New Mexico Narrative Report 2013-2014 Introduction 13_14 Federal... · 1 New Mexico Narrative...

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New Mexico Narrative Report 2013-2014

Introduction

The New Mexico ABE Division (NM ABE) was created as part of the New Mexico Higher Education

Department (NMHED) in 2003 to provide instructional services for educationally disadvantaged adults.

It is funded by the Adult Basic Education fund in the State Treasury through a legislative appropriation to

NMHED. NM ABE services were also funded in 2013-2014 by the U.S. Department of Education under

the Workforce Investment Act (WIA). NM ABE’s activities are intended to expand opportunities for New

Mexicans to learn skills that have value to employers so they may sustain their families, contribute to

their communities, and help drive economic recovery.

To this end, the four members of the NM ABE team at NMHED supported New Mexico's 26 Adult

Education programs. These programs served 16,796 fundable students throughout the state in 2013-2014.

The smallest of these programs served fewer than 100 students and the largest served more than 3,000.

State support included distribution and oversight of over nine million dollars in Federal and State funding;

monitoring sub-grantee compliance and performance; providing technical assistance and professional

development; and reporting to federal and state agencies.

State Leadership Funds Describe the major activities supported with State Leadership funds during

the reporting period and the extent to which these activities helped you in implementing the goals of

the State plan. Specifically describe activities related to the implementation of career pathways.

New Mexico Adult Education (NM ABE Division) focused its use of Leadership funds on providing the

following activities:

Professional development for sub-recipient program administrators, instructors, and data

technicians

Refinement of performance based funding to incorporate minimum performance standards based

on program retention rates

Participation in development of statewide longitudinal database

Sub-recipient site monitoring and technical assistance

Professional development—NM ABE cosponsored two professional development conferences: a fall

conference with New Mexico Teachers of English to Speakers of Other Languages (NM TESOL) and

New Mexico Adult Education Association (NMAEA) and a spring conference with Mountain Plains

Adult Education Association (MPAEA) and NMAEA.

o The NMAEA/TESOL conference, attended by approximately 100 persons, 70% of whom

were instructors, focused on promising practices in ESL instruction, particularly with regard

to transitions. The State Office continues to encourage programs to direct their ESL programs

toward transitioning students to Adult Education in English, to employment, or to

postsecondary education, as appropriate.

o The NMAEA/MPAEA conference was attended by more than 250 participants from eight

states, including program managers, instructors, and data technicians. Professionals and

leaders from within and outside the state provided training for program managers about

program administrative requirements and future challenges for leadership. Instructors were

trained to make the shifts in teaching methodology required by the new High School

Equivalency tests, particularly in reading, writing, and math instruction. Training was also

provided for data technicians covering data entry, data analysis, data quality checking, and

troubleshooting.

2

NM ABE formed a Professional Development Advisory Committee to assist the State Office in

performing regular professional development needs assessments and evaluations and to provide support

for the State Office as it develops a comprehensive and cohesive professional development system. Adult

education professionals from sub-recipient programs make up this committee, which works in

collaboration with NMAEA.

Funding Formula—NM ABE leads a standing funding formula task force, an advisory group that includes

Adult Education program managers and other practitioners, institutional fiscal officers, and other

stakeholders. Each year the task force revisits the Adult Education funding formula to ensure and improve

its equity and effectiveness in promoting state Adult Education goals the following program year. The

task force endeavors to improve the formula each year without subverting the local programs’ stability

and inclination to innovate.

The major changes to the formula made in 2013-2014 for the ensuing year were awarding “headcount”

funding based only on the number of learners who remained with the program for 40 or more hours or

who attained a High School Equivalency credential and awarding performance funding for program

improvement, as well as comparison with statewide goals. Program performance was measured over each

of the preceding three years based on five performance measures: overall level gains, high school

equivalency attainment, transition to postsecondary education, obtaining employment, and retaining

employment. Seventy thousand dollars per program was awarded as a base; twenty percent of the

remaining funding was awarded based on performance; five percent was based on need; and the

remainder was based on headcount.

The performance was weighted so that 3/5 of the performance-based funding was based on career related

outcomes—transition to postsecondary and obtaining/retaining employment. For 2015-2016 funding, the

task force will explore the likely effects of rewarding outcomes more directly related to career pathways,

including integrated basic education and skills training.

Statewide Longitudinal Database—To facilitate the study of long term outcomes of Adult Education, NM

ABE is participating at NMHED in the development of a statewide longitudinal education and

employment database to facilitate the study of long term outcomes of Adult Education. The 2012

Longitudinal Study of Adult Learning by Stephen Reder at Portland State University indicates that there

are certain identifiable outcomes, including career progress, that are identifiable as significant six or more

years after a learner’s Adult Education experience. NM ABE will work with NMHED to study longer

term outcomes as state agency databases become more conversant with one another on a longitudinal

level. While the Portland State study identified its cohort by hours of program participation, there are

obviously other cohorts worthy of study as well.

Sub-recipient Monitoring/Assistance—The State Office supports peer mentoring throughout the state.

This new initiative primarily involves sub-recipient program managers and data technicians. During

2013-2014 mentors provided assistance and support for newly hired professionals in the field in the areas

of program management and compliance requirements, leadership within their institutions and

communities, assessment, and data entry and management.

The State Office performed 13 site-monitoring visits and provided targeted technical assistance, based on

the observed needs of the programs and on State Office analysis of any program performance and

compliance issues. This assistance took the form of peer mentoring or onsite training from appropriate

State Office personnel—fiscal requirements and systems, administrative requirements and

recommendations, or database use.

3

Performance Data Analyses Describe any significant findings from the evaluation of your

performance data for the reporting period and efforts to improve outcomes for the core indicators of

performance.

Demographics

Altogether, 72.7% of students are Hispanic; only 11.7% identify as white, and 9.6% as American Indian or

Alaskan Native. Four of New Mexico's Adult Education programs—one at Diné College, a Navajo Tribal

College; one at Alamo Navajo Consolidated School District, on the Navajo reservation; one at

Sage/Tepeyac, a non-profit on the Navajo reservation; and one at Southwest Indian Polytechnic Institution, a

Bureau of Indian Education institution in Albuquerque—serve only Native American students, and

almost all programs serve some Native Americans.

In terms of age, students between the ages of 25 and 44 represent 48% of New Mexico's adult learners, an

increase from 46% in 2012-2013.

State cash contributions to Adult Education have declined significantly since 2009-2010, but total NRS

fundable enrollments have declined less rapidly. Reduced funding may be causing a trend in which programs

are tending toward more efficient economies of scale. They are reducing staff and classes in some cases, and

they are focusing more on effective instruction and transition counseling.

Educational functioning level at entry has remained relatively constant:

$4,800,000

$5,000,000

$5,200,000

$5,400,000

$5,600,000

$5,800,000

$6,000,000

$6,200,000

$6,400,000

FY 2009 - 2010 FY 2010 -2011 FY 2011 - 2012 FY 2012 - 2013 FY 2013 - 2014

0

5,000

10,000

15,000

20,000

25,000

State Funding and AE Enrollment

NRS Enrollment State Funding

4

Outcomes Measures

Core performance outcomes have been trending toward improvement over the past two years. Note that

the outcomes for the years prior to 12/13 have been adjusted so that the comparison cohorts are the same

as for 12/13 and 13/14.

The fact that test scores achieved on the 2002 test would not be counted toward completing the 2014 test

affected GED® test-takers in New Mexico during 2013-2014 in two ways. The first was that there was a rush

by students to complete the 2002 battery before December, 2013. The second was that there were far fewer

test-takers in the second half of 2013-2014 than in preceding January-through-June periods.

The following chart compares GED® outcomes during the first half of each program year from 2009-2010

through 2013-2014:

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

FY 9/10 FY 10/11 FY 11/12 FY 12/13 FY 13/14

48.96% 50.32% 50.24%

89.83%

76.95%

37.47%42.43%

24.60%

35.97%

31.84%

15.26%

17.65%11.69%

29.37%

37.73%

13.22%

17.90%15.36%

38.16%

79.60%

CORE PERFORMANCE OUTCOMES

HSE % Postseconary % Enter Employment % Retain Employment %

1082926 967

1396

3000

902 810 7771093

2146

83.36%87.47%

80.35% 78.30%

71.53%

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

0

500

1000

1500

2000

2500

3000

3500

7/1/09 -12/31/09

7/1/10 -12/31/10

7/1/11 -12/31/11

7/1/12-12/31/12

7/1/13 -12/31/13

Full Battery HSE Test Takers7/1/xx - 12/31/xx

CompletedFull Battery

Passers

% Pass Rate

5

This chart compares outcomes during the second half of the last five program years:

Note the reduction in the number of completers after the introduction of the 2012 GED® compared to the

same period on the preceding years. GED® Statistical Report 2006 shows a significant reduction of

test takers and passers nationwide immediately after changing to the 2002 exam.

Return on Investment

In FY14, the return on the State plus Federal investment of $9,636,080 was $31,784,318. This represents

a net return on investment of $3.30 for every dollar invested.

2,021 gained jobs, resulting in $5,580,683 increased income;

1,733 obtained High School Equivalency (HSE) credentials and high school diplomas,

representing potential increased income of $16,130,764;

1,299 transitioned to public postsecondary education in New Mexico, representing potential

increased earnings of $5,133,648; and

24 reported leaving public assistance, representing a saving of $154,368.

Because of the poverty level of New Mexico Adult Education students (75% are living in households

below 100% Federal Poverty Level), the following were assumed: a 1.0 multiplier factor for

propensity to consume, zero for propensity to invest, and zero for propensity to import.

16501462

1316

2327

332

11231129

962

1868

153

68.1%

77.2%73.1%

80.3%

46.1%

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

0

500

1000

1500

2000

2500

3000

3500

4000

4500

1/1/2010 -6/30/2010

1/1/2011 -6/30/2011

1/1/2012 -6/30/2012

1/1/2013 -6/30/2013

1/1/2014 -6/30/2014

Full Battery HSE Test Takers1/1/xx - 6/30/xx

Completed Full Battery Passers % Pass Rate

[Sources: New Mexico Higher Education Department e-DEAR data, Workforce Solutions Department

employment data, Adult Education LACES data, U.S. Bureau of Labor Statistics]

6

Integration with Other Programs Describe how you have integrated activities funded under the

Adult Education and Family Literacy Act (AEFLA) with other adult education, career development,

and employment and training activities. Describe your efforts to develop or advance career pathway

systems that include career and technical education, postsecondary education, employers, and

economic and workforce development. Include a description of how your agency is being represented

on the State and Local Workforce Investment Boards, the provision of core and other services

through the One-Stop system and an estimate of the AEFLA funds being used to support activities

and services through the One-Stop delivery system.

During 2013-2014, local programs used approximately $280,000 to support activities and services

associated with the Workforce Investment Act One-Stop delivery system. New Mexico’s efforts to

integrate Title I and Title II efforts included the following:

Collaborative Integrated Basic Education and Skills Training (I-BEST) development and

implementation

Participation in Job Training Incentive Program board

State and Local Workforce Investment Board cooperation

One-Stop system participation

I-BEST Development/Implementation—NM ABE continued to collaborate with Santa Fe Community

College’s administration of the I-BEST portion of the U.S. Department of Labor’s Trade Adjustment

Assistance Community College Career Training (TAACCCT) grant by participating in the I-BEST

advisory committee and by facilitating and funding some of the professional development for team

teaching. The college received the second round of the grant and plans to expand the number of I-BEST

pilots from six colleges to eleven during 2014-2015, and has developed a strong partnership with the

Department of Workforce Solutions to support I-BEST development and implementation.

7

Current Overview of I-BEST Programs: Spring 2012 through Spring 2014.

College Program of Study # of I-BEST Students

# of Completers

# Credentials

Earned

# of Students Still

in Process

Total # Not

Currently Enrolled

Doña Ana CC

Building Construction Trades 18 17 17 0 1

Certified Nursing Assistant* 16 15 15 0 1

ElectroCardioGram* 12 11 11 0 1

Phlebotomy 29 27 27 0 2

Total Unique 69 64 64 0 5

Mesalands CC

Farrier 20 14 9 0 1

Wind Energy Technology 35 35 35 0 0

Wind 34 32 30 0 2


Santa Fe CC

Culinary Arts 12 8 8 0 4

Early Childhood Education* 32 29 29 0 3

Home Health Aide 42 37 37 0 5

Heating, Ventilation & Air Con 6 0 0 0 4

Plumbing* 12 2 2 0 9


UNM Valencia

Certified Nursing Assistant 10 9 9 1 0

Computing for Business Students 10 0 0 0 0

Early Childhood Multicultural Ed 50 1 1 26 19

Emergency Medical Services 6 0 0 6 0

Personal Care Attendant 34 21 21 5 7

Total Unique 109 31 31 52 26

Central NM CC


Early Childhood Multicultural Ed 143 65 65 52 11

Electrical Trades 54 20 20 9 12

Welding Technology 149 23 23 51 22

Total Unique 352 111 111 196 45

ENMU-Roswell


Emergency Medical Services 39 20 18 0 10

Pharmacy Technician 42 28 26 0 14

Total Unique 116 79 74 11 26

Total Unique 839 442 430 267 130

8

Job Training Incentive Program—Representatives from NM AB E of NMHED, the Department of

Workforce Solutions, the Public Education Department, New Mexico organized labor, and the private

sector continued to work together on the Job Training Incentive Program (JTIP) board at the New Mexico

Economic Development Department. JTIP provides state funding to support qualifying businesses in

hiring and training New Mexicans for new family supporting jobs in businesses that bring money into the

state, chiefly the manufacturing sector. NM ABE’s participation on the JTIP board increases business

awareness of Adult Education as a resource for building their workforce. This collaboration also has a

positive impact on employer acceptance of Work Readiness Certification, and the Department of

Workforce Solutions continued to sponsor WorkKeys testing for all appropriate Adult Education students.

Workforce Investment Boards—NMHED is represented on the State workforce board by the agency’s

Deputy Secretary; NM ABE has no direct representation on the State board. Twenty local programs

continued to have active involvement with their regional workforce boards or Tribal equivalents. The

nature of their involvement included only six who were regularly represented on the board. However, and

increasing number of local programs have developed board relationships by involving workforce board

members in their own Adult Education program advisory boards.

One-Stop delivery system—At the local level, programs continued to involve themselves as much as

possible with their One-Stops despite the closure or reduction in hours of service in some rural areas. The

relationships between local programs and their One-Stops ranged from being co-located (one program) to

informal cross-referral.

In addition to participating in planning activities, Adult Education-Workforce collaborations at the local

level included program-specific activities designed to integrate employability skills, career inventories,

and job search activities into their curricula and local collaborations. Examples include these:

o The Department of Corrections provided a dedicated contact person at each One-Stop as part

of its Success for Offenders After Release (SOAR) program. Activities included providing

workplace literacy training for newly-released inmates.

o The Department of Corrections provided pre-release classes and transition to trades programs

for incarcerated adults.

o Increasingly, local programs developed relationships with local businesses and their

employees by providing such services as workforce readiness training, workplace

communications skills (literacy) training, and workplace tutoring. o Local programs provided services for One-Stop and TANF customers that included

assessment and intake, advisement, screening, training, interest profiling and career

exploration, and agency referrals. They also provided workshops in life-skills, goal-setting,

resume-writing, and workplace literacy; and they involved clients in the use of WorkKeys,

Key Train, Discover, and Skills Tutor for self-education.

English Literacy/Civics (EL/C) Program Describe the activities and services supported with EL/C

funds, including the number of programs receiving EL/C grants and an estimate of the number of

adult learners served.

During 2013-2014, seven programs received EL/C grants and spent $180,379 providing services to 3,128

adult learners. All programs provided services in collaboration with community partners, including

centers for Immigration and Naturalization Services and local immigrant one-stop services, social and

family services organizations, legal aid services, courts, employment services, libraries and civic

organizations.

9

They provided instruction not only about government, civil rights and civic responsibilities, but also

about media literacy. Learners explored various social and community systems, including social services;

local, state and federal political systems; healthcare systems; and education opportunities and structures.

Instruction included in-class work, observation of local and state legislative, executive and judicial

functions, exploration of governmental and social service websites, research projects, and presentations.

Adult Education in New Mexico is solidifying its focus on transition outcomes. In order to carry that

initiative explicitly into English Literacy/Civics projects, the State Office conducted a new grant

completion in spring 2014, for 2014-2015 EL/C funding with more clearly specified requirements for

student transition outcomes. There is now an explicit focus in EL/C on transition to English language

Adult Education, postsecondary education and training, and entry into employment.

Secondary School Credentials and Equivalencies Describe your state’s policies related to how it

awards a secondary school diploma or its equivalent to individuals who are no longer enrolled or

required to be enrolled in secondary school under State law. Include state recognized tests that are

used to award the diploma as well as other criteria that may be recognized, such as competency-

based or credit-based methods.

In New Mexico high school credentialing is overseen by the Public Education Department (K-12), while

Adult Education is overseen by the Higher Education Department.

In the 2014 legislative session the New Mexico legislature amended state law to replace all references to

“GED” with “High School Equivalency” to ensure that other test options could be recognized.

During 2013-2014, New Mexico awarded secondary school diplomas to those who completed a state

accredited high school program and passed a state competency test and to those who passed a GED® test.

On December 18, 2014, the Public Education Department announced that it had selected both GED® and

HiSET® as state recognized High School Equivalency tests for three years beginning on January 1, 2015.

Adult Education Standards Describe your state’s progress toward implementation of adult

education college and career readiness (CCR) standards, including whether your state has formally

adopted a validated set of CCR standards. Describe how the state has determined the standards to be

representative of CCR and the timeline by which such standards will be or have been implemented by

all local programs. Describe how the state is supporting the use of standards by local programs and

State Leadership funds that are being used to support implementation.

The Workforce Innovation and Opportunity Act (WIOA) requires that WIOA Title II programs

implement standards that are aligned with their state’s K-12 standards. New Mexico’s K-12 system

has adopted the Common Core Standards and NM ABE will be implementing the adult education

College and Career Readiness (CCR) content and practice standards developed by the Office of

Vocational and Adult Education. NM ABE selected the standards because they are aligned with the

Common Core and focused on importance and relevance to adults.

Historically, New Mexico adult education has had only minimal standards associated with National

Reporting System Educational Functioning Level outcomes. During 2013-2014 the State Office

began creating an atmosphere of readiness by making the decision to devote significant Leadership

funding during the ensuing two years to supporting a leadership team of committed instructors and

gaining and sustaining support of mentor states and CCR experts. NM ABE began by providing

initial professional development for program administrators and instructors that introduced them to

the CCR standards and engaged them with one another as they began to form working partnerships.

10

Program year 2014-2015 will be marked by formalizing a Leadership Team of practitioners and

engaging the statewide Adult Education Advisory Council to help maintain momentum and

connection with diverse stakeholders. The State Office, the Professional Development Committee

and the Leadership Team will work together to ensure that implementation of the CCR standards

dovetails with the statewide program improvement agenda and the professional development system.

For example, the standards focus on rigor and coherence, depth of knowledge, evidence-based

reading and writing and the use of complex and authentic text. This requires a shift in teaching that

also aligns with the new High School Equivalency exams. The state has been providing professional

development for teachers to support this shift and is now articulating the close fit with CCR

implementation.

A major focus the first year will be on capacity building for team members and ensuring that the

initiative is and remains clearly articulated for each stakeholder audience/participant. NM ABE will

also involve the Funding Formula Task Force to help ensure incentives and support for sub grantees

as they move forward with CCR implementation, and it will enlist the New Mexico Adult Education

Association to keep state legislators informed. NM ABE anticipates that implementation will likely

require two years.

STATE OF SCHOOLDISTRICT / AGENCY Program Year:

Period Covered: 07/01-06/30~ New Mexico SEA

2013-2014

New Mexico

Table 1

Participants by Entering Educational Functioning Level, Ethnicity, and Sex

Enter the number of participants * by educational functioning level, ** ethnicity, *** and sex.

EnteringEducationalFunctioning

Level

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

FemaleMale

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

Native Hawaiianor Other Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

ABE Beg Lit

ABE Beg B Ed

ABE Int Low

ABE Int High

ASE Low

ESL Beg Lit

ESL High Beg

ESL Int Low

ESL Int High

ESL Adv

TOTAL

ABE total

ASE total

ESL Low Beg

ESL total

30 26 4 7 8 3 181 122 1 1 46 17

ASE High

216 153 7 17 52 19 749 727 4 2 156 126

312 327 10 25 80 44 1144 1191 3 4 255 269

222 193 5 13 56 19 901 777 5 5 296 225

57 32 2 2 21 7 313 179 3 0 151 77

19 14 0 3 6 1 110 60 0 0 92 49

0

0

1

1

0

0

1 17 26 7 9 421 969 0 1 10 17

0 9 18 3 2 191 499 0 0 3 7

1 18 33 8 7 258 618 0 0 12 17

0 37 53 13 7 323 784 0 0 11 26

1 21 57 4 5 287 635 0 0 12 31

1 28 66 0 0 236 542 0 0 23 32

780 699 26 62 196 85 2975 2817 13 12 753 637

76 46 2 5 27 8 423 239 3 0 243 126

2 4 130 253 35 30 1716 4047 0 1 71 130

858 749 158 320 258 123 5114 7103 16 13 1067 893

452

2249

3693

2742

9136

854

361

1215

1479

733

980

1262

1059

932

6445

16796

0

0

12

Two or MoreRaces

Male

(N)

Female

(O)

2

15

14

16

47

6

3

9

0

1

5

3

1

1

11

67

4

6

15

9

34

4

4

8

1

0

2

4

5

3

15

57

OMB Number 1830-0027, Expires 8/31/14.

*A participant is an adult who receives at least twelve (12) hours of instruction. Work-based project learners are not included in this table.

**See definitions for educational functioning levels.

*** See definitions of race/ethnicity categories and examples that demonstrate how to report them. A participant should be included in the racial/ethnic group towhich he or she appears to belong, identifies with, or is regarded in the community as belonging. If a student does not self-identify a race/ethnicity, the program mustuse observer identification.

National Reporting System for Adult Education 1Page of 18/19/2014 2:13:01 PM


Period Covered: 07/01-06/30

2013-2014

~ New Mexico SEANew Mexico

Table 2

Participants by Age, Ethnicity, and Sex

Enter the number of participants by age*, ethnicity**, and sex.

Age Group

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

Female Male

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

NativeHawaiian orOther Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

Two or MoreRaces

Male

(N) (O)

Female

16-18 135 91 6 8 26 8 759 691 4 3 297 232 228916 13

19-24 347 305 31 34 57 27 1132 1120 4 4 253 201 355122 14

25-44 319 283 65 176 133 66 2483 3777 7 5 388 353 809721 21

45-59 51 68 39 76 38 18 625 1328 1 1 104 88 24495 7

60 andOlder

6 2 17 26 4 4 115 187 0 0 25 19 4103 2

Total

*Participants should be classified based on their age at entry. Participants entering the program prior to the current program year should be classified based on theirage at the beginning of the current program year. Work-based project learners are not included in this table.

858 749 158 320 258 123 5114 7103 16 13 1067 893 16796

67 57

** See definitions of race/ethnic categories and examples that demonstrate how to report them.

The totals in Columns B - O should equal the totals in Column B - O of Table 1. Row totals in Column P should equal corresponding column totals in Table 3.





2013-2014


Table 3

Participants by Program Type and Age

Enter the number of participants by program type and age.

Program Type

(A)

16-18 19-24 25-44 45-59 60 and Older Total

(G)(B) (C) (D) (E) (F)

Adult Basic Education

Adult Secondary Education

English-as-a-Second Language

TOTAL

1881 2598 3832 752 73

283 326 520 78 8

125 627 3745 1619 329

2289 3551 8097 2449 410

9136

1215

6445

16796

The total in Column G should equal the total in Column N of Table 1 for Program Years 2008-09 and 2009-10. The total in Column G should equal the total inColumn P of Table 1 beginning Program year 2010-2011.

The total in Columns B - F should equal the totals for the corresponding rows in Column N of Table 2 and the total in Column N of Table 1 for Program Years 2008-09 and 2009-10. The total in Columns B - F should equal the total for the corresponding rows in Column P of Table 2 beginning Program Year 2010-2011.



STATE OF SCHOOLDISTRICT / AGENCY

~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 4 (for use beginning Program Year 2013)Educational Gains and Attendance by Educational Functional Level

Enter number of participants for each category listed, total attendance hours, and calculate percentage of participants completing eachlevel.

Entering EducationalFunctioning Level

(A)

TotalNumberEnrolled

(B) (C)

TotalAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a

Level andAdvanced Oneor More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

Within Level

PercentageCompleting

Level

(H)

ABE Beginning Literacy

ABE Beginning Basic Education

ABE Intermediate Low

ABE Intermediate High

ASE Low

ASE High *

ESL Beginning Literacy

ESL Low Beginning

ESL High Beginning

ESL Intermediate Low

ESL Intermediate High

ESL Advanced

TOTAL

452 34629.15 171 151 252 29

2249 170886.26 743 672 1336 170

3693 270146.24 1115 983 2215 363

2742 267657.80 641 572 1820 281

854 55601.37 201 175 579 74

361 19870.27 143 0 185 33

1479 100573.03 514 457 917 48

733 56175.13 323 296 390 20

980 70776.77 359 332 580 41

1262 91388.75 366 335 766 130

1059 75384.26 233 222 718 108

932 57406.57 72 0 741 119

16796 4881 4195 10499 1416

37.83%

33.04%

30.19%

23.38%

23.54%

39.61%

34.75%

44.07%

36.63%

29.00%

22.00%

7.73%

29.06%1270495.60

The total in Column B should equal the total in Column N of table 1 for Program Years 2008-09 and 2009-10. The total in Column B should equal the total inColumn P of Table 1 beginning Program Year 2010-2011.

Column D is the total number of learners who completed a level, including learners who left after completing and learners who remained enrolled and moved to oneor more higher levels.

Column E represents a sub-set of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.

Column F is students who left the program or received no services for 90 consecutive days and have no scheduled services.

Column D + F + G should equal the total in column B.

Column G represents the number of learners still enrolled who are at the same educational level as when entering.

Each row total in column H is calculated using the following formula: H = Column D / Column B

Work-based project learners are not included in this table.

* Completion of ASE high level is attainment of a secondary credential or passing GED tests.




~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 4B (for use beginning Program Year 2013)Educational Gains and Attendance for Pre- and Posttested Participants

Enter number of pre- and posttested participants for each category listed, calculate percentage of posttested participants completingeach level, and enter total attendance hours for posttested completion.


(A)

Total NumberEnrolled Pre-

andPosttested

(B) (C)

TotalAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a Leveland Advanced One

or More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

WithinLevel


Level

(H)





ASE Low

ASE High*


ESL Low Beginning

ESL High Beginning



ESL Advanced

195

1040

1771

1389

432

216

741

441

514

668

543

402

24645.53 171 151 17 7

130284.07 743 672 235 62

201905.16 1115 983 506 150

222086.57 641 572 606 142

39644.23 201 175 197 34

14763.42 143 0 61 12

75757.01 514 457 209 18

47148.01 323 296 108 10

54535.66 359 332 143 12

70552.96 366 335 257 45

55938.97 233 222 267 43

38080.53 72 0 277 53

87.69%

71.44%

62.96%

46.15%

46.53%

66.20%

69.37%

73.24%

69.84%

54.79%

42.91%

17.91%

Total 975342.128352 4881 4195 2883 588 58.44%

Include in this table only students who are both pre- and posttested.


Column E represents a subset of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.



Column G represents the number of learners still enrolled who are at the same educational level as when they entered.







~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 4CEducational Gains and Attendance for Participants in Distance Education

Enter number of distance education participants for each category listed, calculate percentage of participants completing each level,and enter total proxy and direct attendance hours.


(A)

Total NumberEnrolled inDistance

Education

(B) (C)

TotalEstimatedand ActualAttendance

Hours

(D)

NumberCompleted

Level

(E) (F) (G)

Number whoCompleted a Leveland Advanced One

or More Levels

NumberSeparated

BeforeCompleted

NumberRemaining

WithinLevel


Level

(H)





ASE Low

ASE High*


ESL Low Beginning

ESL High Beginning



ESL Advanced

2

12

20

23

5

2

3

0

1

1

1

0

178.50 0 0 2 0

524.25 2 1 9 1

1476.25 5 5 13 2

929.55 2 2 21 0

311.75 2 2 3 0

39.00 2 0 0 0

256.00 1 1 2 0

0.00 0 0 0 0

135.00 0 0 1 0

71.50 0 0 1 0

62.00 0 0 1 0

0.00 0 0 0 0

0.00%

16.67%

25.00%

8.70%

40.00%

100.00%

33.33%

0.00%

0.00%

0.00%

0.00%

0.00%

Total 3983.8070 14 11 53 3 20.00%

Include in this table only students who are counted as distance education students.


Column E represents a subset of Column D (Number Completed Level) and is learners who completed a level and enrolled in one or more higher levels.



Column G represents the number of learners still enrolled who are at the same educational level as when they entered.







Period Covered:

2013-2014

~ New Mexico SEANew Mexico 07/01-06/30

Table 5 (for use beginning Program Year 2012):

Core Follow-up Outcome Achievement

Core FollowupOutcome Measures

(A)

Number ofParticipants in

Cohort

Number ofParticipants

Used forRepresentative

Cohort


Responding toSurvey or

Available forData Matching

ResponseRate orPercent

Available forMatch

Number ofParticipantsAchievingOutcome

(Unweighted)

PercentAchievingOutcome

(Weighted)

(H)(B) (C) (D) (E) (F)

Entered Employment *

Retained Employment**

Obtained a GED orSecondary SchoolDiploma ***

Entered PostsecondaryEducation or Training -current programyear****

5357

5467

2252

4080

N/A

N/A

N/A

N/A

3146

3957

1923

2535

1187

3150

1480

807

58.73%

72.38%

85.39%

62.13%

N/A 32664445 73.48% 1161Entered PostsecondaryEducation or Training -prior program year****

Method

U

C

R

U

R

C

U

R

C

U

R

C

U

R

C

(G)


(Weighted)

2,021

4,352

1,733

1,299

1,580

37.73%

79.61%

76.96%

31.83%

35.55%

* Report in Column B the number of participants who were unemployed at entry and in the labor force who exited during the program year. Do not excludestudents because of missing Social Security numbers or other missing data.

** Report in Column B: (1) the number of participants who were unemployed at entry and who were in the labor force who exited during the program year and whoentered employment by the end of the first quarter after program exit and (2) the number of participants employed at entry who exited during the program year.

*** Report in Column B the number of participants who (1) took all five subject area GED tests or (2) were enrolled in adult high school at the high ASE level or (3)were enrolled in the assessment phase of the EDP, who exited during the program year.

**** Report in Column B the number of participants who (1) have earned a GED or high school diploma, or (2) have a secondary credential at entry, or (3) areenrolled in a class specifically designed for transitioning to community college, who exited during the program year. Enter the number of these participants whoenrolled during the current program year in the row labeled current program year. Enter the number of these participants who enrolled during the program yearimmediately prior to the current year in the row labeled prior program year. However, this row is not to be completed until the PY 2013 report. Leave blank for PY2012 reporting.

For Columns B through D and Column F, enter the information separately for programs that attempted to collect data from all eligible participants in each cohort(i.e., the universe cohort) and for programs that used representative cohorts. The first row for each follow-up outcome measure should be used to reportinformation based on universe cohorts, and the second row should be used to report information based on representative cohorts. If no programs usedrepresentative cohorts, the “R” rows should be left blank.

If survey is used, then the number in Column D should be less than Column C, unless there was a 100-percent response rate to the survey. If data matching isused, then the number reported in Column D should be the total number of records available for the data match. That number is normally less than the number inColumn B. (If the numbers in these two columns are equal, then it means that all Social Security numbers are valid and that there are no missing Social Securitynumbers.)

Instructions for Completing Table 5

Note: All shaded columns (E, G, and H) and rows for cohort totals will be calculated automatically by OVAE’s data system.

U = Universe cohort; programs attempted to collect data for all eligible participants either by survey, data match or bothR = Representative cohort; programs attempted to collect data for a representative subset of eligible participantsC = Combined universe and representative cohort totals; these numbers will be calculated automatically by OVAE’s data system




Column E = Column D / Column B, for programs used universe cohorts. For programs using representative cohorts, Column E = Column D / Column c.

Column H is the number in Column G divided by the number in Column B. Column H should never be greater than 100 percent. If the response rate is less than50 percent (Column E) for universe cohorts or less than 70 percent for representative cohorts, then the data system will not return a valid percent in Column H.





2013-2014


Table 5A (for use beginning Program Year 2012)

Core Follow-up Outcome Achievement for Participants in Distance Education

N/AU

(B)

N/A

1


2

5

C

0

0




Obtained a GED orSecondary SchoolDiploma ***

(D)

8

Retained Employment**


(Unweighted)


R

9

(A)

20.00%


Cohort


Available forMatch

0.00%

(F)

N/A

Entered PostsecondaryEducation or Training -prior program year****

81.82%


(Weighted)

N/A

66.67%

(H)

0

C

R

1

0

N/A



Cohort


(Weighted)

U

Method

0

U

(G)

R

(E)

UEntered PostsecondaryEducation or Training -current programyear****

(C)

C

C

9U

C

0

11

R

R

12

0.00%

Include in this table only students who are counted as distance education students.

Follow the same instructions for Completing Table 5 to complete Table 5a, repeated below.

U = Universe cohort; programs attempted to collect data for all eligible participants either by survey, data match or bothR = Representative cohort; programs attempted to collect data for a representative subset of eligible participantsC = Combined universe and representative cohort totals; these numbers will be calculated automatically by OVAE’s data system

*** Report in Column B the number of participants who (1) took all five subject area GED tests or (2) were enrolled in adult high school at the high ASE level or (3)were enrolled in the assessment phase of the EDP, who exited during the program year.

* Report in Column B the number of participants who were unemployed at entry and in the labor force who exited during the program year. Do not excludestudents because of missing Social Security numbers or other missing data.



Note: All shaded columns (E, G, and H) and rows for cohort totals will be calculated automatically by OVAE’s data system.

** Report in Column B: (1) the number of participants who were unemployed at entry and who were in the labor force who exited during the program year and whoentered employment by the end of the first quarter after program exit and (2) the number of participants employed at entry who exited during the program year.






Column H is the number in Column G divided by the number in Column B. Column H should never be greater than 100 percent. If the response rate is less than50 percent (Column E) for universe cohorts or less than 70 percent for representative cohorts, then the data system will not return a valid percent in Column H.

Column E = Column D / Column B, for programs used universe cohorts. For programs using representative cohorts, Column E = Column D / Column c.



Period Covered: 07/01-06/30~ New Mexico SEANew Mexico

2013-2014

Table 6 (for use beginning Program year 2012)

Participant Status and Program Enrollment

Enter the number of participants for each of the categories listed.

Participant Status on Entry into the Program

(A)

Number

(B)

Disabled

Employed

Unemployed

Not in Labor Force

On Public Assistance

Living in Rural Area*

Program Type

In Family Literacy Program**

In Workplace Literacy Program**

In Program for the Homeless**

In Program for Work-based Project Learners**

Institutional Programs

In Correctional Facility

In Community Correctional Program

In Other Institutional Setting

Secondary Status Measures (Optional)

Low Income

Displaced Homemaker

Single Parent

Dislocated Worker

Learning Disabled Adults

5345

4965

6486

593

4904

36

31

85

38

2014

0

3452

96

112

383

120

6206

3212

Highest Degree or Level of School Completed ***US BasedSchooling

Non-US BasedSchooling

Grades 1-5

No schooling

Grades 6-8

Grades 9-12 (no diploma)

High School Diploma or alternate credential

Some college, no degree

GED

College or professional degree

Unknown

12 38

134 333

1068 1508

7360 2723

579 1259

25395

35 317

23 349

52540

*Rural areas are places with less than 2,500 inhabitants and located outside urbanized areas.

**Participants counted here must be in a program specifically designed for that purpose.


***Enter the highest level of schooling or degree attained for each student in US or non-us-based schooling. Provide only one entry perstudent. The total number of students reported here must be the same as the table total reported in Table 1, Column P.



~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 8Outcomes for Adults in Family Literacy Programs (Optional)

Enter the number of participants in family literacy programs for each of the categories listed.

36

9

9

2

10

1

8

11

2

4

1

2

4

3

3

3

4

3

1

2

5 05



Cohort

U

(D)

N/A

N/A


(Weighted)

U


Available forMatch

U

R

(B)

Entered PostsecondaryEducation or Training -prior program year

Retained Employment


(Unweighted)

U


(Weighted)

(A)

C

Obtained a GED orSecondary SchoolDiploma R

(H)

R

R

C

U

R

C

C


Cohort




(F)

Method

(G)

N/A

Entered PostsecondaryEducation or Training -current program year

(E)(C)


N/A

Entered Employment

N/A

C

Completed EducationalFunctioning Level*

N/A

Increased Involvementin Children's LiteracyActivities

Increased Involvementin Children's Education

R

U

C

R

U

C

Helped more frequentlywith school

Increased contact withchildren's teachers

More involved in children'sschool activities

Reading to children

Visiting library

Purchasing books ormagazines

N/A

N/A

5 5 5

5 5 5

11.11%

88.89%

100.00%

40.00%

100.00%

100.00%


* Report in Column B for this row all family literacy program participants who received 12 or more hours of service. Column F should include all participantsreported in Column B who advanced one or more levels.

Compute Column H for this row using the following formula: H = Column F / Column B

Follow instructions for completing Table 5 to report these outcomes. However, include only family literacy program participants in Table 8.

Achievement of one or more of the increased involvement in children's education or children's literacy activities measures should be counted only once perparticipant. However, the specific outcome should be recorded in the subcategory and more than one outcome may be reported, so that the total for the threesubcategories may be greater than the total reported for the overall category. For example, a participant who helped more frequently with schoolwork andincreased contact with child's teachers would be recorded in both categories but would be counted only once in the overall category of "increased involvementin children's education."


For reporting completion of Educational Functioning Level:

For reporting Followup Measures:



~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 9Outcomes for Adults in Workplace Literacy Programs (Optional)

31

5

38

2

5

4

25

2

4

7

4

21

0

2

12 112


(Weighted)

C

Retained Employment

Obtained a GED orSecondary SchoolDiploma


Cohort

(E)

C

(G)

U

C


Method

(C)

R

N/A


(Unweighted)

R

U

(B)(A)


(F)


N/A


(Weighted)

U N/A

(D)

U

U


N/A

N/A


Available forMatch

R

C



Cohort

R

(H)

R




C

Completed an EducationalFunctioning Level*

80.00%

65.79%

100.00%

80.00%

* Report in Column B for this row all workplace literacy program participants who received 12 or more hours of service. Column F should include allparticipants reported in Column B who advanced one or more levels.

Follow instructions for completing Table 5 to report the outcomes. However, include only workplace literacy program participants in Table 9.


Compute Column G for this row using the following formula: G = Column F / Column D





~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 10Outcomes for Adults in Correctional Education Programs

2134

66

19

227

360

23

15

216

324

632

18

12

182

4

258 716


(Weighted)

C

Retained Employment

Obtained a GED orSecondary SchoolDiploma


Cohort

(E)

C

(G)

U

C


Method

(C)

R

N/A


(Unweighted)

R

U

(B)(A)


(F)


N/A


(Weighted)

U N/A

(D)

U

U


N/A

N/A


Available forMatch

R

C



Cohort

R

(H)

R




C

Completed an EducationalFunctioning Level*

Enter the number of participants in correctional education programs for each of the categories listed.

34.85%

78.95%

95.15%

90.00%

* Report in Column B for this row all workplace literacy program participants who received 12 or more hours of service. Column F should include allparticipants reported in Column B who advanced one or more levels.

Follow instructions for completing Table 5 to report the outcomes. However, include only correctional educational program participants in Table 10.


Compute Column G for this row using the following formula: G = Column F / Column B





~ New Mexico SEA

Program Year:


2013-2014

New Mexico

Table 11Secondary Outcome Measures (Optional)

Enter the number of participants for each of the categories listed.

Secondary Outcome Measures

(A)


(B) (C)

Number ofParticipantsObtainingOutcome

(D)

Percentage AchievingOutcome

Achieved Work-Based Project Learning Goal

Left Public Assistance

Achieved Citizenship Skills

Increased Involvement in Children's Education*

Increased Involvement in Children's Literacy Activities*

Voted or Registered To Vote

Increased Involvement in Community Activities

25

536

231

905

349

178

1504

100.00%

4.48%

16.88%

52.38%

45.27%

8.99%

16.22%

25

24

39

474

158

16

244

Each row total in column D is calculated using the following formula: D = Column C / Column B


* Enter the total number of participants who achieved this goal regardless of whether the participant was in a family literacy program. UseTable 8 to enter achievements of family literacy participants. The number reported here may be higher than reported in Table 8 because itincludes all participants who achieved this goal.




2013-2014


Table 12 (Optional)

Work-based Project Learners by Age, Ethnicity, and Sex

Enter the number of work-based project learners by age*, ethnicity, and sex.

AgeGroup

(A)

AmericanIndian or

Alaskan Native

Male

(B)

Female

(C)

Asian

Male

(D)

Black orAfrican-

American

Female Male

(E) (F)

Female

(G)

Female

Hispanic/Latino

Male

(H) (I)

NativeHawaiian orOther Pacific

Islander

Male

(J)

Female

(L) (M)

FemaleMale

White

(K)

Total

(P)

Two or MoreRaces

Male

(N)

Female

(O)

16-18 1 0 0 0 0 0 0 0 0 0 0 0 10 0

19-24 3 2 0 0 0 0 1 1 0 0 0 0 70 0

25-44 2 5 0 0 0 0 0 1 0 0 0 1 90 0

45-59 2 5 0 0 0 0 3 3 0 0 0 2 150 0

60 andOlder

1 0 0 0 0 0 2 0 0 0 1 2 60 0

Total

Only participants designated as work-based project learners should be included in this table. These participants should not be included in Tables 1 - 5.

The total in Column N should equal the number of work-based project learners reported in Table 6.

9 12 0 0 0 0 6 5 0 0 1 5 38

*Participants should be classified based on their age at entry.


0 0



~ New Mexico SEA

Program Year:


2013-2014

New Mexico

(E)

% of Total

Table 14 (Template Only)

% of Total

(B)

Local Grantees by Funding Source

Total Number ofProviders

(A) (G)(D)

Total

(C)

Total Numberof Sub-

Recipients

Enter the number of each type of grantee (see attached definitions) directly funded by the state and the amount of federaland state funding they receive.

Total

(F)

Provider Agency

WIA Funding State Funding

Local Education Agencies

Public or Private Nonprofit Agency

Community-basedOrganizations

Faith-based Organizations

Libraries

Institutions of Higher Education

Community, Junior orTechnical Colleges

Four-year Colleges orUniversities

Other Institutions of HigherEducation

Other Agencies

Correctional Institutions

Other Institutions(non-correctional)

All Other Agencies

Total

3. In Column (E), the percentage is to be calculated use the following formula: Col (E) = Column D / Total WIA

2. In Column (C), report the total number of each entity receiving funds as a sub-recipient. (Entities receiving funds from a grantee as part of a consortiumare to reported in column (C).

5. In Column (G), the percentage is to be calculated using the following formula: Col (G) = Column F / Total State

4. In Column (F), report total amount of state funds contributed. This amount need not necessarily equal the non-federal expenditure report on the FinancialStatus Report.


1. In Column (B), report the number of providers receiving a grant award or contract for instructional services from eligible agency.


Grantee Definitions for Table 14

Local Education Agencies

Community-based Organizations

Faith-based Organizations

Libraries

Community, Junior or Technical Colleges

Four Year Colleges or Universities

Other Institution of Higher Education

Correctional Institutions

Other Institutions (Non-Correctional)

All Other Agencies

are publicly funded entities designated to adminster and provide

primary and secondary education instruction and services within a city, county, school district, township or region.

(CBOs) are private nonprofit organizations of demonstrated

effectiveness that are representative of a community or significant segment of a community.

(FBO) are non-profit organizations associated with a

are public, state and community funded institutions that offer education and community

services in addition to providing access to print, audio-visual and technology resources.

are public institutions of higher education that offer

associate's degree and certificate programs but, with few exceptions, award no baccalaureate degrees.

that primarily offers baccalaureate degree programs.

are a public or private non-profit institution of higher education

is a public or private non-profit institution that is not a community,

junior, or technical college or a four-year college or university.

These include prisons, jails, and other correctional detention centers.

refer to state or federal penal institutions for criminal offenders.

are any medical or special institutions not designed for criminal offenders.

include other public (federal, state, local) agencies not listed in the categories above.

faith community or multiple faith ministries.



Period Covered:~ New Mexico SEANew Mexico

2013-2014

07/01 - 06/30

Table 7 (for use beginning Program Year 2012)

Adult Education Personnel by Function and Job Status

Enter an unduplicated count of personnel by function and job status.

Function

(A)

Unpaid Volunteers

(D)

Adult Education Personnel

Total Number of Part-timePersonnel

(B)

Total Number of Full-time Personnel

(C)

State-level Administrative / Supervisory /Ancillary Services

Local-level Administrative / Supervisory /Ancillary Services

Local Teachers

Local Counselors

Local Paraprofessionals

0

11

0

49

369

0

65

5

31

89

0

8

0

4

41

Teachers' Years of Experience in AdultEducation

Less than one year

One to three years

More than three years

Teacher Certificate

No certification

Adult Education Certificate

K-12 Certification

Special Education Certification

TESOL Certification

33

131

177

283

9

56

8

41

11

19

48

79

1

4

0

6

In Column B, count one time only each part-time employee of the program administered under the Adult Education State Plan who is beingpaid out of Federal, State, and/or local education funds.

In Column C, count one time only each full-time employee of the program administered under the Adult Education State Plan who is beingpaid out of Federal, State, and/or local education funds.

In Column D, report the number of volunteers (personnel who are NOT PAID) who served in the program administered under the AdultEducation State Plan.


Report experience and certification for paid teachers only, not volunteers. The total number of teachers for which certification andexperience are reported must equal the total number of teachers reported in Columns B and C.


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