Policy to Performance: State ABE Transition Systems Report. Transitioning Adults to Opportunity
Author: Alamprese, Judith A.
Date: 2012-11-00
Type: Reports - Descriptive
Subjects: Adult Basic Education,Federal Programs,Educational Policy,Transitional Programs,State Programs,Technical Assistance,Information Dissemination,Data Analysis,Planning,Demonstration Programs,Federal Legislation,Grants,Program Effectiveness

The U.S. Department of Education's Policy to Performance project was funded in 2009 to build the capacity of state adult basic education (ABE) staff to develop and implement policies and practices that would support an ABE transition system. Policy to Performance states were selected though a competitive process. State adult education directors from 13 states and one U.S. Territory submitted applications, in which they described their existing ABE transition activities as well as their goals and proposed activities for the Policy to Performance project. Based on information that state leaders provided in their applications and in follow-up telephone discussions, eight states were selected to participate. The State ABE Transition Systems Report provides information about the activities that were conducted by the Policy to Performance project and the findings from the states' work during the project. Described are the technical assistance activities that the project provided to state participants and the procedures that were used to analyze the information collected during the project. The key components of an ABE transition system, which provided a framework for the states to use in developing their ABE transition systems, are discussed. Also presented are the state demonstration processes that were used to test selected elements of an ABE transition system, as well as examples from the states' implementation of these processes. A key strategy some states used to implement ABE transition policies was to include transition policies and their related practices in the requirements for funding under Title II of the Workforce Investment Act, 1998. The approaches undertaken by Louisiana, Massachusetts, and Virginia in this process are discussed (see Section V. Driving Policy and Practice through WIA, Title II Local Grants). The final section of the report presents the lessons learned from the project and conclusions concerning state transition systems development. Appendix A, has descriptions of each of the state's Policy to Performance activities. Appendix B contains the Analyzing State Policies and Guidance to Support ABE Transition Form, and Appendix C has the steps in the Policy Planning, Implementation, and Evaluation (PPIE©) process. The findings from the Policy to Performance project suggest that there are key processes, information, and technical assistance that can be provided to support ABE state leaders and their interagency partners in ABE state transition system implementation. All of the project states moved forward in working with state partners to further ABE transition to postsecondary education or employment, in identifying transition practices that can assist ABE learners in moving to a next step, and in specifying policies or guidelines to direct and guide transition activities. The experiences of the Policy to Performance states also indicate that there are challenges in implementing a state transition system that could be addressed through further development and evaluation.