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| 6005 Westview Dr. | Houston,
Texas | 77055-5419 | 713-696-0700 | 1-866-696-4233 |
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Extension of Texas State Plan for
|
Retention #1: Percent of the students with 12 hours of instruction and baseline assessment. |
75% (percent) |
Retention #2: Percent of the students with baseline assessment and progress assessment. |
65% (percent) |
State Accountability Performance Measure #5:
Required Gains: Percent of students who will demonstrate gains in a Standardized Assessment
Methodology: Calculate the numbers and percentage of students who demonstrate a gain in scores on standardized tests adopted by the Texas Education Agency from baseline assessment to progress assessment (over a specified time period).
ASSESSMENT |
Percentage of Students who will make a Gain on the Assessment |
|---|---|
TABE READING |
52% (percent) |
TABE LANGUAGE |
52% (percent) |
TABE MATHEMATICS |
52% (percent) |
BEST or BEST Plus ORAL INTERVIEW |
67% (percent) |
BEST LITERACY SKILLS |
52% (percent) |
State Accountability Performance Measure #6:
Transition: Percent of adult learners enrolled in Adult Secondary Education who achieve a GEAugust 24, 2007> Methodology: Use an automated record match of the Adult and Community Education System (ACES) student records with the Agency's GED database and PEIMS at the close of the fiscal year and at 6- and 12-month intervals to calculate the numbers and percentage of Adult Secondary Education students who achieve a GED or diploma.
TRANSITION OUTCOME: Percent of adult learners enrolled in Adult Secondary Education who achieve a GED or diploma within the fiscal year |
23% (percent) |
5.3 Levels of Performance
a. Federal Target Performance Measures
| Level | 2000-2001 Actual |
2001-2002 |
2001-2002 |
2002-2003 |
2002-2003 Actual |
2003-2004 |
2003-2004 Actual | 2004-2005 |
2004-2005 |
2005-2006 |
2005-2006 |
2006-2007 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Beginning Literacy ABE |
23% |
14% |
28% |
18% |
37% |
25% |
42% |
43% |
50% |
44% |
% |
51% |
| Beginning ABE |
27% |
19% |
29% |
23% |
35% |
29% |
39% |
40% |
42% |
41% |
% |
43% |
Low Intermediate ABE |
26% |
22% |
31% |
24% |
36% |
28% |
39% |
38% |
43% |
39% |
% |
44% |
| High Intermediate ABE |
23% |
22% |
24% |
22% |
27% |
25% |
31% |
30% |
33% |
32% |
% |
34% |
| Beginning Literacy ESL |
31% |
21% |
33% |
23% |
41% |
28% |
44% |
44% |
48% |
45% |
% |
49% |
| Beginning Basic ESL |
31% |
21% |
33% |
25% |
37% |
28% |
40% |
51% |
43% |
45% |
% |
N\A |
| Low Beginning ESL |
|
|
|
|
|
|
|
|
|
|
|
50% |
| High Beginning ESL |
|
|
|
|
|
|
|
|
|
|
|
50% |
| Low Intermediate ESL |
35% |
22% |
44% |
28% |
48% |
34% |
51% |
51% |
54% |
53% |
% |
55% |
| High Intermediate ESL |
35% |
22% |
33% |
28% |
37% |
34% |
40% |
41% |
39% |
42% |
% |
42% |
| Low Advanced ESL |
32% |
23% |
36% |
27% |
41% |
33% |
45% |
42% |
24% |
45% |
% |
N\A |
| High Advanced ESL |
*13% |
23% |
*7% |
17% |
*10% |
33% |
*11% |
11% |
*0% |
15% |
% |
N\A |
| Advanced ESL |
|
|
|
|
|
|
|
|
|
|
|
41% |
| Low ASE |
29% |
26% |
44% |
27% |
45% |
30% |
51% |
50% |
52% |
52% |
% |
53% |
| High ASE |
28% |
|
35% |
|
31% |
|
39% |
|
40% |
|
|
N\A |
| Entered Employment |
8% |
15% |
**69% |
23% |
**64% |
25% |
21% |
** 20% |
29% |
21% |
% |
30% |
| Retained Employment |
19% |
16% |
20% |
20% |
59% |
26% |
38% |
61% |
54% |
45% |
% |
55% |
| High School Completion |
22% |
26% |
38% |
11% |
64% |
25% |
50% |
66% |
57% |
55% |
% |
58% |
| Further Education/Training |
6% |
16% |
14% |
12% |
24% |
25% |
8% |
26% |
19% |
20% |
% |
20% |
b. Description of Federal Core Measures
Outcome Measures
1. Federal Core Outcome Measure #1: Educational Gain
2. Federal Core Outcome Measure #2: Entered Employment
3. Federal Core Outcome Measure #3: Retained Employment
4. Federal Core Outcome Measure #4: Receipt of a Secondary School Diploma or GED
5. Federal Core Outcome Measure #5: Placement in Postsecondary Education or Training
c. Levels of Performance
Texas' adopted performance measures for its system of accountability are consistent with the core indicators contained in AEFLA; in fact, the wording of performance measures 1 - 3 mirrors the actual language of the legislation. In accordance with AEFLA and under direction of the Commissioner of Education, Texas' performance measures are objective, quantifiable, and measurable (methodologies for measuring were included in the specifications adopted by the Task Force). Also, in accordance with AEFLA and under direction of the Commissioner of Education, Texas will set levels of performance that will show the progress of TEA's statewide system of adult education and literacy toward continuously improving performance.
5.4 Factors (Sec. 212 (b) (3) (A) (iv))
The Texas Workforce Investment Council (TWIC) has collaboratively developed a strategic plan entitled "Destination 2010: FY 2004-FY2009 Strategic Plan for the Texas Workforce Development System." The plan was mandated and developed when the 78th Texas Legislature passed Senate Bill 281 (SB 281), and the plan was signed by the Governor on October 15, 2003. This plan is an “overarching strategic plan for the Texas Workforce Development System” and “develops a single strategic plan that establishes the framework for budgeting and operation of the workforce development system.” The goals, objectives and core performance measures in the strategic plan drive the planning and coordinating efforts among local education, training, employment and support service providers and apply to all state and federally funded workforce development programs, including WIA, Employment Service, state welfare reform, welfare-to-work, school-to-careers, and adult education and literacy. While the Workforce Investment Act largely ratifies the Texas system of workforce development, TWIC is assessing achievements under the current strategic plan and implementing a new strategic plan. Individual agencies involved in the workforce system have largely incorporated the goals and measures into their own systems, and the Council is establishing a framework for the budgeting and operation of the workforce system administered by agencies represented on the Council.
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