Now Is Not the Time to Zero Out Adult Education – The 74

Report on Proposed Federal Budget Cuts to Adult Education and Implications for Sustainable Development Goals

Introduction

A recent federal budget proposal for Fiscal Year 2026 recommends the complete elimination of funding for adult education programs. This action poses a significant threat to the United States’ progress toward several key Sustainable Development Goals (SDGs), particularly those concerning education, economic growth, and inequality. This report analyzes the role of adult education in achieving these goals and assesses the potential impact of the proposed funding cuts.

Alignment of Adult Education with Sustainable Development Goals

SDG 4: Quality Education

Adult education programs are fundamental to achieving SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.

• Target 4.6 (Literacy and Numeracy): These programs directly serve over 1.2 million adult learners, including those who did not complete K-12 education and those lacking English language proficiency, thereby working to ensure that a substantial proportion of adults achieve literacy and numeracy.
• Target 4.4 (Skills for Employment): By providing foundational and language skills, adult education equips participants with relevant competencies for employment, decent jobs, and entrepreneurship.

SDG 8: Decent Work and Economic Growth

Investment in adult education yields measurable economic returns, contributing directly to SDG 8 by promoting sustained, inclusive, and sustainable economic growth and productive employment.

• Economic Returns: Research on an adult English as a Second Language (ESL) program in Massachusetts demonstrated that participants experienced significant earnings gains.
• Fiscal Viability: The increased tax revenue generated by program participants more than covered the program’s cost, yielding an estimated 6% return to taxpayers. This illustrates how adult education is a cost-effective investment in human capital.

SDG 10: Reduced Inequalities

Adult education is a critical tool for reducing inequalities within and among countries, as outlined in SDG 10. The programs primarily serve vulnerable and marginalized populations.

• Target Populations: The two main constituencies are adults with skills below the high school level and immigrants lacking English proficiency.
• Promoting Inclusion: By providing educational opportunities, these programs empower individuals and promote their social and economic inclusion, regardless of their background or origin. The impact of funding cuts would be geographically broad, affecting growing populations in numerous states.

Analysis of Proposed Funding Elimination

Rationale for Cuts and Counter-Evidence

The administration’s justification for eliminating funding rests on two primary claims, both of which are unsubstantiated by available evidence.

1. Claim 1: K-12 improvements will render adult programs unnecessary. This ignores the millions of adults who are already outside the K-12 system and require educational support.
2. Claim 2: Existing programs show “dismal results.” This is contradicted by research demonstrating clear benefits, particularly in economic outcomes for English language learners.

Financial Structure and Systemic Impact

The proposed cuts would disproportionately harm the adult education sector due to its heavy reliance on federal funding, which also serves as a catalyst for state-level investment, a model that aligns with SDG 17 (Partnerships for the Goals).

• Federal Dependency: Federal funds constitute approximately one-third of total funding for adult education, a significantly larger share than for K-12 education (approx. 10%).
• Leveraging State Investment: Federal funding requires states to provide matching funds of at least 25%, a requirement most states exceed. Eliminating the federal contribution would likely lead to a substantial reduction in overall investment.

Conclusion and Recommendations

Key Findings

• Adult education is a cost-effective and proven mechanism for advancing SDGs 4, 8, and 10.
• The elimination of federal funding would dismantle a critical infrastructure that provides educational opportunities to over 1.2 million adults annually.
• The rationale for the proposed cuts is not supported by evidence, which instead points to positive returns for individuals and society.

Recommendations

In light of these findings, it is recommended that the U.S. Congress take the following actions:

1. Reject the proposed elimination of federal funding for adult education programs.
2. Reaffirm the national commitment to lifelong learning as a cornerstone of achieving the Sustainable Development Goals.
3. Support continued investment and rigorous study to further enhance the effectiveness of adult education in delivering value for individuals and society.

Analysis of Sustainable Development Goals in the Article

1. Which SDGs are addressed or connected to the issues highlighted in the article?

1. SDG 4: Quality Education
   • The entire article is centered on adult education programs, which directly relates to ensuring inclusive and equitable quality education and promoting lifelong learning opportunities for all. The text discusses programs for “adult dropouts and others with skills below the high school level” and those who “lack English language skills,” which are key components of lifelong learning.
2. SDG 8: Decent Work and Economic Growth
   • The article connects adult education to economic outcomes. It mentions a study showing that program participants “saw earnings gains that led to increased tax revenues.” This highlights the role of education in promoting sustained, inclusive, and sustainable economic growth, full and productive employment, and decent work for all.
3. SDG 10: Reduced Inequalities
   • The programs described serve vulnerable and marginalized populations, including “low-skilled adults and immigrants.” By providing these groups with essential skills, the programs aim to reduce inequality within and among countries by empowering them to improve their economic standing and social inclusion.
4. SDG 16: Peace, Justice and Strong Institutions
   • The article discusses the role of federal funding and government policy in supporting adult education. The debate over budget cuts, the defense of the programs based on evidence of their effectiveness (“estimated 6% return to taxpayers”), and the call for Congress to “reaffirm its commitment” relate to building effective, accountable, and inclusive institutions at all levels.

2. What specific targets under those SDGs can be identified based on the article’s content?

1. Under SDG 4 (Quality Education):
   • Target 4.4: “By 2030, substantially increase the number of youth and adults who have relevant skills, including technical and vocational skills, for employment, decent jobs and entrepreneurship.” The article directly addresses this by describing programs that serve adults to improve their skills for better economic opportunities.
   • Target 4.6: “By 2030, ensure that all youth and a substantial proportion of adults, both men and women, achieve literacy and numeracy.” The article explicitly mentions that the programs serve adults with “skills below the high school level” and traces the history of federally supported adult education back to teaching “basic literacy.”
2. Under SDG 8 (Decent Work and Economic Growth):
   • Target 8.5: “By 2030, achieve full and productive employment and decent work for all women and men… and equal pay for work of equal value.” The article supports this target by providing evidence that adult education leads to “earnings gains” for participants, which is a crucial step toward achieving productive employment and decent work.
3. Under SDG 10 (Reduced Inequalities):
   • Target 10.2: “By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age… origin, religion or economic or other status.” The article focuses on programs for specific constituencies like “low-skilled adults and immigrants,” aiming to provide them with the skills needed for economic inclusion and to overcome disadvantages.

3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?

1. Participation Rate in Adult Education:
   • The article states, “more than 1.2 million adults enroll in programs.” This figure serves as a direct indicator for measuring the reach of adult education and training programs, relevant to Targets 4.4 and 4.6.
2. Economic Return on Education:
   • The article mentions that participants “saw earnings gains,” which led to “increased tax revenues” and yielded an “estimated 6% return to taxpayers.” These are clear quantitative indicators of the economic impact of education, measuring progress towards Target 8.5.
3. Cost-Effectiveness of Programs:
   • The text notes the “average cost of just $2,000 a student.” This can be used as an indicator of the efficiency of public expenditure on education, relevant to SDG 16’s focus on effective institutions.
4. Literacy and Numeracy Levels:
   • While not providing a specific number, the article implies that a key goal is to improve skills for those “below the high school level” and to teach “basic literacy.” Therefore, an implied indicator is the rate of improvement in literacy and numeracy among adult learners, which measures progress toward Target 4.6.

4. Summary Table of SDGs, Targets, and Indicators

Source: the74million.org