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MVLA adult school reports enrollment gains, industry certifications and new grants
Summary
Mountain View–Los Altos Adult School leaders told trustees the adult education program saw increased enrollments and credential pass rates, awarded major state grants (including a $1.9M EDD ELL healthcare pathways award), and reported stable fiscal reserves while seeking further consortium funding.
Julie Bow, president and director of the Mountain View–Los Altos Adult School, told the district board on March 9 that the adult‑education program posted enrollment growth across key programs and strong credentialing outcomes while maintaining financial stability.
Bow said duplicated enrollment across adult‑education offerings totaled 5,158 last year and highlighted movement of students from ESL into integrated education and training programs — rising from 7 students in 2023–24 to 20 in 2024–25. Charles Smith, reporting on high‑school‑equivalency programs, said the GED in Spanish class launched this year has “tripled in size.” Francisco Preciado, the district’s career and technical education coordinator, reported a 100% national certification pass rate in the medical assistant program and a 96% skills‑exam passing rate for CNA students, noting both figures are above typical national averages.
On funding, Bow told trustees the adult school had maintained a reserve (referred to in the presentation as a 'Kate Fund') of about $195,000 and received more than $678,000 in additional federal and county grants and CTE fees during the year. She said the adult school was among eight applicants to receive a $1,900,000 EDD ELL healthcare pathways grant (36 months) and had also received NSCCELL funds, bringing the program’s additional state grant awards to roughly $2.3 million to date. Bow said the leadership team plans to apply for an additional consortium grant in the next round that could be about $3 million.
Trustees praised the programs for connecting English learners to career pathways. The presentation also covered adult‑school practices for using assessment data, technology tools for formative assessment, and partnerships with employers to host externships for students.
The board did not take formal action on the presentation but discussed follow‑up items including potential reporting on how grant dollars are allocated and requests for more detailed outcomes for program completers.
