The Policy to Performance Toolkit is designed to provide state adult education staff and key stakeholders with guidance and tools to use in developing, implementing, and monitoring state policies and their associated practices that support effective state ABE to postsecondary transition systems. The Policy to Performance Toolkit is based on the processes and findings from the Policy to Performance Project. The tools and practices utilized in the project were compiled into a comprehensive and interactive Toolkit that provides users with guidance and strategies for strengthening existing or developing new ABE state transition (STET) The Policy to Performance Toolkit offers users downloadable resources and writable tools, as well as provides examples of how participating states applied the tools and processes discussed in the Toolkit.
The Adult College Completion Toolkit was developed by the Department of Education’s Office of Vocational and Adult Education (OVAE). OVAE developed the Toolkit to help policymakers at the state and local level implement practical evidence-based solutions that increase the number of graduates who earn high-quality degrees and certificates required to compete for good jobs in the 21st century global economy. College completion is a shared responsibility; this Toolkit also provides resources for adult education administrators, teachers, and students.
The Adult College Completion Tool Kit is designed to connect state administrators and local practitioners to the strategies, resources, and technical assistance tools resulting from the Department’s work. States can use this information to identify and implement state adult education leadership priorities, supported by federal Adult Education and Family Literacy Act (AEFLA) funds, which encourage and support adult learners transitioning to college.
The tool kit focuses on three areas:
- Access: Academic preparation, financial resources, and other support students need to enroll in postsecondary education programs.
- Quality: Evidence-based practices used by programs to ensure their services prepare students adequately for postsecondary education.
- Completion: Administrative policies and programmatic approaches to encourage student persistence in postsecondary education programs.
The Career Pathways Toolkit: Six Key Elements for Success was developed as part of the U.S. Department of Labor, Employment and Training Administration’s Career Pathways Initiative to help guide state and local leaders in building and sustaining career pathway systems. This Toolkit offers a clear and user-friendly road map for administrators, service providers, practitioners, and policy makers seeking to develop career pathway systems at local, regional, and/or state levels. It details the Six Key Elements Framework, highlights promising practices, and provides tools designed to support visioning and strategic planning.
States increasingly see performance-based funding in adult education as a way to distribute resources fairly, promote accountability, and strengthen local programs. It is intended to assist state policymakers and adult education administrators in making more informed decisions when designing state allocation formulas using performance funding. To gain a better understanding of how these systems operate, the Office of Vocational and Adult Education (OVAE), U.S. Department of Education, commissioned a study of adult education fiscal policies in selected states using PBF to allocate program resources. This cross-case analysis report summarizes findings from case study site visits conducted in three states—Indiana, Kansas, and Missouri—which are among the most experienced in using performance-based funding to allocate federal, state, or both, types of resources.
MPR also developed a literature review and theoretical framework on performance-based funding, available here.
In 2008, OVAE introduced its Technical Assistance to States on Performance-Based Funding initiative and contracted with MPR to provide training and TA. MPR worked with 12 states to help them develop or revise funding formulas to incorporate performance-based funding. Each state received customized technical assistance that involved convening a state task force, aligning state goals with funding criteria, modeling funding formulas, and creating a plan to introduce PBF to adult education programs. The final report from this project, available here, profiles the 12 states that received TA.
This report is a follow-up to California’s Basic Skills as a Foundation for Student Success initiative and provides an overview of practices and strategies for transitioning adult education students to postsecondary education. A series of literature reviews began in 2007 with the publication of Basic Skills as a Foundation for Student Success in California Community College (Center for Student Success, 2007). This report is one of a number of follow-up projects to the initial literature review.
The report begins with an overview of educational levels and enrollment of students in adult education, GED, and community colleges. The author discusses advantages of additional educational achievement, the role of community colleges in serving adult education students, and the importance of collaboration among adult education and community colleges.
Strategies and practices in transitioning students from adult education to postsecondary education were identified and are described in four areas: organizational and administrative practices; program component practices; staff development practices; and instructional practices. Practices and models from adult education programs throughout the United States provide practitioners with an array of strategies and examples that could be implemented in adult education and community colleges.
This report was developed as part of the Postsecondary Success initiative funded by the Bill and Melinda Gates Foundation. The paper provides a summary and analysis of promising policies and practices that could be beneficial in helping adults advance from adult education to postsecondary education. Data were collected by telephone interviews with 17 state adult education directors, postsecondary staff, and 1 – 2 program directors that were recommended by the state director.
The report summarizes and describes findings in the following categories:
- Planning and partnerships
- Models of college and career readiness
- Assessment and advising
- Comprehensive supports
- Acceleration strategies
- Funding mechanisms
- Youth-specific issues and models.
The paper begins with an overview of adult education college and career readiness efforts and includes a particular focus on youth in adult education, ages 16 to 24. In addition to basic skills instruction, most adults, regardless of age, could benefit from college and career readiness services by helping them prepare for postsecondary education. The author describes a multitude of approaches taken by participating states in providing these services and also discusses challenges and opportunities that emerged in planning for and implementing the services. In addition to stating that the adult education system reform efforts should include a shift and expansion "beyond the GED", the author provides recommendations for learners of all ages in adult education programs and closes by discussing youth-specific issues and approaches to developing and implementing youth-focused programs in 4 of the 17 states. The recommendations for adult education leaders and private and public funders are framed around partnerships, strategies, and needed research.
The Virginia Adult Learning Resource Center provides adult education and literacy resources, publications, and training for teachers of adults in Virginia. The mission of the Center is to equip the field of adult education and literacy with essential skills and resources by delivering innovative and effective training, publications, curriculum design, and program development.
This website provides support to adult education providers in designing, implementing, and improving Adult Career Pathway programs. The site provides access to resources including curricula and lesson plans as well as online courses. The Adult Career Pathways project is overseen by a Technical Work Group comprised of experts in career pathways from across the country.
Prepared by CAAL to help advance the recommendations of the National Commission on Adult Literacy, for the Adult Education and Economic Growth Act under development by Congressmen Patrick Kennedy and Reuben Hinojosa.
This guidance from the DOE Office of Vocational Education (OVAE) provides the Department's interpretation of statutory provisions in the Workforce Investment Act (WIA) that can be used to support the development of career pathway models.