Placement or retention in, or completion of, postsecondary education, training, unsubsidized employment, or career advancement. Receipt of a high school diploma or the equivalent. It also requires states to describe how they will measure success in achieving the performance indictors. The state director of adult education will make many of these decisions. If you have ideas for how the state should develop its outcomes and indicators, contact the state director of adult education.
States can include additional performance indicators in their state plans as well.
These could include outcomes related to strengthening families, increasing community involvement, or other goals that are not necessarily tied to work. States could choose to tie these themes and EFF's measurement tools to their performance indicators. In addition to having input into the kinds of goals set by the state, those interested in shaping implementation can have input into state decisions on how they will measure these outcomes and establish performance levels for each of the outcomes. The new law establishes specific criteria for state agencies to consider in awarding grants to local programs for adult education, family, workplace, ESL, and prison literacy services. The state agency will have to decide if the different items should all be weighed equally or prioritized in some way.