| Spring 2003 |
| Volume 27, No. 1 |
by David Manzo, Luzerne County Community College, PAACE President
Hello, everyone. My concept of PAACE is that we belong to a statewide, grassroots organization. This means that PAACE must rely on its membership to step up and take the reins of leadership when necessary. PAACE is facing new challenges, and it's time for members to step up and volunteer, at the local and state levels.
For example, programs across the state will be facing budget issues this year, which will impact staffing and level of service. Members could contact PAACE’s Legislative Committee and volunteer to help at the local and state levels.
Another way members can get involved is to volunteer to help plan the Midwinter Conference. If you have enjoyed attending the conference because of the quality of presentations, professional networking, and the social aspects, volunteer your time to help create the next Midwinter Conference. Put your ideas and energy to work for the entire membership, to make the next conference even better.
Members may want to volunteer to become part of the leadership team of PAACE. Please contact any member of the board to determine how your skills and enthusiasm can be used to make PAACE better for all its members.
The PAACE leadership team will continue to reach out to its members for ideas and volunteers, to maintain the vibrancy of the organization.
by JoAnn Weinberger, Center for Literacy, PAACE Legislative Committee Chair
As graduation/recognition time approaches, please remember to invite your federal and state senators and representatives. This is an important way for them to know about the programs you offer.
This Legislative Report includes information on:
- Reauthorization of the Workforce Investment Act
- State budget
- Federal budget
- TANF reauthorization
WIA authorization
On March 20 the U.S. House Education and the Workforce Subcommittee on 21st Century Competitiveness, chaired by Rep. Howard P. "Buck" McKeon (R-CA), approved the Workforce Reinvestment and Adult Education Act (note the new title) by a vote of 15-12. The Workforce Reinvestment and Adult Education Act of 2003 (H.R. 1261) had been introduced by Rep. McKeon and House Education and the Workforce Committee Chairman John Boehner (R-OH) on March 13. The legislation includes amendments to the Rehabilitation Act of 1973, which supports vocational rehabilitation services for persons with disabilities, and reauthorizes employment and training programs administered by the Department of Labor. The full Committee also has approved the Act. Up-to-date information about the legislation can be found at http://edworkforce.house.gov/.
This version of H.R.1261 would include the following:
- Title II called Adult Basic Skills Education
- No requirement for an adult education representative on the local Workforce Investment Board. ABLE would not be a "partner."
- Adult literacy providers to pay for a portion of the costs of the CareerLink Center infrastructure
- For-profit entities eligible to receive grants.
- National Institute for Literacy would be authorized as a separate agency, but with an agenda basically related to scientific research of reading programs for children, youth, and adults, with a concentration on K-12.
State budget
At the PAACE Midwinter Conference, 465 people signed a letter to Governor Ed Rendell requesting at least level if not increased funding for adult basic and literacy education. This letter was transmitted to the Governor. Nonetheless, ABLE funds are being cut for 2003-04. On March 20, Governor Ed Rendell approved the lion’s share of House Bill 648, the 2003-2004 Commonwealth Budget Bill he had presented on March 4 (see www.legis.state.pa.us/WU01/LI/BI/ALL/2003/0/HB0648.HTM). His decision to sign the document was reached only after he "blue-lined the entire $4 billion plus basic education subsidy," as well as a number of political changes included by the Republican leadership.
The 6% decrease in ABLE funding, amounting to $1.7 million, is in this bill for the fiscal year beginning July 1, 2003.
In his March 25 message to the legislature, he did not propose any increase to adult basic and literacy education.
Federal budget
The Omnibus Budget and Reconciliation Act, which includes the funding for adult basic and literacy education programs for 2003-04, was signed into law by President Bush. Highlights include a hold-even budget at the federal level minus .65% for the President’s initiatives. Even Start, which the President targeted for a 20% cut was also held even. This is the good news side of the federal budget. Unfortunately, distribution of funds to states will be based on the 2000 census, and because Pennsylvania’s population growth is well below the the national average, our state will lose considerable funds.
Please follow up with your Congresspersons and say thank you for the appropriation! Let us communicate more often than when we have our hand out.
President Bush’s budget for 2004 included the following budget (dollar figures are in millions):
Program 2002 Actual 2003 Actual 2004 Recommended Even Start 250 250 175** Adult Education 591 591* 584 Reading First and Early Reading First 975 1,075 1,150 *The actual budget is being decreased by .65% of the President’s initiatives.
**This budget was presented before the 2003actual budget passed. At that time, President Bush expected a decrease in the Even Start appropriation for this year—fortunately, this did not occur.
The budget documentation included the following about the budget and the reauthorization of the Workforce Investment Act, Title II:
"Education for Adults -The Department awards grants to states to help adults become literate, obtain a high school diploma or its equivalent, and learn skills necessary for work or self sufficiency. While this program has demonstrated positive results for some adult students in terms of reading gains and job placements, most students being served by these programs are not seeing measurable benefits. Therefore, the budget proposes significant reforms to the Adult Education programs designed to improve their performance and increase accountability for results. Federal resources will be targeted to educational approaches that have proven effective in increasing reading and math skills. New accountability provisions will ensure that grantee funds are contingent on achieving real and measurable outcomes, such as the number of participants who obtain high school degrees or find a job."
"Adult Literacy. – The proposal would amend the current statute to increase the focus on building stronger skills in basic reading, math, and English acquisition for adults who need to strengthen weak literacy skills and want to earn their high school diploma or its recognized equivalent (the GED). Proposed amendments would revise current accountability provisions to create specific local accountability requirements for demonstrating student gains in reading , math, and English language acquisition, with rewards for high performing programs. Each State would develop and implement educational standards to guide local programs in creating a clear sequence of adult literacy activities leading to high school level proficiency. The proposal would require that teachers be trained in the use of research-validated instructional practices in reading, math, and English fluency, and that programs integrate the use of technology-facilitated learning to accelerate student learning. In addition, the proposal would strengthen employer partnerships and the participation of community- and faith-based organizations to expand availability of essential reading, math, and English language acquisition instruction, particularly for low wage working adults."
Even Start was singled out as follows:
Program Rating Explanation Even Start Ineffective Even Start is a family literacy program. Two national evaluations have shown that neither the children nor parents who received services made educational gains compared to those who did not receive Even Start services. Because of the ineffectiveness of this program, the budget provides enough funds only for the continuation of current awards.
TANF reauthorization
H.R.4, the reauthorization bill that has passed the House, includes the following provisions:
- Superwaiver: H.R.4 permits states to redirect adult education funding to serve ONLY welfare recipients and waive "direct and equitable access" in awarding competitive grants. Welfare recipients accounted for only 9.5% of learners in all WIA Title II State Grant funded adult education programs in 2001, according to U.S. Dept. of Ed statistics.
- Education and Training: H.R.4 restricts access to education and training by limiting the time allowed to participate in these programs to four out of every 24 months.
- Legal Immigrants: H.R.4 fails to restore benefits to legal immigrants, despite the fact that they work hard, pay taxes, and proudly serve in our nation's military.
- Work Requirements: H.R.4 increases states' work requirement to 70 percent of the TANF caseload and demands 40 hours of work regardless of families' economic situation, barriers to work, or need.
Senators Specter and Santorum have been contacted and urged to change these provisions. Please add your voice and inform the Senators that these provisions are counterproductive to enabling welfare recipients to become self-sufficient.
The following basic letter was prepared by the Women’s Association for Women’s Alternatives (WAWA). Please feel free to use it as is or, preferably, personalize it by adding your experiences.
Dear Senator _____________:
Over the last few years, the dramatic reduction in the number of individuals on TANF has been much touted as a sign of the policy’s success. However, for most families, an end to cash assistance has not meant an end to poverty. As the Senate considers TANF reauthorization legislation, we are writing to urge you to focus not simply on moving individuals off of welfare but on ensuring that families are provided the tools necessary to move towards economic self-sufficiency.
An extensive body of research strongly demonstrates that combining skills training and education with workforce attachment is the most effective way to improve employment outcomes and economic well-being among TANF recipients. Appropriately tailored skills-building opportunities – including basic literacy, college coursework, and vocational training – are necessary components of successful welfare programs. Unfortunately, the House-passed TANF reauthorization bill, H.R.4, would impede the ability of low-income families to develop their skills and move towards economic self-sufficiency.
In order to help families build realistic roads out of poverty, TANF legislation must:
Ensure appropriate skills-building opportunities. States have been successfully operating welfare-to-work programs that combine a strong work focus with education and training opportunities. House-passed H.R.4 would undermine these successful approaches in favor of large-scale ineffective workfare programs. Instead, Congress should give states continued flexibility to determine whether and when to use education, training, and "barrier removal" activities. A range of activities should count towards the work participation requirement, including paid and unpaid work, vocational training, postsecondary education and activities to address specific work barriers. Recipients should be able to remain in vocational education programs for up to 24 months when necessary, to allow time for remedial courses prior to skills training.
Reward states for getting families into better paying jobs, not just caseload reduction. We urge you to provide for an "employment credit" which adjusts the participation rate a state must meet based on the number of families leaving welfare with jobs, with greater credit for those in better-paying jobs. Giving credit to states based on the number of families who leave welfare and are working recognizes that the ultimate goal should be to help families get jobs and reach a point when they no longer need welfare.
Maintain flexibility with regard to hours of participation required of recipients. Under current law, most recipients must participate 30 hours each week in order to count toward participation rates. Under the House-passed TANF bill, all individuals would have to participate for 40 hours to count toward the rates, with only 16 hours of training or education countable. For many single parents, working in a subsidized or unsubsidized job or participating in a workfare program for 24 hours each week would leave too few remaining hours both to meet parenting responsibilities and to devote enough hours to education or training programs to improve their employment prospects.
Not include a "superwaiver" provision. Superwaivers could result in benefit cuts for low-income families and funding shifts at the state level that lower the overall amount of resources for programs that serve low-income families. Super-waiver provisions go beyond appropriate state flexibility. As approved by the House, for example, H.R.4 permits states to redirect adult education funding to serve only welfare recipients; this could impede the ability of hundreds of thousands of adults to earn a high school diploma.
Authorize sufficient funding. With serious budget crises facing many states, retaining stable funding is more vital than ever. The TANF block grant is a critical source of funding for a broad range of supports to help low-income working families remain employed. Failing to index the block grant for inflation and provide additional childcare resources will mean states are unable to continue to provide these vital supports, even without additional work requirements.
We urge you to address these issues in order to offer families a realistic opportunity to attain economic self-sufficiency.
Sincerely yours,
Letters should be faxed to:
- Senator Rick Santorum, 202-228-0604
- Senator Arlen Specter, 202-229-1229Back to Top
Meet Our New Board Members
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PAACE Joins PANO PAACE has joined the Pennsylvania Association of Nonprofit Organizations – PANO, a statewide organization providing leadership, advocacy, education, and services to member groups. Among its services, PANO offers insurance programs, discounts on office supplies and conference calls, payroll and tax services, and technical assistance on a variety of organizational issues. PANO has its own quarterly newsletter, Keynotes, and offers a number of key publications for nonprofits at discounts to members.
PANO is based in Harrisburg. For more information, visit the organization's Web site at www.pano.org.
Board Preparing Updated PAACE By-laws
Following its regular monthly meeting on April 8, the PAACE board held an intensive session reviewing the organization’s by-laws to align them with current needs and actual practice. In particular, they zeroed in on formal terms for program division directors, procedures for the annual association meeting, eliminating inactive committees and restructuring active committees, allowing committee chairs and past presidents to become voting members of the board, and setting a board-meeting quorum of seven, two of whom are executive officers.
After review by PANO (see above) and subsequent additional revisions, the board will vote on adopting the new by-laws. The document will then be posted to the PAACE Web site and a ballot will be mailed to members for ratification by the full membership.
The board will then examine the association’s operations manual based on the new by-laws.
The last revision of the by-laws occurred in 1994.
Workplace Education
Pre-conference brunch was a productive morning
by Laura Beach, Institute for the Study of Adult Literacy at Penn State, Division Director
The Workplace Education Division embraced the old adage that the "early bird gets the worm" by sponsoring its first pre-conference event in conjunction with the 2003 Midwinter Conference. On the morning of February 12, some 20 members of the Workplace Division gathered to focus on trends and issues related to basic skills education for Pennsylvania’s emerging and incumbent workforce. This networking opportunity provided a chance to exchange ideas, challenges, and best practices in the field of workplace education.
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| Brian Jones, Temple University, and Joe Kloza, Carlisle OIC, network at the Workplace Ed Division brunch. |
I led the group through a series of questions related to the Pennsylvania Department of Education’s ABLEworks initiative, pertaining to their agencies’ involvement in regional coalitions, Equipped for the Future, workplace education, and the Work-Based Foundation Skills. Each participant wrote down a score in response to each question and discussion followed.
The session then broke into small groups to discuss a variety of Workplace Literacy research and its impact on the field.
This pre-conference brunch afforded Workplace Education Division members the opportunity to network. Once the conference began, division members were able to choose from eleven different concurrent sessions on workplace education.
A number of people have requested more concurrent sessions on this topic next year and this will be addressed as the conference planning committee meets over the next few months. If you have ideas for strengthening the Workplace Education Division’s efforts, please contact Laura Beach at lxb39@psu.edu.
Adult Basic and Secondary Education (AB/SE)
Conference luncheon generates new ideas
by Chuck Klinger, TIU 11 Adult Education Dept., Division Director
Thirty-eight members of the AB/SE Division attended the Division’s Midwinter Conference luncheon on February 14. Mary Kay Peterson, former AB/SE Division Director, became the first vice president of PAACE and I was selected as the new AB/SE Division Director.
Mary Kay and I visited with those attending the luncheon, listening to their ideas and concerns. While folks seemed very pleased with the conference, there were some good ideas shared about how it could be even better next year. Their ideas have been forwarded to the planning committee. Other ideas were shared about how PAACE could possibly support membership, especially in providing assistance and guidance for part-time employees with retirement and insurance issues. The PAACE Board is going to begin exploring some possibilities, looking at how similar organizations provide assistance with these concerns.
I will be contacting the AB/SE division during the month of April. If you are a member of this Division and haven’t heard from me, please contact me by phone at (717) 248-4942 or email at cklinger@tiu11.org. The AB/SE Division hopes to provide an opportunity for members to get together by continuing the regional PAACE coffee shop meetings. These informal gatherings provide members an opportunity to discuss relevant issues and enjoy some good coffee.
Family Literacy
Standing room only, again
by Susan Mansuetti, Adult Literacy Action/Penn State Beaver, Division Co-Director
The Family Literacy Division managed to once again run out of table space at this year’s Midwinter Conference Division Luncheon. Over 140 people were registered for the event and despite the dire weather forecasts most were able to attend. We had a great presentation by Ray Boudreau from WITF, Inc., the public television station in the Harrisburg area. He provided a lot of good ideas on marketing a nonprofit agency. Some of his suggestions included working with public television, as most stations have an outreach and community service department, as well as creating a "brand" for the program and sticking with it. His best advice was to develop a rapport with the local media, so that you have coverage when you need it most.
Thanks to all of the practitioners who provided the "Faces of Family Literacy" display in the Marketplace, as well as those who shared their best recruitment tools. I hope you enjoyed shopping at the free resource tables as much as I did.
Last but not least, I encourage you to share your ideas with me about next year’s Midwinter Conference. Planning has already started to take place and we would love to have your input. I can be reached at (724) 773-7810 or by e-mail at skm12@psu.edu.
Goodling Institute Building Professional Resources Online
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| Eunice N. Askov |
The Goodling Institute for Research in Family Literacy at Penn State has recently posted an Annotated Bibliography on Family Literacy, containing more than 170 research articles and writings. Find the bibliography on the Goodling Institute’s Web site at http://www.ed.psu.edu/goodlinginstitute/annotatedbib.asp or, on the home page http://www.ed.psu.edu/goodlinginstitute/main.asp> click on the Research button . In addition to the annotations created by the Goodling Institute, the bibliography also includes entries that were written in 2000 by the University of North Carolina with federal funding sources. The anticipation is that these annotations will be helpful not only to researchers and policy makers but also to practitioners in family literacy programs as they develop research-based practices.
Also available on the research part of the Web site is the publication Family Literacy: A Research Agenda to Build the Future, a consensus document that summarizes an interdisciplinary Think Tank held in October 2001 including researchers, policy makers, and practitioners in family literacy. The report has been widely disseminated nationally, helping the field conceptualize the research issues in family literacy. We also have a description of ongoing research on our Web site and are encouraging any researcher to contribute to the pool of knowledge. We have also formalized the process of awarding dissertation grants to doctoral students and seed grants to faculty to encourage faculty throughout the university to engage in family literacy research.
On the Professional Development part of the Goodling Institute Web site we have posted a flyer on the Certificate in Family Literacy available through Penn State’s World Campus. The Certificate is being created in partnership with the National Center for Family Literacy and will be offered entirely online. The first course in the Certificate will be offered at the end of May. We are also in the process of developing activities for the parent-child interaction time in cooperation with the PA Center for the Book.
For our third goal, policy, we held a Policy Forum on February 5 in the Rayburn Building (Capitol Hill) in Washington, DC, to attract legislative staff members. We were pleased that 55 people attended, some of whom represented important legislators. The event (co-sponsored by the National Center for Family Literacy) included testimonials from a mother and son who participated in a family literacy program in Lancaster. We also scheduled a meeting in Washington with our national advisory board, which included remarks by retired Congressman Bill Goodling and Dean David Monk.
For further information on the Goodling Institute, please contact Nickie Askov (ena1@psu.edu) or Barb Van Horn (blv1@psu.edu).
Research Conference: Something for Everyone
by Raiana Mearns, Bureau of ABLE
The Pennsylvania Adult and Continuing Education Research Conference was held on March 15, 2003 at Temple University in Harrisburg. This is an annual conference, co-sponsored by PAACE, that rotates around the state with a different institution of higher education hosting it every fourth year. It is an opportunity for graduate students and adult education professors to present their latest research. There is a wide range of presentations with everything from health education to religious and extension education represented. It is a chance for those interested in teaching adults to experience the full scope of this field.
Traditionally, this conference is used as a venue for doctoral students to speak about their dissertations. The first presenter studied the characteristics of women who performed regular breast self-examination for breast cancer prevention. She found that women with a good self-image and an interest in health were most likely to perform regular examinations. I also attended a session where the researcher had looked at empirical data from 46 studies on distance learning for higher education. She was trying to define how a community of learners develops through an online course. She described the camaraderie between learners and instructor as "magic." An adult literacy educator who was trying to find a correlation between adult education philosophies and learner-centered and teacher-centered instruction conducted the third session. He found that there was no correlation between the philosophies and the scale; therefore, you could not predict that a teacher with a particular philosophy would be either learner or teacher centered. An astute comment from the audience was that adult basic education seems to be more curriculum centered than either teacher or learner centered.
This conference always renews my interest in the field of adult education. Adult literacy is a very small part of the field. Health education was the predominate area represented. The majority of the attendees were women and many of the studies were conducted from a female perspective. I would recommend that every practitioner and administrator that has every considered pursuing a graduate degree in adult education take the time to attend this conference next year, so that they can get the "big picture" of adult education.
Partnerships at work: Girls’ Exploring Tomorrow’s Technology
by Mary Anne Vacarelli, Delaware County Community College, Continuing Higher Education (CHE) Division Chair
Delaware County Community College’s Chester County Campus in Downingtown hosted the Third Annual G.E.T.T. (Girls’ Exploring Tomorrow’s Technology) event on Saturday, March 29. Sponsored by the Chester County Information Technology Action Group, the event provides a fun, informational experience for girls in grades 6–12, as well as for parents and counselors, to learn more about the exciting careers and vast opportunities in information technology from women in the field.
G.E.T.T. fills the niche for girls at a young age to become interested and knowledgeable in the Information Technology (IT) industry, since research has shown a decrease of women in this financially and professionally rewarding field. It also provides an excellent way to expose young women to successful entrepreneurial women who can be positive role models.
Supporters for the G.E.T.T. event included Chester County Information Technology Action Group, Chester County Economic Development Council, Chester County Intermediate Unit, American Association of University Women, Delaware County Community College, Great Valley School District, and Immaculata University.
For information, contact Ellen Neri, Director of Distance Learning and College Web Services at Delaware County Community College at (610) 325-2811 or eneri@dccc.edu
Research Results in a New Tool to Improve Learning
by Karen Rowe and Jessica Mortensen, World Education, Inc.
If you’ve ever wondered whether changing your curriculum to more closely reflect learners’ lives would increase the likelihood that they will use their new literacy skills outside class, a just-published NCSALL (National Center for the Study of Adult Learning and Literacy) handbook—and the research on which it’s based—can provide answers.
Designed for adult education teachers and also beneficial to program administrators, Creating Authentic Materials for the Adult Literacy Classroom: A Handbook for Practitioners, by Eric Jacobson, Sophie Degener, and Victoria Purcell-Gates, draws on results of a nationwide study of adult education programs and the literacy practices of students enrolled in them. It provides concrete descriptions of what works in the classroom, illustrates how specific teachers successfully incorporated materials and activities relevant to students, and guides you in adapting suggestions to your own setting.
Victoria Purcell-Gates conducted the first large-scale study to provide empirical evidence regarding two critical questions. She examined whether teachers’ use of authentic texts—those that people read and write in the context of their lives, not simply when focused on learning how to read and write—made a difference in adult students’ home literacy practices. She also considered whether the degree to which learners and teachers collaborate in the classroom influences students’ ability to transfer reading and writing skills and strategies to the rest of their lives.
To learn more about the five-year Literacy Practices of Adult Learners Study or to order your copy of the teacher handbook, visit NCSALL’s Web site at http://ncsall.gse.harvard.edu. Most NCSALL publications can be downloaded free. Printed copies can be ordered online and also by contacting World Education, by phone at (617) 482-9485 ext. 535 or via e-mail at ncsall@worlded.org.
Mayor's Commission on Literacy 15th Annual
Thursday, May 15, 2003
Temple University's Tuttleman Learning Center
Information: www.philaliteracy.org/conference2003.html
Lancaster Host Resort, Lancaster, Pennsylvania
May 28-30, 2003
Sponsored by PA Department of Corrections & PA Department of Education
Contact e-mail: rlepley@state.pa.us
Event URL: www.ceapa.net
For Educators in Adult & Juvenile Correctional Facilities
A total of 11 Act 48 Hours will be available.
Professional Education Series 2003
An educational series for professionals, advocates and policymakers serving women and children.
Health Literacy and Effective Communication: Building Blocks to Healthier Families
June 3, 2003
8:30 AM – 12:30 PM
Moore College of Art and Design
20th Street and The Parkway
Philadelphia, PA
Information and online registration: www.MOMobile.org
(215) 972-0700
Contact E-mail: LSlovak@MOMobile.org
Comprehensive Conference Listing!Whatever your interest in adult education may be, the LINCS conference calendar has something for you--actually, LOTS of things for you. Check out this thorough list of conferences and events related to adult education, technology, and affiliated topics at: www.nifl.gov/cgi-bin/Calendar/calendar_world.cgi.
Not on the PAACE Listserv? It's Easy to Subscribe
The PAACE listserv is a low-traffic e-mail discussion list that keeps members up to date on legislative issues, hot topics, and even notification of the release of PAACE News. If you're not already on the PAACE listserv, you can subscribe quickly and easily at www.paacesite.org/listserv.htm. There you'll find directions and "netiquette" for using the listserv. To post a message to the listserv, the e-mail address is paace@yahoogroups.org.
Our 2003-04 Officers, Regional Representatives, and Division Directors:
President: David Manzo (Luzerne County Community College)
First Vice-President: Mary Kay Peterson (La Communidad Hispana; Southeast Professional Development Center)
Second Vice-President: Robert McNeill (Delaware Valley College)
Secretary: Karen E. Warner (Lincoln Intermediate Unit 12)
Treasurer: Mary Hohensee (Literacy Council of Lancaster-Lebanon)
Immediate Past President: Linda Herr (Lycoming County Library System)
Remote Past President: Karen Mundie (Greater Pittsburgh Literacy Council)
Western Regional Representative: Mary Jendrey (Alle-Kiski Learning Center)
Central Regional Representative: Cathy Forsythe (Mifflin Co. Library Literacy Program)
Eastern Regional Representative: Chris Coro (Northampton Community College)
Adult Basic and Secondary Education Division Director: Chuck Klinger (Tuscarora Intermediate Unit 11 Adult Education Dept.)
Continuing Higher Education Division Director: Mary Anne Varacalli (Delaware County Community College)
ESL Division: Eastern Co-Director: Elaine Greene (Center for Literacy), Western Co-Director: Theresa Andrews (Greater Pittsburgh Literacy Council)
Family Literacy Division: Ruth Love-Schooley (Lycoming County Literacy Project), Susan Mansuetti (Penn State Beaver Adult Literacy Action)
Tutors of Literacy in the Commonwealth: Amy Wilson (Tutors of Literacy in the Commonwealth)
Workplace Education Division: Laura Beach (Institute for the Study of Adult Literacy at Penn State)
All Committee Chairs: See www.paacesite.org/paacereps.htm for full list and contact information.
PAACE News Editorial Board