2018-017-E Finance - Orange County Literacy Council performance agreement

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DocuSign Envelope ID: DDOCF1362 -8EDD- 41357- ACF6- 9C98BO78AA95 XHIBIT A PROVIDER'S OUTSIDE AGENCY APPLICATION North Carolina, 84% of Latinos report speaking a language other than English at home (Pew Hispanic Center). Studies find that almost half of adults classified as Limited English Proficiency (LEP) have nine years or less of education, and 64% do not have a high school degree (The Language of Opportunity, 2003). In Chapel Hill - Carrboro City Schools, only 66.2% of Latino youth graduated from high school in 4 years in 2010, as compared to 92.5% of white students (2011 Orange County Health Assessment). Similarly, most Karen /Burmese refugees have had little to no access to formal education and are often unable to read or write in their native language. Many immigrants live in isolation and lack access to community resources due to low education levels and unfamiliarity with U.S. education, health, government, housing, and economic systems. In addition, racial and ethnic diversity differs across the county. Hillsborough has the largest percentage (37.1 %) of non -white residents, with 29.5% Black residents and 6.6% Hispanic /Latino residents. Orange County's Hispanic /Latino population almost doubled between 2000 and 2010 -- from 4.5% to 8.2% respectively. The highest concentration is in Carrboro, where Hispanics /Latinos comprise 13.8% of the population. And while Orange County's Hispanic /Latino population mirrored that of the state (8.2 %), the county's Asian population was almost three times higher: 6.7% for the county compared to 2.2% for the state. The highest concentration of Asians was in Chapel Hill, totaling 11.9% of the population in 2010, up from only 4.1 % in 2000 (2011 Orange County Health Assessment). According to data from the National Adult Literacy Survey (NALS), 15% of Orange County adult residents have Level 1 literacy skills (functionally illiterate) and 18% have Level 2 literacy skills (significant literacy needs). The majority of Orange Literacy students are in this group: adults who are not yet ready for GED or even ABE classes, who cannot communicate in English and /or who face multiple barriers to educational enhancement. Most of our students have low educational achievement levels. Many of our students had limited opportunities to attend school, or fell behind in the traditional public school system and never caught up, becoming public school dropouts as soon as they were old enough. Non - native speakers face additional challenges. For example, by the time Latino children enter kindergarten, there is already a considerable gap between their reading and math skills and those of children in different socio- economic class and racial /ethnicity groups in the United States (West, Denton & Germino- Hausken, 2000; Reardon, 2005). This gap widens as children progress through their educational careers (Rathbun, West, & Hausken, 2004), leading to inequitable outcomes in high school graduation rates and in subsequent enrollment and completion of higher education. f) Who is your target population of individuals to benefit from this program and how will they be identified and connected with the program? PROGRAM INFORMATION 1/31/2017 10:54:56 AM Page 11 of 26