Narrative: 2.

Adult Education assists populations that often face multiple barriers to participation in education or the workforce. Kansas has identified the following barriers and potential barriers.

• Economic Disadvantage – Economic disadvantage can be a barrier in multiple aspects, including the need to work superseding participation in education, less control over work schedules, and “odd jobs” or occasional “gigs” occurring irregularly and interfering with scheduled services. Most Adult Education providers in Kansas also charge an enrollment fee, which may be a barrier for low-income individuals.
• Rural Status – With many rural areas in the state, Kansas finds multiple barriers to entry and participation associated with rural status. Access to an Adult Education location and lack of reliable high-speed internet are the principal challenges seen among learners.
• Transportation – Transportation is a barrier strongly but not solely connected with low-income individuals and individuals living in rural areas. As a state, Kansas has few regions with robust public-transportation systems, and some areas lack them altogether. Even in cities with bus lines, students might be challenged by the bus schedule not aligning with class schedules, buses not running in the evening, or by the cost of riding.
• Parenting or Caregiving Status – Another barrier frequently associated with low-income and rural statuses is parenting or caregiving status. However, in recent years, childcare providers have decreased in the state and the cost of childcare has risen, impacting individuals in all areas of the state, including urban areas, and affecting individuals at nearly all economic levels. Parents or caregivers of dependent children might lack adequate childcare during scheduled services or might have unexpected challenges or needs arise related to the child(ren)’s in their care.
• Gender – Gender is not a significant barrier to entry in Kansas Adult Education. Each program year, female and male participant categories each represent close to 50% of all participants, demonstrating the state is reaching male and female learners. Gender is a potential barrier for entry into certain career fields that are typically dominated by one gender.
• Gender Identity – Gender identity is a potential barrier, especially for individuals who are non-binary, gender fluid, or other. Barriers exist in data collection and reporting, with current federal reports only allowing for “female” and “male” categories. This same barrier exists when legal identification is required, such as for GED® testing, which is also a barrier for individuals who have transitioned or are transitioning and whose official identification does not match the person’s identity. Possible non-inclusive facilities at local provider sites are a potential barrier, as are potential negative attitudes or actions from staff or fellow learners (whether anticipated or perceived).
• Race, Ethnicity, and Color – Adult Education serves a diverse population that reflects the demographics of the state, and thus race, ethnicity, and color are not considered significant barriers.
• National Origin and Culture – National origin and culture are potential barriers, principally due to the possible lack of knowledge regarding Adult Education opportunities, the methods of entry, and/or the cultural norms and expectations while receiving services. Standardized tests may also exhibit cultural bias, resulting in a flawed or incomplete view of a learner’s abilities and knowledge.
• Language – Kansas Adult Education providers find language to be one of the most significant barriers participants face. Over half of Adult Education participants have a native language other than English and represent dozens of languages. Challenges include disseminating understandable outreach information about services offered, ensuring the understanding of program requirements and safety information, and properly assessing student knowledge and abilities.
• Disability – Disabilities can represent a significant barrier and might include learning or cognitive disabilities, physical disabilities, and/or mental health or behavioral issues. Barriers include accessing services, engaging with services over time, and obtaining and providing documentation of disabilities needed for certain accommodations, particularly for taking the GED® Test.
• Age – Historically, age has not been a significant barrier to participation in Adult Education, which serves individuals from 16 years old to those 65 and older. In recent years, a barrier has arisen for minors struggling to obtain documentation to join Adult Education programs due to chronic absence of the legal guardian or other circumstances. These 16- and 17-year-olds also encounter a barrier in obtaining state-accepted identification for GED® testing if their birth certificates or other documents are not readily accessible.
• Migrant Status – Kansas Adult Education historically has few participants identifying as migrant workers. Kansas has an estimated 400 – 500 migrant out-of-school youth, and while numbers are difficult to ascertain, it is likely a similar number of migrant adults eligible for Adult Education services are in the state but are unable to enter programs due to lack of longevity in a single location, conflicting schedules, work or family pressures, or other challenges.
• Homeless Status or Housing Insecurity – Similar to migrant status, homeless status can be a significant barrier to receiving Adult Education services if individuals are inside a service area for a short period. Participants testing for GED® are required to show a valid state identification card and may have difficulty gathering the documentation needed to obtain the ID.
• Pregnancy and Chronic Health Conditions – Pregnancy is not a barrier that impacts a large number of Adult Education participants, but individuals who are pregnant may feel the need to stop receiving services or to delay starting. Individuals with chronic health conditions may struggle with attendance policies or with completing assignments.
• Sexual Orientation – Sexual orientation is not assessed as a significant barrier. No activities or services are predicated on sexual orientation, and no reports require the collection of this information.
• Justice-Involved – Justice-involved individuals within a facility might encounter barriers to entry if needed services are unavailable at that location. Non-institutionalized individuals might experience scheduling conflicts with Adult Education services and court-mandated activities.
• Low Levels of Literacy – Low levels of literacy can be a barrier to individuals seeking Adult Education services if outreach materials are not at an appropriate reading level, limiting the ability of individuals with low literacy to enter programs.
• Religion – A learner’s religious practices are a potential barrier if, for example, class schedules interfere with prayer times, attendance policies do not allow for absences on religious holidays, and/or proper sensitivity is not given to needs related to religious practices, such as periods of fasting.