The act’s largest program is the Adult Education State-Administered Basic Grant Program (State Grant Program). Specifically, we examined the goals of the AEA and its largest program (the State Grant Program), the population served by the program, program services, and its coordination with federal employment training programs and the extent to which the State Grant Program ensures accountability for program quality and results, including how states have implemented quality indicators. To obtain nationwide information on the State Grant Program, we interviewed federal officials from the Department of Education. A 45-year-old unemployed mother of four with a third grade education was enrolled in an English as a Second Language (ESL) class. These proposals may also make the coordination among adult education, welfare, and employment training programs even more critical. Most providers offer the three most common types of instruction—ABE, ASE, and ESL. Efforts to Improve Program Quality and Accountability

Federal efforts to improve quality and accountability have focused on (1) developing model indicators; (2) providing technical assistance to states and local programs on data collection, assessment, and developing performance standards and measures; and (3) requiring states to set aside funds for training and demonstration projects. The program has had difficulty ensuring accountability for results—that is, being able to clearly or accurately say what program funds have accomplished.
Why GAO Did This Study

Pursuant to a congressional request, GAO provided information on the Adult Education Act's (AEA) State Grant Program, focusing on: (1) its coordination with federal employment training programs; and (2) the extent to which the program ensures accountability for program quality and results.

What GAO Found

GAO found that: (1) AEA goals are broad so that people with diverse backgrounds can have access to various types of educational instruction; (2) the most common programs funded under the State Grant Program include basic education, secondary education, and english as a second language programs; (3) the State Grant Program has had difficulty ensuring accountability for program results due to a lack of clearly defined program objectives, questionable adult student assessments, and poor student data; (4) coordination among the State Grant Program and federal employment training programs is essential, since many individuals need instruction provided by both of these programs; and (5) some experts disagree whether developing model indicators of program quality will help states define measurable program objectives, evaluate local programs, and collect more accurate data.