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Release of MPI report on IELCE under Section 243 of WIOA Title II

JH
Jacob Hofstetter
Thu, Feb 17, 2022 7:07 PM

Hi everyone,

I hope you’re all doing well. MPI released our report on IELCEhttps://www.migrationpolicy.org/research/ielce-design-immigrant-learners under Section 243 of WIOA Title II today, and I wanted to share it with you all. You can find the release email below. Beyond the IELCE program itself, this report also discusses challenges around immigrants’ accessing of workforce training (as well as IET) and provides recommendations on how to better support immigrant integration outcomes via IELCE and the adult education system more broadly.

Happy to answer any questions or talk through findings and recommendations in more detail. Thanks!

All the best,
Jake Hofstetter

Jacob Hofstetter
Associate Policy Analyst
Migration Policy Institute
jhofstetter@migrationpolicy.orgmailto:jhofstetter@migrationpolicy.org
202-266-1912

From: communications=migrationpolicy.org@mail.salsalabs.net communications=migrationpolicy.org@mail.salsalabs.net On Behalf Of MPI Communications
Sent: Thursday, February 17, 2022 11:02 AM
To: Jacob Hofstetter jhofstetter@migrationpolicy.org
Subject: IELCE Program Design May Hamper Adult Education Providers' Ability to Address Immigrants' Integration Needs

To ensure email delivery directly to your inbox, please add
@migrationpolicy.org to your address book.
[The Migration Policy Institute]

PRESS RELEASE
February 17, 2022
Contact: Michelle Mittelstadt
202-266-1910
mmittelstadt@migrationpolicy.orgmailto:mmittelstadt@migrationpolicy.org%20

Design of Key Federal Immigrant Integration Program May Be Hampering Adult Education Providers’ Ability to Address Civic and Social Integration Needs
WASHINGTON — State adult education systems, which receive significant funding from the U.S. government, are the primary source of many key integration services for adult immigrants—from English classes and adult literacy programs to civics courses and some workforce development activities. Although such programs have existed for decades, the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014 brought notable changes to adult education systems, including through its instituting of the Integrated English Literacy and Civics Education (IELCE) program.

Unlike the program that preceded it (English Literacy and Civics Education), IELCE carries an increased focus on outcomes related to employment, participation in workforce training and economic integration for participants. Its implementation, which began in 2016, has led to the development of many innovative programs. Yet the reach of these programs, and especially the workforce training-focused Integrated Education and Training (IET) component, has been limited by relatively low enrollment and demand as well as barriers to participation. In addition, the IET requirement attached to IELCE has placed a significant burden on adult education providers and appears to crowd out important efforts to support immigrants’ broader economic, civic and social integration.

A new reporthttps://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=jBAtEV0S%2BId%2Bk2hDxcHVl6A%2B67KDpNzK from the Migration Policy Institute’s National Center on Immigrant Integration Policy, which represents one of the first public studies of the IELCE program, examines the program’s design and challenges faced, including those related to accessibility, practicality and demand.

The study, which draws on interviews with adult education administrators and IELCE providers in eight states as well as analysis of available federal and state program data and regulations, discusses ways the federal government and states could better ensure that IELCE and adult education programs more broadly are able to meet immigrant learners’ wide array of integration needs and goals.

Among the key findings:

  • High entry requirements to participate in workforce training, such as advanced English proficiency and permanent legal status, prevents many immigrants from participating in IET, which combines adult education and workforce activities into linked courses focused on specific occupations. Some IELCE providers and state systems have developed innovative strategies to address these challenges, but these practices are not present in every state. Nationally, just 10 percent of IELCE enrollees participated in IET activities in the 2017-2019 program years.
  • Many adult education providers have found it challenging to build and maintain IELCE-IET programs due to low enrollment, the resource-intensive nature of IET activities, geographic limitations and difficulties forming partnerships with workforce training institutions.
  • IELCE’s focus on workforce training is not in demand for many workers, older adults, parents and other immigrants who seek integration services but are not interested in pursuing new career pathways or industry-specific credentials. These factors create recruitment challenges for IELCE providers, contribute to low enrollment in the IELCE’s IET activities and cast doubt on the program’s sustainability.

“Federal and state policymakers should give serious consideration to whether IELCE, and WIOA more broadly, crowds out or limits adult education providers’ ability to address immigrants’ civic and social integration needs,” the report concludes.

"Better supporting the integration of the country’s immigrant population through the adult education and workforce development systems demands an equity-sensitive approach that allows for flexible funding streams that can provide an array of programs that are inclusive of and address immigrant adults’ diverse learning and integration needs."

Read the report, The Integrated English Literacy and Civics Education (IELCE) Program: Understanding Its Design and Challenges in Meeting Immigrant Learners’ Needs, here: www.migrationpolicy.org/research/ielce-design-immigrant-learnershttps://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=7z6yLDndXgOpphy5f2sHmaA%2B67KDpNzK.

The Migration Policy Institute (MPI) is an independent, non-partisan, non-profit think tank in Washington, DC dedicated to analysis of the movement of people worldwide. MPI provides analysis, development and evaluation of migration and refugee policies at the local, national and international levels. MPI’s National Center on Immigrant Integration Policy is a crossroads for elected officials, researchers, state and local agency managers, grassroots leaders, local service providers and others who seek to understand and respond to the challenges and opportunities today’s high rates of immigration create in local communities.


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Hi everyone, I hope you’re all doing well. MPI released our report on IELCE<https://www.migrationpolicy.org/research/ielce-design-immigrant-learners> under Section 243 of WIOA Title II today, and I wanted to share it with you all. You can find the release email below. Beyond the IELCE program itself, this report also discusses challenges around immigrants’ accessing of workforce training (as well as IET) and provides recommendations on how to better support immigrant integration outcomes via IELCE and the adult education system more broadly. Happy to answer any questions or talk through findings and recommendations in more detail. Thanks! All the best, Jake Hofstetter Jacob Hofstetter Associate Policy Analyst Migration Policy Institute jhofstetter@migrationpolicy.org<mailto:jhofstetter@migrationpolicy.org> 202-266-1912 From: communications=migrationpolicy.org@mail.salsalabs.net <communications=migrationpolicy.org@mail.salsalabs.net> On Behalf Of MPI Communications Sent: Thursday, February 17, 2022 11:02 AM To: Jacob Hofstetter <jhofstetter@migrationpolicy.org> Subject: IELCE Program Design May Hamper Adult Education Providers' Ability to Address Immigrants' Integration Needs To ensure email delivery directly to your inbox, please add @migrationpolicy.org to your address book. [The Migration Policy Institute] PRESS RELEASE February 17, 2022 Contact: Michelle Mittelstadt 202-266-1910 mmittelstadt@migrationpolicy.org<mailto:mmittelstadt@migrationpolicy.org%20> Design of Key Federal Immigrant Integration Program May Be Hampering Adult Education Providers’ Ability to Address Civic and Social Integration Needs WASHINGTON — State adult education systems, which receive significant funding from the U.S. government, are the primary source of many key integration services for adult immigrants—from English classes and adult literacy programs to civics courses and some workforce development activities. Although such programs have existed for decades, the passage of the Workforce Innovation and Opportunity Act (WIOA) in 2014 brought notable changes to adult education systems, including through its instituting of the Integrated English Literacy and Civics Education (IELCE) program. Unlike the program that preceded it (English Literacy and Civics Education), IELCE carries an increased focus on outcomes related to employment, participation in workforce training and economic integration for participants. Its implementation, which began in 2016, has led to the development of many innovative programs. Yet the reach of these programs, and especially the workforce training-focused Integrated Education and Training (IET) component, has been limited by relatively low enrollment and demand as well as barriers to participation. In addition, the IET requirement attached to IELCE has placed a significant burden on adult education providers and appears to crowd out important efforts to support immigrants’ broader economic, civic and social integration. A new report<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=jBAtEV0S%2BId%2Bk2hDxcHVl6A%2B67KDpNzK> from the Migration Policy Institute’s National Center on Immigrant Integration Policy, which represents one of the first public studies of the IELCE program, examines the program’s design and challenges faced, including those related to accessibility, practicality and demand. The study, which draws on interviews with adult education administrators and IELCE providers in eight states as well as analysis of available federal and state program data and regulations, discusses ways the federal government and states could better ensure that IELCE and adult education programs more broadly are able to meet immigrant learners’ wide array of integration needs and goals. Among the key findings: * High entry requirements to participate in workforce training, such as advanced English proficiency and permanent legal status, prevents many immigrants from participating in IET, which combines adult education and workforce activities into linked courses focused on specific occupations. Some IELCE providers and state systems have developed innovative strategies to address these challenges, but these practices are not present in every state. Nationally, just 10 percent of IELCE enrollees participated in IET activities in the 2017-2019 program years. * Many adult education providers have found it challenging to build and maintain IELCE-IET programs due to low enrollment, the resource-intensive nature of IET activities, geographic limitations and difficulties forming partnerships with workforce training institutions. * IELCE’s focus on workforce training is not in demand for many workers, older adults, parents and other immigrants who seek integration services but are not interested in pursuing new career pathways or industry-specific credentials. These factors create recruitment challenges for IELCE providers, contribute to low enrollment in the IELCE’s IET activities and cast doubt on the program’s sustainability. “Federal and state policymakers should give serious consideration to whether IELCE, and WIOA more broadly, crowds out or limits adult education providers’ ability to address immigrants’ civic and social integration needs,” the report concludes. "Better supporting the integration of the country’s immigrant population through the adult education and workforce development systems demands an equity-sensitive approach that allows for flexible funding streams that can provide an array of programs that are inclusive of and address immigrant adults’ diverse learning and integration needs." Read the report, The Integrated English Literacy and Civics Education (IELCE) Program: Understanding Its Design and Challenges in Meeting Immigrant Learners’ Needs, here: www.migrationpolicy.org/research/ielce-design-immigrant-learners<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=7z6yLDndXgOpphy5f2sHmaA%2B67KDpNzK>. ### The Migration Policy Institute (MPI) is an independent, non-partisan, non-profit think tank in Washington, DC dedicated to analysis of the movement of people worldwide. MPI provides analysis, development and evaluation of migration and refugee policies at the local, national and international levels. MPI’s National Center on Immigrant Integration Policy is a crossroads for elected officials, researchers, state and local agency managers, grassroots leaders, local service providers and others who seek to understand and respond to the challenges and opportunities today’s high rates of immigration create in local communities. ________________________________ Migration Policy Institute Stay up to date<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=Q%2BhhavaVY5XeU3XpGvddUKA%2B67KDpNzK> on MPI's events and newest publications. Migration Data Hub Find the latest immigration statistics<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=x2hMjPnViLpR03mqIuN6b6A%2B67KDpNzK>, maps, and numbers for the United States and other countries. Migration Information Source Read a unique, online journal<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=zit10aXddi%2FQlHhHwi60xaA%2B67KDpNzK> that provides fresh thought and global analysis of international migration and refugee trends. Click here to unsubscribe<https://secure.migrationpolicy.org/salsa/track.jsp?v=2&c=RYdwUmODAdD%2B5CnUzrWOoaA%2B67KDpNzK>