[PDF] Adult Education And Family Literacy Act Aefla eBook

Author : Office of Vocational and Adult Education (ED)
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Page : 135 pages
File Size : 23,62 MB
Release : 2006
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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.].

Author : Office of Vocational and Adult Education (ED), Washington, DC.
Publisher :
Page : 131 pages
File Size : 24,56 MB
Release : 2004
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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.).

Author : Office of Vocational and Adult Education (ED)
Publisher :
Page : 131 pages
File Size : 12,2 MB
Release : 2004
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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.).

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Page : 0 pages
File Size : 27,42 MB
Release : 2005
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The 109th Congress is considering the reauthorization of federal adult education and literacy programs. The Adult Education and Family Literacy Act (AEFLA) authorized these programs through FY2003. The General Education Provisions Act (GEPA) provided a one-year extension of authorization through FY2004, and annual appropriations have continued AEFLA programs since. The primary AEFLA activity is a state grant program that supports education and literacy services for educationally disadvantaged adults. The AEFLA also authorizes national leadership activities in adult education and literacy, and the National Institute for Literacy. The FY2005 AEFLA appropriation is $585 million; the FY2006 budget request would reduce funding to $216 million. The AEFLA was enacted as Title II of the Workforce Investment Act of 1998 (WIA), P.L. 105-220, on August 7, 1998. The House reauthorization proposal, H.R. 27, the Job Training Improvement Act of 2005, passed the House by a vote of 224 to 200 on March 2, 2005. Title II of the act would replace the AEFLA with the Adult Education, Basic Skills, and Family Literacy Education Act (AEBSFLEA). The AEBSFLEA would modify several AEFLA provisions; however, most current adult education and literacy activities would be continued. The AEBSFLEA would increase the emphasis placed on teaching basic skills to adults and providing services to adult immigrants, and would expand the requirements placed on each state performance accountability system. Eligibility for local grants would be extended to include faith-based organizations and for-profit entities. The National Institute for Literacy would be reoriented to provide leadership in literacy research and instruction for persons of all ages. The AEBSFLEA would be authorized from FY2006 through FY2011. In the Senate, S. 1021, the Workforce Investment Act Amendments of 2005, was introduced May 12, 2005, and marked up and ordered reported by the Senate Committee on Health, Education, Labor, and Pensions (HELP) on May 18, 2005. Title II of the act would amend several AEFLA provisions; however, most current activities would be continued. The allocation formula for state grants would not be modified, but annual appropriations provisions for English Literacy and Civics Education grants would be incorporated into the AEFLA. The requirements placed on each state performance accountability system would be expanded. The National Institute for Literacy would be reoriented to provide leadership in literacy research and instruction for persons of all ages. The AEFLA would be authorized from FY2006 through FY2011. On January 24, 2005, S. 9, the Lifetime of Education Opportunities Act of 2005 (LEOA), was introduced; no further action has taken place. Title IV, Subtitle B, Chapter 2 of S. 9 is similar in most respects to Title II of S. 1021 except that AEFLA state grant allocations would be modified under S. 9. This report will be updated after major legislative action.

Author : Lennox L. McLendon
Publisher :
Page : 75 pages
File Size : 15,61 MB
Release : 2006
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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.).

Author : Office of Vocational and Adult Education (ED)
Publisher :
Page : 34 pages
File Size : 11,39 MB
Release : 2007
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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.).