Table of Contents

Richard L. Stiles





[Tape 1, Side A]

Background — Coming to California — CHSPE/California High School Proficiency Exam — Transferring to adult education — S.B. 65 and minimum competency testing — Early competency based adult education projects — Data collection for state and federal programs — Federal ABE grant directors' meetings — CBAE mandate — Federal/state projects supporting CBAE — Impact of refugees — Leveraging federal funds — Work with three major assessment systems

[Tape 1, Side B

The CHSPE vis a vis other tests — Origins of CASAS — Training the consortium — Building an item bank — ABE or ESL? — Alternative assessments — Adapting CASAS for work, welfare, and amnesty — Evaluation: processes, instruments, and reports

[Tape 2, Side A]

Evaluation (continued): processes, instruments, and reports — New emphasis on accountability — Management responsibilities — Amnesty: work with other state agencies; building a system; education requirements; funding; working with community based organizations

[Tape 2, Side B]

Amnesty (continued): numbers served; outstanding unit award; technical assistance and staff development — Administrative turnover in adult education at the state level — Acting administrator in adult education, twice — Amnesty and ESL citizenship investigations — Institutional memory — Superintendents of Public Instruction and adult education — The state legislature and adult education — English literacy and civics — Influencing the legislature

[Tape 3, Side A]

Funding and resources for adult education — Major changes in adult Education during career — Accountability — Technology — Weaknesses in state's adult education system — Small schools — Full and part time staffing — Highlights of career — Women in adult education — Post retirement plans