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| CFDA Number: | 84.002 - Adult Education_State Grant Program |
| Program Goal: To support adult education systems that result in increased adult learner achievement in order to prepare adults for family, work, citizenship, and future learning. |
| Objective 1 of 1: Provide adult learners with opportunities to acquire basic foundation skills (including English language acquisition), complete secondary education, and transition to further education and training and to work. |
| Indicator 1.1 of 5: Basic skill acquisition: The percentage of adults in Adult Basic Education programs who acquire the level of basic skills needed (validated by standardized assessments) to complete the level of instruction in which they enrolled. |
Source: Grantee Performance Report, 1830-0027 Adult Education Annual Performance and Financial Reports. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. Limitations: As a third-tier recipient of these data, the Office of Vocational and Adult Education (OVAE) must rely on the states and local programs to collect and report data within published guidelines. OVAE uses data collection protocols that include standardized data collection methodologies and standards for automated data reporting and data quality review. Improvements: The OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data. Explanation: The FY 2004 target was not met. An increasing percentage of adults enrolled in English literacy programs acquired the level of English language they needed between FY 2001 and 2004. While there is a trend of improvement, we did not meet our target for 2004. To improve grantee performance on this measure, the Department has funded a three-year project called the Center for Adult English Language Acquisition, which has completed its first year. It provides direct technical assistance to states by holding a series of trainings for English as a second language (ESL) trainers from 23 states. It also publishes resources and maintains a Web collection. |
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| Indicator 1.2 of 5: Basic English language acquisition: Percentage of adults enrolled in English Literacy programs will acquire (validated by standardized assessment) the level of English language skills needed to complete the levels of instruction in which they enrolled. |
Source: Grantee Performance Report, 1830-0027 Adult Education Annual Performance and Financial Reports. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. Limitations: As a third-tier recipient of these data, the Department must rely on the states and local programs to collect and report data within published guidelines. The Department has improved the quality of data using data collection protocols, including standardized data collection methodologies and standards for automated data reporting and data quality review. The Department also provides technical assistance to states to improve the quality of data and, as a result in 2003, 38 states provided high-quality assessment data. In 2004, this figure increased to 44 states providing quality assessment data. Improvements: The OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data. Explanation: The FY 2004 target was not met. An increasing percentage of adults enrolled in English literacy programs acquired the level of English language they needed between FY 2001 and 2004. While there is a trend of improvement, we did not meet our target for 2004. To improve grantee performance on this measure, the Department has funded a three-year project called the Center for Adult English Language Acquisition, which has completed its first year. It provides direct technical assistance to states by holding a series of trainings for English as a second language (ESL) trainers from 23 states. It also publishes resources and maintains a Web collection. Out-year targets have been adjusted because trend data suggest that they were inappropriately projected. |
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| Indicator 1.3 of 5: Secondary completion: Percentage of adults with a high school completion goal and who exit during the program year that earn a high school diploma or recognized equivalent. |
Source: Grantee Performance Report, 1830-0027 Adult Education Annual Performance and Financial Reports. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. As a third-tier recipient of these data, the Department must rely on the states and local programs to collect and report data within published guidelines. The Department has improved the quality of data using data collection protocols, including standardized data collection methodologies and standards for automated data reporting and data quality review. The Department also provides technical assistance to states to improve the quality of data and, as a result in 2003, 38 states provided high-quality assessment data. In 2004, this figure increased to 44 states providing quality assessment data. Limitations: As a third-tier recipient of these data, the Office of Vocational and Adult Education (OVAE) must rely on the states and local programs to collect and report data within published guidelines. OVAE uses data collection protocols that include standardized data collection methodologies and standards for automated data reporting. Improvements: The OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data. Explanation: The FY 2004 target was exceeded. An increasing percentage of adults with a high school completion goal earned a high school diploma or recognized equivalent between FY 2001 and 2004. The Department attributes the increase in the percentage of adults who earned a high school diploma or recognized equivalent to technical assistance that focused on grantees setting higher targets for this performance measure. As a result, many states created initiatives to encourage adults to earn their GEDs (General Educational Development, a high school equivalency diploma), for example, some states offered GED recipients a scholarship for the first semester of postsecondary education. In addition, the Department sponsored "train the trainers" professional development activities that equipped teachers to prepare students for the new GED test, provided technical assistance to states on options for providing distance learning, and encouraged states to offer GED courses online. |
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| Indicator 1.4 of 5: Transition to postsecondary education or training: Percentage of enrolled adults with a goal to enter postsecondary education or training who exit during the program year that enroll in a postsecondary education or training program. |
Source: Grantee Performance Report, 1830-0027 Adult Education Annual Performance and Financial Reports. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. Limitations: As a third-tier recipient of these data, the Office of Vocational and Adult Education (OVAE) must rely on the states and local programs to collect and report data within published guidelines. OVAE uses data collection protocols that include standardized data collection methodologies and standards for automated data reporting and a data quality review. Improvements: The OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data. Explanation: The FY 2004 target was exceeded. |
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| Indicator 1.5 of 5: Transition to work: The percentage of unemployed adults with an employment goal who obtain a job by the end of the first quarter after their program exit quarter. |
Source: Grantee Performance Report, 1830-0027 Adult Education Annual Performance and Financial Reports. Frequency: Annually. Next Data Available: March 2006 Data Validated By: On-Site Monitoring By ED. Limitations: As a third tier recipient of these data, the Office of Vocational and Adult Education (OVAE) must rely on the states and local programs to collect and report data within published guidelines. OVAE uses data collection protocols that include standardized data collection methodologies and standards for automated data reporting and a data quality review. Improvements: The OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data. Explanation: The FY 2004 target was not met. |
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