Department of Education

CAREER, TECHNICAL, AND ADULT EDUCATION

Fiscal Year 2023 Budget Request

CONTENTS

Page

Appropriations Language..............................................................................................................1

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

Appropriation, Adjustments, and Transfers...................................................................................3

Summary of Changes ...................................................................................................................4

Authorizing Legislation..................................................................................................................5

Appropriations History...................................................................................................................6

Significant Items in FY 2022 Appropriations Reports ...................................................................7

Summary of Request ....................................................................................................................8

Activities:.......................................................................................................................................9

Career and technical education: State grants .........................................................................9

Career and technical education: National programs .............................................................14

Adult education: Adult basic and literacy education State grants..........................................17

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

Account Summary Table.............................................................................................................29

State Tables*

*State tables reflecting final 2021 allocations and 2022 and 2023 estimates are posted on the 

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

1

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"), $2,308,981,000, of which $1,517,981,000 shall become available on July 1, 

2023, and shall remain available through September 30, 2024, and of which $791,000,000 shall 

become available on October 1, 2023, and shall remain available through September 30, 2024:1

Provided, That $200,000,000 shall be for competitive grants to consortia of local educational 

agencies, institutions of higher education, and employers to pilot evidence-based strategies to 

increase the integration and alignment of the last two years of high school and the first two 

years of postsecondary education to improve postsecondary and career outcomes for all 

students:2 Provided further, That of the amounts made available for AEFLA, $38,712,000 shall 

be for national leadership activities under section 242:3

NOTES

A full-year 2022 appropriation for this account was not enacted at the time the Budget was prepared; therefore, 

the Budget assumes this account is operating under the Continuing Appropriations Act, 2022 (Division A of Public 

Law 117-43, as amended). The amounts included for 2022 reflect the annualized level provided by the continuing 

resolution.

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.
CAREER, TECHNICAL, AND ADULT EDUCATION

2

Analysis of Language Provisions and Changes

Language Provision Explanation

1 ...of which $1,517,981,000 shall become 

available on July 1, 2023, and shall remain 

available through September 30, 2024, and 

of which $791,000,000 shall become 

available on October 1, 2023, and shall 

remain available through September 30, 

2024:...

This language provides funds on a forwardfunded basis for Career and Technical 

Education and Adult Education programs, as 

well as advance funding for Career and 

Technical Education.

2...Provided, That $200,000,000 shall be for 

competitive grants to consortia of local 

educational agencies, institutions of higher 

education, and employers to pilot evidencebased strategies to increase the integration 

and alignment of the last two years of high 

school and the first two years of 

postsecondary education to improve 

postsecondary and career outcomes for all 

students:...

This language specifies the funding level for 

the Career-Connected High Schools initiative 

and authorizes competitive grants to 

consortia of local educational agencies, 

institutions of higher education, and 

employers to pilot evidence-based strategies 

to increase the integration and alignment of 

the last two years of high school and the first 

two years of postsecondary education to 

improve postsecondary and career outcomes 

for all students.

3 Provided further, That, of the amounts 

made available for AEFLA, $38,712,000 shall 

be for national leadership activities under 

section 242:

This language overrides the statutory 

2 percent cap on the reservation of Adult 

Education funding for National Leadership 

Activities.
CAREER, TECHNICAL, AND ADULT EDUCATION

3

Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2021 2022 2023

Discretionary:

DiscretionaryAppropriation $2,030,936 $2,030,936 $2,308,981

Mandatory:

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 2,030,936 2,030,936 2,308,981
CAREER, TECHNICAL, AND ADULT EDUCATION

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Summary of Changes

(dollars in thousands)

2022 $2,030,936

2023 2,308,981

Net change +278,045

Increases:

2022 base

Change

from base

Program:

Increase for Career and Technical Education State 

Grants to support improvements in career and technical 

education programs. $1,334,848 +$20,000

Increase for Career and Technical Education National 

Programs for competitive awards for a CareerConnected High Schools initiative to increase the 

integration and alignment of the last two years of high 

school and the first two years of postsecondary 

education, and to provide technical assistance and 

evaluate these projects. 7,421 +208,000

Increase for Adult Education State Grants to expand 

program services at the local level to increase the 

number of adults receiving services under the program. 674,955 +25,045

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 and for a disconnected youth initiative. 13,712 +25,000

Subtotal, increases +278,045
CAREER, TECHNICAL, AND ADULT EDUCATION

5

5

Authorizing Legislation

(dollars in thousands)

Activity

2022

Authorized

Footnote

2022

Estimate

Footnote

2023

Authorized

Footnote

2023

Request

Footnote

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

CTAE State grants (Title I) $1,281,937 $1,334,848 $1,299,884 $1,354,848

CTAE National programs (Section 114) 7,977 7,421 8,087 215,421

Adult education (Adult Education and Family Literacy Act 

(AEFLA)):

AEFLA Adult basic and literacy education State grants (AEFLA) 01,2 674,955 To be determined2 700,000

AEFLA National leadership activities (AEFLA section 242) 01,2 13,712 To be determined2 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 1,289,914 1,307,971

Total annual appropriation 2,030,936 2,308,981

Portion of request not authorized 738,712

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 applied through September 30, 2021. Reauthorization for FY 2023 is expected through appropriations action.
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

20141 $1,750,154 N/A $1,737,949 $1,702,686

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

20152 1,722,686 N/A 1,720,939 1,707,686

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

20163 1,915,686 $1,700,609 1,669,731 1,720,686

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

20174 1,808,686 1,720,686 1,720,686 1,715,314

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

20185 1,476,441 1,720,686 1,720,686 1,830,686

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

20196 1,637,159 1,945,265 1,855,686 1,925,686

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

20207 1,842,159 2,003,133 1,935,686 1,960,686

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

20218 2,723,265 1,985,686 2,035,686 2,030,936

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

2022 2,183,936 2,238,981 2,132,848 2,091,436

(2022 Advance for 2023) (791,000) (791,000) (791,000) (791,000)

2023 2,308,981

(2023 Advance for 2024) (791,000)

1 The House allowance is shown as N/A because there was no Subcommittee action. The level for the Senate 

allowance reflects Senate Subcommittee action only 2 The House allowance is shown as N/A because there was no Subcommittee action. The level for the Senate 

allowance reflects Senate Subcommittee action only

3 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.

4 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.

5 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). 6 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). 7 The Senate allowance reflects the Chairman’s mark; the Appropriation reflects the Further Consolidated 

Appropriation Act, 2020 (P.L. 116-94). 8 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 2022 Appropriations Reports

Career and Technical Education National Programs

Senate: The Committee directs the Department to work with the Departments of Defense, 

Labor, and Commerce to develop a pilot project to increase the quality of, and 

participation in, career and technical education programs related to the skills 

needed for new submarine construction. The Committee requests a briefing on 

the status of this effort within 60 days of enactment

Response: The Department believes that with the enactment of the fiscal year 2022 final 

appropriations act on March 15, 2022, there is insufficient time to develop a 

multi-agency pilot project for fiscal year 2022.
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 $2.3 billion for this account. 

This request provides $1.4 billion for Career and Technical Education State Grants, which 

includes an increase of $20 million, to continue 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 $215.4 million request for CTE National Programs would provide an additional 

$208 million for a Career-Connected High Schools initiative which would support competitive 

grants to consortia of local educational agencies, institutions of higher education, and employers 

to increase the integration and alignment of the last two years of high school and the first two 

years of postsecondary education, as well as funds for technical assistance, evaluation, and 

other ongoing activities. 

The $700 million request for Adult Education State Grants provides an increase of 

approximately $25 million to help expand program services at the local level and increase the 

number of adults receiving services under the program. Adult Education programs are critical to 

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

$25 million increase to fund scaling up of college bridge programs for low-skilled adults without 

a high school degree or equivalency and for an initiative for disconnected youth. Funds would 

also continue to support activities intended to increase the literacy and workforce skills of our 

Nation’s native-born adult population, as well as the ongoing need to address the English 

language acquisition, literacy, and workforce skills gaps of the immigrant population.
CAREER, TECHNICAL, AND ADULT EDUCATION

9

Activities:

Career and technical education: State grants 

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

(dollars in thousands)

FY 2023 Authorization: $1,299,884

Budget Authority: 

2022 Estimate 2023 Request Change

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

Advance for 

succeeding fiscal year $791,000 $791,000

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

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. 

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 

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.
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

10

Under the statute:

• Programs must 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, in high school settings.

• 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 

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 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

11

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. 

Funding levels for the past 5 fiscal years were:

Fiscal Year (dollars in thousands) 

2018 $1,192,598

2019 1,262,598

2020 1,282,598

2021 1,334,848

2022 Estimate 1,334,848

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $1.35 billion for Career and Technical 

Education (CTE) State Grants, $20 million more than a fiscal year 2022 annualized CR level 

based on the fiscal year 2021 appropriation. 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, provide work-based learning opportunities,

assist students in the transition from secondary education to postsecondary education and jobs,
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

12

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 has disproportionately impacted women and communities of color1,

and has had a disparate effect on occupational sectors,2 with the highest job losses occurring in 

the food preparation and related sectors and the leisure and hospitality industry. This is likely to 

increase demand for CTE from individuals seeking to obtain new skills or credentials in order to 

pursue 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 indemand occupations, including emerging professions.

The fiscal year 2023 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 opportunities) 

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.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 2022 2023

 ds: State grants $1,313,090 $1,332,764 $1,362,275

Formula funds: Range of awards to States $5,393–133,555 $5,491–135,434 $5,639–138,251

 ds: Territories allocation 1,735 1,761 1,800

 ds: Indian set-aside 16,686 16,936 17,311

Formula funds: Indian set-aside: Number of grants 38 38 38

 ds: Native Hawaiian grants $3,337 $3,387 $3,462

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 

1 https://www.mckinsey.com/featured-insights/diversity-and-inclusion/diverse-employees-are-struggling-the-mostduring-covid-19-heres-how-companies-can-respond. 2 https://medium.com/georgetown-cew/one-year-of-the-covid-economy-6f2d35d4c027.
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

13

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

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

14

Career and technical education: National programs

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

(dollars in thousands)

FY 2023 Authorization: $8,089

Budget Authority: 

2022 Estimate 2023 Request Change

$7,421 $215,421 +$208,000

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

15

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) 

2018 $7,421

2019 7,421

2020 7,421

2021 7,421

2022 Estimate 7,421

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $215.4 million for Career and Technical 

Education (CTE) National Programs, $208 million more than a fiscal year 2022 annualized CR 

level based on the fiscal year 2021 appropriation. The proposed increase would leverage the 

evidence-based Innovation and Modernization Grants authority in the Perkins Act to 

demonstrate the value and effectiveness of career-connected, postsecondary education-aligned 

high school experiences across a geographically and demographically diverse range of 

communities. Funds would build evidence for strategies and practices that, when taken to scale 

over time, would serve as catalysts for transformational systems change across grades 11-14, 

ultimately erasing current boundaries and barriers between high school and postsecondary 

education and supporting dramatically improved postsecondary and career outcomes for all 

students, but especially for students of color and students from low-income backgrounds. 

The $200 million Career-Connected High Schools initiative would support competitive grants to 

consortia of local educational agencies, institutions of higher education (including community 

colleges, which are the primary partners in current pathways models), and employers to 

increase the integration and alignment of the last two years of high school and the first two 

years of postsecondary education. These partnerships would create new structures and 

supports to help high school students develop and navigate clear pathways to postsecondary 

education and career preparation, accrue college credit, pursue industry-recognized, in-demand 

credentials, and gain direct experience in the workplace. Participating students would progress 

directly from high school to postsecondary education, largely eliminating current admissions and 

financial barriers that often pose as significant obstacles to students of color and students from 

low-income backgrounds.

Key activities would include dual enrollment in postsecondary education-level core content and 

career-connected coursework; work-based learning opportunities connected to programs of 

study; attainment of in-demand, career-related credentials; high-quality counseling and careernavigation supports; and educator recruitment and professional development to support 

effective integration of academic and career-connected content and instruction across 

grades 11-14.
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

16

The Department would make an estimated 32 5-year awards averaging $6 million to 

partnerships that include one or more high-need local educational agencies, a postsecondary 

institution, and employers or employer associations. The new program would give competitive 

priority to minority-serving institutions, Tribal colleges and universities, and rural applicants. A 

required match of Federal funds would help ensure that projects are sustainable after Federal 

funding ends.

Approximately $16 million would be used for technical assistance, the creation of communities 

of practice, and program evaluation related to Career-Connected High Schools. Remaining CTE 

National Activities funds would support ongoing implementation of CTE State and local 

programs under the Perkins Act, as well as research and evaluation activities mandated under 

the statute.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2021 2022 2023

Research and evaluation $2,023 $540 $2,000 

Performance data collection and 

reporting $1,069 $824 $838

Other program improvement activities $4,329 $6,057 $2,583

Innovation grants for CareerConnected High Schools:

Grants for Middle and High School CTFunding for new awards 0 0 $192,000

Grants for Middle and High School Number of new awards 0 0 32

Grants for Middle and High School Range of new awards 0 0 $4,000-8,000

Grants for Middle and High School Peer review of new award 

applications 0 0 $2,000

Grants for Middle and High School Evaluation and technical 

assistance 0 0 $16,000

PROGRAM PERFORMANCE INFORMATION

The Department anticipates developing GPRA performance measures for the proposed CareerConnected High Schools 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

17

Adult education: Adult basic and literacy education State grants

(Adult Education and Family Literacy Act)

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority:

Adult education: Adult basic and literacy education State Grants

Period of fund availability: 

2022 Estimate 2023 Request Change

$674,955 $700,000 +$25,045

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), 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 

AEFLA activities in unified or combined State plans, and partnering through WIOA’s one-stop 

delivery system.

The statute requires the Secretary to allocate 88 percent of funds appropriated for AEFLA State 

grants to Adult Education Basic State Grants and the remaining 12 percent to Integrated English 

Literacy and Civics Education State Grants.

1 The GEPA extension expired September 30, 2021; authorization for FY 2023 is expected through appropriations 

language.
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Adult education: Adult basic and literacy education State grants

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Adult Education Basic State Grants

From the amount reserved for Adult Education State Grants, the Department makes an initial 

allotment of $250,000 to each State and $100,000 to each Outlying Area, and allocates

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 “hold-harmless” provision ensuring that each State receives at 

least 90 percent of its previous year’s allocation. If funding is insufficient to satisfy the holdharmless provision, each State receives the same proportion of available funding as in the 

previous year.

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 IELCE program supports services designed to help adult English language learners, 

including professionals with degrees and credentials in their native countries, achieve 
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

19

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, 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. 

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)

2018 $616,955

2019 641,955

2020 656,955

2021 674,955

2022 Estimate 674,955

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $700 million for Adult Education State Grants, 

$25 million more than a fiscal year 2022 annualized CR based on the fiscal year 2021 

appropriation. The proposed increase would help expand program services at the local level to 

increase the number of adults receiving services under the program.

New data intended to assess the feasibility of future random assignment studies suggest that 

just over one-third of all local providers have waiting lists for entry into adult education 

programs.1 At the current funding level, the program helps approximately 1.1 million individuals 

acquire basic foundation skills (including English language acquisition), complete secondary 

education, and transition to further education and training and to work. However, estimates from 

the Program for the International Assessment of Adult Competencies (PIAAC) from 2012-2017 

indicate that in the United States there are 43 million working-age adults (ages 16–65) with low 

literacy skills and 63 million working-age adults with low numeracy skills.2 PIACC data over that 

period of time also show that 23 to 30 percent of such adults wanted to participate in learning 

activities during the previous year but could not do so. Assuming that only 25 percent of 

working-age adults with low literacy and low numeracy skills in the United States are interested 

1 This data comes from a survey of all providers about how they were implementing Title II in 2019. More information 

about this study and its forthcoming reports can be found at 

https://ies.ed.gov/ncee/projects/evaluation/pathways_wioa.asp

2 https://nces.ed.gov/surveys/piaac/faq.asp#6001
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in participating in adult education programs, there are up to 16 million adults seeking services 

from programs that currently serve just over 1 million individuals.

Moreover, 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. This 

evidence strongly supports the need for increased Federal investment in adult education 

programs. For example, PIAAC results indicate that the average skills of American adults lags

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

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 2022 2023

Adult basic and literacy State grants (ABL) $593,960 $593,960 $616,000

Range of awards to States $761–92,912 $761–92,912 $770–96,431 

Integrated English literacy and civics 

education State grants $80,995 $80,995 $84,000

Range of awards to States $60–15,465 $60–15,471 $60–16,047

Number of participants in Adult basic 

and literacy and English literacy 

and civics education 1,100,210 1,100,210 1,125,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program.

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

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

achievement 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

2018 45.0% 46.2%

2019 46.5 44.8

2020 47.0 35.9

2021 47.0 36.8

2022 42.0

2023 42.0

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

2018 45.0% 45.5%

2019 46.0 45.2

2020 46.5 36.1

2021 46.5 31.8

2022 42.0

2023 42.0

Additional information: Performance data reported for 2020 and 2021 reflect the continued 

disruptive effects of the COVID-19 pandemic on States’ ability 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. The Department adjusted targets for 2022 based on 

trends in actual performance. 

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 27.0

2022 25.0

2023 27.0

Additional information: Performance data reported for 2020 and 2021 reflect the continued 

disruptive effects of the COVID-19 pandemic on high school equivalency testing. In addition, 
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22

grantees have experienced an increase in burden because under WIOA this measure requires 

conducting more data matches among employment, high school equivalency attainment, and 

postsecondary records. Data matching for employment and postsecondary attendance is 

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

procedures for data matching are not possible during the time frame required for reporting. The 

Department expects the data matching, quality, and reliability for these measures to improve in 

the future.

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 29.3

2022 20.0

2023 30.0

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 28.6

2022 20.0

2023 30.0

Additional information: Performance reported for this measure in 2021 reflects the higher, 

pandemic-related rates of unemployment that disproportionately affect adult education program 

participants, as well as increased data collection and matching challenges during the pandemic. 

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 improve in the future. Data for 2022 for 

the measures above are expected in early 2023.
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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 1,012

2021 950

2022 950

2023 2,700

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 6,927

2021 6,000

2022 6,000

2023 10,500

Additional information: The Department re-set targets for 2023. Targets are higher to reflect 

the expectation for States to continue to increase their use of integrated education and training 

(IET) models, which generally have substantially higher costs (e.g., equipment, additional 

training for providers, coordination with employers, simultaneous teaching, and supportive 

services) than the typical adult education program. The new targets were also informed by the 

program costs reported in a small number of studies of adult education interventions that were 

found to be effective in improving learner outcomes. Data for 2021 for the two measures above 

are expected in early 2023.
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Adult education: National leadership activities

(Adult Education and Family Literacy Act, Section 242)

(dollars in thousands)

(dollars in thousands)

FY 2023 Authorization: To be determined1

Budget Authority:

2022

Estimate

2023

Request

Change 

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

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) 

2018 $13,712

2019 13,712

2020 13,712

2021 13,712

2022 Estimate 13,712

1 The GEPA extension expired September 30, 2021; authorization for FY 2023 is expected through appropriations 

action.
CAREER, TECHNICAL, AND ADULT EDUCATION

25

FY 2023 BUDGET REQUEST

For fiscal year 2023, the Administration requests $38.7 million for Adult Education National 

Leadership Activities, $25 million more than a fiscal year 2022 annualized CR based on the 

fiscal year 2021 appropriation. The substantial increase would support a new $10 million

initiative focused on disconnected youth without a high school diploma and provide $15 million 

for a College Bridge Initiative.

Disconnected Youth Initiative

The term disconnected youth is generally defined as young people ages 16 to 24 who are 

neither employed nor enrolled in school. Data from 2019 (the latest available) indicate that there 

are approximately 4.1 million disconnected youth in the U.S., representing approximately 

10.7 percent of the country’s youth population.1 There are racial and ethnic disparities in the 

population of disconnected youth, with rates ranging from 9.2 percent among white youth to 

12.8 precent for Hispanic youth, 17.4 percent for Black youth, and 23.4 percent for Native 

American youth. Furthermore, disconnected youth are more likely to have dropped out of high 

school, be poor, have a disability, be institutionalized, be living apart from their parents 

(including encountering the foster care system), and not have health insurance than their 

connected counterparts. School closings during the COVID-19 pandemic and continuing high 

unemployment rates among the youth population (9.6 percent among 16- to 19-year-old 

individuals and 9.1 percent among 20- to 24-year-old individuals in July of 20212) despite overall 

decreases in unemployment rates have limited opportunities for disconnected youth to pursue 

further education or attain employment. Given the characteristics of the disconnected youth 

population and the added disruptions caused by the pandemic, reconnecting these youth to 

career-based educational pathways and work opportunities is a priority that will require focused, 

tailored interventions and substantial support services.

The request would invest $10 million in competitive grants to 5 States for projects to reduce 

equity gaps for disconnected youth without a high school diploma who are often underserved in 

WIOA youth programs. The initiative would give priority to projects proposing to help 

disconnected youth attain a secondary school diploma and to projects proposing partnerships 

with public or private entities that would result in employment or transitions into postsecondary 

education for participants by the end of the project period.

College Bridge Initiative

The request also would provide $15 million to support competitive grants to 10 States to 

implement college bridge initiatives for out-of-school youth. College bridge programs provide 

services such as college counseling, mentoring, assistance with college applications and 

enrollment, and coaching during the initial months of college enrollment to help students 

transition into and succeed in postsecondary education. This activity would help States expand 

and demonstrate the effectiveness of college bridge opportunities that increase low-skilled 

learners’ odds of educational success at the postsecondary level. Grant funds would be used to 

1 Lewis, Kristen. A Decade Undone: 2021 Update. New York: Measure of America, Social Science 

Research Council, 2021. https://ssrc-static.s3.amazonaws.com/moa/ADecadeUndone2021Update.pdf

2 https://www.bls.gov/web/empsit/cpseea10.htm, last modified August 6, 2001.
CAREER, TECHNICAL, AND ADULT EDUCATION

26

plan, pilot, implement, and scale evidence-based college bridge models that serve out-of-school 

youth or adapt existing college bridge models to serve out-of-school youth; to provide technical 

assistance and professional development to support replication of the models; to provide 

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

bridge program personnel through 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 to scale up effective college bridge models.

Ongoing Investments 

Other activities supported through the fiscal year 2023 request include the following:

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

evaluation on effective adult education and literacy practices 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 

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 (IET), allowing participants to participate improve basic literacy and 

numeracy skills, and workforce skills at the same time and in the same context. The 

Department seeks to help State, local, and correctional education programs expand the 

availability of IET.
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PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2021 2022 2023

Evaluating Adult Education and Literacy 

Activities $2,500 $1,640 $3,500

Literacy Information and Communications 

System 3,350 3,466 3,740

National Reporting System 1,491 1,554 1,563

Innovation initiatives 4,318 4,100 3,000

Other technical assistance, logistical 

support, and evaluation 2,053 2,965 1,909

Disconnected Youth Initiative 0 0 10,000

Number of awards 5

Average award 2,000

College Bridge Initiative 0 0 15,000

Number of awards 10

Average award 1,500

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

program goals, objectives, measures, and performance targets and data; and an assessment of 

the progress made toward achieving program results. Achievement of program results is based 

on the cumulative effect of the Federal resources provided for the program as well as the 

resources and efforts invested by those served by the program. 

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 grantees submitting high-quality learner assessment data through 

the National Reporting System (NRS).

Year Target Actual

2018 100% 86%

2019 90 84

2020 90 95

2021 90

2022 95

2023 96

Additional information: In 2021, 55 of 57 grantees (the 50 States, the District of Columbia, 

Puerto Rico, American Samoa, Guam, the Northern Mariana Islands, Palau, and the U.S. Virgin 
CAREER, TECHNICAL, AND ADULT EDUCATION

28

Islands) submitted high-quality learner assessment data. 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. States periodically upgrade or replace

their data systems in order to address any identified data quality issues. 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.

.
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Account Summary Table

DEPARTMENT OF EDUCATION FISCAL YEAR 2023 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat

Code

2021

Appropriation

2022

Estimate

2023

Request

2023 Request Compared to

2022 Estimate

Amount Percent

Career, Technical, and Adult Education

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

(a) State grants (Title I)

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

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

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

(b) National programs (section 114) D 7,421 7,421 215,421 208,000 2802.86%

Subtotal, Career and technical education 1,342,269 1,342,269 1,570,269 228,000 16.99%

2. Adult education:

(a) Adult basic and literacy education State grants (AEFLA) D 674,955 674,955 700,000 25,045 3.71%

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

Subtotal, Adult education 688,667 688,667 738,712 50,045 7.27%

Total, Appropriation 2,030,936 2,030,936 2,308,981 278,045 13.69%

Current 1,239,936 1,239,936 1,517,981 278,045 22.42%

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

NOTES:

1) D = discretionary program; M = mandatory programs

2) Detail may not add to totals due to rounding.

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