According to  ACS data from the U.S. Census Bureau, in 2007, about two-thirds of the  adults who reported limited English speaking ability were Spanish  speaking. Reported national  enrollment was between 1.0 million and 1.2 million English language  learners each reporting year from 2000 to 2007. Federal Support for Adult English Instruction Is Dispersed across Many Programs That Collect Little Data and Have Limited Coordination

		English Language Instruction Is Authorized under Multiple Federal Programs with Varied Purposes, and Few Have Data on the Extent of Support

Federal support for adult English language learning is dispersed across a  diverse array of programs within Education, HHS, and Labor, but most of  the programs that allow it do so in support of other program goals, such as  self-sufficiency, workforce attachment, or family literacy, and do not  collect data that would indicate participation in or spending on adult  English language learning. Yet, while  Education, HHS, and Labor all serve populations in need of language  assistance, there is no ongoing mechanism to share information or expand  and capitalize on the agencies’ individual efforts. While most states did not distinguish the funding  they provided for English language learning from the funding provided for  other components of adult education, their financial contributions for  adult education varied considerably. Some States and Local Providers Coordinated with Other Federally Funded Programs

Some state agencies that manage the Adult Education State Grant Program  and the local providers they support have taken steps to coordinate with  other federal- and state-funded programs that serve populations likely to  need this help—particularly refugees, those seeking assistance through  one-stops, and those receiving public financial support. Federal Agencies Have Undertaken Some Research, but Have Not Coordinated Research Planning across Agencies on Adult English Language Learning

At the time of our review, Education had one research study under way to  test the effectiveness of a particular approach to adult English language  learning, and Education and Labor had some ongoing work related to  adult English language learners. Education officials said that there had  been little research on what approaches are effective for adult English  language learning, and that there are limited federal funds for rigorous  research. However, while agencies cited a few efforts to collaborate on  specific projects, they had not coordinated research planning across  agencies to systematically leverage research resources for increasing the  knowledge base regarding adult English language learning. To ensure the most efficient use of available research resources and to  inform practitioners and other stakeholders in the area of adult English  language instruction, we recommend that the Secretary of Education work  with the Department of Health and Human Services, the Department of  Labor, and the National Institute for Literacy to implement a coordinated  strategy for planning and conducting research on effective approaches to  providing adult English language instruction and disseminating the  research results. Appendix I: Scope and Methodology

Our review focused on (1) trends in the need for and enrollment in  federally funded adult English language programs, (2) the nature of federal  support for adult English language learning, (3) ways in which states and  local public providers have supported English language programs for  adults, and (4) federal agencies’ plans for research to identify effective  approaches to adult English language learning. To determine ways in which states and local providers support English  language learning for adults, we conducted semistructured telephone  interviews with officials responsible for administering the Adult Education  State Grants in the 12 states that we have previously mentioned.
Why GAO Did This Study

Millions of adults in the U.S. report that they speak limited English, and English language ability appears linked to multiple dimensions of adult life, such as civic participation and workforce participation and mobility. GAO examined (1) the trends in the need for and enrollment in federally funded adult English language programs, (2) the nature of federal support for adult English language learning, (3) ways in which states and local public providers have supported English language programs for adults, and (4) federal agencies' plans for research to identify effective approaches to adult English language learning. To conduct this work, GAO analyzed Census and enrollment data and conducted interviews with federal officials within the Departments of Education, Health and Human Services (HHS), and Labor and the National Institute for Literacy (NIFL); semistructured telephone interviews with state adult education officials in 12 states; site visits to 4 states; and reviews of relevant laws and literature.

What GAO Found

The number of adults who speak English less than very well grew by 21.8 percent between 2000 and 2007, to roughly 22 million. The Adult Education State Grant Program, the key federal program for adult English language instruction, reported enrollment of about 1.1 million English language learners in 2007--which had remained relatively stable since 2000. However, most state adult education grantees we contacted reported increased demand. Also, there are many federal programs that allow for adult English language instruction for which national enrollment data are not collected. Federal support is dispersed across diverse programs in Education, HHS, and Labor that allow for English language learning in pursuit of other goals and do not collect data on participation in English language learning or the amount of federal funding that supports it. The agencies have undertaken initiatives and provided technical assistance. However, while there has been some collaboration among federal offices on behalf of English language learning, there is no ongoing mechanism to share information on resources or strategies to expand and capitalize on the agencies' individual efforts. States GAO contacted generally did not distinguish funding for English language learning from the other components of adult education, but they did vary greatly in the state matching funds contributed to their programs. GAO found states and local providers collaborating with other federal- and state-funded programs that serve populations likely to need this help. Yet such ef-forts to coordinate were not universal, and some local providers said they did not know how to access additional instructional or financial resources. States and local providers also supported English language learning in various ways. Education had one research study under way to test the effectiveness of an approach to adult English language learning, and Education and Labor had some ongoing work related to adult English language learners. Education officials said that there had been little research on what approaches are effective for adult English language learning, and noted that federal funds for rigorous research are limited. However, while agencies cited efforts to collaborate, they had not coordinated research planning across agencies to leverage research resources for adult English language learning.