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The primary purpose of AEFLA, as outlined by the U.S. Department of Education‘s Office of Career, Technical, and Adult Education (OCTAE), is to provide assistance to states to enhance the quality, accountability, and capacity of their adult education programs.
Purpose and Goals
Foundation of AEFLA
This federal support aims to empower adults to acquire fundamental skills necessary to function effectively in contemporary society. These skills enable adults to:
- Complete secondary education
- Improve their family lives
- Attain citizenship
- Participate in job training and retraining programs
OCTAE’s initiatives under AEFLA are designed to:
- Administer the Adult Education formula grant program to states
- Provide support to states for enhancing program quality, accountability, and capacity
- Establish national leadership activities to improve adult education
Key Objectives
The core objectives of AEFLA center on equipping adults with essential skills, primarily focusing on improving adult literacy, numeracy, and English language proficiency. These foundational skills are critical for individuals to function effectively as productive workers, engaged family members, and responsible citizens.
Research shows the United States is lagging behind many of its economic competitors in terms of the employment-related skills of its working-age adults. This comparison underscores the economic imperative behind AEFLA’s objectives.
To ensure effectiveness, OCTAE collaborates with the Institute of Education Sciences (IES) on a national assessment of adult education. This assessment examines the implementation of adult education policies and programs and the effectiveness of various adult education strategies.
Programs and Services
AEFLA supports a diverse range of programs and services designed to meet the varied educational needs of adults:
Core Programs
- Adult Basic Education (ABE): Provides instruction in basic skills for individuals whose skills are below the high school level
- Adult Secondary Education (ASE): Offers high school-level instruction, often preparing individuals to obtain a high school equivalency diploma
- English Language Acquisition (ELA): Helps immigrants and other English learners improve their reading, writing, speaking, and comprehension skills in English
Integrated Programs
- Integrated Education and Training (IET): Combines basic skills instruction with occupational skills training, providing learners with a pathway to both educational attainment and career advancement. AEFLA funds can, under specific circumstances, be used to cover the costs of occupational certificates and credentials obtained through IET programs.
- Integrated English Literacy and Civics Education (IELCE): Designed to assist immigrants and English learners in improving their English language skills and gaining an understanding of the American system of government and the rights and responsibilities of citizenship.
Additional Services
- Workplace literacy services: Provide educational opportunities in the workplace context
- Family literacy services: Aim to improve the literacy skills of both adults and their children
Connection to Workforce Development
The connection between AEFLA and workforce development initiatives is fundamental, as highlighted by AEFLA’s designation as Title II of WIOA. This legislative placement underscores the integral role of adult education in the broader workforce development system.
AEFLA directly assists adults in acquiring essential knowledge and skills necessary for securing employment and achieving economic self-sufficiency. The U.S. Departments of Labor and Education collaborate closely in the implementation of both WIOA and AEFLA, issuing joint regulations and guidance to ensure alignment and effective coordination.
Key Integration Areas
AEFLA operates in conjunction with other core programs under WIOA across several key areas:
- Development of Unified and Combined State Plans
- Implementation of Performance Accountability measures
- Utilization of Shared One-Stop Provisions
The performance of AEFLA-funded programs is evaluated using specific indicators established under WIOA, such as:
- Employment rates in the second and fourth quarters after program exit
- Median earnings of participants
- Percentage of participants attaining a recognized postsecondary credential or secondary school diploma
- Measurable skill gains
AEFLA-funded services are often accessible through the one-stop delivery system, also known as American Job Centers. This integration provides a streamlined point of access for individuals seeking a range of workforce development services, including adult education.
Implementation at State and Local Levels
State Administration
AEFLA is administered at the state level by designated eligible agencies, which are often state education agencies, postsecondary agencies, or workforce agencies. Funding is provided to these state agencies through a formula grant program, with the amount allocated to each state determined by congressional appropriations.
A significant requirement of AEFLA is that states must allocate no less than 82.5 percent of their funding to local eligible providers through a competitive grant or contract process.
Awarding Local Grants
When awarding grants to local providers, state agencies must consider several key criteria:
- Provider’s responsiveness to regional needs identified in local workforce development plans
- Ability to effectively serve individuals with disabilities
- Past track record in improving literacy of eligible individuals
- Alignment of proposed activities with local workforce strategies and one-stop partners
- Intensity and quality of program design based on research
- Effective use of technology
- Coordination with other education, training, and social service resources
For example, the Colorado Department of Education solicits applications from eligible providers within the state to develop and implement adult education and literacy activities, with funding contingent on federal appropriations and grantees meeting specific requirements.
State Planning
States are required to submit Unified or Combined State Plans to the U.S. Department of Labor and Department of Education. These plans outline the state’s vision and strategy for its workforce development system, ensuring alignment and integration across various federal programs, including adult education.
Federal Investment
The level of federal investment in AEFLA’s State Grant program has varied over the years:
| Fiscal Year | Appropriation |
|---|---|
| 2024 | $715,455,000 |
| 2023 | $715,455,000 |
| 2022 | $690,455,000 |
| 2021 | $674,955,000 |
| 2020 | $656,955,000 |
| 2019 | $641,955,000 |
| 2018 | $616,955,000 |
| 2017 | $581,955,000 |
| 2016 | $581,955,000 |
| 2015 | $568,955,000 |
Accessing AEFLA Programs
Individuals interested in accessing AEFLA-funded programs can find information by contacting their state’s adult education agency or local workforce development board. American Job Centers also serve as key points of access, providing information and intake services for various workforce development and education programs.
Generally, participation in these programs is available to adults and out-of-school youth aged 16 and older who lack a high school diploma or possess basic skills below a certain level. The availability of these programs through multiple avenues aims to ensure that educational opportunities are accessible to those who need them most within their communities.
Performance Monitoring and Recent Updates
The effectiveness and accountability of AEFLA programs are monitored through the National Reporting System for Adult Education (NRS). This outcome-based performance accountability system requires states to report annual data on various performance indicators, including the primary indicators established under WIOA.
Performance Indicators
The six primary indicators of performance under WIOA that are relevant to AEFLA are:
| Indicator | Description |
|---|---|
| Employment Rate – 2nd Quarter After Exit | Percentage of participants in unsubsidized employment during the second quarter after exit |
| Employment Rate – 4th Quarter After Exit | Percentage of participants in unsubsidized employment during the fourth quarter after exit |
| Median Earnings – 2nd Quarter After Exit | Median earnings of participants in unsubsidized employment during the second quarter after exit |
| Credential Attainment | Percentage of participants who attain a recognized postsecondary credential or secondary school diploma during participation or within one year after exit |
| Measurable Skill Gains | Percentage of program participants achieving documented academic, technical, occupational, or other forms of progress |
| Effectiveness in Serving Employers | Measured as Retention with the Same Employer: Percentage of participants employed by the same employer in both the second and fourth quarters after exit |
Ongoing Guidance
OCTAE issues program memoranda and technical assistance resources to guide states and local providers in the implementation of WIOA and AEFLA. For instance, a recent program memorandum clarified the circumstances under which AEFLA funds can be used to pay for occupational certificates and credentials in Integrated Education and Training programs.
Additionally, resources like the NRS Technical Assistance Guide provide detailed information on meeting accountability requirements. The AEFLA National Activities Outlook offers insights into ongoing national leadership activities, research initiatives, and other efforts to enhance adult education nationwide.
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