Department of Education

CAREER, TECHNICAL, AND ADULT EDUCATION

Fiscal Year 2021 Budget Request

CONTENTS

Page

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

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

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

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

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

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

Summary of Request ..............................................................................................................N-7

Activities:

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

Career and technical education: National programs.........................................................N-18

Adult education: Adult basic and literacy education State grants .....................................N-21

Adult education: National leadership activities .................................................................N-27

State tables*

State tables reflecting final 2019 allocations and 2020 and 2021 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 Carl D. Perkins Career and 

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

Act ("AEFLA"), [$1,960,686,000] $2,723,265,000, of which [$1,169,686,000] $1,932,265,000

shall become available on July 1, [2020] 2021, and shall remain available through September 

30, [2021] 2022, and of which $791,000,000 shall become available on October 1, [2020] 2021, 

and shall remain available through September 30, [2021] 2022:

1 Provided, That notwithstanding 

section 114(e)(1) of the Perkins Act, $82,579,000 shall be available for innovation and 

modernization grants under section 114(e) of such Act and for activities to support such grants:

2

Provided further, That of the amounts made available for AEFLA, $13,712,000 shall be for 

national leadership activities under section 242:3(Department of Education Appropriations Act, 

2020.)

NOTES

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

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

Language Provision Explanation

1 ...of which [$1,169,686,000] 

$1,932,265,000 shall become available on 

July 1, [2020] 2021, and shall remain 

available through September 30, [2021] 

2022, and of which $791,000,000 shall 

become available on October 1, [2020] 2021, 

and shall remain available through 

September 30, [2021] 2022:

This language provides funds appropriated 

on a forward-funded basis for Career and 

Technical Education and Adult Education 

programs, as well as advance funding for 

Career and Technical Education.

2 Provided, That notwithstanding section 

114(e)(1) of the Perkins Act, $82,579,000 

shall be available for innovation and 

modernization grants under section 114(e) of 

such Act and for activities to support such 

grants:

This language overrides the statutory 

language that limits the funds than can be 

used for innovation and modernization grants

and makes $82,579,000 available for this 

purpose and activities in support of those 

grants.

3 Provided further, That, of the amounts 

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

be for national leadership activities under 

section 242:

This language overrides the statutory 

language establishing the distribution of Adult 

Education funding which otherwise reserves 

12 percent of the total appropriation for 

National Leadership Activities, providing a 

specific amount for that program.
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Appropriation, Adjustments, and Transfers

(dollars in thousands)

Appropriation/Adjustments/Transfers 2019 2020 2021

Discretionary:

DiscretionaryAppropriation........................................................... $1,925,686 $1,960,686 $2,723,265

Advance:

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

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

Total, budget authority ................................1,925,686 ....... 1,960,686 2,723,265
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Summary of Changes

(dollars in thousands)

2020.................................................................................................. $1,960,686

2021.................................................................................................. 2,723,265

Net change ................................................................ +762,579

Increases:

2020 base

Change

from base

Program:

Increase for Career and Technical Education State 

Grants to help more Americans to obtain relevant skills 

and high-paying jobs. $1,282,598 +$680,000

Increase for Career and Technical Education National 

Programs to provide additional funding for innovation 

and modernization grants. $7,421 +$82,579

Subtotal, increases +762,579
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N-5

Authorizing Legislation

(dollars in thousands)

Activity

2020

Authorized

Footnote

2020

Estimate

Footnote

2021

Authorized

Footnote

2021

Request

Footnote

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

CTAE State grants (Title I)............................................................. $1,246,782 $1,282,598 $1,264,237 $1,962,598

CTAE National programs (Section 114) ......................................... 7,758 7,421 7,867 90,000

Adult education (Adult Education and Family Literacy Act 

(AEFLA)):

AEFLA Adult basic and literacy education State grants (AEFLA)..... 665,0671,2 656,955 665,0671,2 656,955

AEFLA National leadership activities (AEFLA section 242).............. 13,5731,2 13,712 13,5731,2 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

Total definite authorization .............................................................1,933,180 1,950,744

Total annual appropriation ............................................................. 1,960,686 2,723,265

Portion of request not authorized ............................................ 771,948

1 A total of $678,640 thousand is authorized for Adult Education in fiscal year 2020 and fiscal year 2021 (via the GEPA extension), of which 2 percent (not to 

exceed $15,000 thousand), which amounts to $13,573 thousand, must be reserved to carry out National Leadership Activities.

2 The GEPA extension applies through September 30, 2021. The Administration is seeking reauthorizing legislation. 
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

2012 $1,683,392 $1,738,9461$1,738,9461$1,737,154

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

2013 1,737,154 1,737,15421,737,15421,646,533

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

2014 1,750,154 N/A31,737,9494 1,702,686

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

2015 1,722,686 N/A31,720,93951,707,686

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

2016 1,915,686 1,700,60961,669,73161,720,686

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

2017 1,808,686 1,720,68671,720,68671,715,3147

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

2018 1,476,441 1,720,6868 1,720,68681,830,6868

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

2019 1,637,159 1,945,2659 1,855,68691,925,6869

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

2020 1,842,159 2,003,133 1,935,68610 1,960,68610

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

2021 2,723,265

(2020 Advance for 2021) (791,000)

1 The level for the House allowance reflects an introduced bill and the level for the Senate allowance reflects Senate 

Committee action only.

2 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.

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

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

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

6 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.

7 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.

8 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).

9 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).

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

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

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N-7

Summary of R equest

 

Click here for accessible version

DEPARTMENT OF EDUCATION FISCAL YEAR 2021 PRESIDENT'S BUDGET

(in thousands of dollars)

Cat 

Code

2019

Appropriation

2020

Appropriation

2021 President's 

Budget

2021 President's Budget Compared to 

2020 Appropriation

Amount Percent

1.

Subtotal 1,262,598 1,282,598 1,962,598 680,000 53.02%

(b)

Subtotal, Career and technical education 1,270,019 1,290,019 2,052,598 762,579 59.11%

2. Adult education: 

(a)

(b)

Subtotal, Adult education 655,667 670,667 670,667 0 0.00%

Total, Appropriation 1,925,686 1,960,686 2,723,265 762,579 38.89%

Total, Budget authority 1,925,686 1,960,686 2,723,265 762,579 38.89%

Current 1,134,686 1,169,686 1,932,265 762,579 65.20%

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

NOTES: D = discretionary program; M = mandatory program 

Detail may not add to totals due to rounding.

Career, Technical, and Adult Education

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

(a) State grants (Title I)

Annual appropriation D 471,598 491,598 1,171,598 680,000 138.32%

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

National programs (section 114) D 7,421 7,421 90,000 82,579 1112.77%

Adult basic and literacy education State grants (AEFLA) D 641,955 656,955 656,955 0 0.00%

National leadership activities (AEFLA section 242) D 13,712 13,712 13,712 0 0.00%
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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 $2.7 billion for this account. This request includes 

$2.0 billion for Career and Technical Education State Grants, $90.0 million for Career and 

Technical Education National Programs, $657.0 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 

support the Administration’s agenda for expansion and reform of America’s workforce 

preparation system. This expanded investment in the reauthorized Carl D. Perkins Career and 

Technical Education Act will help more Americans to obtain relevant skills and high-paying jobs, 

while at the same time minimizing the costs of postsecondary education to students and families

by encouraging the expansion of apprenticeships that provide paid, relevant workplace 

experiences and opportunities as part of multiple education pathways that begin earlier in a 

student’s educational experience—preferably in high school. The $90.0 million request for CTE 

National Programs, which is $82.6 million over the fiscal year 2020 appropriation, would 

support activities to improve the quality and effectiveness of CTE programs, in particular 

through a significant expansion of grants under the Innovation and Modernization authority that 

would focus on strengthening career pathways in science, technology, engineering, and 

mathematics (STEM) fields, including computer science.

The $657.0 million request for Adult Education State Grants, the same as the fiscal year 2020 

appropriation, would support State and local efforts to promote adult literacy, employment and 

self-sufficiency; 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 $13.7 million request for Adult Education National Leadership Activities would continue 

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

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

Career and technical education: State grants 

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

(dollars in thousands)

FY 2021 Authorization: $1,264,237

Budget Authority: 

2020

Appropriation

2021

Request

Change from 

2020 to 2021

Annual appropriation $491,598 $1,171,598 +$680,000

Advance for succeeding 

fiscal year $791,000 $791,00 0

Total $1,282,598 $1,962,598 +$680,000

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). The 

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

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

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

with its State plan. 

Perkins V made several changes to the CTE State Grants program, including more closely 

aligning the program with the Workforce Innovation and Opportunity Act (WIOA), which was 

reauthorized in 2014, and the Elementary and Secondary Education Act, reauthorized in 2015; 

incorporating new performance indicators; no longer requiring States to negotiate performance 

targets with the Department; defining which students must be included in the accountability 

system; revising the allocation formula; expanding the list of special populations who must be 

served under the program and whose performance must be disaggregated by grantees; and 

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

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

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

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

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

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

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

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

funds designated for States.

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

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

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

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

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

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

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

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

represent Hawaiian Natives.

Under the statute:

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

education; promote student attainment of challenging academic standards along with 

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

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

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

work-based learning opportunities and opportunities to gain postsecondary credit while still 

attending high school.

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

number of “core indicators” specified in the law. 

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

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

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

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

challenging academic standards, as measured by the 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 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 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

N-11

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 level are students who have earned at least 

12 credits within a career and technical education program or program of study or

completed such a program if the program encompasses fewer than 12 credits or the 

equivalent in total

• 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 15 percent 

of those funds to make grant awards to local 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 high-skill, highwage, 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)

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

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

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

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

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

FY 2021 BUDGET REQUEST

For fiscal year 2021, the Administration requests $1.96 billion for Career and Technical 

Education (CTE) State Grants, an increase of $680 million or 53 percent over the fiscal year 
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2020 appropriation in the Department of Education request. Additional funds are requested 

through proposed changes to H-1B fees, 15 percent of which would be allocated to this program 

(described below). These funds would support the Administration’s commitment to ensuring all 

American high schools have access to high-quality career and technical education programs. 

This expanded investment in the reauthorized Carl D. Perkins Career and Technical Education 

Act will help more Americans obtain relevant skills and high-paying jobs, while at the same time 

minimizing the costs of postsecondary education to students and families. The President’s 

vision includes expanded apprenticeships that provide paid, relevant workplace experiences 

and opportunities as part of multiple education pathways that begin earlier in a student’s 

educational experience—potentially as early as high school, and prioritizing education and 

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

computer science, because those skills help American businesses drive solutions to complex 

industry problems, develop new products for expanded markets, and grow the economy. 

The fiscal year 2021 request will support quality improvements in career and technical 

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

better alignment of career and technical education 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 will help ensure students attain the skills 

they need to find high-skill, high-wage, or in-demand jobs where they live. In addition, State and 

local recipients must include work-based learning (along with competency-based and applied 

learning) as an element of career and technical education programs funded under Perkins V, 

which can improve student academic achievement and motivation to work hard in school by 

demonstrating the connection between academic learning and on-the-job skills. This 

requirement aligns with the President’s goal of expanding the use of apprenticeships, a type of 

work-based learning, particularly for high school students. Apprenticeships and other workbased learning experiences are critical to the Department’s efforts to promote multiple pathways 

both to postsecondary education opportunities and challenging, rewarding careers.

The request will also support implementation of accountability requirements strengthened under 

the latest reauthorization of the program by ensuring that States use comparable definitions of 

CTE concentrators in measuring program performance. This will help stakeholders better 

assess program outcomes—something that has been difficult because previous authorizations 

of the program have allowed States to determine which students would be included in 

accountability systems and how.

The 2021 Budget also includes a legislative proposal to double the American Competitiveness 

and Workforce Improvement Act fee for the H-1B visa program (to $3,000 per worker for large 

employers and $1,500 for small employers) to prepare American workers for jobs that are 

currently being filled by foreign workers, especially in STEM fields. Under the proposal, the 

prescribed allocations for Department of Labor job training grants (50 percent) and foreign labor 

certifications (5 percent) would remain the same. The National Science Foundation’s allocation 

for the Innovative Technology Experiences for Students and Teachers program (10 percent) 

would remain the same, while its allocation for STEM scholarships would decrease from 

30 percent to 15 percent, a level that would nonetheless maintain absolute funding levels under 

current estimates. The proposal would initiate a new 15 percent allocation for the Department of 

Education’s CTE State Grants. The remaining 5 percent would be maintained for Department of 
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Homeland Security processing costs. This proposal would increase the amount of funds 

available for CTE State Grants which will, in turn, support additional CTE programs that both 

help prepare America’s students for a broad range of careers with family-supporting wages and 

meet the workforce needs of their communities.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2019 2020 2021

Formul a funds: State grants $1,242,018 $1,261,692 $1,930,608

Formul a funds: Range of awards to States $5,037–$127,059 $5,136–$129,020 $8,480–$195,686

Formul a funds: Territories allocation $1,641 $1,667 $2,551

Formul a funds: Indian set-aside $15,782 $16,032 $24,532

Formul a funds: Indi an set-aside: Number of grants 30 30 35

Formul a funds: Native Hawaiian grants $3,157 $3,207 $4,907

Formul a funds: N ative Hawaiian grant: Number of grants 7 7 9

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 Federal resources provided for the program as well as the resources 

and efforts invested by those served by this program. 

All measures and data shown below reflect program performance prior to the 2018 

reauthorization of the Perkins Act. The Department will begin implementing new measures for 

the program (discussed in the program description section) in fiscal year 2020, following the 

transition year authorized in the statute. Baseline data for the new measures will be collected 

late in calendar year 2021 and available summer of 2022. 

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

2016 77% 70.9%

2017 78 67.4

2018 78 64.2

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

mathematics assessments.

Year Target Percentage Actual Percentage

2016 72% 64.8%

2017 72 56.0

2018 72 59.2

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

Year Target Percentage Actual Percentage

2016 93% 93.8%

2017 93 93.9

2018 94 84.3

Additional information: 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 definitions of CTE concentrators are not comparable across States, and 

that many CTE students take the State assessments before they begin their coursework in CTE 

(i.e., in 9th or 10th grade).

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

Year Target Percentage Actual Percentage

2016 80% 76.1%

2017 81 81.2

2018 81 82.2
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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

2016 95% 95.8%

2017 95 95.9

2018 96 84.1

Measure: The percentage of secondary CTE concentrators placed in postsecondary 

education, advanced training, military service, or employment.

Year Target Percentage Actual Percentage

2016 85% 84.0%

2017 85 83.2

2018 85 83.4

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

nontraditional fields.

Year Target Percentage Actual Percentage

2016 38% 38.0%

2017 38 37.2

2018 38 42.2

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

nontraditional fields.

Year Target Percentage Actual Percentage

2016 38% 35.3%

2017 38 33.6

2018 38 37.8

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

Year Target Percentage Actual Percentage

2016 84% 80.2%

2017 81 80.9

2018 81 81.4
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Career and technical education: State grants

N-16

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

Year Target Percentage Actual Percentage

2016 58% 54.9%

2017 54 57.5

2018 55 58.1

Measure: The percentage of postsecondary CTE concentrators retained in postsecondary 

education or transferring to a baccalaureate degree program.

Year Target Percentage Actual Percentage

2016 73% 69.2%

2017 69 69.8

2018 70 70.3

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

employment, or apprenticeships. 

Year Target Percentage Actual Percentage

2016 75% 75.2%

2017 73 77.1

2018 74 77.8

Measure: The percentage of postsecondary CTE concentrators participating in nontraditional 

programs.

Year Target Percentage Actual Percentage

2016 25% 23.7%

2017 24 23.4

2018 24 23.4

Measure: The percentage of postsecondary CTE concentrators completing nontraditional 

programs.

Year Target Percentage Actual Percentage

2016 22% 20.9%

2017 21 20.0

2018 22 20.4

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

Department negotiated with each State under Perkins IV. 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 adopted the Department’s suggested approaches, 

limiting the comparability and validity of State-reported postsecondary performance data. 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: State grants

N-17

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 under Perkins IV. 

Efficiency Measures

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

participants in the program. This is also the efficiency measure included in common measures 

for job training programs 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 these measures at the national and State levels, 

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

States. 

Measure: Federal cost per student.

Year Cost per secondary student

2016 $72

2017 71

2018 71

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

2016 $128

2017 120

2018 170
CAREER, TECHNICAL, AND ADULT EDUCATION

N-18

Career and technical education: National programs

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

(dollars in thousands)

FY 2021 Authorization: $7,867

Budget Authority:

2020

Appropriation

2021

Request

Change from 

2020 to 2021

$7,421 $90,000 +$82,579

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 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 families. Grantees must 

provide matching funds equal to 50 percent of their grant award (in cash or in-kind) from nonFederal sources.
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

N-19

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)

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

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

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

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

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

FY 2021 BUDGET REQUEST

For fiscal year 2021, the Administration requests $90 million for Career and Technical Education 

(CTE) National Programs, $82.6 more than the fiscal year 2020 appropriation. The increase 

would support an expanded Innovation and Modernization grants program, providing significant 

incentives to break down silos and create partnerships involving schools, postsecondary 

institutions, community organizations, and business and industry to develop, implement, and 

expand high-quality CTE programs, particularly in the STEM fields, including computer science, 

that drive innovation and economic growth.

The Administration believes the Innovation and Modernization authority holds great promise for 

expanding the limited evidence base for effective CTE programs that can both increase 

opportunities for individual opportunity and support the Nation’s economic growth and 

competitiveness. However, the currently authorized funding levels are simply insufficient to 

make good on this promise. At the authorized level, funding available for Innovation and 

Modernization grants is approximately $1.5 million, which severely limits both the number and 

size of awards that the Department can support to spur innovative projects and the funding that 

would be available to grantees to carry out the rigorous evaluations needed to assess 

outcomes. For this reason, the request includes appropriations language to override the 

authorized funding level and provide more substantial funding, $82.6 million, for these grants 

that will allow the program to accomplish its intended purpose.

The proposed increase also reflects the President’s commitment to improving STEM education, 

including through expanding apprenticeships in STEM fields as apprenticeships are a 

demonstrated pathway to middle class jobs and offer an alternative to costly four-year degrees. 

Targeting resources to support STEM education, including computer science and coding, is 

imperative to better equip America’s young people with the relevant knowledge and skills that 

will enable them to secure high-paying stable jobs throughout their careers. As the role of 

technology in both our economy and daily activities continues to expand, an increasing number 

of jobs will require STEM skills, especially in the field of computer science. The Bureau of Labor 

Statistics (BLS) projects that STEM occupations will grow faster over 10 years than the average 

for all occupations. In particular, the BLS Occupational Outlook Handbook notes that 

employment in computer and information technology occupations is projected to grow 

12 percent from 2018 to 2028, adding almost 550,000 new jobs over that period. The median 
CAREER, TECHNICAL, AND ADULT EDUCATION

Career and technical education: National programs

N-20

annual wage for such jobs was $86,320 in May 2018, compared to a median of $38,640 for all 

occupations.1 Moreover, wages in STEM occupations are higher than the median for all 

occupations, and STEM jobs pay more at all levels of education compared with other 

occupations.2 For example, even adults who have a high school diploma or less but are 

employed in STEM occupations earn approximately $500,000 more in lifetime earnings than 

adults in other occupations with the same level of education.3

The remainder of National Programs funds would support ongoing implementation of CTE State 

and local programs under Perkins V, as well as research and evaluation activities mandated 

under the statute.

PROGRAM OUTPUT MEASURES

(dollars in thousands)

Output Measures 2019 2020 2021

Research and evaluation $2,636 $1,355 $2,103

Performance data collection and 

reporting 872 1,200 1,200

Other program improvement activities 2,429 3,382 4,118

Innovation and modernization grants:

Innovati on competiti on: Funding for new awards 0 0 $80,269

Innovati on competiti on: Number of new awards 0 0 16-40

Innovati on competiti on: Range of new awards 0 0 $1,500-$5,000

Innovati on competiti on: Peer review of new award 

applications 0 0 $825

Innovati on competiti on: Funding for continuation awards 1,484 1,484 1,484

Innovati on competiti on: Number of continuation awards 9 9 9

Innovati on competiti on: Range of continuation awards 56-307 70-217 72-217

1 Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, Computer and Information 

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

December 26, 2019).

2 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.

3 Carnivale, A., N. Smith, and M. Melton. 2011. STEM. Washington, DC: Georgetown University, Center on Education 

and the Workforce.
CAREER, TECHNICAL, AND ADULT EDUCATION

N-21

Adult education: Adult basic and literacy education State grants

(Adult Education and Family Literacy Act)

(dollars in thousands)

FY 2021 Authorization: $665,0671,2

Budget Authority:

2020

Appropriation

2021

Request

Change from

2020 to 2021

$656,955 $656,955 0

1 A total of $678,640 thousand is authorized for Adult Education, of which 2 percent, which amounts to 

$13,573 thousand, must be reserved to carry out National Leadership Activities. 

2 The GEPA extension applies through September 30, 2021. The Administration is seeking reauthorizing legislation.

PROGRAM DESCRIPTION

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

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

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

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

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

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

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

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

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

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

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

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

programs, including through provisions requiring common performance measures, the 

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

WIOA’s one-stop delivery system.

Adult Education Basic State Grants

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

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

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

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

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

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

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

Adult education: Adult basic and literacy education State grants

N-22

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

resources in the community. 

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

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

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

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

other activities to improve adult education and literacy services. 

The common performance accountability system created by WIOA includes six primary 

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

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

programs in serving employers.

Integrated English Literacy and Civics Education State Grants (IELCE)

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

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

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

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

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

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

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

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

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

as measured by the average number of immigrants in the 3 most recent years. No State 

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

Adult education: Adult basic and literacy education State grants

N-23

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)

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

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

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

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

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

FY 2021 BUDGET REQUEST

The Administration requests $657.0 million for Adult Education State Grants for fiscal year 2021, 

the same level as the fiscal year 2020 enacted level. The request recognizes that there 

continues to be a need for Federal investment in adult education programs, in part because of 

data suggesting that the United States is losing ground to many of its economic competitors as 

measured by the employment-related skills of working-age adults. The 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.

1

In numeracy, the 2015 ISAS found that only 34 percent of adults in the 

United States scored in its top three levels of numeracy, whereas the average among all 

countries of the Organisation for Economic Co-operation and Development was 43 percent.2

PROGRAM OUTPUT MEASURES 

(dollars in thousands) 

Output Measures 2019 2020 2021

Adult basic and literacy State grants (ABL) $564,920 $578,120 $578,120

Range of awards to States $820–$87,940 $833–$90,039 $833–$90,039 

Integrated English literacy and civics 

education State grants $77,035 $78,835 $78,835

Range of awards to States $60–$15,098 $60–$15,452 $60–$15,452

Number of participants in Adult basic 

and literacy and English literacy 

and civics education 1,311,058 1,311,058 1,311,058

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

Publishing.

2 OECD (2015), Survey of Adult Skills, Programme for the International Assessment of Adult Competencies.
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-24

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 Federal resources provided for this program as well as the 

resources and efforts invested by those served by this program.

The Department revised the performance measures for Adult Education State Grants to meet 

the requirements of WIOA. The new performance accountability system became effective on 

July 1, 2016. Due to challenges in transitioning to these measures, States did not have 

complete data for some measures until 2019. In those instances, 2019 data are baselines, from 

which the Department has established target for future years. 

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

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

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

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

education and training and to work.

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

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

employment.

Year Target Actual

2017 44.0%

2018 45.0% 46.2

2019 46.5 44.8

2020 47.0

2021 47.0

Additional information: The lack of improvement in this measure is likely due, in part, to the 

implementation of higher adult education standards. Every State is now in compliance with the 

WIOA requirement that adult education standards be aligned with its challenging Statedetermined academic content standards under the Elementary and Secondary Education Act.

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

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

Year Target Actual

2017 44.0%

2018 45.0% 45.5

2019 46.0 45.2

2020 46.5

2021 46.5
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-25

Additional information: The lack of improvement in this measure is likely due, in part, to 

strong economic conditions which decreases the enrollment of individuals more likely to 

succeed in adult education programs. 

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%

2021 28.0

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%

2021 29.0

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%

2021 27.5

Additional information: The poor performance on the three measures above relative to similar 

measures recently discontinued may be due, in part, to data issues. For example, data 

matching for employment and postsecondary attendance is difficult and costly, and many States 

are creating these data matches for the first time. The Department expects the data quality and 

reliability for these measures to increase in the future. Additionally, individuals not seeking 

employment or postsecondary education or training (e.g., retirees) are now included in the 

denominator for these measures, which precludes comparisons to the discontinued measures. 

Data for 2020 for the measures above are expected in January 2021.
CAREER, TECHNICAL, AND ADULT EDUCATION

Adult education: Adult basic and literacy education State grants

N-26

Efficiency Measures

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

education participants.

Year Target Actual

2018 $855

2019 $900

2020 950

2021 950

Additional information: The Department expects the annual federal cost per MSG to increase 

in 2019, as States increase their use of integrated education and training (IET), which generally 

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

adult education program. 

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

2020 6,000

2021 6,000

Additional information: Data for 2019 for the two measures above are expected in January 

2021.
N-27

Adult education: National leadership activities

(Adult Education and Family Literacy Act, Section 242)

(dollars in thousands)

FY 2021 Authorization: $13,5731,2

Budget Authority:

2020

Appropriation

2021

Request

Change from

2020 to 2021

$13,712 $13,712 0

1 The GEPA extension applies through September 30, 2021. The Administration is seeking reauthorizing legislation.

2 A total of $678,640 thousand is authorized for Adult Education, of which 2 percent, which amounts to 

$13,573 thousand, must 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 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)

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

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

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

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

2020............................................................. ............................ 13,712
N-28

FY 2021 BUDGET REQUEST

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

fiscal year 2021, the same level as the fiscal year 2020 enacted level. Activities supported 

through the fiscal year 2021 request include the following:

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

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

required independent evaluation of AEFLA programs at least every 4 years 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 

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.

• 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. 

• Innovation Initiatives, which includes activities such as integrated education and training

efforts and a recognition and dissemination initiative for innovative adult education 

programs.

PROGRAM OUTPUT MEASURES 

(dollars in thousands)

Output Measures 2019 2020 2021

Evaluating Adult Education and Literacy 

Activities $4,284 $3,500 $3,500

Literacy Information and Communications 

System 2,502 2,502 2,502

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

Evidence-based Reading Instruction 650 650 650

Innovation Initiatives 2,635 2,635 2,635

Other technical assistance, logistical 

support, and evaluation 2,041 2,825 2,825
N-29

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 Federal resources provided for the program 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

2016 100% 91%

2017 100 91

2018 100 86

2019 90 84

2020 90

2021 90

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 2019, 48 of 57 “States” (the 50 States, the District of Columbia, Puerto 

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

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

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

100 percent is inappropriate and has adjusted the target to 90 percent. 

Other Information

The Department’s Institute of Education Sciences (IES) 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), were 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.

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 500 adult education students for the pilot and supplemental studies and an 

additional 340 postsecondary students for a supplemental study. 
N-30

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

and comprehension) and has tested their 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. In addition, the Center supports 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 21,000 times, the research portal over 2,500 times, and the teacher portal over 

4,100 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. CSAL ended in late 2019 but adult literacy research 

remains allowable under IES’s Education Research Grant.

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