State Leadership Funds (Adult education and family literacy act Section 223 (AEFLA))
AEFLA Section 223(1)(a)
The Arkansas Division of Workforce Services/Adult Education Section (ADWS/AES), in conjunction with the Arkansas Adult Learning Resource Center (AALRC), strives to create and implement level-appropriate training programs tailored specifically to adult learners, with an end goal of increasing student achievement that leads to gainful employment or post-secondary education/career training ADWS/AES and AALRC work with core one-stop partners regularly to ensure that a comprehensive program of adult education services is provided which meets the needs of students. Collaborating with our core one-stop partners allows input from all involved, providing more comprehensive and practical programming. An adult education provider serves on each Local Workforce Development Board (LWDB), and all providers are asked to attend the meeting for their respective service areas. During these meetings, adult education directors provide information regarding services, share current performance data, and identify collaboration opportunities to meet business and industry needs.
In addition, the WIOA Core Partners gather twice a year for a statewide conference to discuss and report relevant updates concerning their programs. This conference allows partners to share program details– performance outcomes, success stories, areas of growth, etc. and provides opportunities for additional collaboration. In 2021-22, the meeting was again held virtually due to the COVID-19 pandemic. Some of the topics covered included the Common Intake Form, Apprenticeships, Business Engagement, and the Work Opportunity Tax Credit. In addition, at each meeting, the partners focus on those with barriers to employment. This past year homeless individuals, reentry/justice-involved individuals, Veterans, individuals with disabilities, and individuals aging out of foster care were covered. Since many individuals had not returned to the workforce, the Department of Human Services shared information on how SNAP E&T can assist participants in reaching their goals.
ADWS/AES partners with Arkansas Rehabilitation Services, which tests adult education participants for possible undiagnosed learning disabilities and assists with updating any expired documentation. As a Temporary Assistance for Needy Families (TANF) provider, ADWS/AES provides guidance and career-building programming through Integrated Education and Training Programs (IETs) and other training. TANF provides the funds needed to cover the cost of training for eligible individuals. TANF participants have been licensed and certified in Welding, Certified Nursing Assistant, Commercial Driver’s License, etc.
In some cases, the Division of Workforce Services’ mobile unit is regularly available at a local Adult Education program to assist adult education students in applying for jobs.
ADWS/AES local providers work with their partner counterparts to conduct joint career fairs at the local one-stops. Partners also participate in other events, such as the annual Adult Education Statewide Open House, for which leadership funds are used to provide advertising, recruitment materials, and professional development training for local programs.
AEFLA Section 223(1)(b)
Professional development services are administered by the AALRC, funded through the Southeast Arkansas Education Service Cooperative by ADWS/AES. The AALRC is a critical resource responsible for identifying, evaluating, and disseminating materials and information to adult education and literacy programs. ADWS/AES and AALRC give information through email, newsletters, and discussion lists and provide Zoom for webinars
The AALRC coordinates and presents in-depth professional development training that precisely coincides with the goals and vision of the ADWS/AES. This entails assuring that activities enhance teachers’ knowledge, skills, and abilities, are diverse, and encompass the whole person. The AALRC consistently assesses the needs of Adult Education program areas through evaluations/surveys, meetings, and general discussions or requests by phone and email. They provide any new software, materials, or resources necessary to accommodate the changing needs of adult education teachers and staff.
As limitations created by the national COVID-19 pandemic were lifted, the state could conduct more in-person professional development workshops. Two of those meetings were the Fall and Spring Administrators’ Meetings, during which ADWS/AES and the AALRC provided professional development and updates on initiatives. The Fall meeting focused on leadership development and the progression of WAGE™, a job training program for unemployed and underemployed adults. The Spring meeting highlighted recruitment, motivation, IET development, and moving programs forward.
Recognizing the profound impact that COVID-19 made on society, the AALRC incorporated training on mental health and wellness, including the importance of self-care. Although the number of in-person training increased this year, ADWS/AES and the AALRC recognized that virtual or distance learning would continue to be an essential tool for educating students and staff; as such, efforts have continued to find ways to accommodate program needs in the areas of distance learning and technology. The AALRC’s plan to offer more online training was finalized this year. An additional self-paced course in Customer Service and Learning Disabilities: Applications was added to the Public Broadcasting Service (PBS) online portal for programs. The AALRC has also created a YouTube Channel that houses recorded training on using specific software applications and other relevant training beneficial to users. Providing easy access to these workshops allows users to review and refresh their learning at their convenience. Other online professional development forums are maintained through Canvas and LINCS as well.
Unique goals accomplished this program year through a collaborative effort include:
- Coordinated a team to participate in the Standards-in-Action (SIA) 2.0 Training
- Coordinated a team to participate in the Teaching Skills That Matter (TSTM) Training
- Improvements and expansion of the revamped Workforce Alliance for Growth in the Economy (WAGE™) program continued. The WAGE™ program emphasizes basic skills, workforce preparation, and industry-recognized certificates to make it a statewide model for Integrated Education and Training (IET). Regional training was offered across the state on integrating career pathways into the curriculum. ADWS/AED now provides opportunities for students to earn industry-recognized certificates in any of the 16 career pathways clusters through the WAGE™ program. ADWS/AES works with local providers to place particular emphasis on developing complete career pathways programs that provide students the opportunity to earn certificates in Workforce Preparation, Hospitality and Tourism, Health Science, Business Management, Education and Training, and Manufacturing to meet the needs identified by regional workforce development boards.
The AALRC utilizes the online ESC Works system to track the professional development activities of faculty and staff in Arkansas. Participants can manage their transcripts of courses completed through the AALRC and from outside sources (i.e., state and national conferences, LINCS, etc.) in ESC Works.
AEFLA Section 223(1)(c)
ADWS/AES and AALRC fielded calls from partners and local providers on various topics and specific situations. Some areas in which technical assistance was provided include:
• Technical training on the agency’s data management system, provided by ADWS/AES staff.
• Technical support provided by the AALRC’s Information Technology Specialist related to software and hardware issues and questions.
• As a means of ensuring prompt and informed responses to local providers, specific email addresses were developed for access by multiple ADWS/AES staff members for general topics.
AEFLA Section 223(1)(d)
Mandatory Administrators' Meetings are held semiannually, during which policies and procedures are discussed, information is disseminated, and providers can gain additional professional development from state staff, guest speakers, and each other.
ADWS/AES monitors local programs through submitted quarterly reports, annual one-day site visits, and intensive three-day program reviews performed on each program every four years or as determined by their level of risk. One hundred percent (37/37) of providers received an annual site visit in 2021-22. Due to more relaxed COVID restrictions, site visits and program reviews were again conducted on-site, following a year of primarily virtual monitoring in 2020-21. During the 2021-22 Spring Administrators’ meeting, several topics identified through these visits as areas of difficulty for local providers were addressed, such as recruitment planning and IET implementation.
ADWS/AES also evaluates each program annually through an E&E (Effective and Efficient) calculation, currently based upon the programs’ progress on the federally negotiated benchmarks in Table 4. Programs not meeting E&E are provided with intense technical assistance to develop and implement a program improvement plan.
AEFLA Section 223(a)(2)
Local programs were trained on the restructured Workforce Alliance for Growth in the Economy (WAGE™) program, which includes basic skills, workforce preparation, and industry-recognized certificates to make it a statewide model for Integrated Education and Training (IET). Regional training across the state was provided on integrating career pathways into the curriculum. ADWS/AES continues to develop career pathways to allow students to earn certificates in the areas of focus identified in 2019-20, which include: Workforce Preparation, Hospitality and Tourism, Health Science, Business Management, Education and Training, and Manufacturing for later implementation to meet the needs identified by regional workforce development boards. ADWS/AES has continued to expand by now providing opportunities for students to earn industry-recognized certificates in any of the 16 career pathways clusters through the WAGE™ program.
ADWS/AES, in conjunction with the AALRC, continued to provide distance education professional development, adding new workshops that emphasized individual performance, such as customer service training, self-care, and mental health and wellness. Various meeting forums throughout the year provided opportunities to share best practices, assess the needs of teachers and staff, and disseminate state statistics and information on new initiatives.
ADWS/AES and the AALRC continue to ensure that trained career coaches are available to work directly with students and other personnel needed to guide students in successfully reaching their goals. Career coaches are required to complete specific training, one of which is a 120-hour course that qualifies them as Career Service Providers. Multiple offerings of this training are provided annually.
Performance Data Analysis
During the 2021-22 program year, 60% of adult education students in Arkansas achieved an MSG on Table 4, exceeding the negotiated indicator of 49%. Arkansas met or exceeded all 12-level benchmarks.
|
CORE INDICATORS OF PERFORMANCE |
2020-2021 Performance |
2021-2022 Targets |
2021-2022 Performance |
Difference of Targets to Performance |
|
ABE Level 1 |
53% |
45% |
63% |
+8 |
|
ABE Level 2 |
47% |
44% |
51% |
+7 |
|
ABE Level 3 |
50% |
48% |
57% |
+9 |
|
ABE Level 4 |
69% |
56% |
72% |
+16 |
|
ABE Level 5 |
73% |
55% |
77% |
+22 |
|
ABE Level 6 |
60% |
53% |
74% |
+21 |
|
ESL Level 1 |
55% |
47% |
52% |
+5 |
|
ESL Level 2 |
62% |
53% |
62% |
+9 |
|
ESL Level 3 |
56% |
54% |
68% |
+14 |
|
ESL Level 4 |
63% |
53% |
60% |
+7 |
|
ESL Level 5 |
59% |
46% |
61% |
+15 |
|
ESL Level 6 |
53% |
31% |
48% |
+17 |
|
AVERAGE |
56% |
49% |
60% |
+11 |
Arkansas Adult Education also reported the following data for its follow-up measure indicators:
|
CORE INDICATORS OF PERFORMANCE |
2021-2022 Targets |
2021-2022 Performance |
Difference of Targets to Performance |
|
Employment Second Quarter After Exit |
45% |
46% |
+1 |
|
Employment Fourth Quarter After Exit |
47% |
42% |
-5 |
|
Median Earnings Employment Second Quarter After Exit |
$4,200.00 |
$4,818.54 |
+$618.54 |
|
Credential Rate |
49% |
43% |
-6 |
For the program year 2021-2022, Arkansas Adult Education exceeded the Median Earnings Employment Second Quarter After Exit indicator while falling short in Fourth Quarter Employment Measure and the Credential Attainment rates. To complete the data collection for the Follow-up Measures, Arkansas data-matched with the Department of Higher Education and the Division of Workforce Services. Programs submitted manual outcome forms to the state office for validation for participants or follow-up measures that could not be data matched.
Once a program year has ended, ADWS/AES generates an Effective & Efficient (E&E) report based on the benchmarks of core performance indicators for each local provider. For the 2021-22 fiscal E&E report, local providers must meet the state’s MSG benchmark of 49%. This year 34/37 met or exceeded the benchmark. ADWS/AES uses Quarterly Reports to help assess the effectiveness and ability to meet the targets and overall performance of the programs throughout the year. Data is reported on wide-ranging aspects for both qualitative and quantitative analysis.
Programs that do not meet the determined percentage of the benchmarks are provided additional technical assistance to prepare a performance improvement plan. Plan implementation is monitored throughout the year. Meetings occur bi-weekly with technical assistance from a team of advisors where goal setting and crucial data analysis elements are identified and planned. Small, achievable goals for positively impacting performance are identified and set with a plan to achieve them bi-weekly. Technical assistance is provided to all programs, including those that meet or exceed the performance benchmarks to address deficiencies in any specific EFL.
Under normal circumstances, programs that do not meet the E&E requirement for three consecutive years are reviewed for possible cessation of funding. Since the beginning of the COVID pandemic, programs were not penalized; however, intense technical assistance and monitoring are provided to promote performance improvement. Through E&E team assistance and targeted training, 34/37 programs met or exceeded the MSG goal of 49% at an overall state average of 60% MSG attainment. This was an improvement over 2021-22, in which 31/37 programs met the requirement.
Distance Education training for adult education instructors was offered through the AALRC to meet the continuing need. The state distributed state-provided funds for each program to purchase Chromebooks, laptops, and hot spots to meet program student technology needs and for testing.
The 2020-2021 state and national performance data and negotiated targets were shared with local providers at the Fall Administrators’ meeting, through advisory committee meetings, specialized training, and through the ADWS/AES committees that identified the professional development needs and requests to promote continued improvement in program performance. In the analysis of performance data, the Administrators’ Meetings also highlighted training pieces that addressed recruitment and retention strategies, distance education software usage guidance and strategies, addressing ESL needs, and incorporating IET programs into the services offered by each program to increase the credential attainment rate and help participants prepare for the workforce.
In analyzing the data to address statewide training needs, training was held multiple times throughout the year, including regional, in-person, and webinar training. Professional development addressed the importance of the follow-up process. It guided the process of collecting and entering the data in the state’s data management system, best practices for developing data entry processes and procedures, monitoring data at the program and class levels, understanding federal tables, utilizing state reports, detailing participant progress by assessment and subject area, developing IETs, Quarterly Report reporting and analysis, and training for diversity and test anxiety. Professional development training will continue to be developed as ADWS/AES moves to improve and meet targets for performance in measurable skill gains and follow-up measures.
Integration with One-stop Partners
The ADWS/AES delegates its required one-stop roles to its adult education-funded local providers. The designated local providers for each comprehensive one-stop were determined by the provider which services the area in which the one-stop is located. In addition, it is based on the locals’ needs and flexibility in having ample space and resource staff. By offering services through an aggressive referral system, ADWS/AES MOUs support the local option, especially where co-locating is unavailable.
Each provider is responsible for carrying out its roles and responsibilities as assigned in the Memorandum of Understanding (MOU) and Infrastructure Funding Agreement (IFA). The State provided technical assistance in fulfilling the roles and responsibilities as one-stop partners. ADWS/AES can determine if the delegated provider is carrying out its role and meeting its obligations by reviewing the MOU and IFA and narrative reports during annual site visits and program reviews. The State Director reviews and signs off on all local workforce development areas’ MOU and IFAs, even if there are changes. Additionally, IFA costs are tracked within the line item of the federal grant award and, when necessary, under the state grant.
The basic career services provided in the one-stop system are made available for adults, dislocated workers, and out-of-school youth by staff. Outreach, intake, and orientation to information and other services are made available to these groups, including TANF (Temporary Assistance for Needy Families) and SNAP E&T (Supplemental Nutrition Assistance Program Employment and Training), through the one-stop delivery system. The initial assessment of skill levels, including literacy, numeracy, and English language proficiency, is recorded in the data management system. Labor exchange services, including job search and placement assistance, career counseling, recruitment, and other business services on behalf of employers, are provided by staff. The State offers guidance and technical assistance to local programs to ensure they meet the requirement.
Some opportunities for specialized assistance are with adults with English language barriers, and digital literacy often accompanies those with low language skills. After the pandemic, it was evident that some adults may need higher levels of digital literacy, which may cause challenges when applying for employment benefits, completing work applications, or accessing other community and social services. By sharing data on these clients with various needs and additional client information, programs can ensure access to services such as SNAP and TANF. Therefore, no matter if the services are available at the local one-stop or the adult education center location, all partners constantly communicate services in monthly meetings. Lastly, the Adult Education Section of Arkansas works closely to support the talent pipeline by supporting direct and continuous career preparation and development, workforce career exploration, and pathways to careers of interest in demand.
Integrated English Literacy and Civics Education
IELCE Funds and grants
ADWS/AES held a competition in February 2020 for a four-year grant for July 1, 2020, through June 30, 2024, to fund IELCE programs, and awarded seven (7), local providers with Section 243 funding. ADWS/AES plans to conduct its next RFP in 2023-2024.
Training activity
ADWS/AES facilitated monthly/bi-monthly conference calls and an annual meeting with the grant award recipients to discuss requirements of Section 243, IET development and recruitment, curriculum and instructional strategies, and the continual development of a single set of learning objectives for common IETs. In addition, ADWS/AES monitors the data and progress of IELCE participants to provide technical assistance for local programs. During specific IELCE conference calls and meetings, grant recipients are encouraged to attend and participate in statewide training and workshops that include IET, ESL, and Standards (College and Career Readiness (CCR) and English Language Proficiency (ELP)) and discuss best practices and their progress in providing the services of IELCE. One area of emphasis for IELCE conference calls was identifying additional workforce training programs that do not require a social security number for credential attainment.
ADWS/AES worked closely with several programs to assist them in developing IETs in the service area. In working with programs that receive Section 243 funding, ADWS/AES staff also discussed how the IET(s) for those programs are being utilized to meet the needs of current and potential English language learners. ADWS/AES provided increased technical assistance and professional development for integrated instruction with English Language Learners and integrated/contextualized instruction in IET development through focused regional and state training, including utilizing the IET Toolkit provided by LINCS.
COVID-19 has continued to impact several IELCE/IETs, such as CNA and EMR, which have hands-on requirements. Several programs have begun to return to face-to-face classes, while some continue to be on hold as programs work to adapt the program structure to a virtual one. COVID-19 has impacted business and industry needs in the state, and several programs have instituted new IETs to meet the changing demands. The continuing challenge for IELCE/IET(s) is identifying additional qualifying credentials and certificates that residents who cannot show documentation of legal status can attain and use for employment upon completion of the IET.
Due to COVID-19 impacts, ADWS/AES worked to introduce viable Civics Education through remote learning options. During the 2021-22 program year, ADWS/AES formed a partnership with Arkansas United (AU), a grass-roots immigrant advocacy organization with an extensive network of resources, to run a pilot combining Adult Education services with Digital Civics Education services through AU resources. As the pilot continues into the 2022-23 program year, ADWS/AES plans to include all current IELCE grant recipients.
IELCE Section 243(c)(1)
The Arkansas IELCE grant recipients have designed IELCE programs aligned with the needs identified by Local Workforce Development Boards and the needs of students, addressing the workplace skills and workforce training needed for stable employment and career development. This alignment assists IELCE participants in gaining unsubsidized employment in high-demand industries within their local areas/regions.
In addition to the instructional components of the IELCE program, local providers have Career Service Providers (CSPs) on staff who work directly with students to assist them in developing educational and employment goals. During the 2021-22 program year, funding was increased to open more CSP positions across the state, and the required training included specific strategies for working with immigrants and English Language Learners. The grant recipients have developed IETs in healthcare (CNA and Emergency Medical Responders), Hospitality, and Welding, each with pathways for continued growth. Local programs work with area hospitals and nursing homes to provide the training component, and several students have been hired directly by those organizations after obtaining certification.
As ADWS/AES has continued implementing the WAGE™ program, employers from across the state have provided valuable guidance that has been beneficial in developing workforce programming that meets both business and industry needs and English Language Learners. In response to the need to identify additional career pathways for IELCE students, ADWS/AES formed a new ELL Committee to focus on the needs of immigrants and the types of certificates and skills they need to be completers of IELCE programs.
As programs recover from the initial impact of the COVID pandemic, IELCE enrollment is increasing. In 2021-22, there were 195 IELCE participants, 98% of whom achieved a Measurable Skills Gain. This is an increase over the 2020-21 enrollment of 107 participants. Challenges such as recruitment into IET programs and qualifying for workforce training (language, license/credential exam, etc.) persist. To address these challenges, local providers have developed transitional/preparation courses for ELLs enrolling in an IET, informative workshops on career pathways and available training programs, pre-screening for eligibility, and increasing funding opportunities (braided funding, fee waivers, employer partnerships), and the broadening use of Burlington English software, which is integrated into the WAGE™ process for English Language Learners. ADWS/AES has provided training opportunities designed to assist IELCE providers in meeting these challenges. Improvements have been made, and programs continue to seek innovative ways to serve students and employers.
IELCE Section 243(c)(2)
The IELCE grant recipients base the IET programs, including workforce preparation elements, on the Local Workforce Development Boards’ plans and current labor market information to identify the high-demand industries in each provider’s service area. Local providers regularly attend Local Workforce Development Board meetings to be aware of local business needs, changes, and challenges in the area/region and to ensure Title II representation.
IET enrollment has been a challenge, as reported by grant recipients. Grant recipients continue to work to ensure that IET options align with the local plan and students’ interests. In alignment with the Local Workforce Development plans and labor market information, the restructured WAGE™ program addresses career pathways most in demand in provider service areas.
During the 2021-22 program year, ADWS/AES worked directly with program administrators in developing IETs that helped develop quality concurrent and contextualized training that could support ELL learners. These efforts help expand ESL programs, leading to new IELCE programs applying during the 2020-2024 Request for Proposal. Participation numbers are rebounding from the impact of COVID-19 as most local programs have returned to face-to-face classes, which provide connections with instructors and classmates that work well for students.
Adult Education Standards
ADWS/AES lesson plans and curriculum maps continue to be aligned with K-12 Common Core State Standards (CCSS), which the Arkansas Department of Education has adopted for K-12 schools beginning with the 2013-2014 year, through the adoption of the Career and College Readiness (CCR) standards. ADWS/AES chose to adopt the CCR standards due to their rigorous research and scientific evidence of effectiveness and applicability to Adult Education. Additionally, it ensures that students are prepared for post-secondary education and training and the attainment and maintenance of unsubsidized employment. The CCR standards used the CCSS to "identify a manageable set of the CCSS most indispensable for college and career readiness and important to adult students." The CCR Standards then are translated into curriculum and lessons for teaching the content of the standards to students. Classroom activities, assignments, and formative and summative assessments help determine whether students absorb the essential skills and knowledge in the standards. ADWS/AES has successfully implemented Digital Literacy, Health Literacy, Financial Literacy, Civics, and Employability frameworks taught in conjunction with CCR Content Standards. During the 2021-22 program year, ADWS/AES provided training for teachers to teach these standards in a contextualized, concurrent manner with CCR standards.
ADWS/AES continues to engage in an instructional task force that includes state staff members, AALRC staff, local program directors, and teachers to use CCR standards consistently. Following the completion of the framework, the task force continues to utilize the CCR frameworks, along with professional development, to focus on the content areas.
The Arkansas CCR Framework is available on the ADWS/AES's website: https://dws.arkansas.gov/adult-education/educational-standards/. The framework is designed as a living document, changing over time, as do resources and student needs.
Currently, the committee's focus is to help new teachers align the CCR framework into the curriculum and integrate employability, digital, and financial literacy standards within lesson plans. A New Teacher Orientation online course has been added to provide a basis for utilizing CCR Standards consistently across programs. The task force also recognized the need for continued improvement of the quality of instruction. Therefore, ADWS/AES provides ongoing professional development using evidence-based practices in core subject areas.
ADWS/AES requires that 75% of classes be designed as managed enrollment, which has been proven to increase student retention and performance and allows more effective use of the standards in instruction. Those programs identified as having yet to reach this standard are provided technical assistance to ensure the effective use of managed enrollment for the benefit of students.
ADWS/AES continued its participation with the National Standards in Action 2.0 (SIA 2.0) initiative. ADWS/AES staff and the teachers who participated in the pilot group created training for teachers to use the skills and approaches. The integrated and contextualized approaches that SIA 2.0 lessons provided offered Arkansas teachers the ability to resolve course development issues and isolation of skills. In addition, a trainer with an emphasis on mathematics and English Language Learners from the SIA 2.0 program was brought in to share key takeaways with teachers from all genres during the Annual Teacher Summit.
Essential Education, an online learning system, continued to be used for in-person, distance learning, and hybrid classes. The previous adoption of Essential Education into all ADWS/AES centers continues to be an effective learning platform for distance learners and traditional students alike. In addition to Essential Education, seats are available for the TI-30XS Online Calculator Software was provided to programs by ADWS/AES as a way of improving remote math instruction. This was part of a continuing effort to provide resources and training to assist instructors in contextualizing their lessons in all subjects.
ADWS/AES has experienced increased program participation and achievement during the 2021-22 program year, though programs continue to experience some impact of the COVID-19 pandemic. In response to the COVID-19 impact and lessons spawned from the pandemic, two Special Project grant awards were provided for the purchase of technology to positively impact student learning by increasing the number of GED® mobile testing units, laptops for student check-out, and mobile hotspots for internet access.
ADWS/AES continued to implement the new curriculum for the Workforce Alliance for Growth in the Economy (WAGE™) program and conducted regional training led by a local practitioner to aid teachers working to integrate workforce preparation and career pathways instruction into their lessons.
Programs for Corrections Education (AEFLA Section 225)
The Arkansas Department of Corrections (ADC), which operates prison units, released an April 2022 report based on the findings from the 2017 Release Cohorts, which included all offenders released from ADC facilities. The report indicated that the ADC’s 3-year recidivism rate is 49.4% out of 10,795 offenders released during Correctional Year 2017.
In Arkansas, recidivism is calculated based on three major areas: re-arrest, re-conviction, and re-incarceration within three years of intake to supervision during a three-year period following release from custody. Recidivism rates are calculated using the nationwide correctional standard timeframes of 6-, 12-, and 36-month follow-up periods. When examining recidivism rates, in addition to personal characteristics, factors such as the released inmate’s inability to obtain employment, difficulty in finding a place to live, lack of support, association with other criminals, and lack of transportation influence the likelihood of a successful return to society, making the services provided by ADWS/AES critical.
Currently, ADWS/AES provides correctional services in 40 centers, including county jails, state and federal prisons, detention centers, reentry facilities, and community corrections centers. During the last three years, 329 incarcerated individuals passed the GED® with a 52.3% MSG rate for this cohort. In the 2021-22 fiscal year, there were 829 participants in correctional facilities with an MSG attainment rate of 58.8%.