Adult Education Incentive Grant Award

Summary of Uses for Program Year 2004

The U.S. Department of Education, in collaboration with the U.S. Department of Labor, recently announced that 23 states were
eligible to apply for incentive awards authorized by section 503 of the Workforce Investment Act (WIA). Section 503 of WIA
requires states receiving incentives to exceed performance targets for workforce investment, adult education, and vocational education
programs. Although 37 states exceeded their adult education performance goals, only 23 met the statutory requirement in all three
programs to receive incentive grants.

A total of $16.5 million was available for this year’s incentive grants. These funds, awarded under section 503 of WIA, are comprised
of appropriations from the Adult Education and Family Literacy Act (AEFLA) and the Carl D. Perkins Vocational and Technical
Education Act (Perkins). Funds are available for eligible states to obligate through June 30, 2007. Since some states did not report in
their incentive grant applications how much of their award would be used for adult education, our review could not provide a total
dollar amount for a few of the adult education activities.

States may use incentive grant funds for allowable costs in any one, or a combination of, workforce investment, adult education, or
vocational education activities. Each year, Division of Adult Education area coordinators review incentive grant award applications
for the Department of Labor to determine whether proposed uses of funds for adult education are allowable activities under AEFLA.
Applications also are reviewed to determine whether the state activities are innovative, comprehensive and coordinated, targeted to
improving performance, and promote cooperation and collaboration. This year’s review indicates that a common denominator for
states’ activities was improving performance and promoting cooperation and collaboration.

The midwestern states or Area 3 (Illinois, Indiana, Iowa, Michigan, Minnesota, Nebraska, North Dakota, and Wisconsin) led the
nation in exceeding all three programs’ performance standards, with eight states receiving incentive grants. The southern states or
Area 2 (Georgia, Kentucky, Oklahoma, South Carolina, Tennessee, and West Virginia) took second place, with six states receiving
awards. The northeastern states or Area 1 (Connecticut, Delaware, Maryland, Massachusetts, and Pennsylvania) placed third in
exceeding performance, with five states receiving awards, and the western states or Area 4 (Arizona, Colorado, Nevada, and Oregon)
had four states receiving awards. (See the matrix on page 2).

After a base payment, incentive grant amounts are determined by each state’s share of federal workforce development, adult
education, and vocational education funds compared to the total amount from all three programs available to the whole group of
awardees. Because each of the program’s funds is based on population, incentive award amounts reflect the population of each state.

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The largest incentive grant award ($941,250) this year went to Illinois and the smallest grant ($644,150) was awarded to North
Dakota.

States used incentive award dollars to fund diverse projects, but many states earmarked funds for the same types of initiatives, as
discussed below. Last year, the focus of state incentives was primarily on implementing technology projects and activities. However,
this year, a majority of states invested incentive funds in workforce connections and GED attainment projects. (See graphic
illustration). Michigan devoted its entire grant award to one project that will focus on workforce literacy. Activities in Arizona,
Indiana, Minnesota, Oklahoma, South Carolina, and Wisconsin included implementing career readiness certificates, developing career
pathways with industry, expanding adult education services in one-stop career centers, and developing strong state collaborative
models for workforce partners. Several states are making GED attainment or expanding high school completion options their
priorities. These states include Connecticut, Colorado, Delaware, Kentucky, Maryland, Michigan, Nebraska, Oklahoma,
Pennsylvania, Tennessee, and West Virginia. Some project activities in Connecticut, Illinois, Massachusetts, Pennsylvania, and
Wisconsin focus on integrating services, expanding access to secondary completion programs for in-school and out-of-school youth
who are at-risk, and transitioning youth to postsecondary education and careers. Other project activities in Delaware, Kentucky,
Indiana, North Dakota, and Pennsylvania include professional development opportunities, teacher certification, content standards,
family learning, and research. Massachusetts is training providers of services to at-risk older youth, and Colorado is focusing on
adults with learning disabilities. A few states are working on developing or implementing management information systems:
Maryland, Minnesota, and Oklahoma. West Virginia is enhancing its distance learning program in rural areas. Colorado’s distance
education project is creating a web-based environment, and Delaware is focusing on use of hand-held devices to collect and report
data from remote locations.

Workforce connections will be enhanced and partnerships and collaborations will be more integrated in Arizona, Connecticut,
Georgia, Iowa, Maryland, Massachusetts, Michigan, Nevada, Oklahoma, South Carolina, and Wisconsin. South Carolina is working
on a portable credential for basic workplace skills and Oklahoma is implementing a career readiness credential. Access for targeted
populations such as at-risk youth, parolees, minority groups, and the disadvantaged are being expanded in Colorado, Illinois,
Massachusetts, and Nevada. There is an emphasis on transitioning students to postsecondary education, training, and careers in
Georgia, Illinois, Maryland, Michigan, Oregon, and Pennsylvania. Pennsylvania’s Youth in Transition Project will raise awareness of
the youth dropout issue.
The matrix listed below illustrates incentive grant awards sorted by regions.

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 Figure 1–Regional Distribution of States that Exceeded Performance Targets

Number of
States

Area 1. Northeast: CT, DE, MD, MA, PA

Area 2. Southeast: GA, KY, OK, SC, TN, WV
Area 3. Midwest : IL, IN, IA, MI, MN, ND, WI
Area 4. West : AZ, CO, NV, OR

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 Figure 2–Uses of Incentive Grant Funds
Professional Development
CT, DE, KY, IN, MA, NE, ND, PA

Management Information Systems

MD, MN, OK

Workforce
Development/Connections/
Expansions/Collaborations
AZ, CO, CT, GA, IA, IL, MA,
Number of MD, MI, MN, NE, NV, OK,
States
OR, SC, WV

Transitions
GA, IL, MD, MI, OR, PA,

Content Standards/Curriculum
CO, NE, ND, NV

GED/HS Completion
CO, DE, KY, MD, MT, NE, NE,
OK, PA

Youth Programs
CT, IL, MA, PA, WI

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 Incentive Grant Award Summary Chart

Area Stat Total Adult Description

e Amount Ed
4 AZ $709,618 $236,539 • Adult education incentive funds will enhance workforce connections. Adult
Education Services will refer learners to career and technical education for
postsecondary medical skills training, mentoring job shadowing, and on-the-job
training. Learners also will be referred to one-stop career centers for adult basic
education, adult secondary education and English language acquisition.

4 CO $680,253
Adult $262,000 • Incentive funds will help the Colorado Linda Mood Bell Training Project target
adults with learning disabilities who enter programs provided by a range of state
agencies. The state will develop an innovative approach to meet clients’ literacy
needs in reading, math, study skills, spelling, writing, following directions,
reading comprehension, phonemic awareness, critical thinking, and listening
comprehension.

• The incentive grant also will help support Building the Colorado Four Corners
Online ABE Learner Community, a distance education project to create a web-
based classroom environment in a rural area of the state. Users will include adult
education, the community college, and the Board of Cooperation Education
Services, as well as workforce, vocational and postsecondary teachers and their
adult students. The project is designed not as a replacement for the classroom,
but as a supplement allowing greater access, communication and sharing of
information among students and between teachers and students.

Colorado also will use incentive funds for the Independent Learning Project, a
regional collaborative effort to address the needs of adult residents in
Montezuma and Dolores counties who are currently on parole or probation and
who have not earned a high school diploma or completed the GED examination
process. Students will be able to work at their own level, any time and
anywhere, in a nonlinear, project-based environment. One of the major goals for

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 Area Stat Total Adult Description
e Amount Ed
each student is to develop self-motivation and self-direction in a controlled and
supervised environment.
1 CT $673,907 $525,907 • Two of Connecticut’s five incentive award projects integrate programs and
services for young adult learners in secondary completion programs.
Developing Tomorrow’s Professional provides males from minority racial/ethnic
populations with a combination of academic instruction, workplace learning
opportunities, extensive male mentoring, and the necessary encouragement and
support to facilitate graduation from an adult secondary completion program, and
matriculation to postsecondary education. The Youth Vision Team Prototype
Demonstration targets older youth involved with the foster care system and
offers an all-inclusive package of educational and worksite experiences and other
supportive services.
1 DE $646,569 $176,569 • Delaware will pilot the use of hand-held devices in different types of
instructional programs to gather and record data from remote locations and train
staff on their use for data collection, recording and data transfer.

• Delaware will offer free GED tests for programs throughout the state, gather
statewide information, train staff to counsel learners, and advertise and assess
individuals who volunteer to take the free GED.

2 GA $762,930 $465,054 • Georgia will use funds for a demonstration site for an Adult Literacy Transition
Center of Excellence pilot program. Activities will focus on developing and
implementing strategies that will prove beneficial for prospective students and
workforce development in Georgia.

3 IL $941,250 (Not • Illinois will develop and pilot test new postsecondary program models that
Available) involve bridge programs and specialized training programs that can be delivered
on a regional basis by adult education providers. Bridge programs are integrated

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 Area Stat Total Adult Description
e Amount Ed
adult education, technical skills training, and workplace skills preparation
programs designed for workers with literacy and language barriers. Bridge
programs can prepare workers for semi-skilled jobs and entry into foundation
programs and further specialized training.

• Illinois will explore how these new models can be used to expand access for
targeted populations including those with literacy and language barriers,
nontraditional populations, formerly incarcerated persons, disadvantaged adults
and youth, as well as people with disabilities.
3 IN $717,986 $58,000 • Indiana will use incentive grant funds to increase adult education providers’
capacity to train and assess adult students with assessment tools used in the 21st
Century Workplace Skills Initiative.

3 IA $665,157 $445,655 • Incentive funds will support comprehensive family learning to assist adults in
improving literacy skills needed for economic self-sufficiency and effectively
becoming the primary teacher for their children and full partners in their
education.

2 KY $716,581 $436,801 • Kentucky will fund initiatives to analyze current GED attainment levels. The
award will be used to develop and implement strategies to increase GED
completions and transitions to postsecondary education.

• The grant will develop models and strategies to improve teaching and learning.
Professional development efforts will improve the quality of instruction and play
a significant role in student achievement. Educational attainment levels can be
greatly improved by high quality instruction in reading and mathematics.

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 Area Stat Total Adult Description
e Amount Ed
1 MD $711,961 $463,985 • Maryland will use incentive funds to further implement recommendations of the
Superintendent’s Panel to increase business engagement in adult education and
enrollments in adult diploma programs, including instruction and distance
learning, through a marketing and public awareness campaign.

• In addition, Maryland will use incentive funds to increase program

accountability by:
o creating and publishing an annual state report on the adult education
program; and
o establishing baseline data on the transition to postsecondary education
through a cohort study of adult education learners’ transitions to
Maryland’s institutions of higher education.

• Using incentive funds, the state will increase the number of learners achieving a
high school diploma by offering free access to the Official Practice GED Test,
expanding support for high school diploma options, and reducing the waiting list
for GED instruction in state correctional education facilities.

• The award will allow the state to accelerate research-based program components
identified as part of the Superintendent’s Panel. Funds will help support: grants
to local school systems, community colleges and community-based
organizations; professional development; incentives; assessment improvements;
or collaborations with other states and research-based institutions.

• Maryland will use incentive funds to improve reporting on WIA performance

measures. The state will continue work begun with previous WIA incentive
funds to develop an integrated data system for the Literacy Works Information
System (LWIS) and the Maryland GED database.

• All activities will increase student enrollment and business involvement in adult
education programs, improve reporting on WIA core measures of performance, and

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 Area Stat Total Adult Description
e Amount Ed
1 MA $712,003 (Not • Incentive funds will serve at-risk, out-of-school youth who are in need of adult
Available) basic education, occupational skill development, and job opportunities.

• The grant will build stronger partnerships and expand the service capacity of
adult education providers, vocational technical providers (Perkins), one-stop
career centers, and other providers of services to out-of-school youth who are at-
risk.

• Small portions of the funding will cross-train staff in various youth-serving

organizations on services available to all at-risk older youth.

3 MI $817,852 $817,852 • One hundred percent of Michigan’s Workforce Investment Act (WIA) incentive
funding for Program Year (PY) 2004 performance will be used to fund the
Benton Harbor Workforce Literacy Project. This project is a pilot that the state
hopes to expand. The project is designed to help improve workforce and family
programs, expand high school completion and GED attainment rates, promote
transition to postsecondary education and training, improve workforce skills,
stimulate job growth, and economic development in Benton Harbor.

3 MN $669,205 (Not • Minnesota will invest a portion of its incentive grant funds to develop a
Available) statewide web-based management information system (MIS) for the Adult
Education and Family and Literacy Act to satisfy state and federal reporting
requirements and include several program management features (e.g. automated
student attendance system – card swiping, class scheduling, staff records). An
additional requirement is that the new MIS integrate with the other WIA state
MIS for data matching/sharing purposes.

The state also will develop a model called Sector Strategies which will influence
systemic change to benefit employers, low-wage workers, and low-income job-

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 Area Stat Total Adult Description
e Amount Ed
seekers, while helping to meet the demand for skilled employees in these high-
growth industries. This project will draw on successful components of sector
strategies from other states (Massachusetts and Pennsylvania).
3 NE $651,792 $275,000 • Nebraska will use the funds to pay for Test of Adult Basic Education (TABE)
materials and teachers’ time to administer the test for one-stop career center
clients.

• The Nebraska Department of Labor has asked ABE to assess the reading and
math skills of their basic skills-deficient clients. TABE tests will determine the
need for basic skills instruction for the referred one-stop career center clients. It
is anticipated that annually more than 400 individuals will be tested. The cost
includes all testing materials, which will be computer based or paper-and-pencil,
and test administration.

• ABE students will have the opportunity to be involved in small, intensive classes
that will provide a variety of employment skills to assist in making students job
ready or to increase their chances for a better job. The main source of
curriculum will be the Workplace Essential Skills Multimedia Curriculum.
Trainers will teach the employment class instructors how to use the curriculum
effectively. The classes will be approximately 6-8 weeks in length. Classes may
be offered in all 20 ABE programs in the state, potentially reaching 3,000 –
4,000 students.
• Staff will attend the U.S. Department of Education workshop that assists states
in designing professional development plans for math instruction. Funds will
help implement training statewide so that ABE/GED/ESL instructors can teach
math concepts vital to students’ success in the workplace, postsecondary
education, and daily life more effectively.
• Funds will help develop content standards in line with the Nebraska state
standards for K-12. English as a second language standards will be the first

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 Area Stat Total Adult Description
e Amount Ed
section developed.
• The state also will use the funds to continue a GED marketing campaign to help
adults learn about the legitimate options available to earn a high school
credential. The emphasis will be on what passing the GED tests and earning a
high school diploma can mean to the individual in terms of employment and/or
further training.

4 NV $661,574 $220, 524 • The Nevada Adult Connection (using $28,000 of incentive funds) will unify
partnerships to create a network of support and serve as the baseline for the
state’s five-year action plan that can be used by the partners.
• Mini-grants to the state’s adult education programs will enhance adult education
and English as a second language programs through the purchase of new
curricula, software and other materials.

3 ND $644,150 $287,585 • Seven programs will provide learners with instruction in ESL, GED, certified
nursing assistant training, college preparation, reading, and employability skills.

• The state also will provide the adult learning center staff with training in research
and instructional methodology.

2 OK $688,143 $419,466 • Oklahoma will use incentive funds to implement Career Readiness certificates
for workers. This initiative is the result of collaboration among education,
workforce development, and economic development agencies.

• Incentive funds will support development of multi-agency teams to work out

common processes and implement a unified plan to address individual needs of
businesses in the 12 workforce areas. This initiative promotes cooperation and

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 Area Stat Total Adult Description
e Amount Ed
collaboration between state agencies, businesses, and community organizations.

• The grant will assist Centers of Excellence in collaborating with business

brokers, rural specialists, higher education, career specialists, community
development groups, adult education, manufacturer’s extension agents,
workforce specialists, WIB service providers, economic development specialists,
Career Technology Centers, industrial coordinators and counselors to develop
career pathways with industry input through innovative processes. They will
operate in coordination with the Local Workforce Investment Board and serve
access sites across the state.

• Funds will help implement a web-based Career Management System. This tool
will bring partners together on line and provide joint services through a single
web-based system. It will also provide a virtual link between workforce and
economic development. This system will allow the state to offer access to
quality services for more people with leveraged resources.

4 OR $714,422 $250,000 • Oregon will use incentive funds to pursue Pathways to Advancement initiatives
in two broad areas:

ο Developing and testing replicable “bridge models” for ABE, GED, ESL
and developmental education;

ο Aligning Pathways to Advancement linkages between workforce partners

and community colleges to strengthen and/or develop secondary and
postsecondary professional technical Pathways to Advancement linkages.

1 PA $853,980 (Not • Pennsylvania’s incentive funds will help support a Youth in Transition Project to
Available) encourage development of high quality educational opportunities for
disconnected youth to receive relevant education, counseling, and training

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 Area Stat Total Adult Description
e Amount Ed
focused on high school completion, and preparing for and transitioning to
postsecondary education and successful careers. The project is designed to raise
awareness of the severity of the dropout issue in Pennsylvania and to highlight
the underlying needs of the population that is aging out of foster care.

2 SC $709,298 $432,361
• Adult education incentive dollars will fund expanded adult education services in
one-stop career centers across the state. These services will include a portable
credential for basic workplace skills.
2 TN $740,699 (Not
• Incentive grant funds will help increase the state’s number of GEDs by paying
Available)
for GED instruction and materials.

2 WV $685,054 $417,584 • The state will use incentive funds to enhance and expand the distance learning
program (Advantage GED) to rural and hard-to-reach areas. The Adult
Education and Workforce Development Office will direct this activity.

3 WI $713,988 (Not • Funds will be used to encourage new approaches to preparing and upgrading the
Available) skills of high school youth, dislocated workers and incumbent workers, as well
as developing strong collaborative models at the local level that could be
replicated statewide. This collaborative approach will include coordination
among the workforce development and education systems.

In summary, adult education programs are working collaboratively with workforce investment partners to expand programs and services to
students in need of basic skills and secondary education options. States continue to promote the integration of services with the one-stop
career centers. More information on these activities can be obtained by contacting the state director of adult education in the specified state
at the following website: http://wdcrobcolp01.ed.gov/Programs/EROD/org_list.cfm?category_cd=DAE.

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