A Supplemental Report on the Performance Levels of Iowa's Adult Basic Education Target Populations PDF Download
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Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 30
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Book Description
Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 30
Get Book Here
Book Description
Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 72
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 756
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Book Description
Author:
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 82
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Book Description
Author: Iowa. Division of Community Colleges
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 278
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Book Description
Author: Iowa. Division of Community Colleges and Workforce Preparation
Publisher:
ISBN:
Category :
Languages : en
Pages : 107
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Book Description
This comprehensive document replaces the previously published Benchmark Report, Benchmark Report Executive Summary, Iowa's Community College Basic Literacy Skills Credential Report, Iowa GED Statistical Report, GED Annual Performance Report and Iowa's Adult Literacy Program National Reporting System Annual Performance Report (Graphic Presentation). The passage of the Workforce Investment Act (WIA) of 1998 [Public Law 105-220] by the 105th Congress ushered in a new era of collaboration, coordination, cooperation and accountability. The overall goal of the Act is "to increase the employment, retention, and earnings of participants, and increase occupational skill attainment by participants, and, as a result improve the quality of the workforce, reduce welfare dependency, and enhance the productivity and competitiveness of the Nation." The key principles inculcated in the Act are: (1) Streamlining services; (2) Empowering individuals; (3) Universal access; (4) Increased accountability; (5) New roles for local boards; (6) State and local flexibility; and (7) Improved youth programs. The report concludes that the overall benchmark goal of attaining an 85-90% Iowa adult proficiency level by the year 2010 is a realistic and attainable goal. Three appendixes are included: (1) A Description of the Educational Functioning Levels and Outcome measures for Adult Basic Education, Adult Secondary Education, and English-As- A-Second Language; (2) Iowa's Adult Literacy Program National Reporting System Annual Performance Report for Program Year 2007--TOPSpro Tables; and (3) Iowa Basic Skills Credential Program Report Form for Program Year 2007-2008. (Contains 5 footnotes, 11 exhibits, 48 tables, and 9 graphs.).
Author: Comprehensive Adult Student Assessment System
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 9
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Book Description
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 1280
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Book Description
Author: Iowa. Division of Community Colleges and Workforce Preparation
Publisher:
ISBN:
Category : Adult education
Languages : en
Pages : 96
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Book Description
Author: National Research Council
Publisher: National Academies Press
ISBN: 0309165180
Category : Education
Languages : en
Pages : 352
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Book Description
The National Assessment of Adult Literacy (NAAL) is a household survey conducted periodically by the Department of Education that evaluates the literacy skills of a sample of adults in the United Stages ages 16 and older. NAAL results are used to characterize adults' literacy skills and to inform policy and programmatic decisions. The Committee on Performance Levels for Adult Literacy was convened at the Department's request for assistance in determining a means for booking assessment results that would be useful and understandable for NAAL'S many varied audiences. Through a process detailed in the book, the committee determined that five performance level categories should be used to characterize adults' literacy skills: nonliterate in English, below basic literacy, basic literacy, intermediate literacy, and advanced literacy. This book documents the process the committee used to determine these performance categories, estimates the percentages of adults whose literacy skills fall into each category, recommends ways to communicate about adults' literacy skills based on NAAL, and makes suggestions for ways to improve future assessments of adult literacy.
