AEFLA: Adult Basic and Literacy State Grants

FY 2006 Program Performance Report

Strategic Goal 5
Formula
AEFLA, Chapter 2 and WIA Section 503
Document Year 2006 Appropriation: $563,975
CFDA 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.
Measure 1.1 of 5: 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. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 28 Measure not in place
1998 28 Measure not in place
1999 49 Measure not in place
2000 40 20 Did Not Meet Target
2001 50 31 Made Progress From Prior Year
2002 42 34 Made Progress From Prior Year
2003 44 36 Made Progress From Prior Year
2004 45 36 Did Not Meet Target
2005 45 37 Made Progress From Prior Year
2006 38 (December 2006) Pending
2007 40 (December 2007) Pending
2008 42 (December 2008) Pending
2009 44 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

Program monitoring and data review and analysis are conducted by Department staff through Data
Quality Certification Process. Data are verified by electronic checks and expert staff anaylsis, and by
requiring confirmation and attestation of data by state directors. State data are also checked
independently by staff from the Department's Office of Vocational and Adult Education during onsite
monitoring and state audit reviews.Total data quality and fully systems development are dependent on
investments of staff and resources by states to adopt and adapt the models developed and promoted by
the Department's Office of Vocational and Adult Education. The Department supports states' data quality
efforts by providing technical assistance and training.

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

U.S. Department of Education 1 11/14/2006

the next educational functioning level. Educational functioning levels range from beginning-level English
literacy through advanced-level English literacy. Target is difficult to meet due to large number of
participants who are not literate in their native language and the large number of participants who stay in
the program only long enough to acquire the language skills needed to enter the workforce.

Measure 1.2 of 5: 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. (Desired
direction: increase)
Actual
Year Target Status
(or date expected)
1997 40 Measure not in place
1998 31 Measure not in place
1999 44 Measure not in place
2000 40 26 Did Not Meet Target
2001 45 36 Made Progress From Prior Year
2002 40 37 Made Progress From Prior Year
2003 41 38 Made Progress From Prior Year
2004 42 38 Did Not Meet Target
2005 42 40 Made Progress From Prior Year
2006 39 (December 2006) Pending
2007 42 (December 2007) Pending
2008 44 (December 2008) Pending
2009 46 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

Program monitoring and data review and analysis are conducted by Department staff through the Data
Quality Certification Process. Data are verified by electronic checks and expert staff analysis, and by
requiring confirmation and attestation of data by state directors. State data are also checked
independently by staff fromt the Department's Office of Vocational and Adult Education during onsite
monitoring and state audit reviews. Total data quality and full systems development are dependent on
investments of staff and resources by states to adopt and adapt the models developed and promoted by
the Department's Office of Vocational and Adult Education. The Department supports states' data quality
efforts by providing technical assistance and training.

Explanation. The program did not meet its FY 2005 target. Although the targets were not met,
performance continues to improve as states and local programs increase the hours of instruction students
receive which, in turn, increases the number of students being assessed for educational gain and the
number of students demonsrating signficant learning gains.

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.

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 Measure 1.3 of 5: The percentage of adults with a high school completion goal who earn a high
school diploma or recognized equivalent. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
1997 37 Measure not in place
1998 33 Measure not in place
1999 34 Measure not in place
2000 40 34 Did Not Meet Target
2001 45 33 Did Not Meet Target
2002 40 42 Target Exceeded
2003 41 44 Target Exceeded
2004 42 45 Target Exceeded
2005 46 51 Target Exceeded
2006 46 (December 2006) Pending
2007 52 (December 2007) Pending
2008 53 (December 2008) Pending
2009 54 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report, grantee submisssions.
Frequency of Data Collection. Annual
Data Quality.

Program monitoring and data review and analysis are conducted by Department staff through the Data
Quality Certification Process. Data are verified by electronic checks and expert staff analyis, and by
requiring confirmation and attestation of data by state directors. State data are checked independently by
staff from the Department's Office of Vocational and Adult Education during onsite monitoring and state
audit reviews. Total data quality and full systems development are dependent on investments of staff and
resources by states to adopt and adapt the models developed and promoted by the Department's Office
of Vocational and Adult Education. The Department supports states' data quality efforts by providing
technical assistance and training.

Explanation. The FY 2005 target was exceeded. We believe part of the explanation for the
increase was improved data collection methods used by the states to collect and report on this measure.

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.

Measure 1.4 of 5: The percentage of adults with a goal to enter postsecondary education or
training who enroll in a postsecondary education or training program. (Desired direction:
increase)
Actual
Year Target Status
(or date expected)
2001 25 Measure not in place
2002 25 30 Target Exceeded
2003 26 30 Target Exceeded
2004 27 30 Target Exceeded

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 2005 30 34 Target Exceeded
2006 33 (December 2006) Pending
2007 37 (December 2007) Pending
2008 39 (December 2008) Pending
2009 41 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

Program monitoring and data review and analysis are conducted by Department staff through the Data
Quality Certification Process. Data are verified by electronic checks and expert staff analysis, and by
requiring confirmation and attestation of data by state directors. State data are also checked
independently by staff from the Department's Office of Vocational and Adult Education during onsite
monitoring and state audit reviews. Total data quality and full systems development are dependent on
investments of staff and resources by states to adopt and adapt the models developed and promoted by
the Department's Office of Vocational and Adult Education. The Department supports states' data quality
efforts by providing technical assistance and training.

Explanation. The Fy 2005 traget was exceeded. Exceeding the performance target for 2005 was the
result of the improved follow-up methodologies implemented by the states and training and technical
assistance provided by the Office of Vocational and Adult Education on transitioning adult students into
post-secondary education and training opportunities.

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.

Measure 1.5 of 5: The percentage of adults with an employment goal who obtain a job by the
end of the first quarter after their program exit quarter. (Desired direction: increase)
Actual
Year Target Status
(or date expected)
2001 36 Measure not in place
2002 36 39 Target Exceeded
2003 37 37 Target Met
2004 38 36 Did Not Meet Target
2005 40 37 Made Progress From Prior Year
2006 40 (December 2006) Pending
2007 41 (December 2007) Pending
2008 41 (December 2008) Pending
2009 42 (December 2009) Pending
Source. U.S. Department of Education, Office of Vocational and Adult Education, Adult Education Annual
Program Performance Report, grantee submissions.
Frequency of Data Collection. Annual
Data Quality.

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Program monitoring and data review and analysis are conducted by Department staff through the Data
Quality Certification Process. Data are verified by electronic checks and expert staff analysis, and by
requiring confirmation and attestation of data by state directors. State data are also checked
independently by staff from the Department's Office of Vocational and Adult Education during onsite
monitoring and state audit reviews. Total data quality and full systems development are dependent on
investments of staff and resources by states to adopt and adapt teh models developed and promoted by
the Office of Vocational and Adult Education. The Department supports states' data quality efforts by
providing technical assistance and training.

Explanation. The program did not meet its FY 2005 target. However, progress was made from the
previous year. States and local programs continue to work to identify follow-up methodologies that will
prove to be both reliable and valid. Approximately, one-half of the states collect employment status
through the use of a follow-up survey which continues to provide sporadic response rates that impact both
the quanity and quality of data collected.

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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