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4. Assessment <br />A. Youth Service Providers are required to use the Test for Adult Basic Education (TABS) <br />assessment tool, but may use other assessment tools upon approval. Yes we will utilize the <br />TABE test as an assessment tool. <br />B. Describe how your program will conduct assessments for youth participants, elaborate <br />on the type of assessment tools or surveys that will be used. During the initial recruitment and <br />eligibility determination phase, all student participants will take a TABE assessment test to <br />determine their basic skill level. <br />C. Describe knowledge of the barriers that youth encounter. <br />• Basic Skills Deficiency: Among the youth served by the Santa Ana Public Library, there <br />are a munber of barriers associated with poverty preventing the achievement of short <br />and /or long term goals. The most common barrier as revealed by the TABE test is basic <br />skills deficiency. A majority of students tested are performing at or below an equivalency <br />of 8.9 grade level. These students often have difficulties in the completion of their <br />education, are likely to fall behind in semester credits and in turn eventually drop out of <br />high school. <br />• Poor Work History: Students with poor work history are defined as at least 19 years of <br />age and have never had a full -time job. As students continue to search for opportunities in <br />a competitive job market, their limited education and work experience limit their <br />opportunities. Many of the youth do not have reliable transportation to and from school <br />or to the place of employment. As a result it causes an attendance and /or punctuality <br />issue. Many do not have professional clothing readily available for employment <br />interviews or professional events. These barriers are often setbacks for students. <br />• High School Drop -Outs/ Lack of High School Diploma /GED: A significant number of <br />youth in our community come from economically disadvantaged families. Low socio- <br />economic status often leads to a number of impediments to student success such as <br />educational underachievement, higher likelihood of dropping out of school, offender <br />status, teen parenthood, and welfare dependency. Latino students comprise a majority of <br />the student population in the Santa Ana Unified School District. Nearly seventy -two <br />percent of these are reported as dropping out. Statistically, high school dropouts earn <br />lower wages, are more likely to commit crimes, and are considered less healthy both <br />physically and emotionally than students that graduate. Many jobs in the market require a <br />high school diploma, so that youth who do not graduate contribute to increasing <br />unemployment rates among youth, juvenile arrests, gang affiliation and births to teens, <br />perpetuating the poverty cycle. <br />• Lack of post - secondary education/ training: Many our students graduating high school <br />do not enroll in post - secondary institutions and enter the workforce to assist their families <br />financially. But with limited education, training, and/or experience it is difficult to find <br />employment with sustainable earnings. As a result many youth become frustrated and <br />resort to substance abuse for escape. Additionally, our students who do enroll in post- <br />secondary education are often first generation students and have difficulties adjusting to <br />the role of college student. Students are often unaware of the resources on campus <br />EXHIBIT A <br />