Iowa’s Adult Education and Literacy programs continue to be one of the best performing in the country. This section houses information and forms for local program coordinators, teachers and volunteers.
The Iowa Department of Education convened a High School Equivalency Diploma (HSED) Task Force in July 2016. The HSED Task Force recommended revisions to Iowa Code 259A, which would authorize the Iowa Board of Education to adopt additional pathways to achieve a HSED based on quality standards and demonstrated competency. Task Force Report
Governing Adult Education and Literacy are federal laws and state policies. This section includes excerpts of those applicable laws and related policies that funded programs are expected to follow. In addition, annually a state plan is submitted to the USDE: Office of Vocational and Adult Education. This state plan outlines the goals and focus for the Iowa’s Adult Education and Literacy programs.
AEFLA-funded adult basic education programs must assess students using standardized assessments to report educational gain measures for the National Reporting System (NRS). To ensure the validity and reliability of assessment data, the Iowa Department of Education is required to provide and implement an assessment policy and monitor local adult education providers' assessment practices and results.
The Iowa Assessment Policy is based on State Assessment Policy Guidance issued by the U. S. Dept. of Education's Division of Adult Education and Literacy, test publishers' guidelines and recommendations, and NRS Implementation Guidelines. AEFLA-funded programs are required to establish local implementation of the state assessment policy.
Iowa receives its funding for adult education from the federal government. These funds are dedicated to providing the adult basic education and English literacy/civics education (EL/Civics) programs. The basic program, commonly referred to as the “Adult Education and Literacy program,” is the foundation of the services delivered by approved providers.
The purpose of monitoring is to promote program improvement in two ways. First, the team will review local adult education programs to ensure that federal and state requirements are being met and to assess how DE staff can provide the local program with technical assistance. Second, the team is interested in promoting program improvement through identification of potentially noteworthy practices.