I 
112TH CONGRESS 
1ST SESSION H. R. 2226 
To increase access to adult education to provide for economic growth. 
IN THE HOUSE OF REPRESENTATIVES 
JUNE 16, 2011 
Mr. HINOJOSA (for himself, Mr. FATTAH, Mr. REYES, Mrs. NAPOLITANO, Mr. 
GRIJALVA, Mr. POLIS, Mr. SCOTT of Virginia, Mr. DAVIS of Illinois, Mr. 
HONDA, and Ms. CLARKE of New York) introduced the following bill; 
which was referred to the Committee on Education and the Workforce, 
and in addition to the Committee on Ways and Means, for a period to 
be subsequently determined by the Speaker, in each case for consider-
ation of such provisions as fall within the jurisdiction of the committee 
concerned 
A BILL 
To increase access to adult education to provide for economic 
growth. 
Be it enacted by the Senate and House of Representa-
tives of the United States of America in Congress assembled, 
SECTION 1. SHORT TITLE. 
This Act may be cited as the ‘‘Adult Education and 
Economic Growth Act of 2011’’. 
SEC. 2. FINDINGS. 
Congress finds the following: 
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(1) In order to remain competitive in today’s 
global economy, the United States must reverse the 
trend of underinvestment in adult education and 
workforce development and empower its workforce 
through adequate resources and effective and inno-
vative educational and workforce programs. Since 
1979, investments in adult education and workforce 
development programs have declined in real terms by 
more than 70 percent. 
(2) Current Federal adult basic education pro-
grams serve less than 3,000,000 individuals a year. 
Some States have experienced difficulties integrating 
adult education public job training and career and 
technical education programs that could help these 
individuals meet specific industry demand while ad-
vancing along a career path. 
(3) In 2007, more than 25,000,000 adults ages 
18 through 64 had no high school credential. Every 
year, 1 in 3 young adults—more than 1,200,000 
people—drop out of high school. 
(4) Employers need highly skilled workers to be 
able to compete globally. Between 2004 and 2014, 
24 of the 30 fastest-growing occupations are pro-
jected to demand workers with some form of post-
secondary education or training. Yet nearly half of 
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the United States workforce has a high school di-
ploma or less. 
(5) Technology and globalization, coupled with 
the unfolding economic recession, are rendering low- 
wage and low-skill workers particularly vulnerable. 
Unemployment is highest among those without a col-
lege degree and has grown at a faster rate among 
this group since the start of the economic recession 
in December 2007. 
(6) According to the Bureau of Labor Statis-
tics, the unemployment rate for individuals 25 and 
older who have less than a high school diploma has 
risen from 7.5 percent in December 2007 to 15.9 
percent in February 2011. The unemployment rate 
for high school graduates with no college has in-
creased from 4.6 percent to 10.7 percent in Feb-
ruary 2011. The unemployment rate for high school 
graduates with some college experience or an asso-
ciate degree has risen from 3.7 percent to 8.2 per-
cent in February 2011. 
(7) The United States ranks 11th among Orga-
nization for Economic Co-operation and Develop-
ment countries in percent of young adults with a 
high school diploma—the only country in which 
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younger adults are less educated than the previous 
generation. 
(8) In 2006, 18,400,000 adults spoke English 
‘‘less than very well’’, according to the United States 
Census Bureau (2006 American Community Sur-
vey). Of these adults, 8,200,000 held no high school 
credential and 5,000,000 had completed high school 
but were not college or job ready. 
(9) Although 88,000,000 adults ages 18 to 64 
have a high school diploma or less, or limited 
English proficiency, funding for programs authorized 
under the Workforce Investment Act of 1998 for 
adults, dislocated workers, and youth declined by 
about 12 percent between 2000 and 2007. 
(10) According to the National Commission on 
Adult Literacy, 1 in every 100 adults in the United 
States 16 and older is in prison or jail in the United 
States. About 43 percent do not have a high school 
diploma or its equivalent, and 56 percent have very 
low literacy skills. Ninety-five percent of incarcer-
ated individuals return to our communities. 
(11) In order to meet the needs of the work-
force, there must be a strong connection between the 
adult education and workforce development system, 
in order to better meet the needs of limited English 
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proficient job seekers and those with basic skills de-
ficiencies. For example, in program year 2006, less 
than 1 percent of individuals who exited the title I 
adult program under the Workforce Investment Act 
of 1998 were co-enrolled in adult education. 
(12) Workforce development programs, includ-
ing adult education, throughout the Federal Govern-
ment and the States are not aligned well, limiting 
their capacity to leverage resources, to provide full 
and appropriate access to services, and to provide 
reliable and comparable data related to activities and 
outcomes across the programs. 
(13) In the current economic climate, it is im-
perative that the United States invest in the edu-
cation, training, and development of all workers in 
the United States who are unemployed or under-
employed, to help fill the labor demands of the 
United States so that they do not look elsewhere to 
find skilled workers. 
SEC. 3. PURPOSES. 
The purposes of this Act are the following: 
(1) To increase access substantially to adult 
education, literacy, and workplace skills services for 
adults, including both incumbent workers and unem-
ployed adults, who have limited basic skills, lack a 
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high school diploma or its equivalent, or are limited 
English proficient. 
(2) To create seamless pathways from adult 
education and occupational skills development to 
postsecondary education or training and workforce 
development programs and services that help adult 
learners persist throughout the pipeline from the 
lowest levels of basic literacy or English language 
proficiency to the achievement of a level of pro-
ficiency that will enable the adult learner to transi-
tion to and succeed in family-sustaining jobs in ca-
reers with the promise of advancement. 
(3) To develop an adult education, literacy, and 
work skills system that coordinates and integrates 
adult education, literacy, and workplace skills serv-
ices with workforce development and postsecondary 
education and job training opportunities across 
agencies and programs. 
(4) To greatly improve outcomes for adults re-
ceiving adult education, literacy, and workplace skills 
services in terms of learning gains, acquisition of 
basic workplace skills, accelerated learning, acquisi-
tion of a high school diploma or its equivalent, or 
transition to and success in postsecondary education, 
job training, and family-sustaining jobs. 
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TITLE I—WORKFORCE 
INVESTMENT SYSTEMS 
SEC. 101. DEFINITIONS. 
Section 101 of the Workforce Investment Act of 1998 
(29 U.S.C. 2801) is amended by adding at the end the 
following: 
‘‘(54) INTEGRATED
EDUCATION
AND
TRAIN-
ING.—The term ‘integrated education and training’ 
means education that, at the same time, combines 
adult education services and occupational skills 
training for a specific occupation or occupational 
cluster leading to an employer-recognized credential. 
‘‘(55) SEQUENTIAL
EDUCATION
AND
TRAIN-
ING.—The term ‘sequential education and training’ 
means adult education services that may occur prior 
to job training or postsecondary education and are 
appropriate for adults who need services offered, one 
after another, in a progressive fashion. 
‘‘(56) CAREER
PATHWAY.—The term ‘career 
pathway’ means a system of educational and social 
services connecting education, training, and support 
services, including adult basic skills, English lan-
guage instruction, General Education Development 
(GED) credential preparation, and noncredit and 
for-credit occupational certificate and degree pro-
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grams, to enable youth and adults to advance over 
time to successively higher levels of education and 
employment in a given industry or occupational sec-
tor and that— 
‘‘(A) align adult education, job training, 
postsecondary education, or occupational train-
ing to create a pathway to attaining a recog-
nized postsecondary education credential that 
will qualify an individual for career advance-
ment in projected employment opportunities 
identified in the State plan under section 112; 
‘‘(B) include advising and career naviga-
tion to support the development of individual 
education and career plans; and 
‘‘(C) lead to a secondary school diploma or 
its recognized equivalent (for individuals who 
have not completed secondary school), a post-
secondary degree, a registered apprenticeship or 
another recognized occupational certification, a 
certificate, or a license in demand industries. 
‘‘(57) WORKPLACE SKILLS.—The term ‘work-
place skills’ means the combination of basic skills, 
critical thinking skills, and self management skills 
with competency in utilizing resources, using infor-
mation, working with others, understanding systems, 
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working with technology, and other skills necessary 
for success in the workplace. 
‘‘(58) 
REGISTERED
APPRENTICESHIP
PRO-
GRAM.—The term ‘registered apprenticeship pro-
gram’ means an industry skills training program at 
the postsecondary level that combines technical and 
theoretical training through structured on-the-job 
learning with related instruction (in classrooms or 
through distance learning) while an individual is em-
ployed, working under the direction of qualified per-
sonnel or a mentor, and earning incremental wage 
increases aligned to enhanced job proficiency, result-
ing in the acquisition of a nationally recognized and 
portable certificate, under a plan approved by the 
Office of Apprenticeship or a State agency recog-
nized by the Department of Labor.’’. 
SEC. 102. PURPOSE. 
Section 106 of the Workforce Investment Act of 1998 
(29 U.S.C. 2811) is amended by inserting ‘‘adult edu-
cation and’’ before ‘‘workforce investment systems’’. 
SEC. 103. STATE WORKFORCE INVESTMENT BOARDS. 
Section 111 of the Workforce Investment Act of 1998 
(29 U.S.C. 2821) is amended— 
(1) in subsection (b)(1)(C)— 
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(A) in clause (vi)(II), by striking ‘‘and’’ 
after the semicolon; 
(B) by redesignating clause (vii) as clause 
(viii); and 
(C) by inserting after clause (vi) the fol-
lowing: 
‘‘(vii) the lead State agency officials 
with responsibilities for the programs and 
activities carried out under title II; and’’; 
and 
(2) in subsection (d)(2), by inserting ‘‘adult 
education and’’ before ‘‘workforce investment sys-
tem’’. 
SEC. 104. STATE PLAN. 
Section 112 of the Workforce Investment Act of 1998 
(29 U.S.C. 2822) is amended— 
(1) in subsection (a), by inserting ‘‘and aligns 
with the State plan described in section 224’’ before 
the period at the end; 
(2) in subsection (b)— 
(A) in paragraph (4)— 
(i) in subparagraph (B), by inserting 
‘‘academic levels and’’ before ‘‘job skills’’; 
(ii) in subparagraph (C), by striking 
‘‘and’’ after the semicolon; 
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(iii) in subparagraph (D), by striking 
‘‘State;’’ and inserting ‘‘State, including 
education, training, and registered appren-
ticeship programs and their relationship to 
such career opportunities and skills and 
economic development needs; and’’; and 
(iv) by adding at the end the fol-
lowing: 
‘‘(E) the integrated education and training 
and sequential education and training activities 
that will be integrated and aligned with work-
force programs and services under this title, 
and the State’s efforts to promote greater inte-
gration and alignment of adult education and 
workforce programs and services under this 
title;’’; 
(B) in paragraph (8)— 
(i) in subparagraph (A)(x), by striking 
‘‘and’’ after the semicolon; 
(ii) in subparagraph (B), by striking 
the semicolon and inserting ‘‘, including 
performance on the core indicators de-
scribed in section 212; and’’; and 
(iii) by adding at the end the fol-
lowing: 
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‘‘(C) a description of any integrated data 
systems used to track performance outcomes 
over time for the participants in the programs 
and activities described in subparagraph (A);’’; 
(C) in paragraph (9), by striking ‘‘busi-
nesses and representatives of labor organiza-
tions’’ and inserting ‘‘businesses, representa-
tives of labor organizations, and representatives 
of education and training (including adult edu-
cation providers, postsecondary education pro-
viders, and training providers)’’; 
(D) in paragraph (17)— 
(i) in subparagraph (A)(iv), by adding 
‘‘, including individuals receiving services 
under title II’’ after ‘‘disabilities)’’; and 
(ii) in subparagraph (B), by striking 
‘‘and’’ after the semicolon; 
(E) in paragraph (18)(D), by striking the 
period at the end and inserting a semicolon; 
(F) by adding at the end the following: 
‘‘(19) a strategy for coordinating services to 
populations in need of such services, including guid-
ance, counseling, mentoring, and other supports 
through public and private partnerships and creating 
transition strategies with such elements as dual en-
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rollment, curricular articulation, and high intensity 
instruction; and 
‘‘(20) an assurance that every region, as de-
fined by the State, in the State has at least 1 adult 
education program that offers more than 1 option 
for earning a credential with value in the local mar-
ket to students who do not yet have a secondary 
school diploma or General Education Development 
(GED) credential and who are unlikely to earn a di-
ploma or GED credential in the short-term, which 
option may include partnering with a community col-
lege or job training provider and may include getting 
a GED credential in the process.’’; and 
(3) by adding at the end the following: 
‘‘(e) PROGRAM DEVELOPMENT PERIOD.—Notwith-
standing any other provision of this section, a State may 
be eligible to receive an allotment under section 127 or 
132, or to receive financial assistance under the Wagner- 
Peyser Act (29 U.S.C. 49 et seq.), before the State sub-
mits a single State plan under this section if the State 
is in a 1-year program development period.’’. 
SEC. 105. LOCAL WORKFORCE INVESTMENT BOARDS. 
Section 117(h)(2)(A) of the Workforce Investment 
Act of 1998 (29 U.S.C. 2832(h)(2)(A)) is amended— 
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(1) in clause (v), by striking ‘‘and’’ after the 
semicolon; and 
(2) by inserting after clause (vi), the following: 
‘‘(vii) representatives of adult edu-
cation; and’’. 
SEC. 106. LOCAL PLAN. 
Section 118(b)(1) of the Workforce Investment Act 
of 1998 (29 U.S.C. 2833(b)(1)) is amended— 
(1) in subparagraph (B), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (C), by inserting ‘‘aca-
demic competencies and’’ before ‘‘job skills’’; and 
(3) by adding at the end the following: 
‘‘(D) the type and availability of workforce 
investment activities in the local area, including 
education, training, and registered apprentice-
ship programs and their relationship to such 
business, job seeker, and worker needs, employ-
ment opportunities, and economic development 
needs; and 
‘‘(E) the integrated education and training 
and sequential education and training activities 
that will be carried out under this title or title 
II and the alignment of those activities.’’. 
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SEC. 107. USE OF FUNDS FOR YOUTH ACTIVITIES. 
Section 129 of the Workforce Investment Act of 1998 
(29 U.S.C. 2854) is amended— 
(1) in subsection (a)— 
(A) in paragraph (5), by striking ‘‘and’’ 
after the semicolon; 
(B) in paragraph (6), by striking the pe-
riod and inserting ‘‘; and’’; and 
(C) by adding at the end the following: 
‘‘(7) to provide opportunities for multiple path-
ways for eligible youth.’’; and 
(2) in subsection (c)(1)(C)— 
(A) in clause (iii), by striking ‘‘and’’ after 
the semicolon; 
(B) in clause (iv)(II), by striking the pe-
riod and inserting a semicolon; and 
(C) by adding at the end the following: 
‘‘(v) opportunities for career path-
ways; and 
‘‘(vi) for the completion of secondary 
school, in appropriate cases.’’. 
SEC. 108. USE OF FUNDS FOR EMPLOYMENT AND TRAINING 
ACTIVITIES. 
Section 134(d) of the Workforce Investment Act of 
1998 (29 U.S.C. 2864(d)) is amended— 
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multiple individuals in high-demand 
occupations; or 
‘‘(V) the local board determines 
that it would facilitate the provision of 
integrated education and training and 
sequential education and training pro-
grams.’’; and 
(3) by adding at the end the following: 
‘‘(5) AUTHORIZATION OF CONTRACTS TO INSTI-
TUTIONS OF HIGHER EDUCATION.—The local board 
may award a contract to an institution of higher 
education or other eligible training provider, includ-
ing an adult education provider, if the local board 
determines that the institution or the training pro-
vider would facilitate the training of multiple indi-
viduals in high-demand occupations, if such contract 
does not limit consumer choice.’’. 
SEC. 109. PERFORMANCE ACCOUNTABILITY SYSTEM. 
Section 136(b)(2)(A) of the Workforce Investment 
Act of 1998 (29 U.S.C. 2871(b)(2)(A)) is amended— 
(1) in clause (i)— 
(A) in the matter preceding subclause (I), 
by striking ‘‘and (for participants who are eligi-
ble youth age 19 through 21) for youth activi-
ties authorized under section 129’’; and 
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(B) in subclause (IV)— 
(i) by inserting ‘‘and performance on 
the core indicators described in section 
212, as appropriate’’ after ‘‘recognized 
equivalent’’; and 
(ii) by striking ‘‘, or by participants 
who are eligible youth age 19 through 21 
who enter postsecondary education, ad-
vanced training, or unsubsidized employ-
ment’’; and 
(2) in clause (ii)— 
(A) in the matter preceding subclause (I), 
by striking ‘‘(for participants who are eligible 
youth age 14 through 18)’’; 
(B) in subclause (I), by striking ‘‘and, as 
appropriate, work readiness or occupational 
skills’’ and inserting ‘‘, workplace skills, or oc-
cupation skills, as appropriate’’; 
(C) in subclause (II), by striking ‘‘and’’ 
after the semicolon; 
(D) in subclause (III), by striking the pe-
riod and inserting ‘‘; and’’; and 
(E) by adding at the end the following: 
‘‘(IV) performance on measures 
described in subclauses (I), (II), and 
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(III) of clause (i) by youth 18 years 
of age and older.’’. 
SEC. 110. DEMONSTRATION AND PILOT PROJECTS. 
Section 171(b)(1) of the Workforce Investment Act 
of 1998 (29 U.S.C. 2916(b)(1)) is amended— 
(1) in subparagraph (G), by striking ‘‘and’’ 
after the semicolon; 
(2) in subparagraph (H), by striking the period 
and inserting a semicolon; and 
(3) by adding at the end the following: 
‘‘(I) projects that assist low skill and lim-
ited English proficient workers to acquire the 
basic, English, work readiness, and applied 
technical or occupational skills through inte-
grated education and training and sequential 
education and training programs to successfully 
transition to postsecondary education, work-
force development, and employment in career 
pathways; and 
‘‘(J) projects that test effective ways to de-
velop comprehensive career pathways learning 
approaches that fully align adult education with 
secondary education, postsecondary education, 
including registered apprenticeship programs, 
workforce development, and supportive service 
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activities, and with regional economic develop-
ment strategies to meet the skill needs of exist-
ing and emerging regional employers as well as 
the needs of low skilled adults, helping adults, 
especially those who are low skilled, to advance 
through progressive levels of education and 
training as quickly as possible and gain edu-
cation and workplace skills of demonstrated 
value to the labor market at each level.’’. 
TITLE 
II—ADULT 
EDUCATION, 
LITERACY, AND WORKPLACE 
SKILLS 
SEC. 201. PURPOSE. 
Section 202 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9201) is amended— 
(1) by striking paragraph (1) and inserting the 
following: 
‘‘(1) assist adults to become literate and numer-
ate and to obtain the knowledge and skills necessary 
to transition to and succeed in postsecondary edu-
cation, job training, and employment in family-sus-
taining jobs, and to be self sufficient’’; 
(2) in paragraph (2), by striking ‘‘and’’ after 
the semicolon; 
(3) in paragraph (3)— 
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(A) by inserting ‘‘and transition to postsec-
ondary education and career pathways’’ after 
‘‘education’’; and 
(B) by striking the period and inserting ‘‘; 
and’’; and 
(4) by adding at the end the following: 
‘‘(4) assist adults with limited English pro-
ficiency in— 
‘‘(A) improving their reading, writing, 
speaking, listening, and comprehension skills in 
English and mathematical skills; 
‘‘(B) acquiring an understanding of the 
American system of Government, individual 
freedom, and the responsibilities of citizenship; 
and 
‘‘(C) where necessary, obtaining the knowl-
edge and skills to transition to and succeed in 
postsecondary education, job training, and em-
ployment in family-sustaining jobs.’’. 
SEC. 202. DEFINITIONS. 
(a) IN GENERAL.—Section 203 of the Adult Edu-
cation and Family Literacy Act (20 U.S.C. 9202) is 
amended— 
(1) by redesignating paragraphs (3), (4), (5), 
(6), (7), (8), (9), (10), (11), (12), (13), (14), (15), 
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(16), (17), and (18), as paragraphs (4), (5), (6), 
(7), (8), (9), (10), (11), (12), (15), (16), (17), (18), 
(19), (20), and (21), respectively; 
(2) by inserting after paragraph (2) the fol-
lowing: 
‘‘(3) CAREER
PATHWAY.—The term ‘career 
pathway’ has the meaning given the term in section 
101.’’; 
(3) in paragraph (6), as redesignated by para-
graph (1)— 
(A) in the matter preceding subparagraph 
(A), by inserting ‘‘an organization that has 
demonstrated effectiveness in providing adult 
education, literacy, and workplace skills activi-
ties that may include’’ after ‘‘means’’; 
(B) in subparagraph (B), by striking ‘‘of 
demonstrated effectiveness’’; 
(C) in subparagraph (C), by striking ‘‘of 
demonstrated effectiveness’’; 
(D) in subparagraph (H), by striking 
‘‘and’’ after the semicolon; 
(E) in subparagraph (I), by striking the 
period and inserting ‘‘; and’’; and 
(F) by adding at the end the following: 
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‘‘(J) a partnership between an entity de-
scribed in any of subparagraphs (A) through (I) 
and an employer.’’; 
(4) in paragraph (8), as redesignated by para-
graph (1)— 
(A) in the matter preceding subparagraph 
(A)— 
(i) by inserting ‘‘the economic pros-
pects for’’ after ‘‘sustainable changes in’’; 
and 
(ii) by inserting ‘‘and that better en-
able parents to support their children’s 
learning needs’’ after ‘‘a family’’; 
(B) by redesignating subparagraphs (A) 
through (D) as subparagraphs (B) through (E), 
respectively; and 
(C) by inserting before subparagraph (B), 
as redesignated by subparagraph (B), the fol-
lowing: 
‘‘(A) Parent adult education, literacy, and 
workplace skills activities that lead to readiness 
for postsecondary education or training, career 
advancement, and economic self-sufficiency.’’; 
(5) by inserting after paragraph (12), as redes-
ignated by paragraph (1), the following: 
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‘‘(13) INTEGRATED EDUCATION AND TRAINING 
AND SEQUENTIAL EDUCATION AND TRAINING.—The 
terms ‘integrated education and training’ and ‘se-
quential education and training’ have the meanings 
given the terms in section 101. 
‘‘(14) INTEGRATED
ENGLISH
LITERACY
AND 
CIVICS EDUCATION PROGRAM.—The term ‘integrated 
English literacy and civics education program’ 
means programs of instruction designed to help an 
individual of limited English proficiency achieve 
competence in English through contextualized in-
struction on the rights and responsibilities of citizen-
ship, naturalization procedures, civic participation, 
and United States history and Government to help 
such an individual acquire the skills and knowledge 
to become an active and informed parent, worker, 
and community member.’’; and 
(6) by adding at the end the following: 
‘‘(22) WORKPLACE SKILLS.—The term ‘work-
place skills’ has the meaning given the term in sec-
tion 101.’’. 
(b) CONFORMING AMENDMENT.—Section 173A(b)(8) 
of the Workforce Investment Act of 1998 (29 U.S.C. 
2918a(b)(8)) is amended by striking ‘‘section 203(10) of 
the Adult Education and Family Literacy Act (20 U.S.C. 
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9202(10))’’ and inserting ‘‘section 203(11) of the Adult 
Education 
and 
Family 
Literacy 
Act 
(20 
U.S.C. 
9202(11))’’. 
SEC. 203. AUTHORIZATION OF APPROPRIATIONS. 
Section 205 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9204) is amended to read as follows: 
‘‘SEC. 205. AUTHORIZATION OF APPROPRIATIONS. 
‘‘There are authorized to be appropriated to carry out 
this title $850,000,000 for fiscal year 2012 and such sums 
as may be necessary for each succeeding fiscal year.’’. 
SEC. 204. RESERVATION OF FUNDS; GRANTS TO ELIGIBLE 
AGENCIES; ALLOTMENTS. 
Section 211(a) of the Adult Education and Family 
Literacy Act (20 U.S.C. 9211(a)) is amended— 
(1) in paragraph (1), by striking ‘‘$8,000,000’’ 
and inserting ‘‘$15,000,000’’; 
(2) in paragraph (2)— 
(A) by striking ‘‘1.5 percent’’ and inserting 
‘‘1.25 percent’’; 
(B) by striking ‘‘$8,000,000’’ and insert-
ing ‘‘$12,000,000’’; and 
(C) by striking ‘‘and’’ after the semicolon; 
(3) in paragraph (3), by striking the period and 
inserting ‘‘; and’’; and 
(4) by adding at the end the following: 
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‘‘(4) shall reserve 12 percent to carry out sec-
tion 244.’’. 
SEC. 205. PERFORMANCE ACCOUNTABILITY SYSTEM. 
Section 212(b) of the Adult Education and Family 
Literacy Act (20 U.S.C. 9212(b)) is amended— 
(1) in paragraph (1)(A)— 
(A) in clause (i), by inserting ‘‘and the em-
ployment performance indicator described in 
paragraph (2)(B)’’ after ‘‘paragraph (2)(A)’’; 
and 
(B) in clause (ii), by striking ‘‘paragraph 
(2)(B)’’ and inserting ‘‘paragraph (2)(C)’’; 
(2) in paragraph (2)— 
(A) in subparagraph (A)— 
(i) in clause (ii), by striking ‘‘in, re-
tention in’’ and all that follows through the 
period at the end and inserting ‘‘in post-
secondary education, including registered 
apprenticeship, or other skill training pro-
grams.’’; and 
(ii) by adding at the end the fol-
lowing: 
‘‘(iv) Attainment of work readiness, 
workplace skills, and certificates that are 
nationally or industry recognized or ap-
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proved by the State board or local board, 
as appropriate.’’; 
(B) by redesignating subparagraph (B) as 
subparagraph (D); 
(C) by inserting after subparagraph (A) 
the following: 
‘‘(B) EMPLOYMENT
PERFORMANCE
INDI-
CATOR.—Consistent with applicable Federal 
and State privacy laws— 
‘‘(i) an eligible agency shall identify in 
the State plan an individual participant 
employment performance indicator, which 
shall be entry into employment, retention, 
and earnings; and 
‘‘(ii) the State agency responsible for 
maintaining and analyzing the data de-
scribed in clause (i) shall assist the eligible 
agency in obtaining and using quarterly 
wage records to collect such data. 
‘‘(C) 
TECHNOLOGY
LITERACY
INDI-
CATOR.—Beginning in 2013, an eligible agency 
shall include a technology literacy indicator in 
its performance measure.’’; and 
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(D) by striking subparagraph (D), as re-
designated by subparagraph (B), and inserting 
the following: 
‘‘(D) ADDITIONAL INDICATORS.—An eligi-
ble agency may identify in the State plan addi-
tional indicators, including customer feedback, 
for adult education, literacy, and workplace 
skills activities authorized under this subtitle.’’; 
and 
(3) in paragraph (3)(B)— 
(A) in the heading, by inserting ‘‘AND EM-
PLOYMENT
PERFORMANCE
INDICATOR’’ after 
‘‘INDICATORS’’; and 
(B) by striking ‘‘paragraph (2)(B)’’ and 
inserting ‘‘paragraph (2)(C) and for the em-
ployment performance indicator described in 
paragraph (2)(B)’’. 
SEC. 206. STATE DISTRIBUTION OF FUNDS; MATCHING RE-
QUIREMENT. 
Section 222(a) of the Adult Education and Family 
Literacy Act (20 U.S.C. 9222(a)) is amended— 
(1) in paragraph (1)— 
(A) by striking ‘‘not more than 10’’ and 
inserting ‘‘not less than 10’’; and 
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(B) by striking ‘‘82.5 percent’’ both places 
the term appears and inserting ‘‘80 percent’’; 
and 
(2) in paragraph (2), by striking ‘‘12.5 per-
cent’’ and inserting ‘‘15 percent’’. 
SEC. 207. STATE LEADERSHIP ACTIVITIES. 
Section 223(a) of the Adult Education and Family 
Literacy Act (20 U.S.C. 9223(a)) is amended to read as 
follows: 
‘‘(a) ACTIVITIES.— 
‘‘(1) REQUIRED
ACTIVITIES.—Each eligible 
agency shall use funds made available under section 
222(a)(2) for the following adult education, literacy, 
and work readiness skills activities: 
‘‘(A) The establishment or operation of 
professional development programs to improve 
the quality of instruction provided pursuant to 
local activities required under section 231(b). 
‘‘(B) The provision of technical assistance 
to eligible providers of adult education, literacy, 
and workplace skills activities to enable them to 
fulfill the purpose of this title, as described in 
section 202. 
‘‘(C) The monitoring and evaluation of 
adult education and related activities to deter-
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mine what works and broadly disseminate infor-
mation about models and best practices and 
tools within the State. 
‘‘(D) The provision of technology assist-
ance, including staff training, to eligible pro-
viders of adult education, literacy, and work-
place skills activities to enable the eligible pro-
viders to improve the quality of such activities. 
‘‘(E) Coordination with the workforce in-
vestment systems supported under title I. 
‘‘(2) PERMISSIBLE
ACTIVITIES.—Each eligible 
agency may use funds made available under section 
222(a)(2) for 1 or more of the following adult edu-
cation, literacy, and workplace skills activities: 
‘‘(A) The support for State or regional net-
works of literacy resource centers. 
‘‘(B) Incentives for program coordination 
and integration, and performance awards. 
‘‘(C) Developing and disseminating cur-
ricula for postsecondary and job training readi-
ness, including curricula for using technology 
for distance learning and for instructional and 
teacher training purposes. 
‘‘(D) Coordination with existing support 
services, such as transportation, child care, and 
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other assistance designed to increase rates of 
enrollment in, and successful completion of, 
adult education, literacy, and workplace skills 
activities, to adults enrolled in such activities. 
‘‘(E) Developing innovative content and 
models for integrated education and training 
and sequential education and training pro-
grams. 
‘‘(F) Developing innovative content and 
models to foster the transition to and success in 
postsecondary education and career pathways. 
‘‘(G) Linkages with postsecondary edu-
cational institutions. 
‘‘(H) Linkages with community-based or-
ganizations. 
‘‘(I) Support for recruitment and outreach 
for instructors, students, and employers.’’. 
SEC. 208. STATE PLAN. 
Section 224 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9224) is amended— 
(1) in subsection (a)— 
(A) by redesignating paragraph (2) as 
paragraph (4); and 
(B) by inserting after paragraph (1) the 
following: 
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‘‘(2) PROGRAM DEVELOPMENT PERIOD.—Not-
withstanding any other provision of this section, an 
eligible agency may be eligible to receive a grant 
under this title before submission of a 5-year State 
plan under this section if the eligible agency is in a 
1-year program development period. 
‘‘(3) STAKEHOLDER
INVOLVEMENT.—The 5- 
year State plan shall be comprehensive in nature 
and developed and monitored by a planning group of 
all stakeholders in the State’s adult education and 
workforce development system. The stakeholders 
shall include— 
‘‘(A) the agencies responsible for— 
‘‘(i) the State’s programs under this 
title and title I; 
‘‘(ii) the State program funded under 
part A of title IV of the Social Security 
Act (42 U.S.C. 601 et seq.); 
‘‘(iii) overseeing community colleges; 
‘‘(iv) elementary and secondary edu-
cation; 
‘‘(v) corrections; 
‘‘(vi) economic development; 
‘‘(vii) family literacy; and 
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‘‘(viii) special services to immigrants; 
and 
‘‘(B) representatives of business and 
labor.’’; 
(2) in subsection (b)— 
(A) by striking paragraph (10) and insert-
ing the following: 
‘‘(10) a description and strategy of how the eli-
gible agency will develop program strategies and co-
ordinate services, including guidance, counseling, 
mentoring, and other supports through public and 
private partnerships and creating transition strate-
gies with such elements as dual enrollment, cur-
ricular articulation, and high intensity instruction, 
for populations that include, at a minimum— 
‘‘(A) low-income students; 
‘‘(B) individuals with disabilities; 
‘‘(C) single parents and displaced home-
makers; and 
‘‘(D) individuals with multiple barriers to 
educational enhancement, including individuals 
with limited English proficiency;’’; 
(B) in paragraph (11), by striking ‘‘and’’ 
after the semicolon; 
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(C) in paragraph (12), by striking the pe-
riod at the end and inserting a semicolon; and 
(D) by adding at the end the following: 
‘‘(13) a description of the knowledge and skills 
necessary for acceptance in postsecondary education 
and training; 
‘‘(14) an assurance that every region, as de-
fined by the eligible agency, served by the eligible 
agency has at least 1 adult education program that 
offers more than 1 option for earning a credential 
with value in the local market to students who do 
not yet have a secondary school diploma or General 
Education Development (GED) credential and who 
are unlikely to earn a diploma or GED credential in 
the short-term, which option may include partnering 
with a community college or job training provider 
and may include getting a GED credential in the 
process; 
‘‘(15) a description of any certification or other 
requirements for instructors in eligible adult edu-
cation, literacy, and workplace skills program pro-
viders in the State; 
‘‘(16) a description of the professional develop-
ment needs of adult education, literacy, and work-
place skills providers in the State; 
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‘‘(17) a description of how the State will— 
‘‘(A) use technology to improve the quality 
of adult education, literacy, and workplace skills 
services; and 
‘‘(B) expand access to such services for 
workers and students; 
‘‘(18) a description of how the State will carry 
out programs described in section 244; 
‘‘(19) a description of the data system that the 
State will use to track over time student outcomes 
on the performance measures described in section 
212; 
‘‘(20) a description of the State’s program to 
invest in the skills of workers, including plans for in-
volving business as an active partner in the effort; 
and 
‘‘(21) a description of how the adult education 
programs will be integrated with occupational skills 
programs and aligned with postsecondary education, 
career, and technical education, workforce develop-
ment programs, and other Federal funds available 
under title I and other relevant Federal programs.’’; 
(3) by striking subsection (e) and inserting the 
following: 
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‘‘(e) PEER REVIEW AND PLAN APPROVAL.—The Sec-
retary shall— 
‘‘(1) establish a peer review process to assist in 
the review and approval of State plans; 
‘‘(2) in consultation with the National Center 
for Adult Education, Literacy, and Workplace Skills, 
appoint individuals, representing the range of stake-
holders, to the peer-review process, including— 
‘‘(A) representatives of adult learners, 
adult education, literacy, and workplace skills 
providers, eligible agencies, State educational 
agencies, institutions of higher education, rep-
resentatives of local or State workforce invest-
ment boards; and 
‘‘(B) experts in the fields of adult edu-
cation, literacy, and workplace skills; 
‘‘(3) approve a State plan within 120 days after 
receiving the plan, unless the Secretary makes a 
written determination, within 30 days after receiving 
the plan, that the plan does not meet the require-
ments of this section or is inconsistent with specific 
provisions of this subtitle; and 
‘‘(4) not finally disapprove of a State plan be-
fore offering the eligible agency the opportunity, 
prior to the expiration of the 30-day period begin-
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ning on the date on which the eligible agency re-
ceived the written determination described in para-
graph (3), to revise the plan, and providing technical 
assistance in order to assist the eligible agency in 
meeting the requirements of this subtitle.’’; and 
(4) by striking subsections (f) and (g). 
SEC. 209. PROGRAMS FOR CORRECTIONS EDUCATION AND 
OTHER INSTITUTIONALIZED INDIVIDUALS. 
Section 225 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9225) is amended— 
(1) in subsection (b)— 
(A) in paragraph (3), by striking ‘‘and’’ 
after the semicolon at the end; 
(B) in paragraph (4), by striking the pe-
riod at the end and inserting a semicolon; and 
(C) by adding at the end the following: 
‘‘(5) integrated education and training and se-
quential education and training programs; 
‘‘(6) career pathways programs; 
‘‘(7) dual enrollment programs; and 
‘‘(8) preparation for postsecondary education 
and training.’’; 
(2) by redesignating subsection (d) as sub-
section (e); and 
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(3) by inserting after subsection (c) the fol-
lowing: 
‘‘(d) REPORT.—In addition to any report required 
under section 212(c), each eligible agency that receives as-
sistance provided under this section shall annually prepare 
and submit to the Secretary a report on the progress, as 
described in section 212(c)(1), of the eligible agency with 
respect to the programs and activities of the eligible entity 
receiving assistance under this section.’’. 
SEC. 210. GRANTS AND CONTRACTS FOR ELIGIBLE PRO-
VIDERS. 
Section 231(b)(1) of the Adult Education and Family 
Literacy Act (20 U.S.C. 9241(b)(1)) is amended to read 
as follows: 
‘‘(1) Adult education, literacy, and workplace 
skills services, which may include workplace literacy 
services, integrated education and training and se-
quential education and training services, and transi-
tion to postsecondary education and training, career 
pathways, and employment.’’. 
SEC. 211. LOCAL APPLICATION. 
Section 232 of the Adult Education and Family Lit-
eracy Act (20 U.S.C. 9242) is amended— 
(1) in the matter preceding paragraph (1), by 
inserting ‘‘the measurable goals to be accomplished 
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uation and submit a report to the Interagency 
Group, the Committee on Health, Education, 
Labor, and Pensions of the Senate, and the 
Committee on Education and the Workforce of 
the House of Representatives on the effective-
ness of programs funded under this title in 
achieving the purpose described in section 202, 
which evaluation and report shall include— 
‘‘(i) a longitudinal study of outcomes 
for adult learners served under programs 
under this title; 
‘‘(ii) an analysis of the adequacy of 
the performance measures identified in sec-
tion 212; and 
‘‘(iii) recommendations for improved 
performance measures and on how to im-
prove program effectiveness.’’; and 
(5) in subsection (e)— 
(A) in the heading, by striking ‘‘NATIONAL 
INSTITUTE FOR LITERACY ADVISORY BOARD’’ 
and inserting ‘‘NATIONAL CENTER FOR ADULT 
EDUCATION, 
LITERACY, 
AND
WORKPLACE 
SKILLS ADVISORY BOARD’’; and 
(B) in paragraph (1)(A), by striking ‘‘Na-
tional Institute for Literacy Advisory Board’’ 
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