Department of Education

N. CAREER, TECHNICAL, AND ADULT EDUCATION

Fiscal Year 2022 Budget Request

CONTENTS

Page

Appropriations Language..........................................................................................................N-1

Analysis of Language Provisions and Changes........................................................................N-2

Appropriation, Adjustments, and Transfers...............................................................................N-3

Summary of Changes ...............................................................................................................N-4

Authorizing Legislation..............................................................................................................N-5

Appropriations History...............................................................................................................N-6

Significant Items in FY 2021 Appropriations Reports ...............................................................N-7

Summary of Request ................................................................................................................N-8

Activities:

Career and technical education: State grants ................................................................... N-10

Career and technical education: National programs ......................................................... N-15

Adult education: Adult basic and literacy education State grants...................................... N-18

Adult education: National leadership activities .................................................................. N-24

State Tables*

*State tables reflecting final 2020 allocations and 2021 and 2022 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html
CAREER, TECHNICAL, AND ADULT EDUCATION

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Appropriations Language

For carrying out, to the extent not otherwise provided, the Carl D. Perkins Career and 

Technical Education Act of 2006 ("Perkins Act"), and the Adult Education and Family Literacy 

Act ("AEFLA"), [$2,030,936,000] $2,183,936,000, of which [$1,239,936,000] $1,392,936,000

shall become available on July 1, [2021] 2022, and shall remain available through September 

30, [2022] 2023, and of which $791,000,000 shall become available on October 1, [2021] 2022, 

and shall remain available through September 30, [2022] 2023:1 Provided, That $100,000,000 

shall be for competitive grants for local educational agencies to carry out evidence-based 

middle and high school career and technical education innovation programs:2 Provided further,

That of the amounts made available for AEFLA, [$13,712,000] $38,712,000 shall be for national 

leadership activities under section 242:3 (Department of Education Appropriations Act, 2021.)

NOTES

Each language provision that is followed by a footnote reference is explained in the Analysis of Language 

Provisions and Changes document that follows the appropriation language.
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Analysis of Language Provisions and Changes

Language Provision Explanation

1 ... of which [$1,239,936,000] 

$1,392,936,000 shall become available on 

July 1, [2021] 2022, and shall remain 

available through September 30, [2022] 

2023, and of which $791,000,000 shall 

become available on October 1, [2021] 2022, 

and shall remain available through 

September 30, [2022] 2023:

This language provides funds appropriated 

on a forward-funded basis for Career and 

Technical Education and Adult Education 

programs, as well as advance funding for 

Career and Technical Education.

2 Provided, That $100,000,000 shall be for 

competitive grants for local educational 

agencies to carry out evidence-based middle 

and high school career and technical 

education innovation programs:

This language provides $100,000,000 for 

competitive grants to local education 

agencies to carry out evidence-based middle 

and high school career and technical 

education innovation programs.

3 Provided further, That, of the amounts 

made available for AEFLA, [$13,712,000] 

$38,712,000 shall be for national leadership 

activities under section 242:

This language overrides the statutory 

language establishing the distribution of Adult 

Education funding which otherwise reserves 

2 percent of the total appropriation for 

National Leadership Activities, providing a 

specific amount for that program.
CAREER, TECHNICAL, AND ADULT EDUCATION

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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2020 2021 2022

Discretionary:

DiscretionaryAppropriation.......................................... $1,960,686 $2,030,936 $2,183,936

Mandatory:

Mandatory Proposed under American Jobs Plan ..... 0 0 1,100,000

Advance:

Advance for succeeding fiscal year......... -791,000 -791,000 -791,000

Advance from prior year........................... 791,000 791,000 791,000

Total, budget authority ...................... 1,960,686 2,030,936 3,283,936
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Summary of Changes

(dollars in thousands)

2021................................................................................................. $2,030,936

2022 Mandatory, proposed (non-add) ............................................. 1,100,000

2022 ................................................................................................. 2,183,936

Net change ............................................................... +153,000

Increases:

2021 base

Change

from base

Program:

Increase for Career and Technical Education State 

Grants to support improvements in career and technical 

education programs as well as the President’s goal to 

invest in workforce development and build the capacity 

of the existing workforce development system. $1,334,848 +$20,000

Increase for Career and Technical Education National 

Programs for competitive awards for middle and high 

school CTE innovation projects aimed at advancing 

equity, and to provide technical assistance and evaluate 

these projects. 7,421 +108,000

Increase for Adult Education National Leadership 

Activities to fund scaling up of college bridge programs 

for low-skilled adults without a high school degree or 

equivalency. 13,712 +25,000

Subtotal, increases +153,000
CAREER, TECHNICAL, AND ADULT EDUCATION

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N-5

Authorizing Legislation

(dollars in thousands)

Activity

2021

Authorized

Footnote

2021

Estimate

Footnote

2022

Authorized

Footnote

2022

Request

Footnote

Career and technical education (Carl D. Perkins CTEA):

CTAE State grants (Title I).............................................................. $1,264,237 $1,334,848 $1,281,937 $1,354,848

CTAE National programs (Section 114).......................................... 7,867 7,421 7,977 115,421

Adult education (Adult Education and Family Literacy Act 

(AEFLA)):

AEFLA Adult basic and literacy education State grants (AEFLA)..... 665,0671,2 674,955 To be determined1,2 674,955

AEFLA National leadership activities (AEFLA section 242).............. 13,5731,2 13,712 To be determined1,2 38,712

Unfunded authorizations(UA)

UA Grants to States for workplace and community transition 

training for incarcerated individuals (HE Amendments 

of 1998, Title VIII-D) .......................................................... Indefinite 0 Indefinite 0

Total definite authorization......................................................... 1,950,744 1,289,914

Total annual appropriation ......................................................... 2,030,936 2,183,936

Portion of request not authorized........................................ 894,022

1 A total of $678,640 thousand is authorized for Adult Education in fiscal year 2021 (via the GEPA extension), of which 2 percent (not to exceed $15,000 

thousand), which amounts to $13,573 thousand, must be reserved to carry out National Leadership Activities. 2 The GEPA extension applies through September 30, 2021. The Administration is seeking reauthorizing legislation for fiscal year 2022. 
CAREER, TECHNICAL, AND ADULT EDUCATION

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Appropriations History

(dollars in thousands)

Year

Budget Estimate

to Congress

Footnote

House 

Allowance Footnote

Senate

Allowance Footnote Appropriation Footnote

2013 1,737,154 1,737,1541 1,737,1541 1,646,533

(2013 Advance for 2014) (791,000) (791,000) (791,000) (791,000)

2014 1,750,154 N/A2 1,737,9493 1,702,686

(2014 Advance for 2015) (791,000) (791,000) (791,000)

2015 1,722,686 N/A2 1,720,9394 1,707,686

(2015 Advance for 2016) (791,000) (791,000) (791,000)

2016 1,915,686 1,700,6095 1,669,7315 1,720,686

(2016 Advance for 2017) (791,000) (791,000) (791,000) (791,000)

2017 1,808,686 1,720,6866 1,720,6866 1,715,3146

(2017 Advance for 2018) (791,000) (791,000) (791,000) (785,628)

2018 1,476,441 1,720,6867 1,720,6867 1,830,6867

(2018 Advance for 2019) (791,000) (791,000) (791,000) (791,000)

2019 1,637,159 1,945,2658 1,855,6868 1,925,6868

(2019 Advance for 2020) (791,000) (791,000) (791,000) (791,000)

2020 1,842,159 2,003,133 1,935,6869 1,960,6869

(2020 Advance for 2021) (791,000) (791,000) (791,000) (791,000)

2021 2,723,265 1,985,686 2,035,68610 2,030,93610

(2021 Advance for 2022) (791,000) (791,000) (791,000) (791,000)

2022 2,183,936

2022 Mandatory, proposed 1,100,000

(2022 Advance for 2023) (791,000)

1 The levels for the House and Senate allowances reflect action on the regular annual 2013 appropriations bill, which 

proceeded in the 112th Congress only through the House Subcommittee and the Senate Committee.

2 The House allowance is shown as N/A because there was no Subcommittee action.

3 The level for the Senate allowance reflects Committee action only.

4 The level for the Senate allowance reflects Senate Subcommittee action only.

5 The levels for the House and Senate allowances reflect action on the regular annual 2016 appropriations bill, which 

proceeded in the 114th Congress only through the House Committee and Senate Committee.

6 The levels for the House and Senate allowances reflect Committee action on the regular annual 2017 appropriation 

bill; the Appropriation reflects the Consolidated Appropriations Act, 2017.

7 The level for the House allowance reflects floor action on the Omnibus appropriations bill; the Senate allowance 

reflects Committee action on the regular annual 2018 appropriations bill; the Appropriation reflects the Consolidated 

Appropriations Act, 2018 (P.L. 115-141). 8 The levels for the House and Senate allowance reflect Committee action on the regular annual 2019 appropriations 

bill; the Appropriation reflects enactment of the Department of Defense and Labor, Health and Human Services, and 

Education Appropriations Act, 2019 (P.L. 115-245).

9 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94).

10 The level for the Senate Allowance reflects the Chairman’s mark; the Appropriation reflects Division H 

of the Consolidated Appropriations Act, 2021 (P.L. 116-260).
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Significant Items in FY 2021 Appropriations Reports

Career and Technical Education National Programs

House: The Committee recognizes the importance of preparing our students for the 

21st century workforce through CTE programs, including entrepreneurship and 

financial literacy. The Committee directs the Secretary to provide technical 

assistance and make resources available to help LEAs and IHEs prepare 

students for employment and attain high-skilled jobs through the implementation 

of entrepreneurship and financial literacy programs during and after school, 

including efforts to partner with community organizations. The Committee 

requests an update on these efforts in the fiscal year 2022 Congressional Budget 

Justification.

Response: The Department is preparing web-based technical assistance resources on 

entrepreneurship education and financial literacy programs that will be posted to 

the Department’s website in July. 
ACCOUNT

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Summary of Request

t

Amount

2022

Request

2021

Cat Code 2020 Appropriation Appropriation

DEPARTMENT OF EDUCATION FISCAL YEAR 2022 PRESIDENT'S BUDGET

(in thousands of dollars)

2022 Request Compared to

2021 Appropriation

Percent

1.

Subtotal 1,282,598 1,334,848 1,354,848 20,000 1.50%

(b)

(c)

Subtotal, Discretionary D 1,290,019 1,342,269 1,470,269 128,000 9.54%

Subtotal, Mandatory M 0 0 1,000,000 1,000,000 ---

Subtotal, Career and technical education 1,290,019 1,342,269 2,470,269 1,128,000 84.04%

2. Adult education:

(a)

(b)

(c)

Subtotal, Discretionary D 670,667 688,667 713,667 25,000 3.63%

Subtotal, Mandatory M 0 0 100,000 100,000 ---

Subtotal, Adult education 670,667 688,667 813,667 125,000 18.15%

Total, Appropriation 1,960,686 2,030,936 3,283,936 1,253,000 61.70%

Discretionary D 1,960,686 2,030,936 2,183,936 153,000 7.53%

Mandatory M 0 0 1,100,000 1,100,000 ---

Current 1,169,686 1,239,936 2,492,936 1,253,000 101.05%

Prior year's advance 791,000 791,000 791,000 0 0.00%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding.

Note: Pursuant to the Budget Control Act of 2011 (P.L. 112-25), for most mandatory programs, with the exception of Pell Grants, Credit Liquidating, and Credit Reestimates the levels shown in the 2020

Appropriation column reflect the 5.9 percent reduction that went into effect on October 1, 2019; the levels shown in the 2021 Appropriation column reflect the 5.7 percent reduction that went into effect on

October 1, 2020; and the levels shown in the 2022 Appropriation column reflect the 5.7 percent reduction that, under current law, will go into effect on October 1, 2021.

Career and technical education (Carl D. Perkins CTEA):

(a) State grants (Title I)

Annual appropriation D 491,598 543,848 563,848 20,000 3.68%

Advance for succeeding fiscal year D 791,000 791,000 791,000 0 0.00%

National programs (section 114) D 7,421 7,421 115,421 108,000 1455.33%

Expanded Career Pathways for Middle and High School Students (proposed legislation) M 0 0 1,000,000 1,000,000 ---

Adult basic and literacy education State grants (AEFLA) D 656,955 674,955 674,955 0 0.00%

Adult education State grants (proposed legislation) M 0 0 100,000 100,000 ---

National leadership activities (AEFLA section 242) D 13,712 13,712 38,712 25,000 182.32%

Career, Technical, and Adult Education

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CAREER, TECHNICAL, AND ADULT EDUCATION

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Summary of Request

Programs in the Career, Technical, and Adult Education account support State and local efforts

to improve their career and technical education programs and their adult education and literacy 

systems. The objective of the career and technical education programs is to develop the 

academic, career, and technical skills of youth and adults in high schools, community colleges, 

and correctional institutions by: (1) promoting the integration of academic, career, and technical 

instruction, and (2) supporting State and local program improvements. Adult education 

programs support local efforts to provide educational services to adults who lack the basic or 

English literacy skills needed to benefit fully from job training, obtain better jobs, complete 

secondary education, succeed in postsecondary education, and become full participants in their 

children’s education.

The Administration requests a total of $3.2 billion for this account. This request includes 

$1.4 billion for Career and Technical Education State Grants, $115.4 million for Career and 

Technical Education National Programs, $675.0 million for Adult Education State Grants, 

and $38.7 million for Adult Education National Leadership Activities. The request also 

includes an additional $1.1 billion in mandatory funding for this account proposed under 

President Biden’s American Jobs Plan (AJP).

The request for the Career and Technical Education (CTE) State Grants would provide 

continued support for quality improvements in career and technical education programs as well 

as the President’s goal to invest in workforce development and build the capacity of the existing 

workforce development system. The request also includes $1 billion in new AJP mandatory 

funds, and a total of $10 billion over 10 years to expand career pathways for middle and high 

school students. This mandatory funding would support innovation in CTE programs at the 

middle and high school level to ensure that more students from low-income backgrounds and 

students of color who may not otherwise have the opportunity to participate in high-quality CTE 

pathways can do so, and to build the evidence base for what works and scale those practices.

The $115.4 million request for CTE National Programs, would provide an additional 

$100 million for competitive awards for middle and high school CTE innovation projects aimed 

at advancing equity, building the evidence base for what works in CTE, especially for 

underserved students, and scaling those effective practices, as well as another $8 million to 

provide technical assistance to grantees and fund evaluation activities for these programs.

The $675.0 million request for Adult Education State Grants, the same as the fiscal year 2021 

appropriation, recognizes the importance of Adult Education programs in helping to increase the 

number of adults who have the basic literacy and numeracy skills required to participate 

successfully in workforce education and training programs, including meeting the basic entrance 

requirements of apprenticeship programs. The request also provides $100 million in new AJP 

mandatory funding for Adult Education State Grants for new activities designed to connect jobseeking adults to employment opportunities by focusing on foundational skills and embedding 

career services throughout the adult education lifecycle.

The $38.7 million request for Adult Education National Leadership Activities includes a

$25 million increase over the 2021 appropriation to fund scaling up of college bridge programs 

for low-skilled adults without a high school degree or equivalency. Funds would also continue to 

support activities intended to increase the literacy and workforce skills of our Nation’s nativeborn adult population, as well as the ongoing need to address the English language acquisition, 

literacy, and workforce skills gaps of the immigrant population.
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Activities:

Career and technical education: State grants 

(Carl D. Perkins Career and Technical Education Act of 2006, Title I)

(dollars in thousands)

FY 2022 Authorization: $1,281,937

Budget Authority: 

2021

Appropriation

2022

Request

Change from 

2021 to 2022 

Annual appropriation $543,848 $563,848 +$20,000

Advance for succeeding 

fiscal year $791,000 $791,00 0

Total $1,334,848 $1,354,848 +$20,000

Mandatory funding under 

American Jobs Plan 0 1,000,000 +1,000,000

PROGRAM DESCRIPTION

Career and Technical Education (CTE) State Grants are authorized under the Carl D. Perkins 

Career and Technical Education Act of 2006 as amended and reauthorized by the 

Strengthening Career and Technical Education for the 21st Century Act (Perkins V) in 2018. The 

program assists States and Outlying Areas in expanding and improving career and technical 

education in high schools, technical schools, and community colleges. Each State uses program 

funds to support a variety of career and technical education programs developed in accordance 

with its State plan. 

Perkins V made several changes to the CTE State Grants program including: incorporating new 

performance indicators; no longer requiring States to negotiate performance targets with the 

Department; defining which students must be included in the accountability system; revising the 

allocation formula; expanding the list of special populations who must be served under the 

program and whose performance must be disaggregated by grantees; and allowing State 

leadership activities funds to be used to support pay for success initiatives.

The Department allocates funds to States, including the District of Columbia, Puerto Rico, and 

the Virgin Islands, through a formula that sets baseline funding at the same amount received by 

each State in fiscal year 2018. Any additional funds above the fiscal year 2018 level are 

distributed through a formula based on State per-capita income and population in three age 

cohorts (15-19, 20-24, and 25-65). The formula also provides for a minimum State allocation of 

at least 0.5 percent of the total funding available for States, and an additional provision limits the 

amount of funds that may be distributed to States initially receiving 0.5 percent or less of the 

funds designated for States.

In addition, the Pacific territories receive 0.13 percent of the total appropriated for State Grants 

to operate the same kinds of career and technical education programs as the States. Within that 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

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set-aside, the statute calls for initial allocations of $660,000 to Guam, $350,000 each to 

American Samoa and the Northern Mariana Islands, and $160,000 for Palau; any remaining 

funds are distributed among Guam, American Samoa, and the Northern Mariana Islands based 

on their share of the set-aside. Also, 1.25 percent of the total appropriation for State Grants is 

set aside for grants to federally recognized Indian tribes and tribal organizations, and 

0.25 percent is set aside for competitive grants to organizations that primarily serve and 

represent Hawaiian Natives.

Under the statute:

• Programs must, among other things, integrate academic and career and technical 

education; promote student attainment of challenging academic standards along with 

technical skills; provide strong linkages between secondary and postsecondary education; 

provide activities to prepare special populations for high-skill, high-wage, or in-demand 

industry sectors or occupations that will allow graduates to earn a living wage; and provide 

work-based learning opportunities and opportunities to gain postsecondary education credit, 

which may include industry-recognized postsecondary credentials, while still attending high 

school.

• States must set performance targets (“State-determined levels of performance”) for a 

number of “core indicators” specified in the law. 

o The core indicators for secondary education programs focus on high school graduation 

rates for CTE concentrators, as measured by the 4-year adjusted cohort graduation rate, 

and, at the State’s discretion, the extended-year adjusted cohort graduation rate, as 

defined in the Elementary and Secondary Education Act (ESEA); proficiency in 

challenging academic standards, as measured by the State academic assessments 

required by Title I of the ESEA; participation in postsecondary education or advanced 

training, military service, in a service program that receives assistance under Title I of 

the National and Community Service Act of 1990, volunteer service in the Peace Corps, 

or employment, in the second quarter after exiting from secondary education; and 

participation in CTE programs that lead to employment in fields that are traditionally 

dominated by one gender (non-traditional fields). 

In addition, States must choose at least one indicator of CTE program quality from the 

following: graduation from high school with a recognized postsecondary credential; 

graduation from high school with postsecondary credits in a relevant CTE program; or 

graduation from high school having participated in work-based learning. States also 

have the option of including any other statewide valid and reliable measure of student 

success in CTE.

CTE concentrators at the secondary level are students who have completed at least 

two courses in a single career and technical education program or program of study.

o The core indicators for postsecondary education programs focus on CTE concentrators 

who, during the second quarter after completing a postsecondary education program, 

continue to participate in postsecondary education, or participate in advanced training, 

military service, in a service program that receives assistance under Title I of the 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

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National and Community Service Act of 1990, volunteer service in the Peace Corps, or 

are placed or retained in employment; CTE concentrators who receive a recognized 

postsecondary credential during participation in or within 1 year of program completion; 

and participation in CTE programs that lead to employment in non-traditional fields.

CTE concentrators at the postsecondary education level are students who have 

(1) earned at least 12 credits within a career and technical education program or 

program of study or (2) completed such a program if the program encompasses fewer 

than 12 credits or the equivalent.

• At least 85 percent of State Grant funds must be allocated by formula to local educational 

agencies (LEAs) and postsecondary education institutions, and a State may reserve up to 

15 percent of those funds to make grant awards to local educational agencies in rural areas, 

areas with high percentages or high numbers of career and technical education students, or 

areas with performance gaps, or to foster innovative and promising CTE programs or 

promote programs of study and career pathways that are aligned with State-identified highskill, high-wage, or in-demand occupations or industries. 

• States may use up to 10 percent of their allocations to carry out State leadership activities, 

such as preparing individuals for non-traditional fields in current and emerging professions; 

programs for special populations; activities that expose students, including special 

populations, to high-skill, high-wage, and in-demand occupations; supporting individuals in 

State institutions, such as State correctional institutions, including juvenile justice facilities, 

and educational institutions that serve individuals with disabilities; recruiting, preparing, or 

retaining CTE teachers and faculty; and providing technical assistance for subgrantees.

• States may use up to 5 percent of their allocations, or $250,000 (whichever is greater) for 

administration.

This is a forward-funded program that includes advance appropriations. A portion of the funds 

becomes available for obligation on July 1 of the fiscal year in which the funds are appropriated 

and remains available for 15 months through September 30 of the following year. The remaining 

funds become available on October 1 of the fiscal year following the year of appropriation and 

remain available for 12 months, expiring at the same time as the forward-funded portion. 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

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Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017........................................................$1,112,226

2018..........................................................1,192,598

2019..........................................................1,262,598

2020..........................................................1,282,598

2021..........................................................1,334,848

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $1.35 billion for Career and Technical 

Education (CTE) State Grants, an increase of $20 million over the fiscal year 2021 level. The 

proposed increase for CTE State Grants, along with the proposed $108 million increase for CTE 

National Programs, would complement and support the President’s goal to invest in workforce 

development and build the capacity of the existing workforce development system through the 

American Jobs Plan. The secondary and postsecondary education CTE programs under the 

Perkins Act are an important element of both educational and workforce development systems. 

They can introduce students to careers as early as middle school; support attainment of both 

academic and career skills; help students learn about career pathways and attain credentials 

needed for careers; assist students in the transition from secondary education to postsecondary 

education and jobs; and help adults gain new skills and credentials needed to advance in their 

careers or pursue new career paths. 

Continued investment in high quality CTE programs is particularly important as students, 

workers, and recent graduates grapple with the effects of the pandemic on jobs and the 

economy. The pandemic had a disparate effect on occupational sectors1, with the highest job 

losses occurring in the food preparation and related sectors and the leisure and hospitality 

industry. There will be job seekers who will pursue CTE to obtain new skills or credentials in 

order to seek job opportunities in different fields. At the same time, career counseling, 

education, and job training programs will need to ensure they stay current on high skill, high 

wage, or in-demand occupations, including emerging professions.

The fiscal year 2022 request would continue to support quality improvements in career and 

technical education programs by aiding State and local efforts to meet statutory requirements to 

support better alignment of CTE programs with State, regional, and local economic needs, as 

well as the use of up-to-date information on in-demand industries and occupations in career 

guidance and counseling and ensuring students attain the skills they need to find high-skill, 

high-wage, or in-demand jobs where they live. In addition, State and local recipients must 

include work-based learning (along with competency-based and applied learning) as an element 

of CTE programs funded under Perkins V, which can improve student academic achievement 

and motivation by demonstrating the connection between academic learning and on-the-job 

skills.

1 https://medium.com/georgetown-cew/one-year-of-the-covid-economy-6f2d35d4c027
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

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The Administration also requests $1 billion in new mandatory funding for CTE in fiscal year 

2022. This request is a part of President Biden’s American Jobs Plan for Expanded Career 

Pathways for Middle and High School Students. This mandatory funding would support 

innovation in CTE programs at the middle and high school level to ensure that more students 

from low-income backgrounds and students of color who may not otherwise have the 

opportunity to participate in high-quality CTE pathways can do so, and to build the evidence 

base for what works and scale those practices. Grantees would be required to prioritize 

increased access to high-quality career and technical programs that connect underrepresented 

students to careers in science, technology, engineering, and mathematics and in in-demand 

sectors. States would be encouraged to coordinate these activities with those supported under 

the Perkins Act.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

ds: State grants $1,261,692 $1,313,090 $1,332,764

Formula funds: Range of awards to States $5,136–$128,798 $5,393–$133,555 $5,491–$135,434

 ds: Territories allocation $1,667 $1,735 $1,761

 ds: Indian set-aside $16,032 $16,686 $16,936

Formula funds: Indian set-aside: Number of grants 35 35 35

 ds: Native Hawaiian grants $3,207 $3,337 $3,387

Formula funds: Native Hawaiian grant: Number of grants 9 9 9

PROGRAM PERFORMANCE INFORMATION

Performance Measures

The Department began implementing the measures for the reauthorized program (discussed in 

the program description section) in fiscal year 2020, following the transition year authorized in 

the statute. Baseline data for the new measures will be collected late in calendar year 2021 and 

available in summer of 2022.
CAREER, TECHNICAL, AND ADULT EDUCATION

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Career and technical education: National programs

(Carl D. Perkins Career and Technical Education Act of 2006, Section 114)

(dollars in thousands)

FY 2022 Authorization: $7,977

Budget Authority: 

2021

Appropriation

2022

Request

Change from 

2021 to 2022 

$7,421 $115,421 +$108,000

PROGRAM DESCRIPTION

The Carl D. Perkins Career and Technical Education Act of 2006, as amended by the 

Strengthening Career and Technical Education for the 21st Century Act (Perkins V), includes an 

authority for National Programs to support research, development, dissemination, evaluation, 

assessment, capacity building, and technical assistance activities aimed at improving the quality 

and effectiveness of career and technical education (CTE) programs under the Act.

The National Programs authority requires the Department to work with the Institute of Education 

Sciences to (1) collect performance information about, and report on, the condition of CTE and 

on the effectiveness of CTE programs under the Act; and (2) carry out research and evaluation 

activities for each year for which funds are appropriated under the Act. The Department must 

submit to Congress an annual report on the performance of State and local programs on the 

core indicators of performance under CTE State Grants. In addition, an interim report on 

program evaluation and research activities is due to Congress 2 years after enactment of 

Perkins V; a final report is due 4 years after enactment of Perkins V; and biennial updates are 

due for succeeding years. The Act also requires that the National Center for Education Statistics 

(NCES) collect and report information on CTE.

Perkins V authorizes Innovation and Modernization grants within CTE National Programs to 

identify, support, and rigorously evaluate evidence-based and innovative strategies to improve 

and modernize CTE programs under the Act. The Department may use up to 20 percent of the 

funds authorized for CTE National Programs to carry out these grants. Eligible applicants 

include entities eligible to receive funds under CTE State Grants to carry out secondary or 

postsecondary education CTE programs or consortia that include CTE providers, business or 

industry representatives, and stakeholders (as defined under Sec. 3(19) of the Act). At least 

25 percent of the funds for these grants must be used for awards to serve rural areas, 

contingent on receipt of enough applications of sufficient quality, and the Department must give 

priority to applications for projects that will predominantly serve students from low-income 

backgrounds. Grantees must provide matching funds equal to 50 percent of their grant award 

(in cash or in-kind) from non-Federal sources.
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

N-16

This is a forward-funded program. Funds become available for obligation from July 1 of the 

fiscal year in which they are appropriated and remain available through September 30 of the 

following year.

Funding levels for the past 5 fiscal years were: 

Fiscal Year (dollars in thousands)

2017.............................................................. $7,421

2018................................................................ 7,421

2019................................................................ 7,421

2020................................................................ 7,421

2021................................................................ 7,421

FY 2022 BUDGET REQUEST

For fiscal year 2022, the Administration requests $115.4 million for Career and Technical 

Education (CTE) National Programs, $108 million more than the fiscal year 2021 appropriation. 

The proposed increase for CTE National Programs is part of a comprehensive effort to expand 

support for workforce development that includes a $20 million increase for CTE State Grants 

and $10 billion over 10 years in mandatory funding under the American Jobs Plan to expand 

career pathways for middle and high school students. 

This proposed increase would support an innovation grants initiative focused on youth workbased learning and industry credential attainment, as well as related evaluation and technical 

assistance activities. 

The proposal would make $100 million in competitive awards for middle and high school CTE 

innovation projects aimed at advancing equity, building the evidence base for what works in 

CTE, especially for underserved students, and scaling those effective practices. Grantees would 

be local educational agencies (LEAs) and receive funding for 3-year projects. The Department 

would give priority for funding to high-poverty LEAs and LEAs serving a high percentage of 

students of color or a high percentage of students from low-income backgrounds. The 

Department would also give priority to projects that propose to provide high-quality work-based 

learning, such as paid internships and innovative approaches to high-quality remote work-based 

learning, to underserved students; or programs which help underserved students 

earn industry credentials that lead to in-demand careers with family-sustaining wages. Grantees 

would be required to propose strategies that meet evidence requirements under the Elementary 

and Secondary Education Act for tier 3 (promising evidence) or tier 4 (demonstrate a rationale). 

Grantees would be required to spend no less than 5 percent of their grant awards on evaluating 

their projects.

The requested increase would also provide $8 million to conduct evaluation on the proposed 

new grants and to provide technical assistance to grantees on evaluating their projects and 

building evidence. While work-based learning and industry-recognized credentials have been 

core components of CTE programming for years, there is a need for a stronger and more 

comprehensive research base to rigorously document the evidence for effective practices in 

these areas. The remainder of National Programs funds would support ongoing implementation 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

N-17

of CTE State and local programs under Perkins V, as well as research and evaluation activities 

mandated under the statute.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Research and evaluation $1,776 $1,821 $1,821

Performance data collection and 

reporting 1,500 1,000 1,000

Other program improvement activities 4,145 4,600 4,600

Innovation and modernization grants:

Innovation competition: Funding for new awards 0 0 0

Innovation competition: Funding for continuation awards 1,484 1,484 1,484

Innovation competition: Number of continuation awards 9 9 9

Innovation competition: Range of continuation awards $70-217 $70-217 $70-217

Innovation grants for middle and high 

school CTE:

Grants for Middle and High School CTFunding for new awards 0 0 99,000

Grants for Middle and High School Number of new awards 0 0 10-15

Grants for Middle and High School Range of new awards 0 0 $6,000-10,500

Grants for Middle and High School Peer review of new award 

applications 0 0 1,000

Grants for Middle and High School Evaluation and technical 

assistance 8,000

PROGRAM PERFORMANCE INFORMATION

The Department anticipates developing GPRA performances measures for the proposed 

Innovation and Modernization Grants program. Possible measures would be drawn from the 

“core indicators” specified in the statute for the CTE State Grants program.
CAREER, TECHNICAL, AND ADULT EDUCATION

N-18

Adult education: Adult basic and literacy education State grants

(Adult Education and Family Literacy Act)

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

Annual appropriation $674,955 $674,955 0

Mandatory funding under 

American Jobs Plan 0 100,000 +$100,000

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

Adult Education State Grants, authorized by the Adult Education and Family Literacy Act 

(AEFLA), support programs that help adults become literate, obtain the knowledge and skills 

necessary for employment and self-sufficiency, obtain a secondary school diploma, and 

transition to postsecondary education and training. The program also helps individuals who are 

English language learners improve their English proficiency and assists adults who are parents 

in obtaining the educational skills necessary to become full partners in the educational 

development of their children. As reauthorized in 2014 by the Workforce Innovation and 

Opportunity Act (WIOA), the AEFLA promotes the integration of adult education with 

occupational education and training, including through the development of career pathways 

systems that enable adults to learn new skills, obtain higher paying jobs, and build careers in 

high-growth, high-demand occupations. The Adult Education State Grants program is closely 

aligned with Department of Labor (DOL) workforce development, job-training, and employment 

programs, including through provisions requiring common performance measures, the 

integration of the AEFLA activities in unified or combined State plans, and partnering through 

WIOA’s one-stop delivery system.

Adult Education Basic State Grants

The statute requires the Department to make an initial allotment of $250,000 to each State and 

$100,000 to each Outlying Area, and to distribute remaining funds on the basis of each State’s 

share of qualifying adults. Qualifying adults are defined as individuals aged 16 and older who 

lack a high school diploma or the equivalent, who are beyond the age of compulsory education 

in their States, and who are not currently enrolled in school. The statute includes a “holdharmless” provision ensuring that each State receives at least 90 percent of its previous year’s 

allocation. If funding is insufficient to satisfy the hold-harmless provision, each State receives 

the same proportion of available funding as in the previous year.
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-19

A State may use up to 12.5 percent of its grant for State leadership activities and an additional 

5 percent or $85,000 (whichever is greater) for State administration. At least 82.5 percent of a 

State’s grant must be used for local awards; of this amount, up to 20 percent may be used to 

educate incarcerated and other institutionalized individuals. Of the funds provided by the State 

agency to eligible entities, at least 95 percent must be used for instructional activities.

States make subgrants to eligible entities that provide adult education and literacy activities, 

including adult education, literacy, workplace adult education, family literacy English language 

acquisition, integrated English literacy and civics education, workplace preparation, and 

integrated education and training. Eligible providers may be any organizations of demonstrated 

effectiveness and include local educational agencies (LEAs), community colleges, libraries, and 

community- and faith-based organizations. In distributing funds, States must give equitable 

access to all types of eligible entities, taking into account the extent to which such entities meet 

a variety of criteria including: responsiveness to the regional needs identified in the local 

workforce plan, the ability to serve individuals in the community identified in that workforce plan, 

past effectiveness in improving the literacy skills of adults and families, programs built on a 

strong foundation of research about effective practices, and coordination with other available 

resources in the community. 

State leadership funds must be used to align adult education to the State Unified Plan required 

by WIOA, establish and operate high-quality professional development to improve instruction, 

provide technical assistance to eligible providers, and monitor and evaluate the quality and 

improvement of adult education services in the State. Funds may also be used for a variety of 

other activities to improve adult education and literacy services. 

The common performance accountability system created by WIOA includes six primary 

indicators of performance that focus on employment outcomes and earnings; educational 

attainment, including obtaining credentials required for employment; and the effectiveness of 

programs in serving employers.

Integrated English Literacy and Civics Education State Grants (IELCE)

The statute requires that 12 percent of the program funds be used to support grants to States 

for the IELCE program, which provides services designed to help adult English language 

learners, including professionals with degrees and credentials in their native countries, 

achieve competency in the English language and acquire the basic and more advanced 

skills needed to function effectively as parents, workers, and citizens in the United States. 

Using data from the Department of Homeland Security’s Office of Immigration Statistics on the 

number of legal immigrants, the Department allocates 65 percent of funds based on each 

State’s share of a 10-year average of immigrants admitted for legal permanent residence. The 

remaining 35 percent is allocated to States that have experienced recent growth in immigration, 

as measured by the average number of immigrants in the three most recent years. No State 

receives an award of less than $60,000. 
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-20

Adult Education State Grants is a forward-funded program. Funds become available for 

obligation from July 1 of the fiscal year in which they are appropriated and remain available 

through September 30 of the following year.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017.......................................................... $581,955

2018............................................................ 616,955

2019............................................................ 641,955

2020............................................................ 656,955

2021............................................................ 674,955

FY 2022 BUDGET REQUEST

The Administration requests $675 million for Adult Education State Grants for fiscal year 2022, 

the same as the fiscal year 2021 appropriation. The request reflects the continued need for 

Federal investment in adult education programs, in part because of data suggesting that the 

United States is losing ground to many of its economic competitors as measured by the 

employment-related skills of working-age adults. 

The 2012–2014 results of the Programme for the International Assessment of Adult 

Competencies (PIAAC) indicated that the average cognitive skills of American adults lag behind 

many other member countries of the Organization for Economic Co-operation and Development 

(OECD). While U.S. adults scored slightly higher in literacy than the PIAAC international 

average across participating countries, they scored lower in both numeracy and digital problem 

solving. Additionally, the United States lags substantially behind in all three domains when 

compared to high-performing countries, such as Japan and Finland. In literacy, 50 percent of 

U.S. adults performed at Level 3 or above compared to 72 percent in Japan and 63 percent in 

Finland; in numeracy, 39 percent of U.S. adults performed at Level 3 or above compared to 

63 percent in Japan and 58 percent in Finland; finally, in digital problem solving, 36 percent of 

U.S. adults performed at Level 2 or above compared to 56 percent in Japan and 51 percent in 

Finland.1

The Administration also requests $100 million in new mandatory funding in fiscal year 2022 for 

Adult Education State Grants. This request is part of President Biden’s American Jobs Plan. 

This funding would connect job-seeking adults to employment opportunities by focusing on 

foundational skills and embedding career services throughout the adult education lifecycle.

1 U.S. Department of Education, National Center for Education Statistics, Organization for Economic 

Cooperation and Development (OECD), Program for the International Assessment of Adult Competencies 

(PIAAC), 2012–15.
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-21

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Adult basic and literacy State grants (ABL) $578,120 $593,960 $593,960

Range of awards to States $846–$87,940 $761–$92,912 $761–$92,912 

Integrated English literacy and civics 

education State grants $77,035 $80,995 $80,995

Range of awards to States $60–$15,141 $60–$15,465 $60–$15,465

Number of participants in Adult basic 

and literacy and English literacy 

and civics education 1,100,210 1,000,000 1,000,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Adult Education State Grants for possible revision in future 

years to ensure alignment with Administration policy.

Goal: To support adult education systems that result in increased adult learner 

achievement in order to prepare adults for family, work, citizenship, and future learning. 

Objective: Provide adult learners with opportunities to acquire basic foundation skills (including 

English language acquisition), complete secondary education, and transition to further 

education and training and to work.

Measure: The percentage of participants during the program year who are enrolled in adult 

basic education programs and are achieving measurable skill gains toward a credential or 

employment.

Year Target Actual

2017 44.0%

2018 45.0% 46.2

2019 46.5 44.8

2020 47.0 35.9

2021 47.0

2022 42.0
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Adult education: Adult basic and literacy education State grants

N-22

Measure: The percentage of participants during the program year who are enrolled in English 

literacy programs and are achieving measurable skill gains toward a credential or employment.

Year Target Actual

2017 44.0%

2018 45.0% 45.5

2019 46.0 45.2

2020 46.5 36.1

2021 46.5

2022 42.0

Additional information: The lack of improvement in recent years for the measures above is 

likely due, in part, to the implementation of higher adult education standards and strong 

economic conditions (which decreases the enrollment of individuals more likely to succeed in 

adult education programs). Performance data reported for 2020 reflect the disruption in State 

assessment procedures, caused by the COVID-19 pandemic, to obtain the paired test scores 

used to measure educational functioning level gain, which is the primary measurable skill gain 

type used by the adult education program. 

Measure: The percentage of participants who attained a secondary school diploma or its 

recognized equivalent and who are employed or are in an education or training program leading 

to a recognized postsecondary credential within 1 year after exit from the program.

Year Target Actual

2019 25.6%

2020 27.0% 26.1

2021 28.0

2022 25

Measure: The percentage of participants who are in unsubsidized employment during the 

second quarter after exit from the program.

Year Target Actual

2019 27.7%

2020 28.5% 30.2

2021 29.0

2022 20.0

Measure: The percentage of participants who are in unsubsidized employment during the 

fourth quarter after exit from the program.

Year Target Actual

2019 26.1%

2020 27.0% 27.9

2021 27.5

2022 20.0

Additional information: The poor performance on the three measures above may be due, in 

part, to data issues. For example, data matching for employment and postsecondary attendance 
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-23

is difficult and costly, and many States are new to conducting these data matches. Additionally,

individuals not seeking employment or postsecondary education or training (e.g., retirees) are 

included in the denominator for these measures. (The Department expects the data matching, 

quality, and reliability for these measures to increase in the future.) The 2022 targets reflect the 

aggregate of performance levels negotiated with the States per section 116 of WIOA, which 

have taken into consideration expectations regarding the negative impacts of the COVID-19 

pandemic on adult education outcomes. Data for 2021 for the measures above are expected in 

early 2022.

Efficiency Measures

Measure: The annual federal cost per measurable skill gain (MSG) achieved by adult 

education participants.

Year Target Actual

2018 $855

2019 $900 883

2020 950

2021 950

2022 950

Measure: The annual federal cost per secondary school diploma or its recognized equivalent 

attained by adult education participants.

Year Target Actual

2018 $6,242

2019 $6,200 6,367

2020 6,000

2021 6,000

2022 6,000

Additional information: The Department expects the annual federal cost per successful 

outcome measures to increase in 2020, due to the COVID-19 pandemic and as States continue 

to increase their use of integrated education and training (IET), which generally has 

substantially higher costs (e.g., equipment, coordination with employers) than the typical adult 

education program. Data for 2020 for the two measures above are expected in early 2022.
CAREER, TECHNICAL, AND ADULT EDUCATION

N-24

Adult education: National leadership activities

(Adult Education and Family Literacy Act, Section 242)

(dollars in thousands)

FY 2022 Authorization: To be determined1

Budget Authority:

2021

Appropriation

2022

Request

Change from

2021 to 2022

$13,712 $38,712 +$25,000

1 The GEPA extension expires September 30, 2021; reauthorizing legislation is sought for FY 2022.

PROGRAM DESCRIPTION

Adult Education National Leadership Activities address major policy priorities in adult education, 

including program improvement, accountability, professional development, and increasing 

access to learning opportunities for adults. The Department uses program funds to support 

applied research, development, dissemination, evaluation, and program improvement activities 

to assist States in their efforts to improve the quality of adult education programs. Examples of 

these activities include training institutes, training on research-based reading and math 

instruction, national and international adult literacy surveys, and technical assistance on using 

technology to improve instruction.

In addition, the Department is required to carry out certain national leadership activities, 

including assistance to States in meeting the requirements of the performance accountability 

provisions in the Workforce Innovation and Opportunity Act (WIOA), assistance to local 

providers of adult education services upon request from one or more States, and carrying out 

research on effective adult education and literacy services.

This is a forward-funded program. Funds become available for obligation from July 1 of the 

fiscal year in which they are appropriated and remain available for 15 months through 

September 30 of the following year.

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands)

2017............................................................ $13,712

2018.............................................................. 13,712

2019.............................................................. 13,712

2020.............................................................. 13,712

2021.............................................................. 13,712
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: National leadership activities

N-25

FY 2022 BUDGET REQUEST

The Administration requests $38.7 million for Adult Education National Leadership Activities for 

fiscal year 2022, a $25 million increase over the fiscal year 2021 enacted level. The substantial 

increase would support a new initiative to expand college bridge programs in addition to 

supporting ongoing investments in evaluation and national reporting.

College Bridge Initiative

The requested increase would scale up college bridge programs for low-skilled adults without a 

high school degree or equivalency. The Adult Education and Family Literacy Act (AEFLA) 

provides one of the largest Federal investments in education and training for adults without a 

high school degree and can play a critical role in the ongoing economic recovery. A study 

conducted by the Department’s Institute of Education Sciences (IES) that made a systematic 

review of adult education studies found that the research on bridge classes provides emerging 

evidence of effectiveness on educational progress.13 Research by MDRC found effectiveness in 

college bridge programs for low-skilled adults that are hosted by a community college that 

combine a contextualized, career-focused high school equivalency (HSE) curriculum and 

college and career transition services. In two evaluations, MDRC found that, compared to 

traditional HSE programs, this model increased the likelihood of earning a HSE credential and in 

enrolling in postsecondary education after completing the program. 14,15

This $25 million grant initiative would support competitive grants to 10 States, helping them 

expand and demonstrate the effectiveness of college bridge program opportunities that support 

low-skilled learners’ chances of educational success. Grant funds would be used to plan, pilot, 

implement, and scale evidence-based college bridge models; to provide technical assistance 

and professional development to support replication of the model; to provide research and 

evaluation of key interventions; and to support and strengthen the skills of college bridge 

program personnel with professional development. States would be required to provide a 

10 percent match of the grant award from their State leadership activities set-aside under Adult 

Basic and Literacy Education State Grants and could leverage their formula grant funds as a 

catalyst for large-scale innovation and modernization.

Ongoing Investments 

Other activities supported through the fiscal year 2022 request include the following:

• Evaluating Adult Education and Literacy Activities, which supports rigorous research and 

evaluation on effective adult education and literacy activities in addition to a statutorily 

required independent evaluation of AEFLA programs at least every 4 years to improve 

services and outcomes for adult education program participants. IES is examining the shift 

in policies and practices since the enactment of WIOA and the challenges that States and 

13 https://ies.ed.gov/ncee/pubs/2021007/pdf/2021007.pdf

14 https://www.mdrc.org/sites/default/files/Enhancing_GED_Instruction_brief.pdf

15 https://www.mdrc.org/sites/default/files/SliCC_Final_Report.pdf
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: National leadership activities

N-26

local providers face in administering the program. A separate component of the evaluation is 

examining whether particular adult education strategies are effective in improving learner 

outcomes.

• The Literacy Information and Communications System, which includes an online resource 

collection of instructional and professional development materials; a professional 

development center to assist States with training and technical assistance services intended 

to meet statutory requirements; and the technology infrastructure needed to support the 

collection, maintenance, and dissemination of adult education resources.

• The National Reporting System, which receives, stores, and generates reports on the 

outcomes, participation, and student descriptive data for AEFLA programs submitted by 

States. It also specifies methodologies for collecting and reporting the data and includes 

technical assistance resources to increase the knowledge of State staff and the capacity of 

State data systems. Investments in this area will help to ensure that local providers and 

States collect and report high quality data and become skilled in using this information in 

program management and decision-making.

• Innovation Initiatives, which includes activities such as efforts to advance integrated 

education and training and to increase digital literacy and use in adult education.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2020 2021 2022

Evaluating Adult Education and Literacy 

Activities $2,573 $3,500 $3,500

Literacy Information and Communications 

System 1,675 2,750 2,502

National Reporting System 1,491 1,600 1,600

Innovation initiatives 2,188 2,000 2,635

Other technical assistance, logistical 

support, and evaluation 5,785 3,862 2,825

College Bridge initiative 0 0 25,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

This section presents selected program performance information, including, for example, GPRA 

goals, objectives, measures, and performance targets and data. Achievement of program 

results is based on the cumulative effect of the resources provided in previous years, and those 

requested in fiscal year 2022 and future years, as well as the resources and efforts invested by 

those served by this program. The Department will be reviewing GPRA program performance 

goals, objectives, and measures for Adult Education National Leadership Activities for possible 

revision in future years to ensure alignment with Administration policy.
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Adult education: National leadership activities

N-27

Goal: To support research, evaluation, information dissemination, and other activities to 

help States improve adult education and literacy programs.

Objective: To support adult education systems that result in increased adult learner 

achievement in order to prepare adults for family, work, citizenship, and future learning. 

Measure: The percentage of States submitting high-quality learner assessment data through 

the National Reporting System (NRS).

Year Target Actual

2017 100% 91%

2018 100 86

2019 90 84

2020 90 95

2021 90

2022 95

Additional information: The program office has developed a data-quality review process for 

States based on the Department’s “Standards for Evaluating Program Performance Data.” This 

process leads to a determination of whether each State has submitted high quality adult learner 

assessment data. In 2020, 54 of 57 “States” (the 50 States, the District of Columbia, Puerto 

Rico, American Samoa, Guam, the Northern Mariana Islands, Palau, and the U.S. Virgin 

Islands) submitted high-quality learner assessment data. Due to the variety of factors involved in 

collecting, analyzing, and reporting data, the Department has determined that a target of 

100 percent is not appropriate but maintains an ambitious target.