To ensure adults with low literacy skills are progressing academically toward basic skill attainment necessary for employment and self-sufficiency
Percentage of students who progress as defined by an educational functioning level.
Denominator: Basic skills students attempting 60 or more contact hours during program year. Excludes ASEH initial placements.
Numerator: Basic skills students attempting 60 or more contact hours during program year, who complete the program year at a higher educational functioning level. Excludes high adult secondary education initial placements.
Note: Pre-test is considered if it occurs up to 90 days prior to program year
LEIS annual data file
To be included in this measure student had to have been enrolled in a class during the Basic Skills/College and Career Readiness program year (July 1 – June 30), have accumulated 60 or more total contact hours across all classes enrolled, and not have an initial placement of High Adult Secondary Education. Initial placement is based upon the National Reporting System (NRS) guidelines of being the lowest Educational Functioning Level of the first NRS approved test(s) taken during the program year. Colleges received credit for all students who tested at a higher Educational Functioning Level at the end of the Basic Skills/College and Career Readiness program year (July 1 – June 30) in the same test and component that set the initial placement. Colleges are also given credit for students who test at Adult Secondary Education Low, are an Adult High School student, and meet the federal and state assessment policy guidelines for moving up an educational functioning level to Adult Secondary Education High.