Analysis of Iowa's ABE Annual Performance Report for Fiscal Year 1999

Analysis of ABE Annual Performance Report for FY 99

The following trend analysis was extrapolated from the Annual ABE Performance Report, the Pre-Post Assessment Report from Tutor Training Activities Report and the Iowa Basic Skills Certification Report.

There was a 5.8% overall decrease in ABE/ESL/ASE enrollment from FY 98 to FY 99 (33.935 in FY 98 to 32,068 in FY 99). This decrease is due to full employment and reducing basic skills classes in nursing homes.

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TABLE 1: (UNDUPLICATED COUNT)

Participants by educational functioning level, population group and sex.

16,083 (50%) participants were classified as beginning literacy, beginning or intermediate ABE.

6,659 (21%) participants were classified as beginning, intermediate or advanced ESL.

9,326 participants (29%) were classified as adult secondary education.

15,284 males (48%) and 16,784 females (52%) were enrolled in the ABE/ESL/ASE program.

TABLE 2: (UNDUPLICATED COUNT) Participants by age, population group and sex.	8,681 (27%) participants represented minority populations. 23,387 (73%) participants represented the majority population. 4,505 (14%) were minority male. 4,176 (13%) were minority female. 10,779 (34) were majority male. 12,608 (39%) were majority female. 4,870 (15%) were between the ages of 16-18. 10,072 (31%) were between the ages of 19-24. 12,138 (38%) were between the ages of 25-44. 3,612 (11%) were between the ages of 45-59. 1,376 (4%) were 60 or older.
TABLE 3: (UNDUPLICATED COUNT) Participant progress and separation data by educational functioning level.	7,960 (31%) completed the instructional level at which they originally started. 9,053 (36%) separated from each instructional level prior to completion at that instructional level. 8,411 (33%) that started any given instructional level, moved to a higher level.
TABLE 4: (DUPLICATED COUNT) Number of participants leaving the program before completing their objectives and their primary reason for separation.	1,265 (14%) left the program because of entering employment. 1,052 (12%) moved prior to program completion.
TABLE 5: (DUPLICATED COUNT) Status of participants upon entry into the program.	6,415 (11%) disabled adults were served. 4,152 (7%) adults were served in correctional facilities or in other institutionalized settings. 12,833 (23%) adults served were classified as employed. 5,993 (11%) adults served were classified as unemployed. 7,100 (13%) adults served were on public assistance. 4,221 (8%) were participants in employment and training programs.

TABLE 6: (DUPLICATED COUNT) Participant achievement.	4,286 (46%) obtained an adult high school diploma or GED. 2,853 (18%) entered other educational or training programs. 2,150 (13%) gained employment. 3,841 (24%) secured employment retention or obtained job advancement. 536 (3%) were removed from public assistance. 2,210 (14%) experienced increased self esteem. 7,926 (50%) improved functional life skills.
TABLE 8: (UNDUPLICATED COUNT) Number of personnel by function and job status.	568 (45%) of all personnel were paid/part-time. 43 (3%) of all personnel were paid/full-time. 639 (51%) of all personnel were unpaid volunteers. A total of 1,251 personnel (paid and unpaid) were involved in Iowa’s ABE/ESL/GED program.
Adult Basic Education Pre-Post Assessment Report	2,358 (7%) students reported pre-post test results based on the TABE or ABLE standardized tests. There was an average increase in 1.80 grade level gain in reading based on a range of 40-60 instructional hours between pre-post assessment as measured by the TABE or ABLE. There was an average increase of 2.20 grade level gain in mathematics based on a range of 40-60 instructional hours between pre-post assessment as measured by the TABE or ABLE. 2,287 (7%) students reported pre-post scaled score results based on the CASAS assessment. There was an average increase of 7 scaled score points in reading based on a range of 40-60 instructional hours between pre-post assessment as measured by CASAS. There was an average increase of 10 scaled score points in mathematics based on a range of 50-70 instructional hours between pre-post assessment as measured by CASAS.

Tutor Training Activities Report

A total of 45 tutor workshops were held.
A total of 361 new tutors received training.
There was a total of 748 active tutors.
A total of 1,579 students received tutoring services.
A total of 50,340 instructional hours were spent in tutoring activities.

Iowa Basic Skills Certification Report

A total of 566 certificates (261 reading [47%] and 305 mathematics [53%]) were awarded representing a 75% increase over fiscal year 1998 (323 certificates awarded during fiscal year 1998).
The greatest percentage of the certificates were issued at CASAS Levels B and C (33% at CASAS Level B and 25% at CASAS Level C)
The mean instructional hours for obtaining a basic skills reading certificate was a range of 90-112. The mean instructional hours for obtaining a basic skills mathematics certificate was a range of 85-104.
A total of 889 basic skills certificates have been issued since the inception of the program (FY’s 1998 and 1999).

SUMMARY

The statistical analysis indicated the following trends:

a significant number of minority populations (27%) are being served. This percentage compares to an over all minority population of 4.5% as reported by the Iowa 1990 census;

the largest percentage of participants (38%) are between ages 25-44;

there was a 10% decrease in the age 60+ cohort (14% in FY 1998 and 4% in FY 1999). This percentage decrease is a direct result of the reduction of basic literacy class offerings in the nursing homes. Traditionally, the majority of the age 60+ cohort represented the nursing home population.

a significant number of participants (33%) progressed to higher instructional levels;

the major reason for program separation was participants (7%) entering employment;

a significant number (54%) of adult target populations are being served, (e.g. disabled, homeless, institutionalized/correctional, public assistance, etc.);

increased self esteem (50%) was the most significant participant achievement;

classes are being held in a wide variety of school/community/institutionalized/home-based/work site settings, thus demonstrating a major statewide outreach function;

the majority of participants (72%) were served in a combination of: (a) community colleges, (b) learning centers, (c) correctional/institutional, (d) Community Based Organization (CBO’s) locations;

a significant number (1,251) of personnel, paid and volunteer, are involved in the ABE/ESL/GED program;

there was an average increase of 1.80 grade level gain in reading and an average increase of 2.20 grade level gain in mathematics based on a range of 40-60 instructional hours between pre-post assessment as verified by the TABE and ABE instruments;

there was an average increase of 7 scaled score points in reading, based on a range of 40-60 instructional hours between pre-post assessment, and an average increase of 10 scaled score points in mathematics based on a range of 50-70 instructional hours between pre-post assessment, as verified by the CASAS appraisal instruments;

a total of 566 basic skills certificates were issued representing a 75% increase over fiscal year 1998.

If you have any questions, please contact me. This report should be shared with: (1) Adult Education Deans and Directors, (2) instructional staff, (3) Participatory Planning Committees (PPC’s).

John Hartwig, Consultant
Iowa Bureau of Community Colleges
August 30, 1999