Table 1: Participants by Entering Educational Functioning Level, Ethnicity, and Sex

Instructions for Completing Table 1

* A participant is an individual in an AEFLA program who has completed at least 12 contact hours in a period of participation. 
** See definitions for ethnicity/race categories.
*** See definitions for sex categories.
**** ABE = Adult Basic Education; ESL = English as a Second Language
***** Alternative ABE/ESL placement is for programs designed to yield types of measurable skill gains (MSG) other than MSG type 1a. Participants with an alternative placement should be removed from the post-test denominator when calculating the state’s post-test rate.

Total:  Report each participant only once on this table.

Ethnicity/Race:  For instructions on collecting and reporting race and ethnicity data, please refer to “Final Guidance on Maintaining, Collecting and Reporting Race and Ethnicity Data to the U. S. Department of Education,” 72 Fed. Reg. 59266 (19 October 2007).
Hispanic / Latino: The participant indicates that he/she is a person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture in origin, regardless of race.
American Indian / Alaska Native: The participant indicates that he/she is a member of an Indian tribe, band, nation, or other organized group or community, including any Alaska Native village or regional or village corporation as defined in or established pursuant to the Alaska Native Claims Settlement Act (85 Stat. 688) [43 U.S.C. 1601 et seq.], which is recognized as eligible for the special programs and services provided by the United States to Indians because of their status as Indians.
Asian: The participant indicates that he/she is a person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian Subcontinent (e.g., India, Pakistan, Bangladesh, Sri Lanka, Nepal, Sikkim, and Bhutan).  This area includes, for example, Cambodia, China, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam. 
Black / African American: The participant indicates that he/she is a person having origins in any of the black racial groups of Africa.
Native Hawaiian / Other Pacific Islander: The participant indicates that he/she is a person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.
White: the participant indicates that he/she is a person having origins in any of the original peoples of Europe, the Middle East, or North Africa.
More Than One Race: The participant indicates having origins in more than one racial category.

Sex:

Male: The participant indicates that he is male.
Female: The participant indicates that she is female.

Entering Educational Functioning Level (EFL) Placement 

Placement for MSG Type 1a (educational functioning level gain via pre- and post-testing):

Consistent with 34 CFR 462.41(a), in programs that compare the participant’s initial EFL, as measured by a pre-test, with the participant’s EFL, as measured by a post-test, states must measure this specific type of educational gain (MSG type 1a) using only tests that the Secretary has determined are suitable for use in the NRS and the state has identified in its assessment policy.

Alternative ABE/ESL placement:

At the state’s sole discretion, and as documented in the state’s assessment policy, states may exempt participants from NRS pre- and post-testing who are enrolled in programs designed to yield the following outcomes under the MSG indicator, as described in OCTAE Program Memorandum 17-2:

MSG Outcome Type:

1. b) Awarding of credits or Carnegie units.
1. c) Enrolled in postsecondary education or training during the program year.
1. d) Passed a subtest on a State-recognized high school equivalency examination.
2. Documented attainment of a secondary school diploma or its recognized equivalent.
3. Secondary or postsecondary transcript or report card for sufficient credit hours that shows a participant is meeting the state unit’s academic standards.
4. Satisfactory or better progress report, toward established milestones, from an employer or training provider who is providing training.
5. Successfully passing an exam that is required for a particular occupation or progress in attaining technical or occupational skills, as evidenced by trade-related benchmarks.

Examples of such programs may include, but are not limited to, integrated education and training programs (see note below), workplace literacy programs, preparatory classes for high school equivalency testing, postsecondary bridge programs, adult high schools utilizing credits or Carnegie units, or other adult education programs designed to yield the MSG outcomes listed above. For these types of programs, states may develop and implement alternative options for the EFL placement.  For example, a state may use assessments that are content-driven or performance-driven such as locator tests, criterion referenced tests, diagnostic assessments, authentic assessments, or a state may choose to develop and implement innovative crosswalks between program benchmarks and NRS EFL levels.  The reporting of outcomes for participants in such programs must follow the data collection and validation requirements for the specific MSG type, as described in OCTAE Program Memorandum 19-1.  States are not required to exempt participants from pre- and post-testing and may continue to use assessment procedures that best meet the needs of the State’s adult education program.  Students with an alternative placement are reported on the “Alternative Placement” rows under ABE or ESL.

NOTE:  The term “integrated education and training” means a service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement (Sec. 203(11) of WIOA). Such programs include workforce preparation components that help participants acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills.