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

Adult Education: State Grants and Knowledge Development

Goal 8: Adult Education: State Grants and Knowledge Development Specific Goal/Mission
Objective 1 of 3: IMPROVE LITERACY IN THE UNITED STATES.
Indicator 8.1.1 of 1: Improve literacy: By 2002, the percentage of adults performing in the lowest proficiency level in the National Adult Literacy Survey will decrease.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of adults estimated to be in the lowest of five proficiency levels in the 1992 National Adult Literacy Survey:
Year Actual Performance Performance Targets
 
Percentage of adults
Percentage of adults
1992
21
 
2002
21
 
Status: Unable to judge. No 2001 data are available.

Explanation: This indicator is built around a national household adult literacy survey conducted every 10 years. The initial survey benchmarking adult literacy proficiency in the United States was conducted in 1992. The second national survey, which will provide comparative data on the literacy proficiencies of adults, is scheduled for 2002. No interim data are available.   		Source: Other Survey/Research
Survey/Research Report Title: National Adult Literacy Survey.

Additional Source Information: National Adult Literacy Survey I, 1992; National Assessment of Adult Literacy Skills, 2002.

Frequency: Other.
Collection Period: 2002.
Data Available: January 2005.
Validated By: NCES/Federal Statistical Agencies.
Data validated by National Center for Educational Statistics review procedures and National Center for Educational Statistics Statistical Standards.

Limitations: Limited background information collected on adults in the sample limited the scope of analyses. National Assessment of Adult Literacy Skills-2002 will expand the background questionnaires to provide additional descriptive information and contextual information to enhance the overall analyses of the data.

 

Objective 2 of 3: 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 8.2.1 of 5: Basic skill acquisition: By 2002, 32 percent of adults in beginning-level Adult Basic Education programs will acquire the level of basic skills needed (validated by standardized assessments) to complete those beginning levels of instruction.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of adults in beginning-level Adult Basic Education who complete that level and achieve basic skill proficiency.
Year Actual Performance Performance Targets
 
Percentage of adults
Percentage of adults
1996
27
 
1997
40
 
1998
31
 
1999
44
 
2000
26
40
2001
31
45
2002
 
32
Status: Target exceeded.

  		Frequency: Biennially.
Collection Period: 2002.
Data Available: January 2002.
Validated By: NCES/Federal Statistical Agencies.

 
Indicator 8.2.2 of 5: Basic English language acquisition: By 2002, 30 percent of adults enrolled in the beginning levels of the English Literacy program will acquire (validated by standardized assessment) level of English language skills needed to complete those beginning levels of instruction.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of adults
Year Actual Performance Performance Targets
 
Percentage of adults
Percentage of adults
1996
30
 
1997
28
 
1998
28
 
1999
49
 
2000
20
40
2001
30
50
2002
 
30
Status: Unable to judge. Indicator has been changed to require determination of basic skill acquisition through standardized assessment. Because of change to the indicator, new performance benchmarks/targets have been established.

Explanation: Data reflect % of beginning level 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. Revised indicators requires validation of English proficiency through standardized assessment. New target reflects new standard.   		Frequency: Annually.
Collection Period: 2002.
Data Available: March 2003.
Validated By: NCES/Federal Statistical Agencies.
The 2000 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third tier recipient of this 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. Starting with the July 1, 2000, reporting period, the (OVAE) will implement new data collection protocols, including standardized data collection methodologies and standards for automated data reporting and data quality review.

Improvements: The OVAE is developing a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.

 
Indicator 8.2.3 of 5: Secondary completion: By 2002, 45 percent of adults with a high school completion goal and who exit during the program year will earn a high school diploma or recognized equivalent.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percent of adults
Year Actual Performance Performance Targets
 
Percent of adults
Percent of adults
1996
36
 
1997
37
 
1998
33
 
1999
34
 
2000
34
40
2001
33
45
2002
 
45
Status: Unable to judge.  Because of change to the indicator, new performance benchmark targets have been established.

Explanation: The performance data reflect % of adult learners with a goal to complete high school in secondary level programs of instruction who upon exit earned their high school diploma or GED credential within the reporting period.   		Additional Source Information: Adult Education Management Information System.

Frequency: Annually.
Collection Period: 2002.
Data Available: March 2003.
Validated By: On-Site Monitoring By ED.
The 2001 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third tier recipient of this 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. Starting with the July 1, 2000, reporting period, the OVAE implemented new data collection protocols, including standardized data collection methodologies and standards for automated data reporting.

Improvements: The OVAE is developing a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.

 
Indicator 8.2.4 of 5: Transition to post-secondary education or training: By 2002, 40% of enrolled adults with a goal to enter postsecondary education or training who exit during the program year will enroll in a postsecondary education or training program.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Number of adults
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
300,000  
2002
   
  40
Status: Unable to judge. Because of the change to the indicator new performance benchmarks/targets have been established.

Explanation: The new performance data reflect the percentage of adult learners who, upon exit from adult education, enrolled in a postsecondary education or training program.   		Additional Source Information: Adult Education Management Information System.

Frequency: Annually.
Collection Period: 2002.
Data Available: March 2003.
Validated By: On-Site Monitoring By ED.
The 2001 data were verified by the Department's Standards for Evaluating Program Performance Data.

Limitations: As a third tier recipient of this 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. Starting with the July 1, 2000, reporting period, the (OVAE) is implementing new data collection protocols, including standardized data collection methodologies and standards for automated data reporting and a data quality review.

Improvements: The OVAE is developing a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.

 
Indicator 8.2.5 of 5: Transition to work: By 2002, 40% of unemployed adults with an employment goal will obtain a job of the end of the first quarter after their program exit quarter.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Number of adults
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
425,000  
2002
   
  40
Status: Unable to judge. Because of the change to the indicator, new performance benchmark targets have been established.

Explanation: The 2001 performance data reflect the percentage of adult learners with an employment goal, who, upon exit from an adult education program obtain a job.   		Additional Source Information: The Department's Standards for evaluating program performance.

Frequency: Annually.
Collection Period: 2001.
Data Available: January 2002.
Validated By: On-Site Monitoring By ED.

Limitations: As a third tier recipient of this 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. Starting with the July 1, 2000, reporting period, the Office of Vocational and Adult Education (OVAE) will implement new data collection protocols, including standardized data collection methodologies and standards for automated data reporting and a data quality review.

Improvements: The OVAE is developing a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.

 

Objective 3 of 3: PROVIDE ADULT LEARNERS AT THE LOWEST LEVELS OF LITERACY ACCESS TO EDUCATIONAL OPPORTUNITIES TO IMPROVE THEIR BASIC FOUNDATION SKILLS.
Indicator 8.3.1 of 1: Educationally disadvantaged: By 2002, adults at the lowest levels of literacy (those in Beginning Adult Basic Education and Beginning English Literacy) will comprise 50 percent of the total national enrollment.
Targets and Performance Data Assessment of Progress Sources and Data Quality
Percentage of adults
Year Actual Performance Performance Targets
 
Percentage of adults
Percentage of adults
1996
44
 
1997
45
 
1998
49
 
1999
47
 
2000
42
50
2001
35
50
2002
 
50
Status: Negative trend away from target. Reported level decreasing.

Explanation: The most educationally disadvantaged adults (those at the lowest levels of literacy and English language skills) have traditionally been a target for services.   		Additional Source Information: Adult Education Management Information.

Frequency: Annually.
Collection Period: 2002.
Data Available: March 2003.
Validated By: On-Site Monitoring By ED.
ED Standards for Evaluating Program performance Data were developed. Other sources and experience corroborate these findings.

Limitations: As a third tier recipient of this 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. Starting with the July 1, 2000, reporting period, the OVAE implement ed new data collection protocols, including standardized data collection methodologies and standards for automated data reporting and a data quality review.

Improvements: The OVAE is developing a data quality review process for states based on the Department's Standards for Evaluating Program Performance Data.

 

Return to table of contents