Description: Tags: Aereport0102

Adult Education
and Family Literacy Act
Program Year 2001–2002
Report to Congress
on State Performance
U.S. Department of Education
Office of Vocational and Adult Education
2003
TABLE OF CONTENTS
TABLE OF CONTENTS.....................................................................................................I
Executive Summary...................................................................................................................ii
Introduction................................................................................................................................1
Accountability System.............................................................................................................2
Setting Performance Benchmarks............................................................................................3
National Reporting System .....................................................................................................5
Measuring Educational Gain ...................................................................................................5
Collecting Follow-up Measures ..............................................................................................7
Effects of Accountability Requirements..................................................................................9
Federal Investments to Improve Program Accountability.....................................................11
Summary of National Performance Results .........................................................................11
i
EXECUTIVE SUMMARY
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 skills 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 the workplace or their daily
lives.
In PY 2001-2002, the program enrolled 2,787,414 learners, of which, 38 percent were
enrolled in Adult Basic Education, 20 percent were enrolled in Adult Secondary Education, and 42
percent were enrolled in English Literacy programs.
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, Office of Vocational and Adult Education (OVAE) established the
National Reporting System (NRS). The NRS defined five core measures that meet AEFLA
requirements: Educational Gain, High School Completion, Entered Postsecondary Education or
Training, Entered Employment, and Retained Employment.
This report represents the second year of reporting under NRS requirements and, although
national performance on each of the required outcome measures has improved over the first two
years of reporting (see below), data quality and comparability issues remain. With the exception of
the high school completion measure, most states are using individual student survey methodologies
to collect and report performance on the employment-related and postsecondary outcomes. The
reliance on follow-up surveys rather than data matching methodologies can significantly impact data
quality and comparability between and among states. Follow-up surveys are difficult to conduct, and
most local programs have little expertise in conducting them. The biggest problem is that response
rates are often quite low since adult learners tend to be highly mobile and most local programs have
limited resources to conduct appropriate follow-up.
To monitor data collection procedures and to promote data quality improvement, OVAE
developed data quality standards that identify 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 the states to
ii
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, and in 2000 and 2001 made available online training resources to
states and local providers.
Below is a summary Table providing a comparison of actual performance on each of the core
measures for adult education for the first two years under the National Reporting System. The
information shows a modest increase in performance for the following measures -- educational gain,
high school completion, and postsecondary transition, and a more significant gain for the two
employment related measures. This significant gain in performance for the employment related
measures is attributable to an increase in the number of states that implemented data matching in
Program Year 2001-2002 to verify employment and job retention.
Actual Performance on Core Measures

National Totals
20002001 and 20012002
Actual Performance
20002001 and 20012002
Total Adults
Actual Performance Actual Performance
Performance Reported Achieving
20002001 20012002
Measures Outcome
(National Averages) (National Averages)
20012002
Educational Gain
36% 37%* 517,914
ABE/ASE
Educational Gain
32% 34%** 403,290
English Literacy
High School
33% 42% 181,642
Completion
Entered
Postsecondary 25% 29% 47,125
Education/Training
Entered Employment 22% 42% 158,760
Job Retention 33% 63% 178,902
* 37% of adults enrolled completed one or more educational levels
** 34% of adults enrolled completed one or more educational levels
iii
INTRODUCTION
Adult education programs meet a critical need in our nation to improve the literacy skills of
adults and enhance their ability to be more productive members of society and the workforce. The
Adult Education and Family Literacy Act (AEFLA), enacted as Title II of the Workforce Investment
Act (WIA) of 1998, is the principal source of federal support for adult basic skills programs. The
purpose of the program, as defined in AEFLA, is to:
• Assist adults to become literate and obtain the knowledge and skills necessary for
employment and self-sufficiency;
• Assist adults who are parents to obtain the educational skills necessary to become full
partners in the educational development of their children; and
• Assist adults in the completion of a secondary school education.
The state-administered grant program authorized under AEFLA is the major source of federal
support for adult basic skills programs. The purpose of the grant is to provide educational
opportunities for adults sixteen and older, not currently enrolled in school, who lack a high school
diploma, the basic skills, or the ability to function effectively in the workplace or in their daily lives.
These state grants are allocated by formula based upon the number of adults sixteen and over who are
not enrolled or required to be enrolled in secondary school and who do not have a secondary school
credential.
The federal allocation for AEFLA grants to states for Program Year (PY) 2001-2002 (or
Fiscal Year 2001) was about $540 million. Nationally, this amount represented approximately 25
percent of the total amount expended at the state and local levels to support adult education and
literacy in PY 2000-2001. States distribute 82.5 percent of the federal funds competitively, using 12
quality criteria identified in the law, to local adult education providers. The provider network
includes a variety of local agencies including local educational agencies, community colleges,
community-based organizations, and volunteer literacy organizations. Many adult education
programs also work with welfare agencies at the state and local level to provide instruction to adults
needing basic skills who are receiving Temporary Assistance for Needy Families (TANF) benefits. In
addition, adult education supports adults in job training programs through partnerships with One Stop
Career Centers and other job training programs in the community.
Courses of instruction offered by local providers include:
• Adult Basic Education (ABE), instruction in basic skills designed for adults
functioning at the lower literacy levels to just below the secondary level;
1
• Adult Secondary Education (ASE), instruction for adults whose literacy skills are at
approximately the high school level, and who are seeking to pass the GED tests or
obtain an adult high school credential; and
• English Literacy (EL), instruction for adults who lack proficiency in English and who
seek to improve their literacy and proficiency in English.
In PY 2001-2002, the program enrolled 2,787,416 learners, of which 38 percent were in
ABE, 20 percent in ASE, and 42 percent in EL as shown in Table 1, below.
Table 1
Enrollment by Program Area, PY 2001–2002
Program Area Enrollment Percent of Total Enrollment
Adults Basic Education 1,067,597 38%
Adult Secondary 545,830 20%

Education
English Literacy 1,173,989 42%
Total 2,787,416
Accountability System
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
other outcomes. Each state has established a performance accountability system -- to assess the
effectiveness of the state in achieving continuous improvement of adult education and literacy
activities in order to optimize the return on investment of federal funds [P.L. 105-220 Section
212(a)]. The law identifies three core indicators that must be used to assess state performance.
These are:
• Demonstrated improvements in the literacy skill levels in reading, writing and
speaking English, numeracy, problem-solving, English language acquisition, and
other literacy skills;
• Placement in, retention in, or completion of, postsecondary education, training,
unsubsidized employment, or career advancement; and
2
• Receipt of a secondary school diploma or a recognized equivalent [P.L. 105-220
Section 212(b)(2)].
States also may identify additional performance indicators for adult education and literacy
activities and incorporate these indicators, as well as corresponding annual levels of performance, in
their state plans.
Setting Performance Benchmarks
The Adult Education and Family Literacy Act establishes state adjusted levels of performance
that become baseline performance levels for subsequent decisions related to federal incentives and
are used by the states to establish performance benchmarks for local providers. States that exceed the
agreed upon performance levels may be eligible for incentive awards. To qualify for an incentive
award a state must exceed performance levels for Title I and Title II of the Workforce Investment Act
as well as the Carl D. Perkins Vocational and Technical Education Act.
The determination of whether a state has exceeded its adjusted levels of performance is based
on the state’s cumulative achievement across all measures. This is done by calculating the percent of
the state adjusted level achieved for each measure, and then averaging the percent achieved across all
measures. When the cumulative average exceeds 100 percent, the state will be determined to have
exceeded the adjusted performance levels overall.
WIA section 503 indicates that incentive awards are to be issued in an amount no less than
$300,000 and no more than $750,000, to the extent that funds are available; otherwise, pro-rated
amounts are to be awarded. In PY 2001-2002, forty-six states qualified for incentives based on the
adult education performance measures. Sixteen states qualified to receive a share of the $28.8
million available for incentive awards for PY 2001-2002. The sixteen states are: Colorado, Florida,
Illinois, Kentucky, Louisiana, Maryland, Montana, North Dakota, Nebraska, Oklahoma, South
Carolina, South Dakota, Tennessee, Texas, Washington, and Wyoming.
3
Table 2
States Meeting/Not Meeting Performance Targets for Core Performance Measures
Core Performance Measures
Transition
High
Post
Improving School Entered Retained
Core Measures Secondar
Literacy Skills Completio Employment Employment
y
n
Education
Basic English
SubMeasures Literacy Literacy
Skills Skills
Number of States
Meeting/Exceeding 471 432 45 43 49 44
Targets
Number of States Not
5 9 7 9 3 8
Meeting/Exceeding
Number of States
52 52 52 52 52 52
Reporting
Table 2 identifies the number of states by core outcome measure that met or exceeded their
performance targets and the number of states that did not meet their targets for PY 2001-2002. Forty-
seven states met or exceeded the average performance targets negotiated for the basic literacy sub-
measures for educational gain with five states not meeting negotiated targets. Forty-three states met
or exceeded the average performance targets negotiated for the English literacy (English language
acquisition) sub-measures for educational gain with nine states not meeting targets. Forty-five states
met or exceeded their targets for the high school completion measure with forty-three states meeting
or exceeding their performance targets for transitioning into postsecondary education or training.
Forty-nine states met or exceeded their performance targets for the employment measure with forty-
four states meeting or exceeding their job retention targets.
1
The average performance of all sub-measures exceeded the average performance targets for all sub-measures.
2
The average performance of all sub-measures exceeded the average performance targets for all sub-measures.
4
National Reporting System
To define and implement the accountability requirements of AEFLA, and as a means to
provide support for data analysis, training and technical assistance to the states in implementing the
requirements, the Department established the National Reporting System (NRS). Working in
collaboration with the states, the NRS defined five core measures that meet AEFLA requirements:
• Educational Gain – The percentage of adult learners in basic and English literacy
programs who acquire the basic or English language skills needed (validated through
standardized assessment) to complete the educational functioning level in which they
were initially enrolled.
To measure education gain, the NRS established a hierarchy of six
educational functioning levels from beginning literacy through high
school-level completion, and six levels for English literacy, from
beginning literacy level to high advanced. The levels are defined
through reading, writing, numeracy, functional and workplace skills
(and, for English literacy, speaking and listening skills) at each level.
Included for each level is a corresponding set of benchmarks on
commonly used standardized assessments, such as the Test of Adult
Basic Education (TABE) and the Comprehensive Adult Student
Assessment System (CASAS), as examples of how students functioning
at each level would perform on these tests.
• High School Completion – The percentage of adult learners with a high school
completion goal who earned a high school diploma or recognized equivalent.
• Entered Postsecondary Education – The percentage of adult learners that establish
a goal to continue their education at the postsecondary level who entered
postsecondary education or training after program exit.
• Entered Employment – The percentage of unemployed adult learners (in the
workforce) with an employment goal who obtained a job within one quarter after
program exit.
• Retained Employment – The percentage of adult learners with a) a job retention
goal at the time of enrollment and b) those adult learners who entered employment
within one quarter after exiting who were still employed in the third quarter after
program exit.
Along with definitions for each measure, the NRS defines data collection procedures and
reporting formats. However, the NRS allows states flexibility in implementing assessment and
follow-up measures to accommodate differences in state delivery systems. This flexibility assists the
states in implementation and allows data standardization within states.
Measuring Educational Gain
5
Under the NRS each state must establish standardized assessment procedures local programs
must use, first at intake, to identify an adult learner’s educational functioning level and then, after a
period of instruction, to measure education gain (level advancement). States are free to use the
assessments that best fit their students and delivery system, but they must use standardized
assessments. Consequently, each state assesses students somewhat differently, using different
assessments and posttests of students at different times. The most frequently used tests are the Test
of Adult Basic Education (TABE), Comprehensive Adult Student Assessment System (CASAS) and
the Basic English Skills Test (BEST), the latter used exclusively with English Literacy learners. The
comparison of educational functioning levels and level gains across states is thus complicated by this
lack of comparability. The following tables identify the number and percentage of adults enrolled in
each of the educational levels in the ABE, ASE, and EL programs. The enrollment figures represent
initial student placement based on standard tests administered at program entry.
Table 3
Adult Basic and Secondary Education by Education Level
Number
ABE/ASE Level* Percent Enrolled
Enrolled
Beginning Literacy 135,624 8.4
Beginning 204,155 12.7
Low Intermediate 304,426 18.9
High Intermediate 423,392 26.2
Low Adult Secondary 316,592 19.6
High Adult 229,238 14.2

Secondary
Total 1,613,427
* Grade Level Equivalent –2 years
Table 4
English Literacy Enrollment by Education Level
6
Number
EL Level Percent Enrolled
Enrolled
Beginning Literacy 278,263 23.7
Beginning 340,338 30.0
Low Intermediate 238,206 20.3
High Intermediate 147,935 12.6
Low Advanced 126,099 10.7
High Advanced 43,148 3.7
Total 1,173,989
Collecting Follow-up Measures

The four follow-up outcome measures, as defined on page five of this report, need only be
collected for students who had the outcomes as a goal for attending. States may collect these
measures through data matching with other databases or through a follow-up survey. Data matching
is clearly preferred and possible in most states for the high school completion measure, but only a
few states can collect the other measures in this way. For the employment measures, consulting state
Unemployment Insurance (UI) wage records is the most efficient, accurate, and cost-effective
approach to determine the post-program employment outcomes. However, many states lack the
capability to use the UI system due to data privacy issues or technical problems within their states. In
PY 2001-2002, only twenty-two states reported using the UI wage records to validate employment.
Furthermore, there are few databases available to states for measuring postsecondary enrollment.
Consequently, most states must use individual student surveys to collect some or all of the follow-up
measures.
This combination of methods creates two problems. First, surveys are inherently difficult to
conduct and most local programs have little expertise in conducting them. The biggest problem is
that the response rates are quite low since adult education students tend to be highly mobile and local
programs have limited resources to conduct follow-up. Table 5 identifies how states currently collect
data for the four follow-up measures.
Table 5
Number of States Using Data Collection Methods for Followup Measures
7
Data Collection Method
Measure
Survey Data Matching Both
Obtained High School
19 30 3
Diploma or Passed GED
Entered Postsecondary
29 18 5
Education
Entered Employment 23 22 7
Retained Employment 24 23 5
8
Effects of Accountability Requirements
There is no doubt that accountability requirements have affected the adult education delivery
system. One significant effect is that the requirements have led to a reallocation of resources to
developing data collection and reporting systems. To meet NRS requirements, state and local
programs have had to allocate more resources to data collection than they have previously. In
addition, states are responsible for training local program staff in collecting valid and reliable data
and entering data into the program database. Training is especially important for effectively
conducting assessments and collecting follow-up measures. States use their own funds or use a
portion of the 12.5 percent state leadership set-aside funds in their AEFLA state grants.
Training and Funding. State funds available for implementing the NRS vary widely across
states, as have state decisions for allocating this funding for data collection infrastructure (e.g.,
databases and computers) and training. Although local programs have the ability to negotiate with
the state to increase local administrative dollars used to support data collection and reporting, most
programs spend the majority of their funds on instruction. As a consequence of this decision, local
programs may not expend the resources necessary to support data collection efforts. Data quality
varies across programs in these states. The result is some states have adequate time and staffs at the
local level, and other states do not.
The focus on accountability has increased the demand on states to align more of their
training dollars with WIA accountability requirements. Because of the varied levels of training
dollars available to the states, which are based on a percentage of the federal grant, training activities
vary widely, with some states more active than others. To meet the increased demand for training,
some states have begun to pool information and resources. In addition, OVAE has funded a series of
“train-the-trainer” workshops designed to provide training and information to assist state professional
development staff develop and implement accountability related training to local practitioners. See
section below, titled Federal Investment to Improve Program Accountability, for additional federal
investments in improving state and local accountability.
Assessment. The increased focus on accountability has realized many positive results. There
has been significant movement in the field away from merely counting numbers of students served
and hours of attendance to putting in place rigorous systems of student assessment focused on
identifying student abilities and needs at intake and on what students have learned and achieved from
instruction. Assessment systems have greatly improved, with more consistent and widespread use of
standardized, psychometrically sound assessments and abandonment of subjective assessments or
9
teacher judgments that do not accurately measure student learning. Programs have replaced
measures such as self-esteem and student appreciation of the classes with objective measures of
student literacy gains.
NRS assessment requirements have also focused much more attention on the need for
programs to consider curricula, instructional practices, and the role of assessment in instruction.
Many states have worked toward improving both assessment and instruction by developing
instructional content standards, new approaches toward assessment and ways to use assessment for
instructional decisions. Recent U.S. Department of Education initiatives are designed to help states
move in this direction through technical assistance to develop instructional content standards, use
data for program improvement and develop performance-based assessments.
Managed enrollment and retention. WIA requires states to fund programs that provide
instruction with “sufficient intensity and duration…to achieve substantial learning gains.” This
requirement, coupled with the need to demonstrate learner outcomes, has resulted in many states
moving away from open-entry, open-exit enrollment policies. Instead, many states have adopted a
managed enrollment approach, where entry into class is limited to an enrollment period at the
beginning of a specified academic term and students are expected to remain enrolled during that
term. This approach has resulted in better retention of students. For PY 2001-2002, about 71 percent
of all students nationally completed an educational level or remained enrolled in the program through
the end of the program year.
Average attendance hours of students have increased, as most states have reported sharp
increases in average hours attended from 1999 to 2001. Nationally, the rise has been from an average
of 86 hours in 1999 to an average of 111 hours in 2001. English Literacy students have shown the
sharpest increase in attendance, up 33% from 1999 to 124 mean hours in 2001.
Data for program management and improvement. NRS reporting has created more
complete and accurate data available to local programs. Never before have states and local programs
had the ability to make data-driven decisions to help them design more effective programs and meet
students’ needs. States and even local programs now have access to data that include characteristics
of students, program features, teacher characteristics, student attendance and student outcomes that
they can use to demonstrate the value and effects of adult education instruction. For example, states
and local programs can use NRS data to gain insight on the effects of class size, instructional hours,
staffing patterns and student characteristics on performance and other aspects of program operation.
10
Federal Investments to Improve Program Accountability
Through the NRS project, the Department has provided resources as well as several training
and technical assistance activities to states. ED has provided individual technical assistance to states
on NRS implementation, published documents further refining NRS requirements, including
guidelines for conducting follow-up surveys, and, in 2000 and 2001, made available online training
resources to state and local staff. To monitor data collection procedures and promote data quality
improvements, in 2002 the Department developed NRS state data quality standards, which identify
the policies, processes and materials that states and local programs should have in place to collect
valid and reliable data. The standards provide an organized way for the Office of Vocational and
Adult Education to understand the quality of NRS data collection within the states and also provide
guidance to states on how to improve their systems
Summary of National Performance Results
Program Year 2001–2002 marked the second year of the implementation of the NRS
accountability requirements. With two years’ accountability data, we can compare performance for
PY 2001-2002 with PY 2000-2001 data as a baseline. We also can compare this year’s performance
with the U.S. Department of Education’s performance goal for each measure. In 2000, the U.S.
Department of Education established performance goals for each year of WIA. These goals represent
the original performance benchmarks to monitor the continuous improvement of the adult education
delivery system during each year of WIA. The Department is pleased to report that the average
performance of the states in PY 2001-2002 exceeds the original benchmarks for four of the six
measures.
11
Exhibit 1
Education Gain — Basic Literacy Skills
Percent of enrolled adults who acquired the level of basic skills needed to complete at least one education level
(minimum Grade Level Equivalent — 2 years).
36% 37% 40%
Baseline Performance Performance (2001–2002) ED Performance Goal

(2000–2001) (2001–2002)
• 517,914 adults who advanced one or more education levels
Exhibit 1 shows that 37 percent of students enrolled in ABE and low ASE in PY 2001–2002
advanced at least one educational level. This is a three percent increase over last year, but is below
the Department’s performance goal.
Exhibit 2
Education Gain — English Language Acquisition
Percent of enrolled adults who acquired the level of English language skills needed to complete at least one
educational level.
42%
32% 34%

(2000–2001) (2001–2002)
• 403,290 adults who advanced one or more education levels
Exhibit 2 shows the percentage of learners enrolled in the six EL levels that advanced one or
more educational levels in PY 2001–2002, compared to the baseline year of PY 2000–2001 and the
Department’s performance goal. As with ABE/ASE the percentage of learners advancing at least one
level increase from PY 2000–2001, but is below the Department’s performance goal.
12
Exhibit 3
High School Completion
Percent of enrolled adults with a high school completion goal who earned a high school diploma or GED.
42% 40%
33%

(2000–2001) (2001–2002)
• 181,642 adults who earned a high school diploma or GED
Exhibit 3 shows the percent of enrolled adults who had a goal of high school completion who
obtained a diploma or passed the GED tests was 42 percent in PY 2001–2002, or 181,642 students.
This increase is 27 percent above the baseline year of PY 2000–2001, and exceeds the ED
performance goal of 40 percent.
Exhibit 4
Entered Postsecondary Education or Training
Percent of enrolled adults with a goal to transition to postsecondary education or training who enrolled in
postsecondary education or training after exiting the program.
25% 29% 25%

(2000–2001) (2001–2002)
• 47,125 adults who enrolled in postsecondary education or training
Exhibit 4 shows that among adults who entered with a goal of transition to postsecondary
education or training, 29 percent, or 47,125 students, entered a postsecondary institution after exiting
the program in PY 2001–2002. This is an increase from the 25 percent of adults in the previous
program year who entered postsecondary education and exceeds the ED performance goal of 25
percent.
11
Exhibit 5
Entered Employment
Percent of enrolled adults with an employment goal who were employed one quarter after exit.
42%
31% 36%

(2000–2001) (2001–2002)
• 158,760 adults who were employed one quarter after program exit
Exhibit 5 shows the percent of enrolled adults who had a goal of obtaining employment who
were employed one quarter after exiting the program increased to 42 percent in PY 2001–2002, an 11
percent increase above the baseline year of PY 2000–2001 and exceeds ED’s performance goal.
Exhibit 6
Job Retention
Percent of enrolled adults who retained a job three quarters after program exit.
62% 63% 60%

(2000–2001) (2001–2002)
• 178,902 adults retained employment three quarters after leaving the program
Exhibit 6 shows that in PY 2001–2002, 63 percent of students, or 178,902 students, retained a

job three quarters after program exit, a slight increase from the 62 percent of the students in PY
2000–2001 who retained employment and is 5 percent above ED’s performance goal.
The following table presents national student and program data from the NRS. Following
this table are data tables for each of the 50 states, the District of Columbia and Puerto Rico. The
state tables begin with a one-page demographic display of each state’s program including the amount
of Federal adult education funds allocated to the state for FY 2001. The second page of each state
analysis contains a summary of the state’s performance on each performance measure required by
AEFLA. The state’s PY 2001–2002 performance is compared to its PY 2000–2001 performance on
12
each measure. A “status” column displays an arrow indicating whether the state improved, failed to
improve or was unchanged from its prior year’s performance.
13
National Profile of Selected Program
and Student Information
Program Participation
1
PROGRAM FACTS: 2001–2002
and Retention Left B efore
C ompleting Improved One
29%
UNITED STATES
or M ore Levels
37%
Enrollment Enrollment by Age

Still Enrolled
34%
Adult Basic Education 1,067,597 (38%) Program Type Percen
Age
ABE ASE ESL t
Adult Secondary
545,830 (20%)
Education 16–18 175,500 161,868 66,590 14%
English Literacy 1,173,989 (42%) 19–24 313,863 160,330 255,858 26%
TOTAL 2,787,416 25–44 429,994 166,645 643,496 44%

45–59 114,360 43,231 156,609 11%
Participant Status 60+ 33,880 13,756 51,436 4%
Employed 1,009,918
Unemployed 1,168,693 Federal Allocation FY 2002
Correctional Setting 264,251 Basic Grant $460,278,106
On Public Assistance 289,485 EL/Civics $70,000,000
Other Institutionalized 51,729 TOTAL $530,278,106
Gender
Male
Full-Time
Teachers 1,304,373
P art-T ime
(16,700) (51,000)
25% 75%
Female 1,483,043
1
Race/Ethnicity
American Indian/Alaskan Native 41,210
Asian 202,087
Black/African American 559,247
Hispanic/Latino 1,112,803
Native Hawaiian/Pacific Islander 41,787
White 830,282
0 300,000 600,000 900,000 1,200,000
Students who improved one or more levels are those who have attained skills to advance one or more of the adult
1
education functioning levels; stillenrolled students are continuing with instruction, but have yet to attain the skills to
advance a level; left before completing students stopped attending before attaining skills needed to improve their
educational functioning level.
Individual State Performance Data
Full-T ime Teachers P art-Time Program Participation
(129) 1
PROGRAM FACTS: 2001–2002 and Retention
(671) Left B efore
16%
84% C ompleting
Improved One
25%
or M ore Levels
ALABAMA
36%

Still E nrolled
39%
Adult Basic Education 15,935 (81%) Program Type Percen

Age
ABE ASE ESL t
Adult Secondary
2,494 (13%)
Education 16–18 4,605 939 85 29%
English Literacy 1,316 (7%) 19–24 4,394 610 312 27%
TOTAL 19,745 25–44 5,232 749 766 34%

45–59 1,444 177 129 9%
Participant Status 60+ 260 19 24 2%
Employed 6,304
Unemployed 10,498 Federal Allocation FY 2002
On Public Assistance 3,147 EL/Civics $141,667
Other Institutionalized 795 TOTAL $9,603,169
Gender
Male 8,910
Female 10,835
2
Race/Ethnicity
American Indian/Alaskan Native 161
Asian 242
Hispanic/Latino 1,281
Native Hawaiian/Pacific Islander 66
White 9,887
0 2,000 4,000 6,000 8,000 10,000
2
ALABAMA
Number of
Actual Actual
Adults
Performance Measures
Performanc Performanc Statu
Achieving
e e s
Outcome
2000–01 2001–02
2001–2002
Performance Measure I — Demonstrated Improvement in Literacy Skills
Sub Measures:
1 Adult Basic and Secondary Education23
The percentage of adults enrolled in basic literacy programs 26% 25% ↓ 6,107
who acquired the basic skills need to complete the level of
instruction in which they were initially enrolled.
2 English Literacy34
The percentage of adults enrolled in English Literacy
programs who acquired the level of English language skills 26% 34% ↑ 442
needed to complete the level of instruction in which they
Performance Measure II — High School Completion*
The percentage of adult learners with a high school completion
54% 33% ↓ 2,648
goal who earned a high school diploma or GED.
Performance Measure III — Entered Postsecondary Education or Training*
The percentage of adult learners with a goal to continue their
31% 29% ↓ 158
education who enter postsecondary education or training.
Performance Measure IV — Entered Employment*
The percentage of unemployed adult learners (in the workforce)
with an employment goal who were employed at the end of the 49% 46% ↓ 244
first quarter after they exited the program.
Performance Measure V — Retained Employment*
The percentage of adult learners with a) a job retention goal at
the time of enrollment and b) those adults with an employment
goal who obtained work by the end of the first quarter after 70% 73% ↑ 116
leaving the program who were employed at the end of third
quarter after exiting the program.
*Response rate was too low on followup survey to validate outcomes.
Adult Basic and Secondary Education programs consist of five instructional levels representing a hierarchy of basic
32
skills ranging from beginning literacy to high school completion.
English Literacy education programs consist of six instructional levels representing a hierarchy of English language
43
skills ranging from beginning English and literacy to advanced language proficiency.
Key
↑ Improved Performance
↔ Unchanged
↓ Did Not Improve
Performance
ALASKA
Age
ABE ASE ESL t
Adult Secondary 1,502 (28%)
Education 16–18 478 290 42 15%
English Literacy 1,259 (24%) 19–24 750 417 172 25%
TOTAL 5,272 25–44 952 590 681 42%

45–59 277 175 272 14%
Employed 1,406
Correctional Setting 646 Basic Grant $753,679
On Public Assistance 925 EL/Civics $92,037
Other Institutionalized 0 TOTAL $845,716

1
Gender Left B efore and Retention
C ompleting
Teachers
Improved One
27%
Male 2,377
Full-T ime P art-Time
or M ore Levels
(32) (114)
40%
78%
Female 2,895
22%
Still Enrolled
5 33%
Race/Ethnicity
Asian 624
Black/African American 258
Hispanic/Latino 686
White 2,103
0 500 1,000 1,500 2,000 2,500
5
ALASKA
Number of
Actual Actual Adults
Performance Measures Performance Performance Status Achieving
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
The percentage of adults enrolled in basic literacy
55% 44% ↓ 1,427
programs who acquired the basic skills need to
complete the level of instruction in which they were
initially enrolled.
programs who acquired the level of English language 36% 19% ↓ 241
skills needed to complete the level of instruction in
which they were initially enrolled.
Performance Measure II — High School Completion
The percentage of adult learners with a high school
completion goal who earned a high school diploma or 58% 54% ↓ 1,238
GED.
The percentage of adult learners with a goal to continue
their education who enter postsecondary education or 42% 37% ↓ 299
training.
Performance Measure IV — Entered Employment
The percentage of unemployed adult learners (in the
workforce) with an employment goal who were employed
52% 44% ↓ 578
at the end of the first quarter after they exited the
program.
The percentage of adult learners with a) a job retention 65% 53% ↓ 115

goal at the time of enrollment and b) those adults with an
employment goal who obtained work by the end of the
first quarter after leaving the program who were
62
73
employed at the end of third quarter after exiting the
program.
*Response rate on followup survey was too low to validate outcomes.
Key
↔ Unchanged
↓ Did Not Improve
Performance
ARIZONA
Age
ABE ASE ESL t
Education 16–18 2,805 585 947 13%
English Literacy 18,925 (58%) 19–24 3,420 791 4,041 25%
TOTAL 32,841 25–44 4,030 1,013 11,415 50%

45–59 897 206 2,091 10%
Employed 15,061

1
Gender Left B efore
and Retention
C ompleting
Teachers
P art-T ime Improved One
Male (465) 13,507 31%
or M ore Levels
Full-Time 70% 43%
Female 19,334
(197)
30%
Still Enrolled
8 26%
Race/Ethnicity
Asian 1,401
White 5,025
0 4,000 8,000 12,000 16,000 20,000 24,000
8
ARIZONA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
34% 39% ↑ 5,180
initially enrolled.
programs who acquired the level of English language 34% 47% ↑ 8,810
completion goal who earned a high school diploma or 28% 57% ↑ 2,415
GED.
Performance Measure III — Entered Postsecondary Education or Training
their education who enter postsecondary education or 38% 78% ↑ 951
training.
37% 60% ↑ 1,489
program.
Performance Measure V — Retained Employment
The percentage of adult learners with a) a job retention 45% 74% ↑ 2,218

92
103
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
ARKANSAS
Age
ABE ASE ESL t
Education 16–18 3,908 2,520 241 17%
English Literacy 4,845 (12%) 19–24 6,432 2,582 1,181 26%
TOTAL 39,521 25–44 9,694 3,594 2,838 41%

45–59 2,735 1,407 512 12%
Participant Status 60+ 1,239 565 73 5%
Employed 13,324

1
and Retention
Left B efore
Gender C ompleting
17%
Male Teachers P art-T ime

18,680
Improved One
(381) or M ore Levels
Full-T ime 65% 45%
Female
(204) 20,841
35%
Still Enrolled
38%
11
Race/Ethnicity
Asian 880
White 21,517
0 4,000 8,000 12,000 16,000 20,000 24,000
11
ARKANSAS
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
36% 44% ↑ 12,839
initially enrolled.
completion goal who earned a high school diploma or 77% 77% ↔ 5,767
GED.
their education who enter postsecondary education or 70% 61% ↓ 1,361
training.
78% 69% ↓ 3,203
program.
The percentage of adult learners with a) a job retention 82% 61% ↓ 2,482

122
133
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
CALIFORNIA
Age
ABE ASE ESL t
Education 16–18 6,459 5,981 37,114 9%
TOTAL 526,955 25–44 34,486 31,927 198,113 50%

45–59 8,208 7,599 47,155 12%
Participant Status 60+ 3,400 3,146 19,523 5%
Employed 188,800

1
Left B efore and Retention
Gender C ompleting
Improved One
or M ore Levels

241,289
27%
32%
(8,318)
62%
Female
Full-Time
(5,111)
285,666
38%
Still Enrolled
41%
14
Race/Ethnicity
Asian 77,245
White 55,642
0 50,000 100,000 150,000 200,000 250,000 300,000 350,000
14
CALIFORNIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
25% 29% ↑ 34,039
initially enrolled.
GED.
training.
18% 55% ↑ 564
program.
The percentage of adult learners with a) a job retention 34% 86% ↑ 556

152
163
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
COLORADO
Age
ABE ASE ESL t
Education 16–18 1,530 473 407 16%
TOTAL 15,053 25–44 1,564 468 5,049 47%
45–59 269 62 781 7%
Employed 7,337
1
and Retention
Gender Left B efore
C ompleting
Full-T ime
Male(76) Teachers P art-T ime 7,088
28% Improved One
or M ore Levels
16% (409)
45%
Female 84%
7,965
Still E nrolled
27%
17
Race/Ethnicity
Asian 978
White 3,406
0 2,000 4,000 6,000 8,000 10,000
17
COLORADO
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
48% 50% ↑ 2,984
initially enrolled.
programs who acquired the level of English language 46% 40% ↓ 3,380
GED.
training.
26% 93% ↑ 555
program.

182
193
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
CONNECTICUT
Age
ABE ASE ESL t
Education 16–18 949 4,287 523 18%
TOTAL 32,470 25–44 2,449 2,817 8,754 43%

45–59 695 487 2,374 11%
Employed 14,388

1
Gender C ompleting
Improved One
Male Full-T ime Teachers P art-Time 14,699

10%
or M ore Levels
(74) 37%
5% (1,364)
Female 95% 17,771
Still Enrolled
53%
20
Race/Ethnicity
Asian 2,240
White 9,768
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
20
CONNECTICUT
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
28% 39% ↑ 6,014
initially enrolled.
completion goal who earned a high school diploma or 76% 83% ↑ 444
GED.
training.
47% 44% ↓ 185
program.

212
223
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
DELAWARE
Age
ABE ASE ESL t
Adult Secondary 675 (12%)
Education 16–18 820 203 73 20%
TOTAL 5,428 25–44 1,114 191 967 42%

45–59 226 20 152 7%
Employed 2,054

1
and Retention
Gender Improved One
or M ore Levels
Male 2,826 Left B efore 32%

C ompleting
Female 2,602
49%
Teachers
Still Enrolled
19%
23
Data Not Available
Race/Ethnicity
Asian 288
White 1,723
0 400 800 1,200 1,600 2,000
23
DELAWARE
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
27% 35% ↑ 1,284
initially enrolled.
programs who acquired the level of English language 20% 23% ↑ 378
completion goal who earned a high school diploma or 37% 30% ↓ 355
GED.
training.
64% 70% ↑ 575
program.

242
253
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
DISTRICT OF COLUMBIA
Age
ABE ASE ESL t
Education 16–18 233 38 51 20%
TOTAL 3,592 25–44 482 313 1,076 52%
45–59 194 119 229 15%
Employed 2,075
Unemployed 970 Federal Allocation FY 2002
Correctional Setting 126 Basic Grant $1,489,139
On Public Assistance 195 EL/Civics $265, 475
1
and Retention
Gender Left B efore
C ompleting

1,697
28%
(49)
64%
Female 1,895
Full-Time
(27) Improved One
36% or M ore Levels
54%
Still Enrolled
18%
26
Race/Ethnicity
Asian 72
White 39
0 400 800 1,200 1,600 2,000
26
DISTRICT OF COLUMBIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 37% ↓ 581
initially enrolled.
GED.
training.
62% 43% ↓ 288
program.

272
283
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
FLORIDA
Age
ABE ASE ESL t
Education 16–18 28,784 71,331 4,735 26%
TOTAL 410,346 25–44 58,015 11,576 88,124 38%

45–59 13,049 1,905 26,296 10%
Participant Status 60+ 2,199 323 6,766 2%
Employed 145,727

1
and Retention
Gender Improved One
Teachers
Full-Time Left B efore
or M ore Levels
Male (998) P art-Time198,772 C ompleting 34%
13% (6,931) 41%
Female 211,574
87%
Still E nrolled
29 25%
Race/Ethnicity
Asian 12,841
White 106,426
0 45,000 90,000 135,000 180,000
29
FLORIDA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
36% 36% ↔ 82,361
initially enrolled.
GED.
their education who enter postsecondary education or 15% 29% ↑ 5,804
training.
36% 35% ↓ 54,356
program.

302
313
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
GEORGIA
Age
ABE ASE ESL t
Education 16–18 14,142 2,834 1,879 17%
TOTAL 111,329 25–44 20,064 3,681 18,630 38%

45–59 5,441 616 3,625 9%
Employed 36,991

1
and Retention
Gender Left B efore Improved One
or M ore Levels
C ompleting
Male
Full-T ime Teachers P art-T ime
55,680 31% 29%
(276) (997)
22% 78%
Female 55,649
Still E nrolled
40%
32
Race/Ethnicity
Asian 8,191
White 31,336
0 10,000 20,000 30,000 40,000 50,000
32
GEORGIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
29% 28% ↓ 19,496
initially enrolled.
GED.
training.
42% 61% ↑ 2,137
program.

332
343
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
HAWAII
Age
ABE ASE ESL t
Education 16–18 350 1,957 93 22%
English Literacy 3,669 (33%) 19–24 255 1,450 334 18%
TOTAL 11,065 25–44 484 1,745 1,553 34%

45–59 184 652 984 16%
Employed 3,300

1
and Retention
Gender Left B efore
C ompleting
Male Full-T ime Teachers P art-T ime 55,680

28% Improved One
or M ore Levels
(45)
(752) 43%
6%
Female 94% 55,649
Still E nrolled
29%
35
Race/Ethnicity
Asian 4,345
Hispanic/Latino 860
White 1,715
0 1,000 2,000 3,000 4,000 5,000
35
HAWAII
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
39% 36% ↓ 2,006
initially enrolled.
GED.
training.
47% 88% ↑ 84
program.

362
373
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
IDAHO
Age
ABE ASE ESL t
Education 16–18 960 451 150 16%
TOTAL 9,766 25–44 1,890 480 1,947 44%

45–59 469 247 363 11%
Employed 4,113

1
and Retention
Gender Left B efore
Teachers
Improved One
C ompleting
Male
Full-Time
(23)
P art-Time 4,726 36% or M ore Levels
(86) 41%
21%
Female 79%
5,040
Still Enrolled
23%
38
Race/Ethnicity
Asian 397
White 5,404
0 1,000 2,000 3,000 4,000 5,000 6,000
38
IDAHO
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 44% ↓ 2,442
initially enrolled.
GED.
training.
93% 37% ↓ 356
program.

392
403
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
ILLINOIS
Age
ABE ASE ESL t
Education 16–18 4,045 1,989 1,026 6%
TOTAL 123,867 25–44 17,873 6,066 37,714 50%

45–59 4,198 1,226 8,667 11%
Employed 41,362

Left B efore 1
and Retention
Gender C ompleting
14%
Improved One
Full-T ime or M ore Levels
Male (375) Teachers P art-Time 56,415 31%

11% (3,078)
Female 89%
67,452
Still E nrolled
55%
41
Race/Ethnicity
Asian 9,295
White 32,411
0 10,000 20,000 30,000 40,000 50,000 60,000
41
ILLINOIS
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
30% 29% ↓ 14,289
initially enrolled.
GED.
training.
50% 51% ↑ 18,604
program.

422
433
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
INDIANA
Age
ABE ASE ESL t
Education 16–18 6,002 7,558 356 31%
TOTAL 44,492 25–44 7,844 1,723 5,283 33%

45–59 1,927 382 850 7%
Employed 17,637

1
Left B efore
and Retention
Gender 32% or M ore Levels
Teachers
Full-T ime 38%
Male (241) P art-Time
(1,610)
22,666
13%
87%
Female 21,826
Still Enrolled
30%
44
Race/Ethnicity
Asian 1,711
White 24,687
0 5,000 10,000 15,000 20,000 25,000
44
INDIANA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
38% 37% ↓ 10,282
initially enrolled.
GED.
training.
62% 82% ↑ 5,256
program.

452
463
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
IOWA
Age
ABE ASE ESL t
Education 16–18 2,204 859 214 17%
TOTAL 19,367 25–44 3,910 852 2,935 40%

45–59 1,283 173 562 10%
Employed 8,037

1
and Retention
Gender Left B efore
C ompleting
Improved One
Teachers
or M ore Levels
Male 9,715
Full-Time 30%
P art-T ime 33%
(17) (474)
Female 9,652
3% 97%
Still Enrolled
37%
47
Race/Ethnicity
Asian 1,098
White 12,230
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
47
IOWA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
27% 39% ↑ 5,340
initially enrolled.
GED.
training.
75% 73% ↓ 855
program.

482
493
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
KANSAS
Age
ABE ASE ESL t
Education 16–18 1,947 481 140 24%
TOTAL 10,725 25–44 1,394 247 2,518 39%

45–59 333 37 459 8%
Employed 5,356

Left B efore 1
and Retention
Gender C ompleting
9%
Teachers
Full-T ime
Male (41) P art-T ime
4,905
13% (264)
Female 5,820
87%
Improved One
Still Enrolled
or M ore Levels
17%
74%
50
Race/Ethnicity
Asian 883
White 4,139
0 1,000 2,000 3,000 4,000 5,000
50
KANSAS
Number of
Actual Actual
Adults
Performance Measures
Performanc Performanc Statu
Achieving
e e s
Outcome
2000–01 2001–02
2001–2002
Sub Measures:
The percentage of adults enrolled in basic literacy programs 53% 76% ↑ 4842
who acquired the basic skills need to complete the level of
instruction in which they were initially enrolled.
programs who acquired the level of English language skills 42% 68% ↑ 2835
needed to complete the level of instruction in which they
The percentage of adult learners with a high school completion
50% 71% ↑ 1753
goal who earned a high school diploma or GED.
The percentage of adult learners with a goal to continue their
25% 69% ↑ 65
education who enter postsecondary education or training.
The percentage of unemployed adult learners (in the workforce)
with an employment goal who were employed at the end of the 50% 59% ↑ 222
first quarter after they exited the program.
The percentage of adult learners with a) a job retention goal at
the time of enrollment and b) those adults with an employment
goal who obtained work by the end of the first quarter after 53% 74% ↑ 277
leaving the program who were employed at the end of third
quarter after exiting the program.
512
523
Key
↔ Unchanged
↓ Did Not Improve
Performance
KENTUCKY
Age
ABE ASE ESL t
Education 16–18 1,996 3,136 570 17%
TOTAL 33,807 25–44 8,146 3,144 1,522 38%

45–59 2,862 670 77 11%
Employed 12,508

1
and Retention
Left B efore
Gender C ompleting
18%
Male Teachers 16,283

P art-T ime
Female 17,524
(447)
Improved One
46% Still Enrolled
Full-Time or M ore Levels
23%
(524) 59%
54%
53
Race/Ethnicity
Asian 898
White 25,124
0 4,000 8,000 12,000 16,000 20,000 24,000 28,000
53
KENTUCKY
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
58% 57% ↓ 14,212
initially enrolled.
GED.
training.
74% 67% ↓ 2,990
program.

542
553
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
LOUISIANA
Age
ABE ASE ESL t
Education 16–18 6,919 2,611 91 30%
English Literacy 1,753 (6%) 19–24 6,699 2,619 314 30%
TOTAL 31,679 25–44 6,549 2,248 965 31%

45–59 1,222 513 317 6%
Employed 10,503

1
and Retention
Gender Left B efore
Male
Full-T ime
Teachers P art-T ime
15,542
C ompleting
34%
Improved One
(440) or M ore Levels
(154) 74% 47%
Female
26% 16,137
Still Enrolled
19%
56
Race/Ethnicity
Asian 669
White 14,455
0 3,000 6,000 9,000 12,000 15,000
56
LOUISIANA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
38% 45% ↑ 11,609
initially enrolled.
GED.
training.
43% 38% ↓ 627
program.

572
583
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MAINE
Age
ABE ASE ESL t
Education 16–18 1,067 1,897 104 28%
TOTAL 11,107 25–44 1,554 1,242 866 33%

45–59 637 314 166 10%
Employed 3,158

1
Left B efore
and Retention
Gender C ompleting
21%
MaleFull-Time Teachers 5,131

Improved One
P art-T ime or M ore Levels
(19) 44%
(378)
Female5% 95% 5,976
Still E nrolled
35%
59
Race/Ethnicity
Asian 507
Hispanic/Latino 534
White 8,988
0 2,000 4,000 6,000 8,000 10,000
59
MAINE
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
38% 43% ↑ 3,370
initially enrolled.
GED.
training.
56% 66% ↑ 743
program.

602
613
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MARYLAND
Age
ABE ASE ESL t
Education 16–18 2,472 1,147 354 13%
TOTAL 30,463 25–44 5,992 2,369 6,394 48%

45–59 1,394 415 1,578 11%
Employed 13,595

1
Left B efore
and Retention
Gender C ompleting
Teachers
25% Improved One
Full-Time
Male
(168)
P art-T ime
(820)
14,969 or M ore Levels
20% 42%
80%
Female 15,494
Still E nrolled
33%
62
Race/Ethnicity
Asian 2,966
White 7,524
0 3,000 6,000 9,000 12,000 15,000
62
MARYLAND
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 46% ↓ 8,493
initially enrolled.
GED.
training.
44% 39% ↓ 905
program.

632
643
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MASSACHUSETTS
Age
ABE ASE ESL t
Education 16–18 863 682 164 7%
TOTAL 24,488 25–44 3,568 1,159 8,477 54%

45–59 1,041 303 2,825 17%
Employed 12,607

1
and Retention
Gender Left B efore
Improved One
or M ore Levels
Male
Full-Time Teachers P art-T ime
9,721
C ompleting
35%
31%
(394) (1,264)
76%
Female 14,767
24%
Still Enrolled
34%
65
Race/Ethnicity
Asian 2,919
White 8,960
0 2,000 4,000 6,000 8,000 10,000
65
MASSACHUSETTS
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
22% 23% ↑ 2,163
initially enrolled.
GED.
training.
82% 76% ↓ 659
program.

662
673
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MICHIGAN
Age
ABE ASE ESL t
Education 16–18 2,721 795 322 5%
TOTAL 75,988 25–44 20,370 4,231 13,083 50%

45–59 4,418 745 3,077 11%
Participant Status 60+ 917 187 1,287 3%
Employed 26,323

1
and Retention
Gender Left B efore
Improved One
or M ore Levels
Male
Full-T ime Teachers P art-Time
41,193
C ompleting
34%
31%
(584) (1,777)
75%
Female
25%
34,795
Still Enrolled
35%
68
Race/Ethnicity
Asian 4,419
White 33,738
0 7,000 14,000 21,000 28,000 35,000
68
MICHIGAN
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
26% 29% ↑ 14,051
initially enrolled.
GED.
training.
40% 54% ↑ 953
program.

692
703
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MINNESOTA
Age
ABE ASE ESL t
Education 16–18 1,099 1,054 655 7%

TOTAL 42,853 25–44 5,046 2,397 13,834 50%
45–59 1,294 522 3,089 11%
Employed 17,415
1 Improved One
Gender and Retention or M ore Levels
Left B efore 21%
Male
Full-T ime Teachers P art-Time 20,901 C ompleting
(206) (834) 39%
Female20% 80%
21,952
Still E nrolled
71 40%
Race/Ethnicity
Asian 6,153
White 11,757
0 2,000 4,000 6,000 8,000 10,000 12,000 14,000
71
MINNESOTA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
24% 22% ↓ 3,361
initially enrolled.
GED.
training.
45% 32% ↓ 1,062
program.

722
733
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MISSISSIPPI
Age
ABE ASE ESL t
Education 16–18 5,244 1,907 116 21%
TOTAL 35,345 25–44 8,844 2,719 1,055 36%

45–59 3,048 253 182 10%
Employed 11,365

1
and Retention
Gender Left B efore
C ompleting
Full-Time
Male(129) Teachers P art-Time
16,326
29% Improved One
or M ore Levels
(671)
16% 44%
84%
Female 19,019
Still E nrolled
27%
74
Race/Ethnicity
Asian 393
White 12,246
0 4,000 8,000 12,000 16,000 20,000 24,000
74
MISSISSIPPI
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
42% 43% ↑ 12,899
initially enrolled.
GED.
training.
21% 72% ↑ 2,001
program.

752
763
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MISSOURI
Adult Basic Education 25,321 (64%) Program Type
Age Percent
Adult Secondary 5,917 (15%) ABE ASE ESL
Education 16–18 4,321 1,393 847 16%
TOTAL 39,821 25–44 10,426 2,106 5,041 44%
45–59 2,346 455 1,351 10%
Participant Status
60+ 608 85 697 3%
Employed 10,092
1
and Retention
Gender Improved One
or M ore Levels
MaleFull-T ime Teachers 21,145

P art-T ime
31%
(85)
(1,315)
6%
Female 94% 18,676
Left B efore
C ompleting
58% Still E nrolled
11%
77
Race/Ethnicity
Asian 2,381
White 21,375
0 4,000 8,000 12,000 16,000 20,000 24,000
77
MISSOURI
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
31% 31% ↔ 8,830
initially enrolled.
GED.
training.
44% 51% ↑ 13,303
program.

782
793
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
MONTANA
Age
ABE ASE ESL t
Education 16–18 717 267 8 22%
English Literacy 189 (4%) 19–24 1,003 260 40 29%
TOTAL 4,420 25–44 1,270 283 117 38%

45–59 299 81 19 9%
Employed 1,266

1
and Retention
Gender Improved One

2,250
Left B efore or M ore Levels
(56) C ompleting 36%
Full-T ime
71% 45%
Female 2,170
(23)
29%
Still Enrolled
80 19%
Race/Ethnicity
Asian 118
Hispanic/Latino 293
White 3,044
0 500 1,000 1,500 2,000 2,500 3,000 3,500
80
MONTANA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
53% 35% ↓ 1,325
initially enrolled.
GED.
training.
52% 63% ↑ 279
program.

812
823
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEBRASKA
Age
ABE ASE ESL t
Education 16–18 1,332 475 167 21%
TOTAL 9,209 25–44 1,352 217 2,230 41%

45–59 272 37 361 7%
Employed 3,857

1
and Retention
Gender Left B efore
Improved One
Teachers
C ompleting
Male Full-Time
P art-Time 4,873 33% or M ore Levels
37%
(16)
(256)
Female 4,336
6%
94%
Still Enrolled
30%
83
Race/Ethnicity
Asian 419
White 3,328
0 1,000 2,000 3,000 4,000
83
NEBRASKA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
30% 36% ↑ 1,823
initially enrolled.
GED.
training.
28% 41% ↑ 61
program.

842
853
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEVADA
Age
ABE ASE ESL t
Education 16–18 196 52 213 6%
English Literacy 5,703 (74%) 19–24 373 141 1,227 23%
TOTAL 7,675 25–44 674 277 3,433 57%

45–59 150 70 714 12%
Employed 3,393

1
Gender C ompleting
Male
Full-T ime Teachers P art-Time 3,402
27%
(9)
4% (222)
Female 96% 4,273 Improved One
or M ore Levels
51%
Still Enrolled
22%
86
Race/Ethnicity
Asian 584
White 1,407
0 1,000 2,000 3,000 4,000 5,000 6,000
86
NEVADA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
31% 46% ↑ 784
initially enrolled.
GED.
training.
70% 62% ↓ 702
program.

872
883
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEW HAMPSHIRE
Age
ABE ASE ESL t
Education 16–18 277 675 38 15%
English Literacy 2,145 (32%) 19–24 673 1,111 319 31%
TOTAL 6,761 25–44 749 616 1,294 39%

45–59 219 201 400 12%
Employed 3,427

1
Left B efore
and Retention
Gender C ompleting
Teachers
24%
Improved One
Male 2,736
Full-T ime
P art-Time or M ore Levels
(16)
(266) 44%
6%
Female 94%
4,025
Still Enrolled
32%
89
Race/Ethnicity
Asian 655
White 4,797
0 1,000 2,000 3,000 4,000 5,000
89
NEW HAMPSHIRE
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 40% ↓ 1,309
initially enrolled.
GED.
training.
59% 95% ↑ 159
program.

902
913
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEW JERSEY
Age
ABE ASE ESL t
Education 16–18 1,474 744 596 7%
TOTAL 38,973 25–44 6,032 2,288 12,469 53%

45–59 1,376 428 4,171 15%
Employed 18,153

1
Gender C ompleting Improved One
Teachers
Full-T ime P art-T ime 26% or M ore Levels
Male (260) (768) 17,569 35%
25% 75%
Female 21,404
Still Enrolled
92 39%
Race/Ethnicity
Asian 2,169
White 6,347
0 4,000 8,000 12,000 16,000 20,000 24,000
92
NEW JERSEY
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
27% 32% ↑ 4,828
initially enrolled.
GED.
training.
41% 54% ↑ 1,015
program.

932
943
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEW MEXICO
Age
ABE ASE ESL t
Education 16–18 2,622 618 412 17%
TOTAL 21,461 25–44 4,599 801 4,425 46%

45–59 1,012 178 969 10%
Employed 8,394

1
and Retention
Gender Improved One
or M ore Levels
Male
9,276
Left B efore
C ompleting
29%
(112) (391)
78% 44%
22%
Female 12,185
Still E nrolled
27%
95
Race/Ethnicity
Asian 33
Hispanic/Latino 448
White 2,379
0 3,000 6,000 9,000 12,000 15,000
95
NEW MEXICO
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
42% 29% ↓ 3,845
initially enrolled.
GED.
training.
26% 38% ↑ 602
program.

962
973
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NEW YORK
Age
ABE ASE ESL t
Education 16–18 3,802 1,808 6,240 7%
TOTAL 182,294 25–44 29,605 14,081 48,613 51%

45–59 7,898 3,756 12,971 14%
Employed 60,576

1
Left B efore
and Retention
Gender C ompleting
Improved One
Teachers
24%
Male 78,512
P art-T ime or M ore Levels
Full-T ime
(1,896) 39%
(627)
75%
Female
25%
103,782
Still E nrolled
37%
98
Race/Ethnicity
Asian 14,316
White 50,308
0 16,000 32,000 48,000 64,000 80,000
98
NEW YORK
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
35% 31% ↓ 22,424
initially enrolled.
GED.
training.
48% 63% ↑ 5,578
program.

992
1003
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NORTH CAROLINA
Age
ABE ASE ESL t
Education 16–18 13,034 7,265 1,469 19%
TOTAL 112,601 25–44 20,098 7,206 16,800 39%

45–59 7,272 1,581 2,635 10%
Employed 45,806

1
Gender C ompleting
Improved One
or M ore Levels
Male
58,941
25% 25%
(3,813) (305)
7%
Female 53,660
93%
Still Enrolled
40%
101
Race/Ethnicity
Asian 4,048
White 40,524
0 7,000 14,000 21,000 28,000 35,000 42,000
101
NORTH CAROLINA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
36% 36% ↔ 25,217
initially enrolled.
GED.
training.
15% 35% ↑ 1,403
program.

1022
1033
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
NORTH DAKOTA
Age
ABE ASE ESL t
Education 16–18 345 151 7 23%
English Literacy 367 (17%) 19–24 464 189 74 33%
TOTAL 2,205 25–44 416 113 208 33%

45–59 76 41 58 8%
Employed 785

1
and Retention
Gender Left B efore
C ompleting
Full-Time
Male(7) Teachers P art-Time
1,062
28%
(35)
17%
Female 1,143
83%
Still Enrolled
2% Improved One
or M ore Levels
70%
104
Race/Ethnicity
Asian 96
Hispanic/Latino 117
White 1,253
0 200 400 600 800 1,000 1,200 1,400
104
NORTH DAKOTA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
82% 69% ↓ 1,090
initially enrolled.
GED.
training.
67% 82% ↑ 304
program.

1052
1063
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
OHIO
Age
ABE ASE ESL t
Education 16–18 4,682 2,108 194 11%
TOTAL 61,522 25–44 15,802 4,568 5,313 42%

45–59 4,485 963 1,476 11%
Employed 26,210

1
Left B efore
and Retention
Gender C ompleting
21%
Male
Full-T ime Teachers P art-Time
26,029
(243) (995)
20% 80%
Female 35,493 Improved One
or M ore Levels
Still Enrolled 54%
25%
107
Race/Ethnicity
Asian 2,943
White 36,577
0 8,000 16,000 24,000 32,000 40,000
107
OHIO
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
59% 55% ↓ 25,991
initially enrolled.
GED.
training.
74% 62% ↓ 1,435
program.

1082
1093
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
OKLAHOMA
Age
ABE ASE ESL t
Education 16–18 3,056 587 190 18%
TOTAL 21,543 25–44 5,810 869 2,879 44%

45–59 1,220 160 583 9%
Employed 6,745

1
Gender C ompleting
Full-T ime Improved One
Male (50) Teachers P art-T ime 10,649

27%
or M ore Levels
9% (538) 38%
Female 10,894
91%
Still E nrolled
35%
110
Race/Ethnicity
Asian 957
White 10,077
0 2,000 4,000 6,000 8,000 10,000 12,000
110
OKLAHOMA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
29% 42% ↑ 6,586
initially enrolled.
GED.
training.
39% 64% ↑ 1,115
program.

1112
1123
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
OREGON
Age
ABE ASE ESL t
Education 16–18 3,260 367 447 15%
TOTAL 26,314 25–44 4,654 752 7,091 47%

45–59 988 121 1,248 9%
Employed 9,905
Other Institutionalized N/A TOTAL $5,073,969

1
and Retention
Gender
Improved One
Male
Full-Time Teachers P art-T ime
14,069
Left B efore
C ompleting
or M ore Levels
(474) 38%
(149)
76% 43%
Female 12,245
24%
Still Enrolled
19%
113
Race/Ethnicity
Asian 1,771
White 11,026
0 2,000 4,000 6,000 8,000 10,000 12,000
113
OREGON
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
43% 47% ↑ 6,583
initially enrolled.
programs who acquired the level of English language 26% 26% ↔ 3,085
GED.
training.
38% 51% ↑ 869
program.

1142
1153
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
PENNSYLVANIA
Age
ABE ASE ESL t
Education 16–18 3,082 2,440 499 12%
TOTAL 50,948 25–44 9,777 4,667 8,878 46%

45–59 3,081 1,262 2,472 13%
Employed 18,903

1
and Retention
Gender Improved One
Male
23,560
Left B efore or M ore Levels
(228) (920) C ompleting 35%
20% 80% 45%
Female 27,388
Still Enrolled
116 20%
Race/Ethnicity
Asian 4,827
White 24,310
0 5,000 10,000 15,000 20,000 25,000
116
PENNSYLVANIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
29% 33% ↑ 9,369
initially enrolled.
GED.
training.
42% 43% ↑ 4,790
program.

1172
1183
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
PUERTO RICO
Age
ABE ASE ESL t
Education 16–18 1,893 7,918 168 18%
TOTAL 55,836 25–44 4,370 9,839 385 26%

45–59 2,476 7,936 503 20%
Participant Status 60+ 2,913 2,020 290 9%
Employed 5,583
On Public Assistance 23,750 EL/Civics $0

1
Left B efore
and Retention
Gender C ompleting
19%
MaleFull-Time Teachers P art-Time

28,024
(25) (2,397)
1% 99%
Female 27,812 Improved One
or M ore Levels
Still E nrolled
55%
26%
119
Race/Ethnicity
Asian 0
Hispanic/Latino 0
White 55,836
0 10,000 20,000 30,000 40,000 50,000 60,000
119
PUERTO RICO
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
75% 53% ↓ 17,338
initially enrolled.
GED.
training.
31% 49% ↑ 571
program.

1202
1213
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
RHODE ISLAND
Age
ABE ASE ESL t
Education 16–18 218 381 32 12%
TOTAL 5,235 25–44 683 701 1,001 46%

45–59 138 123 304 11%
Employed 1,824

1
and Retention Left B efore
Gender Still Enrolled C ompleting
Teachers
17% 6%
MaleFull-Time
(13)
P art-T ime 2,446
(163)
7%
Female 2,789
93% Improved One
or M ore Levels
77%
122
Race/Ethnicity
Asian 341
White 2,346
0 500 1,000 1,500 2,000 2,500
122
RHODE ISLAND
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 82% ↑ 2,470
initially enrolled.
GED.
their education who enter postsecondary education or 43% 43% ↔ 448
training.
44% 83% ↑ 659
program.
The percentage of adult learners with a) a job retention 28% 28% ↔ 30

1232
1243
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
SOUTH CAROLINA
Age
ABE ASE ESL t
Education 16–18 4,138 8,175 397 14%
TOTAL 92,310 25–44 16,808 12,340 4,607 37%

45–59 7,830 2,805 785 12%
Participant Status 60+ 5,645 2,764 160 9%
Employed 35,810

1
and Retention
Left B efore
Gender C ompleting
18%
Teachers P art-T ime Improved One
Male 39,520
Full-Time
(1,047) or M ore Levels
(246)
81% 41%
19%
Female 53,060
Still E nrolled
41%
125
Race/Ethnicity
Asian 1,561
White 37,608
0 9,000 18,000 27,000 36,000 45,000
125
SOUTH CAROLINA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
20% 36% ↑ 19,894
initially enrolled.
GED.
training.
44% 47% ↑ 301
program.

1262
1273
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
SOUTH DAKOTA
Age
ABE ASE ESL t
Education 16–18 385 214 12 22%
TOTAL 2,716 25–44 537 115 308 35%

45–59 103 29 50 7%
Employed 1,091

1
and Retention
Gender Left B efore
Teachers
C ompleting
P art-T ime
Male 1,229
Full-Time 32% Improved One
(41) (40) or M ore Levels
51% 49% 46%
Female 1,487
Still Enrolled
22%
128
Race/Ethnicity
Asian 120
Hispanic/Latino 290
White 1,441
0 300 600 900 1,200 1,500
128
SOUTH DAKOTA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
34% 42% ↑ 802
initially enrolled.
GED.
training.
47% 73% ↑ 132
program.

1292
1303
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
TENNESSEE
Age
ABE ASE ESL t
Education 16–18 4,315 1,796 270 14%
TOTAL 46,971 25–44 14,104 3,079 3,513 44%

45–59 3,148 758 774 10%
Employed 26,197

1
Gender C ompleting
Full-T ime
Teachers 26% Improved One
Male (87) P art-T ime 19,997 or M ore Levels
11% 41%
(706)
Female 89% 26,974
Still E nrolled
33%
131
Race/Ethnicity
Asian 1,431
White 27,775
0 6,000 12,000 18,000 24,000 30,000
131
TENNESSEE
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
38% 40% ↑ 14,941
initially enrolled.
GED.
training.
50% 47% ↓ 4,067
program.

1322
1333
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
TEXAS
Age
ABE ASE ESL t
Education 16–18 10,391 1,870 1,812 12%
TOTAL 120,623 25–44 19,988 2,221 40,257 52%

45–59 4,541 430 8,501 11%
Employed 54,235

1
and Retention
Gender Improved One
Full-T ime or M ore Levels
Male (227) Teachers P art-T ime 48,915 32%

10% (2,070)
Female 71,708
90%
Left B efore
C ompleting
51%
Still E nrolled
17%
134
Race/Ethnicity
Asian 4,666
White 15,335
0 20,000 40,000 60,000 80,000 100,000
134
TEXAS
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
25% 29% ↑ 15,593
initially enrolled.
GED.
training.
08% 69% ↑ 21,779
program.

1352
1363
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
UTAH
Age
ABE ASE ESL t
Education 16–18 1,080 2,001 629 12%
TOTAL 31,415 25–44 3,763 4,721 5,786 45%

45–59 477 849 1,286 8%
Employed 12,728

1
Left B efore
and Retention
Gender C ompleting
Teachers
Full-Time 24%
Improved One
Male (67) P art-T ime 17,682 or M ore Levels
12% (496) 44%
Female 88%
13,733
Still Enrolled
32%
137
Race/Ethnicity
Asian 1,245
White 15,322
0 4,000 8,000 12,000 16,000
137
UTAH
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
43% 42% ↓ 6,146
initially enrolled.
GED.
training.
37% 13% ↓ 543
program.

1382
1393
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
VERMONT
Adult Basic Education 786 (67%) Program Type Percen
Age
ABE ASE ESL t
Education 16–18 135 58 13 18%
TOTAL 1,165 25–44 303 94 57 39%

45–59 113 33 18 14%
Employed 482

1
and Retention Improved One
Gender or M ore Levels
12%
Teachers
P art-Time
Male
Full-T ime (35) 421
(45) 44%
Female 744
56%
Left B efore
C ompleting
Still Enrolled
52%
36%
140
Race/Ethnicity
Asian 35
Hispanic/Latino 31
White 1,030
0 200 400 600 800 1,000 1,200
140
VERMONT
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
10% 11% ↑ 108
initially enrolled.
GED.
training.
75% 70% ↓ 37
program.

1412
1423
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
VIRGINIA
Age
ABE ASE ESL t
Education 16–18 1,002 1,505 400 9%
TOTAL 32,418 25–44 5,442 1,660 10,129 53%

45–59 2,384 667 2,158 16%
Employed 17,653

1
and Retention
Gender Left B efore
Male Full-T ime Teachers P art-Time

14,136
29% or M ore Levels
(79) (1,148) 39%
94%
Female 18,282
6%
Still Enrolled
143 32%
Race/Ethnicity
Asian 3,791
White 11,399
0 2,000 4,000 6,000 8,000 10,000 12,000
143
VIRGINIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
30% 40% ↑ 6,179
initially enrolled.
GED.
training.
54% 33% ↓ 323
program.

1442
1453
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
WASHINGTON
Age
ABE ASE ESL t
Education 16–18 2,308 813 562 6%
TOTAL 57,950 25–44 10,022 1,649 18,715 52%

45–59 2,106 241 4,957 13%
Employed 17,129

1
Left B efore
and Retention
Gender C ompleting
2%
Full-T ime
Male(167) Teachers P art-T ime 28,044
Improved One
or M ore Levels
16% (907) 42%
Female 84%
29,906
Still Enrolled
56%
146
Race/Ethnicity
Asian 8,191
White 23,464
0 4,000 8,000 12,000 16,000 20,000 24,000
146
WASHINGTON
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
33% 41% ↑ 10,318
initially enrolled.
GED.
training.
31% 44% ↑ 2,872
program.

1472
1483
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
WEST VIRGINIA
Age
ABE ASE ESL t
Education 16–18 1,295 348 8 16%
English Literacy 304 (3%) 19–24 2,485 566 47 29%
TOTAL 10,640 25–44 3,663 921 184 45%

45–59 738 200 39 9%
Employed 3,520

1
and Retention
Gender
Male
4,581
Left B efore
C ompleting
(209)
(70) 42%
75%
Female
25%
6,059 Improved One
or M ore Levels
54%
Still Enrolled
4%
149
Race/Ethnicity
Asian 161
Hispanic/Latino 174
White 9,395
0 2,000 4,000 6,000 8,000 10,000
149
WEST VIRGINIA
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
55% 54% ↓ 5,121
initially enrolled.
GED.
training.
49% 47% ↓ 757
program.

1502
1513
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
WISCONSIN
Age
ABE ASE ESL t
Education 16–18 2,976 1,381 366 15%
TOTAL 32,173 25–44 6,901 2,571 4,688 44%

45–59 1,615 562 875 9%
Employed 10,431

1
and Retention
Left B efore
Gender C ompleting
16%

(436) 15,460
Still Enrolled
Full-T ime
72% 14%
(166)
Female
28% 16,713
Improved One
or M ore Levels
70%
152
Race/Ethnicity
Asian 2,513
White 15,898
0 4,000 8,000 12,000 16,000
152
WISCONSIN
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
57% 80% ↑ 16,886
initially enrolled.
GED.
training.
18% 44% ↑ 1,405
program.

1532
1543
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance
WYOMING
Age
ABE ASE ESL t
Education 16–18 413 258 21 31%
English Literacy 337 (%) 19–24 420 161 57 29%
TOTAL 2,231 25–44 372 95 209 30%

45–59 123 24 41 8%
Employed 917
Correctional Setting 392 Basic Grant $761,550
Other Institutionalized 17 TOTAL $821,550

1
Left B efore
and Retention
Gender C ompleting
Teachers
24%
Full-T ime
Male (11) P art-Time 1,077
(70)
14%
Female 1,154
86%
Improved One
or M ore Levels
53%
Still Enrolled
23%
155
Race/Ethnicity
Asian 93
Hispanic/Latino 420
White 1,427
0 400 800 1,200 1,600
155
WYOMING
Number of
2000–01 2001–02 Outcome
2001–2002
Sub Measures:
48% 53% ↑ 878
initially enrolled.
programs who acquired the level of English language 35% 35% ↔ 117
GED.
training.
41% 59% ↑ 96
program.

1562
1573
program.
Key
↔ Unchanged
↓ Did Not Improve
Performance

Description: Tags: Aereport0102

Uploaded by

Copyright:

Available Formats

You might also like

Description: Tags: Aereport0102

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Description: Tags: Aereport0102

Uploaded by

Copyright:

Available Formats

Adult Education

Setting Performance Benchmarks............................................................................................3

National Reporting System .....................................................................................................5

Measuring Educational Gain ...................................................................................................5

Collecting Follow-up Measures ..............................................................................................7

Effects of Accountability Requirements..................................................................................9

Federal Investments to Improve Program Accountability.....................................................11

Summary of National Performance Results .........................................................................11

Actual Performance on Core Measures

Program Area Enrollment Percent of Total Enrollment

Adults Basic Education 1,067,597 38%

Adult Secondary 545,830 20%

English Literacy 1,173,989 42%

Measuring Educational Gain

Beginning Literacy 135,624 8.4

Beginning 204,155 12.7

Low Intermediate 304,426 18.9

High Intermediate 423,392 26.2

Low Adult Secondary 316,592 19.6

High Adult 229,238 14.2

Beginning Literacy 278,263 23.7

Beginning 340,338 30.0

Low Intermediate 238,206 20.3

High Intermediate 147,935 12.6

Low Advanced 126,099 10.7

High Advanced 43,148 3.7

Collecting Follow-up Measures

36% 37% 40%

Baseline Performance Performance (2001–2002) ED Performance Goal

• 517,914 adults who advanced one or more education levels

Baseline Performance Performance (2001–2002) ED Performance Goal

• 403,290 adults who advanced one or more education levels

Baseline Performance Performance (2001–2002) ED Performance Goal

25% 29% 25%

• 47,125 adults who enrolled in postsecondary education or training

Baseline Performance Performance (2001–2002) ED Performance Goal

62% 63% 60%

Baseline Performance Performance (2001–2002) ED Performance Goal

Exhibit 6 shows that in PY 2001–2002, 63 percent of students, or 178,902 students, retained a

Enrollment Enrollment by Age

English Literacy 1,173,989 (42%) 19–24 313,863 160,330 255,858 26%

TOTAL 2,787,416 25–44 429,994 166,645 643,496 44%

On Public Assistance 289,485 EL/Civics $70,000,000

Other Institutionalized 51,729 TOTAL $530,278,106

0 300,000 600,000 900,000 1,200,000

Enrollment Enrollment by Age

Adult Basic Education 15,935 (81%) Program Type Percen

English Literacy 1,316 (7%) 19–24 4,394 610 312 27%

TOTAL 19,745 25–44 5,232 749 766 34%

On Public Assistance 3,147 EL/Civics $141,667

Other Institutionalized 795 TOTAL $9,603,169

0 2,000 4,000 6,000 8,000 10,000

English Literacy 1,259 (24%) 19–24 750 417 172 25%

TOTAL 5,272 25–44 952 590 681 42%

On Public Assistance 925 EL/Civics $92,037

Other Institutionalized 0 TOTAL $845,716

0 500 1,000 1,500 2,000 2,500