U.S. Department of Education: Promoting Educational Excellence for all Americans

A r c h i v e d  I n f o r m a t i o n

AEFLA: Adult Basic and Literacy State Grants - FY 2006


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.
 
Measure 1.1.1 of 1: The percentage of adults in adult basic education programs who acquire the level of basic skills needed to complete the level of instruction in which they enrolled.
Year Actual Performance Performance Targets
 
Percentage of adults
Percentage of adults
1997
40
 
1998
31
 
1999
44
 
2000
26
40
2001
36
40
2002
37
40
2003
38
41
2004
38
42
2005
 
42
2006
 
39

Source: Grantee Performance Report, 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.

Improvements: OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.
 
Explanation: As of 2000, data reflect the percentage of adult education learners (adults with limited basic skills) who demonstrated a level of basic skill proficiency needed to advance to the next educational functioning level. Educational functioning levels range from beginning literacy through high school.
 
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.
 
Measure 1.2.1 of 1: The percentage of adults enrolled in English literacy programs who acquire the level of English language skills needed to complete the levels of instruction in which they enrolled.
Year Actual Performance Performance Targets
1996
30
 
1997
28
 
1998
28
 
1999
49
 
2000
20
40
2001
31
40
2002
34
42
2003
36
44
2004
36
45
2005
 
45
2006
 
38

Source: Grantee Performance Report, Adult Education Annual Performance and Financial Reports.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The 2003 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third-tier recipient of these data, OVAE must rely on the states and local programs to collect and report data within published guidelines.

Improvements: OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.
 
Explanation: As of 2000, data reflect the percentage of English literacy learners (adults with minimal English language skills) who demonstrated a level of English language proficiency needed to advance to the next educational functioning level. Educational functioning levels range from beginning-level English literacy through advanced-level English literacy.
 
Indicator 1.3 of 5: Secondary completion: The 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.
 
Measure 1.3.1 of 1: The percentage of adults with a high school completion goal who earn a high school diploma or recognized equivalent.
Year Actual Performance Performance Targets
 
Percent of adults
Percent of adults
1996
36
 
1997
37
 
1998
33
 
1999
34
 
2000
34
40
2001
33
40
2002
42
40
2003
44
41
2004
45
42
2005
 
46
2006
 
46

Source: Grantee Performance Report, Adult Education Annual Performance and Financial Reports.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The 2003 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third-tier recipient of this data, OVAE must rely on the states and local programs to collect and report data within published guidelines.

Improvements: OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.
 
Explanation: As of 2000, the performance data reflect the percentage of adult learners with a goal to complete high school in secondary level programs of instruction who, upon exit, had earned their high school diploma or GED credential within the reporting period.
 
Indicator 1.4 of 5: Transition to postsecondary education or training: The 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.
 
Measure 1.4.1 of 1: The percentage of adults with a goal to enter postsecondary education or training who enroll in a postsecondary education or training program.
Year Actual Performance Performance Targets
 
Number of adults Percentage of adults
Number of adults Percentage of adults
1996
175,255  
   
1997
178,520  
   
1998
158,167  
   
1999
148,803  
   
2000
161,650  
300,000  
2001
  25
   
2002
  30
  25
2003
  30
  26
2004
  30
  27
2005
   
  30
2006
   
  33

Source: Grantee Performance Report, Adult Education Annual Performance and Financial Reports.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The 2003 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third-tier recipient of these data, OVAE must rely on the states and local programs to collect and report data within published guidelines.

Improvements: OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.
 
Explanation: As of 2001, the performance data reflect the percentage of adult learners with a goal of further education or training who, upon exit from adult education, enrolled in a postsecondary education or training program.
 
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.
 
Measure 1.5.1 of 1: The percentage of adults with an employment goal who obtain a job by the end of the first quarter after their program exit quarter.
Year Actual Performance Performance Targets
 
Number of adults Percentage of adults
Number of adults Percentage of adults
1996
306,982  
   
1997
340,206  
   
1998
294,755  
   
1999
409,062  
   
2000
454,318  
425,000  
2001
  36
   
2002
  39
  36
2003
  37
  37
2004
  36
  38
2005
   
  40
2006
   
  40

Source: Grantee Performance Report, Adult Education Annual Performance and Financial Reports.

Frequency: Annually.

Next Data Available: March 2006

Data Validated By: On-Site Monitoring By ED.
The 2003 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third-tier recipient of these data, OVAE must rely on the states and local programs to collect and report data within published guidelines.

Improvements: OVAE has developed a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.
 
Explanation: As of 2001, performance data reflect the percentage of adult learners with an employment goal who, upon exit from an adult education program, obtain a job.
 


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Last Modified: 12/28/2005