Department of Education

CAREER, TECHNICAL, AND ADULT EDUCATION

Fiscal Year 2019 Budget Request

CONTENTS

Page

Appropriations Language ....................................................................................................... M-1

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

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

Summary of Changes ............................................................................................................ M-4

Authorizing Legislation........................................................................................................... M-5

Appropriations History............................................................................................................ M-6

Summary of Request ............................................................................................................. M-7

Activities:................................................................................................................................ M-9

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

Career and technical education: National programs.........................................................M-20

Adult education: Adult basic and literacy education State grants .....................................M-23

Adult education: National leadership activities .................................................................M-30

State Tables*

State tables reflecting final 2017 allocations and 2018 and 2019 estimates are posted on the 

Department’s webpage at: https://www2.ed.gov/about/overview/budget/statetables/index.html
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Appropriations Language

For carrying out, to the extent not otherwise provided, the Adult Education and Family 

Literacy Act ("AEFLA"), $499,561,000, which shall become available on July 1, 2019, and shall 

remain available through September 30, 2020:

1 Provided, That, of the amounts made available 

for AEFLA, $13,712,000 shall be for national leadership activities under section 242:

2

NOTES

A full-year 2018 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, 2018 (Division D of 

P.L. 115–56, as amended). The amounts included for 2018 reflect the annualized level provided by the continuing 

resolution.

No appropriations language is included for programs authorized under the expired Carl D. Perkins Career and 

Technical Education Act; when new authorizing legislation is enacted, appropriations language for these programs 

will be proposed.

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 For carrying out, to the extent not otherwise 

provided, the Adult Education and Family 

Literacy Act ("AEFLA"), $499,561,000, which 

shall become available on July 1, 2019, and 

shall remain available through September 30, 

2020

This language provides funds appropriated 

on a forward-funded basis for Adult 

Education programs. 

2 Provided, That, of the amounts made 

available for AEFLA, $13,712,000 shall be for 

national leadership activities under section 

242.

This language provides a specific amount for 

National Leadership Activities authorized 

under section 242 of the Adult Education and 

Family Literacy Act, overriding the statutory 

set-aside of 2 percent of the Adult Education 

appropriation (not to exceed $15 million).
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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2017

2018

Annualized CR 2019

Discretionary:

Discretionar yAppropriation........................................... $1,715,314 0 $1,637,159

Discretionar y Annualized CR (P.L. 115–56).................. 0 $1,714,373 0

Total, discretionary appropriation....... 1,715,314 1,714,373 1,637,159

Advance:

Advance for succeeding fiscal year........... -785,628 -791,000 -791,000

Advance from prior year............................. 791,000 785,628 791,000

Total, budget authority ....................... 1,720,686 1,709,001 1,637,159
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Summary of Changes

(dollars in thousands)

2018 Annualized CR ........................................................................ $1,714,373

2019................................................................................................. 1,637,159

Net change ............................................................... -77,214

Increases: 2018 Annualized 

CR base

Change

from base

Program:

Increase funding to reflect the President’s Budget 

request to fund Career and Technical Education State 

Grants and Adult Education National Leadership 

Activities at FY 2017 enacted levels. This amount would 

restore cuts resulting from the 0.6791 percent acrossthe-board reduction included in the FY 2018 Annualized 

CR Level. $1,128,999 +$2,311

Increase for Career and Technical Education National 

Programs to promote the development, enhancement, 

implementation, or expansion of innovative CTE 

programs in science, technology, engineering, and 

mathematics (STEM) fields, including computer science. 7,371 +12,629

Subtotal, increases +14,940

Decreases:

2018 Annualized

CR base

Change

from base

Program:

Decrease funding for Adult Basic and Literacy Education 

State Grants to provide funding for other Administration 

priorities. $578,003 -$92,154

Subtotal, decreases -92,154

Net change -77,214
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M-5

Authorizing Legislation

(dollars in thousands)

Activity

2018

Authorized

Footnote

2018

Annualized CR

Footnote

2019

Authorized

Footnote

2019

Request

Footnote

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

CTAE State grants (Title I) 01 $1,115,380 To be determined1 $1,117,598

CTAE National programs (Section 114) 01 7,371 To be determined 1 20,000

Adult education (Adult Education and Family Literacy Act 

(AEFLA)):

AEF LA Adult basic and literacy education State grants (AEFLA) $649,2872,3 578,003 $664,5522,3 485,849

AEF LA National leadership activities (AEFLA section 242) (2,3) 13,619 (2,3) 13,712

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

UA Occupational and employment information (CTEA 

section 118) Indefinite 0 Indefinite 0

UA Tech prep education State grants (CTEA Title II) Indefinite 0 Indefinite 0

Total definite authorization 649,287 664,552

Total annual appropriation 1,714,373 1,637,159

Portion of request subject to reauthorization 1,137,598

1 The GEPA extension expired September 30, 2013; reauthorizing legislation is sought for fiscal year 2019. 2 A total of $649,287 thousand in fiscal year 2018 and $664,552 thousand for fiscal year 2019 is authorized for both Adult Basic and Literacy 

Education State Grants and National Leadership Activities. 3 Section 211(a) of the Adult Education and Family Literacy Act requires that, of the funds appropriated for Adult Education, the Department

reserve 2 percent, not to exceed $15,000 thousand, for National Leadership Activities; and 12 percent of the remaining funds for Integrated 

English Literacy and Civics Education.
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Appropriations History

(dollars in thousands)

Year

Budget Estimate

to Congress

Footnote

House 

Allowance Footnote

Senate

Allowance Footnote Appropriation Footnote

2010 $2,018,447 $2,016,447 42,018,4471$1,928,447

(2010 Advance for 2011) (791,000) (791,000) (791,000) (791,000)

2011 1,942,707 1,991,44721,942,54111,737,4513

(2011 Advance for 2012) (791,000) (791,000) (791,000) (791,000)

Rescission (P.L. 112-74) -(1,495)

2012 1,683,392 1,738,94641,738,94641,737,154

(2012 Advance for 2013) (791,000) (791,000) (791,000) (791,000)

2013 1,737,154 1,737,15451,737,15451,646,533

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

2014 1,750,154 N/A61,737,949 1,702,686

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

2015 1,722,686 N/A61,720,93971,707,686

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

2016 1,915,686 1,700,60981,669,73181,720,686

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

8 (791,000)8 (791,000)

2017 1,808,686 1,720,68691,720,68691,715,3149

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

9 (791,000)9 (785,628)9

2018 1,476,441 1,720,68610 1,720,68610 1,714,37310

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

10 (791,000)10 (791,000)10

2019 1,637,159

(2019 Advance for 2020) (791,000)

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

2 The level for the House allowance reflects the House-passed full-year continuing resolution. 3 The level for appropriation reflects the Department of Defense and Full-Year Continuing Appropriations Act, 2011 

(P.L. 112-10). 4 The level for the House allowance reflects an introduced bill and the level for the Senate allowance reflects Senate 

Committee action only.

5 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. 6 The House allowance is shown as N/A because there was no Subcommittee action.

7 The level for the Senate allowance reflects Senate Subcommittee action only. 8 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.

9 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.

10 The levels for the House reflect floor action on an Omnibus appropriation bill; Senate allowances reflect Committee 

action on the regular annual 2018 appropriations bill; the Appropriation reflects the annualized Continuing Resolution 

level.
ACC OUNT

M-7

M-7 C Click here for accessible version Summary of Request

 

DEPARTMENT OF EDUCATION FISCAL YEAR 2019 PRESIDENT'S BUDGET 

(in thousands of dollars)

Amount Percent

Career, Technical, and Adult Education

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

(a) State grants (Title I)

Annual appropriation D 326,598 324,380 326,598 2,218 0.68%

Advance for succeeding fiscal year 1 D 785,628 791,000 791,000 0 0.00%

Subtotal 1,112,226 1,115,380 1,117,598 2,218 0.20%

(b) National programs (section 114) D 7,421 7,371 20,000 12,629 171.33%

Subtotal, Career and technical education 1,119,647 1,122,751 1,137,598 14,847 1.32%

2. Adult education:

(a) Adult basic and literacy education State grants (AEFLA) D 581,955 578,003 485,849 (92,154) -15.94%

(b) National leadership activities (AEFLA section 242) D 13,712 13,619 13,712 93 0.68%

Subtotal, Adult education 595,667 591,622 499,561 (92,061) -15.56%

Total, Appropriation 1,715,314 1,714,373 1,637,159 (77,214) -4.50%

Total, Budget authority 1,720,686 1,709,001 1,637,159 (71,842) -4.20%

Current 929,686 923,373 846,159 (77,214) -8.36%

Prior year's advance 1 791,000 785,628 791,000 5,372 0.68%

NOTES: D = discretionary program; M = mandatory program

Detail may not add to totals due to rounding. 

1 The Advance for succeeding fiscal year shown in the 2017 Appropriation column and the Prior year's advance shown in the 2018 Annualized CR column reflects the 0.6791 percent across-the-board reduction

authorized by P.L. 115-56, the Continuing Appropriations Act, 2018, as amended.

2019 President's Budget 

Category Compared to 2018 Annualized CR 

Code

2017 

Appropriation 

2018 

Annualized CR

2019 

President's 

Budget
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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. A full-year fiscal year 2018 appropriation was not enacted at the time the 

fiscal year 2019 Budget was prepared; therefore, the Budget assumes the Department is 

operating under the Continuing Appropriations Act, 2018 (Division D of P.L. 115–56, as 

amended). The amounts included for fiscal year 2018 reflect the annualized level provided by 

the continuing resolution.

The Administration requests a total of $1.6 billion for this account. This request includes 

$1.1 billion for Career and Technical Education State Grants, $20.0 million for Career and 

Technical Education National Programs, $485.8 million for Adult Education State Grants, 

and $13.7 million for Adult Education National Leadership Activities.

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

restore funding for CTE State Grants to the fiscal year 2017 level. The program is subject to 

reauthorization. The request assumes funding would support a reauthorized program that 

addresses weaknesses in the current program and incorporates the Administration’s proposals 

for changes to the program in order to ensure that participants, upon exit, are able to work in 

careers for which there is high demand. The $20.0 million request for CTE National Programs, 

which is $12.6 million over the fiscal year 2018 CR level, would support a competition to 

promote the development, enhancement, implementation, or expansion of innovative CTE 

programs in science, technology, engineering, and mathematics (STEM) fields, including 

computer science. 

The $485.8 million request for Adult Education State Grants, a reduction of $92.2 million or 

16 percent, would support State and local efforts to promote adult literacy, employment and selfsufficiency; help parents gain the skills needed to become a full partner in their children’s 

educations; and, assist adults in the completion of a secondary education. The request includes 

funding for Integrated English Literacy and Civics Education (IELCE) State Grants to support 

the unmet needs of immigrants learning English. IELCE grants help States and communities 

provide adult English Learners with expanded access to high-quality English literacy programs 

linked to civics education.

The request for Adult Education National Leadership Activities would 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.
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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 2019 Authorization: Indefinite1

Budget Authority: Acti vity and period of fund availability

2018

Annualized CR 2019

Change from

Annualized CR

Annual appropriation $324,380 $326,598 +$2,218

Advance for succeeding 

fiscal year 791,000 791,000 0

Total 1,115,380 1,117,598 +$2,218

1 The GEPA extension expired September 30, 2013; reauthorizing legislation is sought for FY 2019.

PROGRAM DESCRIPTION

Under the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV), State 

Grants for Career and Technical Education (CTE) assist 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 based on State per-capita income and population in three 

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

at least 0.5 percent of the total appropriation, and a “hold-harmless” provision in the formula 

ensures that no State’s share of the appropriation is less than its share of the fiscal year 1998 

appropriation. A special provision limits the increase a State with an initial allocation of the 

0.5 percent minimum may receive, resulting in a number of States that receive an allocation of 

less than 0.5 percent of the total. If appropriations result in the amount of funds for allocation to 

States exceeding the amount of funds allocated to States from the fiscal year 2006 

appropriation, up to one-third of the additional funds is to be allotted to States with fiscal year 

2006 grant awards that were less than the minimum 0.5 percent grant amount and the 

remainder is to flow to the other 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, Guam receives $660,000, American Samoa and the Northern Mariana Islands each 

receive $350,000, and Palau receives $160,000. Any remaining funds are distributed among 

Guam, American Samoa, and the Northern Mariana Islands in equal shares. Also, 1.25 percent 

of the total appropriation for State Grants is set aside for grants to federally recognized Indian 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

M-10

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 and career and technical 

standards, provide strong linkages between secondary and postsecondary education, and 

provide professional development for teachers, counselors, and administrators.

• States and local recipients must offer at least one program of study. Programs of study are 

coherent sequences of non-duplicative CTE courses that progress from the secondary to 

the postsecondary level, include rigorous and challenging academic content along with 

career and technical content, and lead to an industry-recognized credential or certificate at 

the postsecondary level or to an associate or baccalaureate degree. 

• The Department and each State must reach agreement on annual levels of performance for 

a number of “core indicators” specified in the law. 

o The core indicators for secondary education programs focus on student attainment of 

challenging academic standards, as measured by State-determined levels of 

achievement on the academic assessments required by Title I of the Elementary and 

Secondary Education Act (ESEA); high school graduation; student attainment of career 

and technical skill proficiencies; student attainment of a secondary school diploma or its 

recognized equivalent, or a proficiency credential in conjunction with a secondary school 

diploma; student placement in postsecondary education, advanced training, military 

service, or employment; and student participation in and completion of career and 

technical education programs that lead to employment in fields that are traditionally 

dominated by one gender.

o The core indicators for postsecondary education programs focus on student attainment 

of challenging career and technical skill proficiencies; student attainment of an industryrecognized credential, certificate, or degree; student retention in postsecondary 

education or transfer to a baccalaureate degree program; student placement in the 

military or in apprenticeship programs, or placement or retention in employment; and 

student participation in and completion of career and technical education programs that 

lead to employment in fields that are traditionally dominated by one gender.

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

agencies (LEAs) and postsecondary institutions, and a State may reserve up to 10 percent 

of those funds to make grant awards to local agencies in rural areas and areas with high 

percentages or high numbers of career and technical education students. 

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

such as professional development, expanding the use of technology, assessing career and 

technical education services, furthering the integration of academic and career and technical 

education in order to improve student achievement, preparing students for employment in 

fields that are traditionally dominated by one gender, delivering career and technical 
CAREER, TECHNICAL, AND ADULT EDUCATION

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education in correctional institutions, and providing services for special populations 

designated in the statute.

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)

2014 ...................................................... $1,117,598

2015 ........................................................ 1,117,598

2016 ........................................................ 1,117,598

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

2018 ........................................................ 1,115,380

FY 2019 BUDGET REQUEST

The Administration requests $1.1 billion for fiscal year 2019 for Career and Technical Education 

(CTE) State Grants, an increase of 2.2 million, to restore funding to the fiscal year 2017 level.

In today's rapidly changing economy, it is more important than ever to prepare workers to fill 

both existing and newly created jobs and to prepare workers for the jobs of the future. The U.S. 

education system must provide access to an affordable, quality education and training that 

includes career and vocational tracks. As part of the Administration’s commitment to supporting 

the Nation’s workforce, the Budget maintains funding for CTE at the fiscal year 2017 level. This 

investment recognizes that students should have access to a full menu of postsecondary 

educational options including certificate programs, community colleges, and apprenticeships. At 

the secondary and post-secondary levels, CTE prepares students with the skills necessary to 

succeed in a broad array of careers and provides an alternate pathway to a traditional four-year 

degree. 

The CTE State Grants program, and all the programs under the Carl D. Perkins Act of 2006, are 

overdue for reauthorization and are in need of reform. The Administration believes that 

reauthorization of the Perkins Act should address weaknesses in the program to ensure that 

participants, upon exit, are able to work in careers for which there is high demand. 

The 2014 National Assessment of Career and Technical Education (NACTE) found generally 

mixed or inconclusive results with regards to program outcomes. For example, the report noted 

that the NACTE-commissioned studies that used quasi-experimental methods to control for 

student background found that CTE coursetaking had little or no relationship with academic 

achievement in high school and evidence on the relationship between CTE concentration and 

high school graduation was inconclusive. In addition, the NACTE found that continuation in the 

same CTE field from the secondary to the postsecondary level varied widely by field and 

employment and earnings outcomes for CTE students were mixed. 
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To addresses these findings and support this expanded workforce agenda, the Administration 

proposes that reauthorization of the Perkins Act include the following changes:

• Direct the majority of funds for CTE State Grants to high schools to promote high-quality 

CTE programs that are aligned to locally-in-demand fields and incorporate strategies that 

allow students to work and learn at the same time, such as apprenticeship and work-based 

learning. This would ensure that students either graduate from high school with the skills, 

and to the extent possible, credentials, to pursue well-paying employment upon graduation, 

or on a pathway to earn a credential for such employment.

• Authorize activities to promote and expand apprenticeships. This would bring the Perkins 

Act into alignment with the President’s June 15, 2017, executive order aimed at expanding 

apprenticeship programs in the United States. Apprenticeships provide paid, relevant 

workplace experiences along with instruction, and enable individuals to attain the skills 

needed to attain good jobs while getting paid. However, only a limited number of formal 

apprenticeships are open to current high school students. Several States, including 

Colorado, Georgia and North Carolina, have already made efforts to expand high school 

apprenticeships and allowing CTE State Grant funds to support apprenticeships will assist 

other States that wish to expand apprenticeship have the resources to do so. There is room 

to expand apprenticeships nationwide; according to the Department of Labor’s Employment 

and Training Administration, there are over 505,000 apprentices currently obtaining the skills 

they need to succeed while earning the wages they need to build financial security, and 

49,000 participants graduated from the apprenticeship system in fiscal year 2016. By 

contract, there were approximately 3 million CTE concentrators in secondary programs. 

• Promote higher quality in CTE programs in high schools by limiting CTE offerings to science, 

technology, engineering, and math (STEM) fields and other high-demand fields. In an 

environment of limited Federal funding for domestic programs, Federal CTE funds should 

target education and training for jobs in high-demand occupations that pay middle-class 

wages. Some of these occupations will require post-secondary education or training and 

CTE funds should create pathways this training. But others will not, and CTE funds also 

should be directed towards programs prepare students to enter these jobs directly from high 

school. In particular, there is growing employer demand for workers with skills in STEM 

occupations, especially computer science. The Bureau of Labor Statistics projects that 

STEM occupations will grow faster over 10 years than the average for all occupations. 

• Promote the use of evidence-based research in design and implementation of CTE 

programs. Federal funds should only support effective programs.

• Allow States to use program funds to support regional activities across districts and in 

partnership with local businesses and other stakeholders. A regional, cross-stakeholder 

approach can greatly benefit the alignment of programs and workforce needs, but the 

emphasis on current law is for States to work with subgrantees.

• Change distribution of funds within States to target funds more heavily towards 

disadvantaged students, and increase the minimum secondary subgrant award from 

$15,000 to $50,000. Under current law, of the funds designated by States for secondary 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

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programs, 30 percent are to be distributed based on the share of school-aged (ages 5-17) 

children, and 70 percent on the share of poor school-aged children. The NACTE found that, 

in 2009–10, high-poverty school districts received larger allocations per secondary student 

than did lower-poverty districts, but the highest-poverty districts received smaller allocations 

per poor school-age child than did lower-poverty school districts. In addition, subgrant funds 

are currently spread too thinly, and often are insufficient to offer high-quality CTE programs. 

Eligible subgrantees would still have the option of forming consortia with other entities in 

order to receive a minimum award, and under the proposal discussed under the previous 

bullet, States would be able to support regional consortia.

The Administration looks forward to working with Congress on completing reauthorization of the 

Perkins Act. 

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2017 2018 2019

 ds: State grants $1,094,097 $1,097,199 $1,099,381

Formul a funds: Range of awards to States $4,215–$113,605 $4,215–$114,092 $4,215–$114,432

 ds: Territories allocation $1,446 $1,450 $1,453

 ds: Indian set-aside $13,909 $13,942 $13,970

Formul a funds: Indi an set-aside: Number of grants 30 30 30

 ds: Native Hawaiian grant $2,781 $2,789 $2,794

Formul a funds: N ati ve Hawaiian grant: Number of grants 7 7 7

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

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 resources provided in previous years, and those requested in fiscal 

year 2019 and future years, as well as the resources and efforts invested by those served by 

this program. 

Goal: Increase access to and improve educational programs that strengthen education 

achievement, workforce preparation, and lifelong learning.

Objective: Ensure that secondary and postsecondary CTE concentrators, including special 

populations, meet rigorous academic standards, attain technical skills, and make successful 

transitions to further education and employment.
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Measure: The percentage of CTE concentrators scoring at the proficient level or above on 

State reading/language arts assessments.

Year Target Percentage Actual Percentage

2014 77% 77.8%

2015 77 72.6

2016 77 70.9

2017 78

2018 78

2019 75

Measure: The percentage of CTE concentrators scoring at the proficient level or above on State 

mathematics assessments.

Year Target Percentage Actual Percentage

2014 72% 70.8%

2015 72 65.2

2016 72 64.8

2017 72

2018 72

2019 68

Measure: The percentage of CTE concentrators who graduated in the reporting year.

Year Target Percentage Actual Percentage

2014 91% 92.7%

2015 93 93.4

2016 93 93.8

2017 93

2018 94

2019 94

Additional information: The Department has defined a secondary CTE concentrator in nonregulatory guidance as a secondary student who has earned three or more credits in a single 

CTE program area (e.g., health care or business services), or two credits in a single CTE 

program area, but only in those program areas where two-credit sequences at the secondary 

level are recognized by the State and/or its local eligible recipients. However, States have 

authority under the Perkins statute to set definitions for performance measures, and they 

generally do so. As required in the statute, States measure reading/language arts and 

mathematics achievement by determining the percentage of CTE concentrators who took State 

assessments and who attained a level of proficient or advanced on those assessments. 

Performance targets are averages of the performance targets the Department negotiated with 

individual State agencies. The source of data is the Consolidated Annual Report that State 

agencies submit to the Department. Note that many CTE students take the State assessments 

before they begin their coursework in CTE (i.e., in 9th or 10th grade).
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The percentage of CTE concentrators who graduate from high school is based on the share of

CTE concentrators who were included in the State’s computation of the graduation rate as 

required by the ESEA. In recent years, this rate has been higher than the average graduation 

rate for all students. NACTE analyses indicate that the higher graduation rate for CTE 

concentrators is likely due to some states calculating the graduation rate for CTE concentrators 

as the percentage of 12th-grade concentrators who graduated in the same year, rather than as 

the percentage of beginning high school students who earned a diploma in the standard number 

of years. Part of the reason for this challenge may be that the definition of CTE concentrator, by 

its nature, implies a student who has reached 11th or 12th grade. Data for 2017 will be available 

in May 2018. 

Measure: The percentage of secondary CTE concentrators attaining technical skills.

Year Target Percentage Actual Percentage

2014 78% 82.3%

2015 80 80.0

2016 80 76.1

2017 81

2018 81

2019 81

Measure: The percentage of secondary CTE concentrators earning a diploma, a GED, or a 

proficiency credential in conjunction with a secondary school diploma.

Year Target Percentage Actual Percentage

2014 94% 94.5%

2015 95 95.3

2016 95 95.8

2017 95

2018 96

2019 95

Measure: The percentage of secondary CTE concentrators placed in postsecondary 

education, advanced training, military service, or employment.

Year Target Percentage Actual Percentage

2014 82% 83.4%

2015 85 83.8

2016 85 84.0

2017 85

2018 85

2019 85
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Measure: The percentage of secondary CTE concentrators participating in programs in 

nontraditional fields.

Year Target Percentage Actual Percentage

2014 32% 36.3%

2015 38 37.0

2016 38 38.0

2017 38

2018 38

2019 38

Measure: The percentage of secondary CTE concentrators completing programs leading to 

nontraditional fields.

Year Target Percentage Actual Percentage

2014 32% 34.5%

2015 38 35.3

2016 38 35.3

2017 38

2018 38

2019 38

Measure: The percentage of postsecondary CTE concentrators attaining technical skills. 

Year Target Percentage Actual Percentage

2014 83% 79.7%

2015 84 79.9

2016 84 80.2

2017 81

2018 81

2019 81

Measure: The percentage of postsecondary CTE concentrators earning an industryrecognized credential, certificate, or degree.

Year Target Percentage Actual Percentage

2014 58% 53.0%

2015 58 54.6

2016 58 54.9

2017 54

2018 55

2019 55
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Measure: The percentage of postsecondary CTE concentrators retained in postsecondary 

education or transferring to a baccalaureate degree program.

Year Target Percentage Actual Percentage

2014 73% 67.8%

2015 73 69.4

2016 73 69.2

2017 69

2018 70

2019 70

Measure: The percentage of postsecondary CTE concentrators placed in military service, 

employment, or apprenticeships. 

Year Target Percentage Actual Percentage

2014 75% 72.1%

2015 75 73.2

2016 75 75.2

2017 73

2018 74

2019 74

Measure: The percentage of postsecondary CTE concentrators participating in nontraditional 

programs.

Year Target Percentage Actual Percentage

2014 24% 23.9%

2015 25 23.6

2016 25 23.7

2017 24

2018 24

2019 24
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Measure: The percentage of postsecondary CTE concentrators completing nontraditional 

programs.

Year Target Percentage Actual Percentage

2014 21% 20.3%

2015 22 21.1

2016 22 20.9

2017 21

2018 22

2019 22

Additional information: Performance targets are based on the performance targets the 

Department negotiates with each State. In order to encourage consistency in how States define 

outcomes and concentrators, the Department published non-regulatory guidance providing 

suggested measures, measurement approaches, and data definitions for each indicator. 

However, not every State has opted to adopt the Department’s suggested approaches, limiting 

the comparability and validity of State-reported postsecondary performance data. 

The Perkins Act defines nontraditional fields as occupations or fields of work, including careers 

in computer science, technology, and other current and emerging high-skill occupations, for 

which individuals from one gender comprise less than 25 percent of the individuals employed in 

each such occupation or field of work. Performance targets are averages of the performance 

targets the Department negotiated with individual State agencies. Data for 2017 will be available 

in May 2018.

Efficiency Measures

The Department has adopted Federal cost per participant as the efficiency measure for 

secondary participants in the program. This is also the efficiency measure included in the job 

training common measures adopted by the Department and other Agencies. The efficiency 

measure for postsecondary students is the Federal cost per postsecondary CTE concentrator 

placed or retained in employment, placed in military service, or entering apprenticeships after 

leaving postsecondary education.

Although the Department is able to calculate this measure at the national and State levels, State 

definitions of participants vary, limiting the validity and reliability of comparisons across States. 

Data for fiscal year 2017 will be available in late 2018.
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Measure: Federal cost per student.

Year Cost per secondary student

2011 $80

2012 79

2013 76

2014 77

2015 80

2016 72

Measure: Federal cost per postsecondary CTE concentrator placed or retained in 

employment, placed in military service, or entering apprenticeships after leaving postsecondary 

education.

Year Cost per postsecondary student

2011 $119

2012 115

2013 114

2014 126

2015 127

2016 128
CAREER, TECHNICAL, AND ADULT EDUCATION

M-20

Career and technical education: National programs

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

(dollars in thousands)

FY 2019 Authorization: Indefinite1

Budget Authority:

2018

Annualized CR 2019

Change from

Annualized CR

$7,371 $20,000 +$12,629

1 The GEPA extension expired September 30, 2013. Reauthorizing legislation is sought for FY 2018.

PROGRAM DESCRIPTION

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) includes an 

authority for National Programs to support research, development, demonstration, 

dissemination, evaluation, and assessment activities aimed at improving the quality and 

effectiveness of career and technical education (CTE). Perkins IV also requires the Department 

to fund a national center to carry out scientifically based research in career and technical 

education and a national assessment of career and technical education programs operated 

under the Act. The Department used National Programs funds from fiscal years 2005 through 

2008 to carry out this national assessment and submitted a final report on the National 

Assessment of Career and Technical Education to Congress in September 2014.

National Programs funds currently support the National Career and Technical Education 

Research Center and activities to assist States in implementing key provisions of the Perkins 

Act, such as the requirement that States implement at least one “program of study” that 

provides a coherent sequence of courses that links secondary and postsecondary education, 

provides rigorous and challenging content, and leads to a degree or an industry-recognized 

credential. 

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)

2014.............................................................$7,421

2015...............................................................7,421

2016...............................................................7,421

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

2018...............................................................7,371
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

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FY 2019 BUDGET REQUEST

For fiscal year 2019, the Administration requests $20 million for Career and Technical Education 

(CTE) National Programs, $12.6 million over the fiscal year 2018 annualized Continuing 

Resolution level. Consistent with the Presidential Memorandum on STEM education, this 

funding in addition to the $180 million requested for Education Innovation and Research 

provides a path forward to direct at least $200 million to STEM education. Supporting STEM 

education is imperative to better equip America’s young people with the relevant knowledge and 

skills that would enable them to secure high-paying, stable jobs throughout their careers. As the 

role of technology grows in driving the American economy, many jobs will increasingly require 

skills in STEM.

The request would fund a competition to promote the development, enhancement, 

implementation, or expansion of innovative CTE programs in science, technology, engineering, 

and mathematics (STEM) fields, including computer science. Because STEM careers require 

strong technical skills that are critical for driving innovation and the improved productivity that 

raises wages and living standards in today’s economy, there is growing employer demand for 

workers with these skills, especially related to computer science. The Bureau of Labor Statistics 

projects that STEM occupations will grow faster over 10 years than the average for all 

occupations. Wages in STEM occupations are also higher than the median for all occupations, 

and they pay more at all levels of education compared with other occupations.1 For example, 

adults in STEM occupations who have a high school diploma or less earn approximately 

$500,000 more in lifetime earnings than adults in other occupations with the same level of 

education.

2

 In particular, the BLS Occupational Outlook Handbook3 notes that employment in 

computer and information technology occupations is projected to grow 13 percent from 2016 to 

2026, adding over 500,000 new jobs over that period. The median annual wage for such jobs 

was $82,860 in May 2016, compared to a median of $37,040 for all occupations.

In order to ensure that programs are aligned and articulated between the secondary and 

postsecondary levels, grantees would be limited to consortia of secondary and postsecondary 

recipients of CTE State Grant formula funds. Although both types of entities receive funding 

under the formula program, funding for each type of recipient is distributed through separate 

streams. Limiting eligibility to consortia would provide significant incentives for both types of 

entities to work together to create articulated curricula and training programs. In addition, 

grantees under the new competition would be required to work with employers and local 

workforce agencies to ensure that the CTE programs they develop are aligned with regional 

workforce and labor market needs. Grantees would also be required to track and rigorously 

evaluate program outcomes.

 

1 Vilorio, D. 2014. "STEM 101: Intro to Tomorrow's Jobs." Occupational Outlook Quarterly, Spring. Washington, DC: 

U.S. Department of Labor, Bureau of Labor Statistics. 2 Carnivale, A., N. Smith, and M. Melton. 2011. STEM. Washington, DC: Georgetown University, Center on Education 

and the Workforce.

3 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Agricultural Workers, 

on the Internet at https://www.bls.gov/ooh/computer-and-information-technology/home.htm (visited January 19, 

2018).
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Under the Administration’s reauthorization proposal, CTE National Programs would continue to 

support development and demonstration activities, technical assistance, research, and

evaluation activities.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2017 2018 2019

CTE research center $2,500 $2,500 0

National reporting system 1,189 1,213 0

Professional development 450 450 0

Other program improvement activities 3,282 3,208 0

STEM competition:

Innovati on competiti on: Funding for new awards 0 0 $19,800

Innovati on competiti on: Number of new awards 0 0 5

Innovati on competiti on: Average award amount 0 0 $3,960

Innovati on competiti on: Peer review of new award 

applications 0 0 $200
CAREER, TECHNICAL, AND ADULT EDUCATION

M-23

Adult education: Adult basic and literacy education State grants

(Adult Education and Family Literacy Act)

(dollars in thousands)

FY 2019 Authorization: $664,5521

Budget Authority:

2018

Annualized CR 2019

Change from

Annualized CR

$578,003 $485,849 -$92,154

1 A total of $664,552 thousand is authorized for Adult Education, of which 2 percent, not to exceed 

$15,000 thousand, shall be reserved to carry out National Leadership Activities; and 12 percent of the 

remaining funds shall be reserved for Integrated English Literacy and Civics Education

PROGRAM DESCRIPTION

Under the Adult Education and Family Literacy Act (AEFLA), adult education grants to the 

States and Outlying Areas 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 by the Workforce Innovation and 

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

occupational education and training and with the development of career pathways systems and 

integrated education and training and workforce preparation activities. Adult Education State 

Grants is closely aligned with Department of Labor (DOL) workforce development, job-training, 

and employment programs, including through provisions requiring common performance 

measures and inclusion of activities under AEFLA in unified or combined State plans and as a 

required partner in the 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.

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

to provide technical assistance to eligible providers, and to 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 shared with the other core workforce programs 

under WIOA that are administered by DOL and the Department, including six primary indicators 

of performance: (1) the percentage of program participants who are in unsubsidized 

employment during the second quarter after exit from the program; (2) the percentage of 

program participants who are in unsubsidized employment during the fourth quarter after exit 

from the program; (3) the median earnings of program participants who are in unsubsidized 

employment during the second quarter after exit from the program; (4) the percentage of 

program participants who obtain a recognized postsecondary credential, or a secondary school 

diploma or its recognized equivalent, during participation in or within 1 year after exit from the 

program, if such participants have also obtained or retained employment or are in an education 

or training program leading to a recognized postsecondary credential within 1 year of exit; 

(5) the percentage of program participants who, during a program year, are in an education or 

training program that leads to a recognized postsecondary credential or employment and who 

are achieving measurable skill gains toward such a credential or employment; and (6) an 

indicator to measure 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. The program provides education to English language learners who 

are adults, including professionals with degrees and credentials in their native countries, 

that enables those adults to 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. These services include instruction in literacy and English 
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

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language acquisition and instruction on the rights and responsibilities of citizenship and civic 

participation, and may include workforce training. 

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 3 most recent years. No State 

receives an award of less than $60,000. 

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)

2014.........................................................$563,955

2015...........................................................568,955

2016...........................................................581,955

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

2018...........................................................578,003

FY 2019 BUDGET REQUEST

The Administration requests $485.8 million for Adult Education State Grants for fiscal year 2019, 

a decrease of $92.2 million, or 16 percent, from the 2018 annualized Continuing Resolution 

level. The request would provide significant resources to support adult education while also 

maintaining the fiscal discipline necessary to support the President’s goal of increasing support 

for national security and public safety without adding to the Federal budget deficit. While the 

Department’s Adult Education State Grants program has performed adequately on its 

performance measures, there has not been a rigorous evaluation of the program recently. The 

statute requires the Department to carry out an independent evaluation of its adult education 

program at least once every 4 years; the Department only recently awarded the evaluation 

contract. Furthermore, States and providers across the country are still working to implement 

changes in adult education requirements made by WIOA. For these reasons, the effectiveness 

of the program remains unclear. The Administration’s request reflects a marginal scaling back 

of the adult education program, with future decisions regarding the program being informed by 

the evaluation and by performance data based on the full implementation of WIOA. 

At the same time, there continues to be a need for Federal investment in adult education 

programs, in part because the United States is increasingly losing ground in employmentrelated skills to many of its economic competitors. The 2013 International Survey of Adult Skills 

(ISAS) indicated that the average performance in literacy and numeracy of American adults was 

significantly lower than the international average. Additionally, the U.S. has a higher percentage 

of working-age adults with low literacy skills than seven other industrialized nations. In 

numeracy, the share of working age adults in the U.S. with weak numeracy skills surpasses that 
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

M-26

of 10 other industrialized nations.1 Finally, an analysis of data from the Longitudinal Study of 

Adult Learning found that participating in adult education for 100 or more hours was associated 

with an average annual income increase of $6,635 (in 2007 dollars).2

 These data show that, in 

addition to national economic competitiveness, improving adult literacy and numeracy can have 

a significant positive impact on the prosperity and well-being of individuals and their families.

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2017 2018 2019

Adult basic and literacy State grants (ABL) $512,120 $508,643 $427,547

Range of awards to States $827–$79,809 $823–$79,258 $692–$66,619 

English literacy and civics education 

State grants $69,835 $69,360 $58,302

Range of awards to States $60–$14,000 $60–$13,904 $60–$11,680

Number of participants 1,526,000 1,520,000 1,400,000

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data, and an assessment of the 

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

the cumulative effect of the resources provided in previous years and those requested in fiscal 

year 2019 and future years, as well as the resources and efforts invested by those served by 

this program.

As prescribed in the performance accountability provisions of WIOA, the Department has 

revised the performance measures for Adult Education State Grants. The new performance 

accountability system became effective on July 1, 2016. Baseline data and targets for these 

measures will be phased into Congressional budget justifications beginning with the 

fiscal year 2020 President’s Budget. 

The Department has continued to report on the existing measures for grants made prior to 

enactment of WIOA. These State-level performance indicators include: (1) demonstrated 

improvements in skill levels in reading, writing, and speaking English; numeracy and problemsolving; and English language acquisition; (2) placement in, retention in, or completion of 

 1 OECD (2013), Time for the U.S. to Reskill?: What the Survey of Adult Skills Says, OECD Skills Studies, 

OECD Publishing.

2 U.S. Department of Education, Office of Career, Technical, and Adult Education, The Impact of ABS 

Program Participation on Long-Term Economic Outcomes, Washington, DC, 2014.
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postsecondary education, training, unsubsidized employment, or career advancement; and 

(3) receipt of a secondary school diploma or a recognized equivalent. These indicators are 

reflected in the first four measures below. The Department will not report on these measures 

beyond the 2017 data year.

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 adults in Adult Basic Education programs who acquire the level of 

basic skills needed to complete the level of instruction in which they enrolled.

Year Target Actual

2014 44% 42%

2015 45 41

2016 46 41

2017 46 44

Measure: The percentage of adults enrolled in English literacy programs who acquire the level 

of English language skills needed to complete the levels of instruction in which they enrolled.

Year Target Actual

2014 47% 46%

2015 48 45

2016 49 46

2017 49 44

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

States based on its “Standards for Evaluating Program Performance Data.” Educational gain is 

demonstrated by Department-approved standardized tests. As of 2017, figures reflect slightly 

modified measures per performance accountability requirements under WIOA. Specifically, for 

2017, the two measures reflect: “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” and “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.” The Department will use the 2017 figures above as baseline data to 

set targets. These will be reported along with 2018 data in the fiscal year 2020 President’s 

Budget. 
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Measure: The percentage of adults who earn a high school diploma or recognized equivalent.

Year Target Actual

2014 64% 73%

2015 68 66

2016 73 75

2017 75 72

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

States based on its “Standards for Evaluating Program Performance Data.” High school 

diplomas issued are certified by LEAs or the State educational agency, and HSE credentials are 

confirmed through a data match with the State’s administrative database. Reflecting the shared 

performance accountability system under WIOA, this measure will be replaced by “the 

percentage of program participants who obtain 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.” The 

Department will report baseline data and targets in the fiscal year 2021 President’s Budget. 

Measure: The percentage of adults who enroll in a postsecondary education or training 

program.

Year Target Actual

2014 32% 30%

2015 35 28

2016 38 29

Additional information: This measure will no longer be a standalone measure under WIOA’s 

performance accountability measures. Rather, a modified version will be one of the ways in 

which grantees can meet the measurable skill gains measure mentioned above. 

Measure: The percentage of adults who obtain a job by the end of the first quarter after their 

program exit quarter.

Year Target Actual

2014 47% 41%

2015 42 45

2016 43 44

Additional information: The precise definition for this measure is: the percentage of adults 

who were unemployed and in the labor force at entry who obtain a job by the end of the first 

quarter after the program exit quarter. 
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Adult education: Adult basic and literacy education State grants

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Measure: The percentage of adults who retain employment in the third quarter after exit.

Year Target Actual

2014 57% 61%

2015 62 64

2016 63 69

Additional information: The precise definition for this measure is “the percentage of adults 

who were employed in the first quarter after exit quarter who are employed in the third quarter 

after the program exit quarter.” As required by WIOA, the Department will begin to collect data 

on “the percentage of program participants who are in unsubsidized employment during the 

second quarter after exit from the program” and “the percentage of program participants who 

are in unsubsidized employment during the fourth quarter after exit from the program.” The 

Department will report baseline data and targets in the fiscal year 2021 and fiscal year 2022

President’s Budgets, respectively.

Efficiency Measures

Prior to the passage of WIOA, the Department had two efficiency measures for the Adult 

Education State Grants program: (1) the annual Federal cost per participant and (2) the annual 

Federal cost per student learning gain or high school diploma/HSE attainment. These 

measures will be replaced by “the annual federal cost per measurable skill gain” and “the annual 

federal cost per secondary school diploma.” Data for these measures will be phased into 

Congressional budget justifications beginning with the fiscal year 2021 President’s Budget.
M-30

Adult education: National leadership activities

(Adult Education and Family Literacy Act, Section 242)

(dollars in thousands)

FY 2019 Authorization: $664,5521

Budget Authority:

2018

Annualized CR 2019

Change from

Annualized CR

$13,619 $13,712 +$93

1 A total of $664,552 thousand is authorized for Adult Education, of which 2 percent shall be reserved to 

carry out National Leadership Activities.

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 supports 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, assistance to local providers of adult education services upon request from one or 

more States, and carrying out research and evaluation 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)

2014...........................................................$13,712

2015.............................................................13,712

2016.............................................................13,712

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

2018.............................................................13,619

FY 2019 BUDGET REQUEST

The Administration requests $13.7 million for Adult Education National Leadership Activities for 

fiscal year 2019, an increase of $0.1 million from the 2018 annualized Continuing Resolution 
M-31

level, to restore funding to the fiscal year 2017 level. The request includes appropriations 

language that overrides the authorized funding level, which is established as 2 percent of the 

amount appropriated for AEFLA, or $10.0 million based on the request level. Funds would 

continue to support State efforts to implement the provisions of AEFLA. The request would also 

continue support for activities designed to enhance the quality and outcomes of adult education 

and literacy programs. Currently, these activities include:

• Evaluating Adult Education and Literacy Activities, which enables the Department to carry 

out rigorous research and evaluation on effective adult education and literacy activities in 

addition to an independent evaluation of the programs and activities under AEFLA at least 

every 4 years in order to improve services and outcomes for adult education program 

participants. 

• 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 

outcome, 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 decisionmaking.

• Evidence-based Reading Instruction, which assists States in meeting their statutory 

requirement to establish or operate high quality professional development programs focused 

on the essential components of reading instruction for adults.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2017 2018 2019

Evaluating Adult Education and Literacy 

Activities $3,500 $3,500 $3,500

Literacy Information and Communications 

System 2,753 2,656 2,656

National Reporting System 1,534 1,523 1,523

Evidence-based Reading Instruction 1,059 860 860

Other technical assistance, logistical 

support, and evaluation $4,866 $5,080 $5,173

PROGRAM PERFORMANCE INFORMATION

Performance Measures

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

goals, objectives, measures, and performance targets and data, and an assessment of the 
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progress made toward achieving program results. Achievement of program results is based on 

the cumulative effect of the resources provided in previous years and those requested in fiscal 

year 2019 and future years, as well as the resources and efforts invested by those served by 

this 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 States submitting high-quality learner assessment data through 

the National Reporting System (NRS).

Year Target Actual

2014 100% 91%

2015 100 89

2016 100 89

2017 100

2018 100

2019 100

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 2016, 51 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. 

Other Performance Information

Beginning in 2008, the Department, in collaboration with the National Institute of Child Health 

and Human Development of the National Institutes of Health, supported a study of adult and 

adolescent literacy instruction through the National Academies of Sciences. The resulting 

2012 report, “Improving Adult Literacy Instruction: Options for Practice and Research,” explores 

in depth the factors that affect literacy development in adolescence and adulthood and 

examines the implications for strengthening literacy instruction for those populations. The report 

covers such topics as: technologies that can assist with multiple aspects of teaching,

assessment, and accommodations for learning; use of evidence-based practices and 

professional development; improving learner persistence through the use of educational 

technologies; social service support and incentives; and enhanced coordination of program 

improvement, evaluation, and research.

The Department’s Institute of Education Sciences funded a competition in fiscal year 2011 for its 

first national research and development center on cognition and adult literacy, which began 

work in September 2012. The primary goals of this center, the Center for the Study of Adult 

Literacy (CSAL), are to: (1) build the understanding of the underlying cognitive and motivational 

processes that contribute to or impede struggling adult readers’ development, (2) examine the 

adequacy of measurement instruments and assessments for the population, and (3) develop 

and evaluate a multi-component reading intervention for this population. 
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Since 2012, CSAL has tested approximately 900 adult literacy students on a battery of 

assessments to help determine this population’s underlying skill profiles and has worked with 

approximately 470 adult education students for the pilot and supplemental studies and an 

additional 340 postsecondary students for a supplemental study. 

The Center has developed materials to help teach fundamental reading skills (e.g., fluency and 

comprehension) and has tested its feasibility in several programs. These materials contain 

30 lessons on reading comprehension, 31 lessons on more basic skills (e.g., sounding out 

words), and 35 interactive computer-based lessons. The Center has also created an online 

reading repository that contains links to free texts, organized by reading level and content.16 

Since its launch, the student portal that connects to the reading repository has been accessed 

over 13,000 times, the research portal over 1,700 times, and the teacher portal over 3,000 

times. Since the beginning of CSAL, the researchers have collaborated with over 30 education 

organizations (e.g., school boards, education community-based organizations). The 

researchers of CSAL have met with staff from the Departments of Education and Labor to 

discuss research activities and findings and possibilities for further coordination. CSAL is 

currently in a no-cost extension to complete ongoing supplemental studies, analyze results from 

the primary and pilot studies, and disseminate findings to researcher, practitioner, policymaker, 

and other stakeholder communities.

 16 http://csal.gsu.edu/content/library-resources