Download or read book Adult Education and Family Literacy Act Report to Congress on State Performance Program Year 2003 2004 written by Office of Vocational and Adult Education (ED) and published by . This book was released on 2006 with total page 135 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state-administered grant program authorized under the Adult Education and Family Literacy Act (AEFLA), enacted as Title II of the Workforce Investment Act (WIA) of 1998, is the major source of federal support for adult basic and literacy education programs. The purpose of the program is to provide educational opportunities to adults sixteen and older, not currently enrolled in school, who lack a high school diploma or the basic skills to function effectively in society or who are unable to speak, read, or write the English language. When AEFLA was reauthorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment related outcomes. To define and implement the accountability requirements of AEFLA, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). To monitor data collection procedures and to promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials the states and local programs should have in place to collect valid and reliable data. To assist states in meeting the standards, OVAE has provided resources, training, and technical assistance activities to improve data quality. OVAE has provided individual technical assistance to states on NRS implementation, published documents further refining NRS requirements, including guidelines for conducting follow-up surveys. Since 2001, OVAE has made available online training resources to states and local providers. In program year (PY) 2003-2004, the program enrolled 2,677,119 learners, of which just under 40 percent (39.7) were enrolled in Adult Basic Education, 16.5 percent were enrolled in Adult Secondary Education, and 43.8 percent were enrolled in English Literacy programs. This paper serves as the Office of Vocational and Adult Education's annual report to Congress on state performance for PY 2002-2003. (Contains 8 tables and 7 exhibits.) [For the "Adult Education and Family Literacy Act. Report to Congress on State Performance. Program Year 2002-2003", see ED515888.].

Download or read book Adult Education and Family Literacy Act AEFLA written by and published by . This book was released on 2013 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Education and Family Literacy Act written by Office of Vocational and Adult Education (ED), Washington, DC. and published by . This book was released on 2004 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state-administered grant program authorized under the Adult Education and Family Literacy Act (AEFLA), enacted as Title II of the Workforce Investment Act (WIA) of 1998, is the major source of federal support for adult basic and literacy education programs. The purpose of the grant is to provide educational opportunities to adults sixteen and older, not currently enrolled in school, who lack a high school diploma or the basic skills to function effectively in society, or who are unable to speak, read, or write the English language. When AEFLA was reauthorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment related outcomes. To define and implement the accountability requirements of AEFLA, the U.S. Department of Education?s Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). This report contains a summary table providing a comparison of actual performance on each of the core measures for adult education for the first three years under the NRS. (Contains 7 tables, and 6 exhibits, and National and State Profiles of Selected Programs and Student Information.).

Download or read book Adult Education and Family Literacy Act Report to Congress on State Performance Program Year 2002 2003 written by Office of Vocational and Adult Education (ED) and published by . This book was released on 2004 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state-administered grant program authorized under the Adult Education and Family Literacy Act (AEFLA), enacted as Title II of the Workforce Investment Act (WIA) of 1998, is the major source of federal support for adult basic and literacy education programs. The purpose of the grant is to provide educational opportunities to adults sixteen and older, not currently enrolled in school, who lack a high school diploma or the basic skills to function effectively in society, or who are unable to speak, read, or write the English language. When AEFLA was reauthorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment related outcomes. To define and implement the accountability requirements of AEFLA, the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). To monitor data collection procedures and to promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials the states and local programs should have in place to collect valid and reliable data. To assist states in meeting the standards, OVAE has provided resources, training, and technical assistance activities to improve data quality. OVAE has provided individual technical assistance to states on NRS implementation, published documents further refining NRS requirements, including guidelines for conducting follow-up surveys. Since 2001, OVAE has made available online training resources to states and local providers. States continue to make improvements to their data collection systems and procedures, moving away from reliance on individual student survey methodologies to collect and report performance on the employment-related and postsecondary outcomes. The use of administrative records to identify post-program outcomes (i.e., consulting unemployment insurance wage records or other state agency administrative records) is becoming more prevalent, and states are also improving their assessment methods for measuring educational gain. Due to the requirements for certifying data quality through the use of a data quality checklist, more states are improving their local data collection systems. In program year (PY) 2002-2003, the program enrolled 2,736,192 learners, of which just under 40 percent were enrolled in Adult Basic Education, 18 percent were enrolled in Adult Secondary Education, and 43 percent were enrolled in English Literacy programs. This paper serves as the Office of Vocational and Adult Education's annual report to Congress for Program Year 2002-2003. (Contains 7 tables and 6 exhibits.).

Download or read book Four Lay of the Land Papers on the Federal Role in Adult Literacy written by Lennox L. McLendon and published by . This book was released on 2006 with total page 75 pages. Available in PDF, EPUB and Kindle. Book excerpt: The four papers in this series were commissioned for the first meeting of the National Commission on Adult Literacy, which met in Nashville on November 14, 2006. The first paper, "Adult Education and Literacy Legislation and Its Effects on the Field," provides the basic provisions of the Adult Education and Family Literacy Act (AEFLA, 1998): its purpose, eligible participants and providers, the indicators of performance, and other critical foundations in the legislation. It reviews critical elements of the transition from regulatory to continuous improvement modes and looks to what is on the horizon at the federal level. The second paper, "Adult Education & Literacy in the United States: Need for Services, What the Current Delivery System Looks Like," examines the adult education and family literacy system in the United States and suggests that the nation has a long-term adult education and literacy need. The third paper, "Introduction to Main Strands of Federal Adult Literacy Programming," provides basic summary information on recent initiatives and projects funded by the Division of Adult Education (DAEL) of the U.S. Department of Education (DOE), the National Institute for Literacy (NIFL), and the U.S. Departments of Labor (DOL) and Health and Human Services (HHS). The fourth and final paper, "Federal Role in Adult Literacy, FY05-06," is divided into three sections: Section I deals with a single piece of legislation that contributes the major share of federal support for adult education in this country. Section II is comprised of federal programs of varying size--some operated out of the Department of Education and others operated out of other federal departments or agencies--in which basic skills or English as a second language for out-of-school youth and adults is an authorized activity, but funding is either limited to serving a particular subset of that population or available for any number of activities of which basic skills or English language instruction is just one option. Some of the latter programs may have very large appropriations, but funding for adult education activities may comprise a very small portion of those appropriations. Section III contains research and demonstration programs. Nine appendices are included: (1) Percentage of adults "Nonliterate in English," "Below Basic," and "Basic" in Prose literacy: 2003; (2) Sample document task: receipt for certified mail; (3) State-Administered Adult Education Program Fiscal Year 2003 Expenditures (July 1, 2003 - September 30, 2005); (4) State-Administered Adult Education Program, Program Year 2004-2005 Personnel; (5) State-Administered Adult Education Program, Program Year 2004-2005 Enrollment; (6) State-Administered Adult Education Program, Program Year 2004-2005 Enrollment of Participants by Age; (7) State-Administered Adult Education Program, Program Year 2004-2005 Enrollment of Participants by Race/Ethnicity; (8) State-Administered Adult Education Program, Program Year 2004-2005 Enrollment of Participants by Gender; and (9) Workforce Investment Act, Title I (Department of Labor) and Title II (Department of Education and the National Institute for Literacy). (Contains 16 footnotes.).

Download or read book Adult Education Annual Report to Congress 2004 05 written by Office of Vocational and Adult Education (ED) and published by . This book was released on 2007 with total page 34 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state-administered grant program authorized under the "Adult Education and Family Literacy Act (AEFLA)", enacted as Title II of the "Workforce Investment Act (WIA)" of 1998, is the major source of federal support for adult basic education and literacy education programs. When "AEFLA" was authorized in 1998, Congress made accountability for results a central focus of the new law, setting out new performance accountability requirements for states and local programs that measure program effectiveness on the basis of student academic achievement and employment-related outcomes. To define and implement the accountability requirements of "AEFLA", the U.S. Department of Education's Office of Vocational and Adult Education (OVAE) established the National Reporting System (NRS). To monitor data collection procedures and to promote data quality improvement, OVAE developed data quality standards to clarify the policies, processes, and materials the states and local programs should have in place to collect valid and reliable data. To assist states in meeting the standards, OVAE has provided resources, training, and technical assistance activities to improve data quality and has refined NRS requirements, including producing guidelines for conducting follow-up surveys. OVAE has also provided individual technical assistance to states on NRS implementation. In the program year (PY) 2004-05, the state grant program enrolled 2,581,281 learners, of whom 39 percent were enrolled in Adult Basic Education (ABE), 16 percent were enrolled in Adult Secondary Education (ASE), and 44 percent were enrolled in English Literacy (EL) programs. PY 2004-05 marked the fifth year of the implementation of the NRS accountability requirements. This paper serves as the annual report of the U.S. Department of Education's Office of Vocational and Adult Education for PY 2004-2005. A table showing the enrollment of young adults ages 16-18 in adult education by state PY 2000-01 through PY 2004-05 is appended. (Contains 16 exhibits.).

Download or read book Adult Education and Family Literacy Act Guidelines written by and published by . This book was released on 2004 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Ohio s ABLE written by and published by . This book was released on 2003 with total page 202 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Improving Adult Literacy Instruction written by National Research Council and published by National Academies Press. This book was released on 2012-04-26 with total page 504 pages. Available in PDF, EPUB and Kindle. Book excerpt: A high level of literacy in both print and digital media is required for negotiating most aspects of 21st-century life, including supporting a family, education, health, civic participation, and competitiveness in the global economy. Yet, more than 90 million U.S. adults lack adequate literacy. Furthermore, only 38 percent of U.S. 12th graders are at or above proficient in reading. Improving Adult Literacy Instruction synthesizes the research on literacy and learning to improve literacy instruction in the United States and to recommend a more systemic approach to research, practice, and policy. The book focuses on individuals ages 16 and older who are not in K-12 education. It identifies factors that affect literacy development in adolescence and adulthood in general, and examines their implications for strengthening literacy instruction for this population. It also discusses technologies for learning that can assist with multiple aspects of teaching, assessment,and accommodations for learning. There is inadequate knowledge about effective instructional practices and a need for better assessment and ongoing monitoring of adult students' proficiencies, weaknesses, instructional environments, and progress, which might guide instructional planning. Improving Adult Literacy Instruction recommends a program of research and innovation to validate, identify the boundaries of, and extend current knowledge to improve instruction for adults and adolescents outside school. The book is a valuable resource for curriculum developers, federal agencies such as the Department of Education, administrators, educators, and funding agencies.

Download or read book An Analysis of the Adult Education and Literacy Act AEFLA Title II of the Workforce Investment Act of 1998 written by Deidra Robinson and published by . This book was released on 2005 with total page 92 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Education and Family Literacy Reform Act written by United States. Congress. Senate. Committee on Labor and Human Resources. Subcommittee on Education, Arts, and Humanities and published by . This book was released on 1995 with total page 106 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distributed to some depository libraries in microfiche.

Download or read book Hearings on the Adult Education Act and the National Literacy Act written by United States. Congress. House. Committee on Economic and Educational Opportunities. Subcommittee on Early Childhood, Youth, and Families and published by . This book was released on 1996 with total page 228 pages. Available in PDF, EPUB and Kindle. Book excerpt: Distributed to some depository libraries in microfiche.

Download or read book Literacy and Adult Education in the 104th Congress written by and published by . This book was released on 1995 with total page 54 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book End of Year 2010 11 Progress Report to the Legislature written by CASAS (Comprehensive Adult Student Assessment Systems). and published by . This book was released on 2012 with total page 38 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Federal Workforce Investment Act (WIA), Title II: Adult Education and Family Literacy Act (AEFLA) provides funding for states and territories to provide instruction in English as a Second Language (ESL), Adult Basic Education (ABE), and Adult Secondary Education (ASE) to adults in need of these literacy services. California State Budget Act language for fiscal year 2010-11 (Item 6110-156-0890, Provision 3) requires the California Department of Education (CDE) to report on the implementation of the WIA, Title II. Fiscal year 2010-11 represents the twelfth year of WIA, Title II implementation. Two major implementation goals are to: (1) increase performance outcomes and (2) increase student success in transitions to postsecondary education and to the workforce. The WIA, Title II multiyear grants are funded on a pay-for-performance basis. California's federal funding allocation plan is based on documented student performance and goal attainment in educational programs. Each year California uses the student performance data to negotiate performance goals with the U.S. Department of Education (ED), Office of Vocational and Adult Education (OVAE) for 11 literacy levels within the program areas of ABE, ASE, and ESL, and the four core follow-up outcome measures of: (1) entered employment; (2) retained employment; (3) entered postsecondary education or training; and (4) attained a GED certificate or high school diploma. The literacy level performance goals are based on the percentage of all enrollees who complete a literacy level within the program year. The core follow-up outcome measures are based on the percentage of adult learners who identify specific goals for their enrollment and achieve their goals after exiting the program. Appended are: (1) Progress Measures; (2) WIA Title II Enrollments and Performance; (3) CASAS Skill Level Descriptors for ABE and ASE; and (4) CASAS Skill Level Descriptors for ESL. (Contains 1 footnote.) [For the 2010 edition of this report, see ED540985.].

Download or read book Literacy and Adult Education in the 104th Congress written by DIANE Publishing Company and published by DIANE Publishing. This book was released on 1995-10 with total page 51 pages. Available in PDF, EPUB and Kindle. Book excerpt: Explains how recent political changes influence the literacy & adult education fields. Discusses the Adult Education Act (AEA), how the legislative processes work, & how the average citizen can participate in those processes. Appendix contains the complete Adult Education Act. Chapters cover the traditional reauthorization process, exceptions to that rule, a history of the adult education act, resources for literacy policy, & a legislative outlook for the 104th congress.

Download or read book Adult Education and Family Literacy written by and published by . This book was released on 2011 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Adult Education and Literacy Program Year 2015 Annual Report written by Iowa. Division of Community Colleges and published by . This book was released on 2016 with total page 39 pages. Available in PDF, EPUB and Kindle. Book excerpt: This report is Iowa's response to the four questions that the United States Department of Education, Office of Career, Technical, and Adult Education (OCTAE), requires of all states and territories receiving federal funding through the Workforce Investment Act (WIA), Title II, Adult Education and Family Literacy Act (AEFLA). The overall goal of the Act is "to increase the employability, retention, and earnings of participants and increase occupational skill attainment by participants and, as a result, improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation." The federally-funded adult education and literacy programs administered by the Iowa Department of Education's Division of Community Colleges provide lifelong educational opportunities and support services to eligible participants. Programs assist adults in obtaining the knowledge and skills necessary for work, further education, family self-sufficiency, and community involvement. By improving the education and skill levels of individual Iowans, the programs enhance the competitiveness of the state's workforce and economy. Iowa adult education programs help learners to accomplish the following: (1) Gain employment or better their current employment. (2) Obtain a high school equivalency diploma by passing the state selected assessment. (3) Attain skills necessary to enter postsecondary education and training. (4) Exit public welfare and become self-sufficient. (5) Learn to speak, read, and write the English language. (6) Master basic academic skills to help their children succeed in school. (7) Become U.S. citizens and participate in a democratic society. (8) Gain self-esteem, personal confidence, and a sense of personal and civic responsibility. Appended to the report is: Workforce Investment Act (WIA), Title II, Section 223 State Leadership Activities.