty line, determined in accordance with the most
recent HHS Poverty Guidelines established under section 673(2) of the
Omnibus Budget Reconciliation Act of 1981 (Pub. L. 97-35), including any
revisions required by such section, applicable to a family of the size
involved. (2) For purposes of paragraph (c)(1) of this section, income
is defined as total family income for the last six months, exclusive of
unemployment compensation, child support payments, and old-age and
survivors benefits received under section 202 of the Social Security
Act. (3) a custodial parent with a disability whose own income meets the
requirements of a program described in paragraph (c)(1) but who is a
member of a family whose income does not meet such requirements is
considered to have met the requirements of paragraph (c)(1) of this
section.
Allowable Activities: (a)
job readiness activities; (b) vocational educational training or job
training. A participant is limited to six calendar months of such
training if (s)he is not also employed or participating in an employment
activity, as described in paragraph (c) of this section; (c) employment
activities which consist of any of the following: (1) community service
programs; (2) work experience programs; (3) job creation through public
or private sector employment wage subsidies; and (4) on-the-job
training; (d) job placement services; (e) post-employment services which
are provided after an individual is placed in one of the employment
activities listed in paragraph (c) of this section, or in any other
subsidized or unsubsidized job, post- employment services include such
services as: (1) basic educational skills training; (2) occupational
skills training; (3) English as a second language training; and (4)
mentoring; (f) job retention services and support services that are
provided after an individual is placed in a job readiness activity, as
specified in paragraph (a) of this section; in vocational education or
job training, as specified in paragraph (b) of this section; in one of
the employment activities, as specified in paragraph (c) of this
section, or in any other subsidized or unsubsidized job. WtW
participants who are enrolled in Workforce Investment Act (WIA) or JTPA
activities, such as occupational skills training, may also receive job
retention and support services funded with WtW monies while they are
participating in WIA activities. Job retention and support services can
be provided with WtW funds only if they are not otherwise available to
the participant. Job retention and support services include such
services as: (1) transportation assistance; (2) substance abuse
treatment (except that WtW funds may not be used to provide medical
treatment); (3) child care assistance; (4) emergency or short term
housing assistance; and (5) other supportive services; (g) individual
development accounts which are established in accordance with the Act;
(h) Outreach, recruitment, intake, assessment, eligibility
determination, development of an individualized service strategy, and
case management may be incorporated in the design of any of the
allowable activities.
Performance Indicators:
Since the elimination of a bonus for high performing States,
there has been little attention paid to indicators for this temporary
program.
Federal Contact: Office
of Adult Services, Division of Welfare-to-Work, (202) 219-7694, Ext. 132
Notes: Of a number of potential uses of the funds are pre-placement
vocational education for a period of 12
months (some States may define vocational education as having a basic
skills or ESL component), and basic skills or ESL delivered as a
post-employment service. This is a temporary program.
No funds have been appropriated since the first two years of the
program, but there are still large amounts of this funding in State
labor agencies and in local workforce areas.
Statewide
Workforce Investment Activities for Youth, Adults and Dislocated Workers
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