Although WIA’s goal is to “improve the quality of the workforce,” the law has been ineffective in serving Latinos, many of whom are limited-English-proficient (LEP) persons. As WIA is currently undergoing reauthorization in Congress, NCLR believes this is an opportunity to build on the successes of the program and to address the challenges that hinder service access for Latinos in the workforce system.

In line with making the workforce system more accessible in helping Latinos upgrade their job training and language skills, NCLR is focused on the following WIA priorities:

1. Allow for flexibility in the delivery of one-stop services: WIA services are divided into three tiers: “core,” “intensive,” and “training.” Although WIA does not mandate any minimum length of time that an individual must spend in core or intensive services before he or she can obtain training services, many one-stops have presented training as a “last resort” for their clients. This approach has limited access to training services. Further, because language instruction (where it has been available) is accessible only through the training module, many Latinos have not had the opportunity to improve their English proficiency and occupational skills.

2. Allow for flexibility in performance accountability system. The current performance system creates a disincentive to serve persons who are LEP because they generally need more intensive and training services than native-born individuals. In order to meet performance measures, many one-stops “cream” the best individuals (i.e., the individuals most likely to get a job) for training services, and offer persons with greater barriers to employment the more limited “core” services. Training providers should be given flexibility in meeting their performance measures when serving clients who face barriers to employment, such as limited English proficiency.

3. Create incentives for programs that integrate occupational training and language acquisition. Existing programs that integrate skills training and language acquisition have demonstrated remarkable employment outcomes. These programs are rarely funded under WIA because of the stringent performance measures mandated by the statute or the inability of providers to use a combination of Title I and Title II funding. Providing incentives, such as unified performance measures or eliminating employer contributions to training programs, will encourage the adoption of innovative models for providing services to Latino and LEP persons.

4. Include LEP persons in populations that are targeted for special projects. Programs that target LEP persons currently are not designated as projects eligible to receive funding under demonstration projects, research grants, or multistate project funding. Including programs that target LEP persons in activities that may be funded with special project funds gives states more flexibility to develop innovative programs for LEP persons.

5. Amend the Adult Basic Education (ABE) funding formula to include LEP persons. Under current law, LEP persons are not considered in the distribution of ABE funds -even though they are enrolled in ABE programs, such as English-as-a-Second-Language (ESL). The funding formula should be amended to ensure that states with large numbers of LEP persons (e.g., California and Texas) or with high growth rates of LEP persons (e.g., Georgia and Nebraska) receive funding for a population that is enrolled in ABE programs.

6. Provide better access for community-based organizations (CBOs) to receive Adult Basic Education and workforce development funding. In many states, there is a growing need for community-based instruction that is accessible and responsive to Latinos and LEP persons. However, ABE and workforce development funding is typically not available to these CBOs. Latinos are more likely to seek services from CBOs that have cultural and linguistic competence and are situated where immigrants live and work. Many CBOs already provide job training, ESL, and other adult literacy instruction; however, such programs usually are funded by sources outside of the workforce system.

7. Maintain the National Farmworker Jobs Program (NFJP) as a national program. The National Farmworker Jobs Program is the largest national job-training program aimed at serving a primarily Latino workforce. NFJP grantees have a successful track record. However, there have been discussions to eliminate the program and subsume it into one-stop centers. Migrant and seasonal farmworkers, many of whom are LEP persons, are more likely to seek services from CBOs that have cultural and linguistic competence and are situated in rural areas. Expanding services under the one-stop system and eliminating the NFJP will result in underserving the needs of migrant and seasonal farmworkers. Ensuring that farmworker funding is distinctively separate from the one-stop system will ensure appropriate job training, placement, and educational services to migrant and seasonal farmworkers.