Glossary

Education for adults whose inability to read, write or speak English or to effectively use mathematics is a barrier to their ability to get or keep employment.  ABE is designed to improve their ability to benefit from training and improve their opportunities for employment and to meet adult responsibilities.

The American Graduation Initiative was announced by President Obama on July 14^th, 2009 to strengthen our nation’s community colleges, and called for five million additional graduates by 2020. The American Graduation Initiative will build on the strengths of community colleges and launch new initiatives and reforms that will increase their effectiveness and impact by figuring out what works and what doesn't, modernize facilities, increase graduation rates, and expand and create new online learning opportunities. The American Graduation Initiative will:

• Call for 5 Million Additional Community College Graduates;
• Create the Community College Challenge Fund ;
• Fund Innovative Strategies to Promote College Completion;
• Modernize Community College Facilities; and,
• Create a New Online Skills Laboratory.

The American Recovery and Reinvestment Act of 2009 (Recovery Act) was signed into law by President Obama, on February 17, 2009. The purposes of this Act include the following: (1) To preserve and create jobs and promote economic recovery; (2) To assist those most impacted by the recession; (3) To provide investments needed to increase economic efficiency by spurring technological advances in science and health; (4) To invest in transportation, environmental protection, and other infrastructure that will provide long-term economic benefits; and, (5) To stabilize State and local government budgets, in order to minimize and avoid reductions in essential services and counterproductive state and local tax increases.

Bridge programs prepare adults with limited academic or limited English skills to enter and succeed in credit-bearing postsecondary education and training leading to career-path employment in high-demand, middle- and high-skilled occupations.  The goal of bridge programs is to sequentially bridge the gap between the initial skills of individuals and what they need to enter and succeed in postsecondary education and career-path employment.

Career Pathways are a coherent, articulated sequence of rigorous academic and career/technical courses leading to an associate degree, baccalaureate degree and beyond, an industry recognized certificate, and/or licensure. It is developed, implemented, and maintained in partnership among secondary and postsecondary education, businesses, and employers and available to all students, including adult learners, and lead to rewarding careers.

In today’s economy, a “career” is not just a job. A career provides a family-sustaining wage and pathways to advancement and requires postsecondary training or education. A job may be obtained with only a high school diploma, but offers no guarantee of advancement or mobility. Being ready for a career means that a high school graduate has the English, and mathematics knowledge and skills needed to qualify for and succeed in the postsecondary job training and/or education necessary for their chosen career (i.e. technical/vocational program, community college, apprenticeship or significant on-the-job training).

Collaboration is a mutually beneficial and well-defined relationship entered into by two or more organizations to achieve common goals without duplicating services. The relationship includes: commitment to mutual relationships and goals; a jointly developed structure and shared responsibility; mutual authority and accountability for success; and sharing of resources and rewards.

Refers to the content knowledge and skills high school graduates must possess in English and mathematics – including, but not limited to, reading, writing communications, teamwork, critical thinking and problem solving – to be successful in any and all future endeavors.

College Ready is being prepared for any postsecondary education or training experience, including study at two- and four-year institutions leading to a postsecondary credential (i.e. a certificate, license, Associates or Bachelor’s degree). Being ready for college means that a high school graduate has the English and mathematics knowledge and skills necessary to qualify for and succeed in entry-level, credit-bearing college courses without the need for remedial coursework.

Refer to a nationally recognized degree or certificate or state recognized credential. Credentials include, but are not limited to, a high school diploma, GED, or other recognized equivalents, post-secondary degrees/certificates, recognized skill standards, licensure or industry-recognized certificates (i.e., ASE car repair, Hazmat, CAN, CDL, Boiler Operator, Flag Person, Heavy Equipment Operator, etc.), and all state education agency recognized credentials. (This definition applies to current WIA statutory adult, older youth and dislocated worker measures only it does not apply to the common measures).

Educationally or skill disadvantaged adults are those persons who score below 8th grade level on standardized tests. They require educational assistance to bring their basic skills to a level that would make them eligible for secondary (high school) education or to hold a job with basic English and math skills.

Dual enrollment allows students to simultaneously earn credit toward a high school diploma and a postsecondary degree or certificate. These programs have postsecondary institutions working closely with high schools to offer courses that, in many instances, are identical to those offered on a college campus. Depending on state policies or institutional arrangements, upon successful completion of a dual enrollment course, students may receive a transcript from the postsecondary institution. Transcripted credits allow students to receive college credit upon matriculation at a postsecondary institution.

Refers to the same population eligible for public adult education (ABE/GED) services.  Adult Basic Education programs provide services or instruction below the postsecondary level for individuals who have attained 16 years of age; who are not enrolled or required to be enrolled in secondary school under state law; and who lack sufficient mastery of basic educational skills to enable the indi­viduals to function effectively in society; do not have a secondary school diploma or its recognized equivalent, and have not achieved an equivalent level of education; or are un­able to speak, read, or write the English language.

Established to help students who are at risk of dropping out of high school meet their graduation requirements and transition into postsecondary education, middle colleges are located on college campuses and provide both high school and college courses. Middle colleges typically provide an array of supplementary services, such as counseling and assistance with college applications, to their students in addition to academic preparation.

Under the Workforce Investment Act, every local System must have at least one comprehensive Center. A One-Stop Center is a facility that makes a wide range of the system's services available at a single site, through self-service or with staff help. The number of centers, the services offered and the manner in which they are given will vary from one area to another, according to local needs and resources.

An activity planned to assess the utility of newly developed ideas, services, or policies. In the Policy to Performance initiative, participating states will conduct a pilot test of the policies and guidance prior to issuing them to a whole system of providers. Policy to Performance states are identifying pilot test sites as part of their development and implementation of policies for transitioning adults to postsecondary education, training, and employment.

The Policy to Performance initiative defines policy as a formal or informal plan or course of action designed to influence and determine a clear set of outcomes intended to promote the advancement of college and career readiness for adults participating in Adult Education and Family Literacy Act (AEFLA) funded programs. Policy in this context can include strategies such as, the issuing of specific RFP priorities, or the design of performance-based funding formula or written public rules and regulations. Such a broad interpretation of policy affords states maximum flexibility by enabling them to identify an array of potential systemic levers that can be engaged to promote college and career readiness for low-skilled adults and adult learners

The PPIE© process is a state policy development, implementation, and evaluation tool developed by Judith Alamprese of Abt Associates that guides the technical assistance provided to states participating in the Policy to Performance Initiative. Key steps in the PPIE process include determining the goal or issue that the policy is to address; research, review and analyze; prepare a draft policy; and implement, monitor and evaluate the policy. For more information on the PPIE process, click here.

The coordination of state and local policy and guidance, systems, and/or resources in support of a common pursuit or vision.  In the adult education sector, community colleges, workforce investment boards, industry associations, local governmental agencies, and a wide range of other entities are working together in partnership to align their services, policies, and resources.

Refers to a measure of the rate at which students persist in their educational program at an institution, expressed as a percentage. For four-year institutions , this is the percentage of first-time bachelors (or equivalent) degree-seeking undergraduates from the previous fall who are again enrolled in the current fall. For all other institutions this is the percentage of first-time degree/certificate-seeking students from the previous fall who either re-enrolled or successfully completed their program by the current fall.

A sequenced program of study that combines at least two years of secondary and two years of postsecondary education that is designed to help students gain academic knowledge and technical skills, and often earn college credit for their secondary coursework. Programs are intended to lead to an associate's degree or a certificate in a specific career field, and ultimately, to high wage, high skill employment or advanced postsecondary training.

A type of leadership style that leads to positive changes in those who follow. Transformational leaders are generally energetic, enthusiastic and passionate -- conveying a clear vision of the group’s goals, a marked passion for the work and an ability to make the rest of the group feel recharged.  Not only are these leaders concerned and involved in the process; they are also focused on helping every member of the group succeed as well.

A coordinated set of activities for students designed within an outcome-oriented process that promotes movement from adult basic education to post-adult education activities. These activities may include, but are not limited to post-secondary education, specialized trainings/certificates, and employment.   

An Act of the United States Congress to establish programs to prepare youth and unskilled adults for entry into the labor force and to give job training to those economically disadvantaged individuals and other individuals who face serious barriers to employment and who are in need of such training to obtain prospective employment.

Refers to the State Workforce Investment Board (SWIB) established under WIA section 111 of the Act. The State Board serves as an advisory to the Governor and develops the State plan and oversees how it is carried out.

The WorkKeys^® Assessment System, created by ACT, is a comprehensive system for measuring and communicating basic workplace skills.  The major components of WorkKeys include job skill assessments, job analysis, and skill training.