SEC. 201. Short Title.
This title may be cited as the “Adult Education and Family Literacy Act”.
Title II — Adult Education and Literacy
TITLE II Adult Education and Literacy
SEC. 202. Purpose.
It is the purpose of this title to create a partnership among the Federal Government, States, and localities to provide, on a voluntary basis, adult education and literacy activities, in order to—
assist adults to become literate and obtain the knowledge and skills necessary for employment and economic self-sufficiency;
assist adults who are parents or family members to obtain the education and skills that—
are necessary to becoming full partners in the educational development of their children; and
lead to sustainable improvements in the economic opportunities for their family;
assist adults in attaining a secondary school diploma and in the transition to postsecondary education and training, including through career pathways; and
assist immigrants and other individuals who are English language learners in—
improving their—
reading, writing, speaking, and comprehension skills in English; and
mathematics skills; and
acquiring an understanding of the American system of Government, individual freedom, and the responsibilities of citizenship.
SEC. 203. Definitions.
In this title:
Adult education.— The term “adult education” means academic instruction and education services below the postsecondary level that increase an individual’s ability to—
read, write, and speak in English and perform mathematics or other activities necessary for the attainment of a secondary school diploma or its recognized equivalent;
transition to postsecondary education and training; and
obtain employment.
Adult education and literacy activities.— The term “adult education and literacy activities” means programs, activities, and services that include adult education, literacy, workplace adult education and literacy activities, family literacy activities, English language acquisition activities, integrated English literacy and civics education, workforce preparation activities, or integrated education and training.
Eligible agency.— The term “eligible agency” means the sole entity or agency in a State or an outlying area responsible for administering or supervising policy for adult education and literacy activities in the State or outlying area, respectively, consistent with the law of the State or outlying area, respectively.
Eligible individual.— The term “eligible individual” means an individual—
who has attained 16 years of age;
who is not enrolled or required to be enrolled in secondary school under State law; and
who—
is basic skills deficient;
does not have a secondary school diploma or its recognized equivalent, and has not achieved an equivalent level of education; or
is an English language learner.
Eligible provider.— The term “eligible provider” means an organization that has demonstrated effectiveness in providing adult education and literacy activities that may include—
a local educational agency;
a community-based organization or faith-based organization;
a volunteer literacy organization;
an institution of higher education;
a public or private nonprofit agency;
a library;
a public housing authority;
a nonprofit institution that is not described in any of subparagraphs (A) through (G) and has the ability to provide adult education and literacy activities to eligible individuals;
a consortium or coalition of the agencies, organizations, institutions, libraries, or authorities described in any of subparagraphs (A) through (H); and
a partnership between an employer and an entity described in any of subparagraphs (A) through (I).
English language acquisition program.— The term “English language acquisition program” means a program of instruction—
designed to help eligible individuals who are English language learners achieve competence in reading, writing, speaking, and comprehension of the English language; and
that leads to—
attainment of a secondary school diploma or its recognized equivalent; and
transition to postsecondary education and training; or
employment.
English language learner.— The term “English language learner” when used with respect to an eligible individual, means an eligible individual who has limited ability in reading, writing, speaking, or comprehending the English language, and—
whose native language is a language other than English; or
who lives in a family or community environment where a language other than English is the dominant language.
Essential components of reading instruction.— The term “essential components of reading instruction” has the meaning given the term in section 1208 of the Elementary and Secondary Education Act of 1965 (20 U.S.C. 6368).
Family literacy activities.— The term “family literacy activities” means activities that are of sufficient intensity and quality, to make sustainable improvements in the economic prospects for a family and that better enable parents or family members to support their children’s learning needs, and that integrate all of the following activities:
Parent or family adult education and literacy activities that lead to readiness for postsecondary education or training, career advancement, and economic self-sufficiency.
Interactive literacy activities between parents or family members and their children.
Training for parents or family members regarding how to be the primary teacher for their children and full partners in the education of their children.
An age-appropriate education to prepare children for success in school and life experiences.
Institution of higher education.— The term “institution of higher education” has the meaning given the term in section 101 of the Higher Education Act of 1965 (20 U.S.C. 1001).
Integrated education and training.— The term “integrated education and training” means a service approach that provides adult education and literacy activities concurrently and contextually with workforce preparation activities and workforce training for a specific occupation or occupational cluster for the purpose of educational and career advancement.
Integrated english literacy and civics education.— The term “integrated English literacy and civics education” means education services provided to English language learners who are adults, including professionals with degrees and credentials in their native countries, that enables such adults to achieve competency in the English language and acquire the basic and more advanced skills needed to function effectively as parents, workers, and citizens in the United States. Such services shall include instruction in literacy and English language acquisition and instruction on the rights and responsibilities of citizenship and civic participation, and may include workforce training.
Literacy.— The term “literacy” means an individual’s ability to read, write, and speak in English, compute, and solve problems, at levels of proficiency necessary to function on the job, in the family of the individual, and in society.
Postsecondary educational institution.— The term “postsecondary educational institution” means—
an institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree;
a tribally controlled college or university; or
a nonprofit educational institution offering certificate or apprenticeship programs at the postsecondary level.
Secretary.— The term “Secretary” means the Secretary of Education.
Workplace adult education and literacy activities.— The term “workplace adult education and literacy activities” means adult education and literacy activities offered by an eligible provider in collaboration with an employer or employee organization at a workplace or an off-site location that is designed to improve the productivity of the workforce.
Workforce preparation activities.— The term “workforce preparation activities” means activities, programs, or services designed to help an individual acquire a combination of basic academic skills, critical thinking skills, digital literacy skills, and self-management skills, including competencies in utilizing resources, using information, working with others, understanding systems, and obtaining skills necessary for successful transition into and completion of postsecondary education or training, or employment.
SEC. 204. Home Schools.
Nothing in this title shall be construed to affect home schools, whether a home school is treated as a home school or a private school under State law, or to compel a parent or family member engaged in home schooling to participate in adult education and literacy activities.
SEC. 205. Rule of Construction Regarding Postsecondary Transition and Concurrent Enrollment Activities.
Nothing in this title shall be construed to prohibit or discourage the use of funds provided under this title for adult education and literacy activities that help eligible individuals transition to postsecondary education and training or employment, or for concurrent enrollment activities.
SEC. 206. Authorization of Appropriations.
There are authorized to be appropriated to carry out this title $577,667,000 for fiscal year 2015, $622,286,000 for fiscal year 2016, $635,198,000 for fiscal year 2017, $649,287,000 for fiscal year 2018, $664,552,000 for fiscal year 2019, and $678,640,000 for fiscal year 2020.
Subtitle A Federal Provisions
SEC. 211. Reservation of Funds; Grants to Eligible Agencies; Allotments.
Reservation of Funds.— From the sum appropriated under section 206 for a fiscal year, the Secretary—
shall reserve 2 percent to carry out section 242, except that the amount so reserved shall not exceed $15,000,000; and
shall reserve 12 percent of the amount that remains after reserving funds under paragraph (1) to carry out section 243.
Grants to Eligible Agencies.—
In general.— From the sum appropriated under section 206 and not reserved under subsection (a) for a fiscal year, the Secretary shall award a grant to each eligible agency having a unified State plan approved under section 102 or a combined State plan approved under section 103 in an amount equal to the sum of the initial allotment under subsection (c)(1) and the additional allotment under subsection (c)(2) for the eligible agency for the fiscal year, subject to subsections (f) and (g), to enable the eligible agency to carry out the activities assisted under this title.
Purpose of grants.— The Secretary may award a grant under paragraph (1) only if the eligible entity involved agrees to expend the grant for adult education and literacy activities in accordance with the provisions of this title.
Allotments.—
Initial allotments.— From the sum appropriated under section 206 and not reserved under subsection (a) for a fiscal year, the Secretary shall allot to each eligible agency having a unified State plan approved under section 102 or a combined State plan approved under section 103—
$100,000, in the case of an eligible agency serving an outlying area; and
$250,000, in the case of any other eligible agency.
Additional allotments.— From the sum appropriated under section 206, not reserved under subsection (a), and not allotted under paragraph (1), for a fiscal year, the Secretary shall allot to each eligible agency that receives an initial allotment under paragraph (1) an additional amount that bears the same relationship to such sum as the number of qualifying adults in the State or outlying area served by the eligible agency bears to the number of such adults in all States and outlying areas.
Qualifying Adult.— For the purpose of subsection (c)(2), the term “qualifying adult” means an adult who—
is at least 16 years of age;
is beyond the age of compulsory school attendance under the law of the State or outlying area;
does not have a secondary school diploma or its recognized equivalent; and
is not enrolled in secondary school.
Special Rule.—
In general.— From amounts made available under subsection (c) for the Republic of Palau, the Secretary shall award grants to Guam, American Samoa, the Commonwealth of the Northern Mariana Islands, or the Republic of Palau to carry out activities described in this title in accordance with the provisions of this title, as determined by the Secretary.
Award basis.— The Secretary shall award grants pursuant to paragraph (1) on a competitive basis and pursuant to the recommendations from the Pacific Region Educational Laboratory in Honolulu, Hawaii.
Termination of eligibility.— Notwithstanding any other provision of law, the Republic of Palau shall be eligible to receive a grant under this title except during the period described in section 3(45).
Administrative costs.— The Secretary may provide not more than 5 percent of the funds made available for grants under this subsection to pay the administrative costs of the Pacific Region Educational Laboratory regarding activities assisted under this subsection.
Hold-harmless Provisions.—
In general.— Notwithstanding subsection (c), for fiscal year 2015 and each succeeding fiscal year, no eligible agency shall receive an allotment under this section that is less than 90 percent of the allotment the eligible agency received for the preceding fiscal year under this section.
Ratable reduction.— If for any fiscal year the amount available for allotment under this title is insufficient to satisfy the provisions of paragraph (1) the Secretary shall ratably reduce the payments to all eligible agencies, as necessary.
Reallotment.— The portion of any eligible agency’s allotment under this title for a fiscal year that the Secretary determines will not be required for the period such allotment is available for carrying out activities under this title, shall be available for reallotment from time to time, on such dates during such period as the Secretary shall fix, to other eligible agencies in proportion to the original allotments to such agencies under this title for such year.
SEC. 212. Performance Accountability System.
Programs and activities authorized in this title are subject to the performance accountability provisions described in section 116.
Subtitle B State Provisions
SEC. 221. State Administration.
Each eligible agency shall be responsible for the State or outlying area administration of activities under this title, including—
the development, implementation, and monitoring of the relevant components of the unified State plan in section 102 or the combined State plan in section 103;
consultation with other appropriate agencies, groups, and individuals that are involved in, or interested in, the development and implementation of activities assisted under this title; and
coordination and nonduplication with other Federal and State education, training, corrections, public housing, and social service programs.
SEC. 222. State Distribution of Funds; Matching Requirement.
State Distribution of Funds.— Each eligible agency receiving a grant under section 211(b) for a fiscal year—
shall use not less than 82.5 percent of the grant funds to award grants and contracts under section 231 and to carry out section 225, of which not more than 20 percent of such amount shall be available to carry out section 225;
shall use not more than 12.5 percent of the grant funds to carry out State leadership activities under section 223; and
shall use not more than 5 percent of the grant funds, or $85,000, whichever is greater, for the administrative expenses of the eligible agency.
Matching Requirement.—
In general.— In order to receive a grant from the Secretary under section 211(b) each eligible agency shall provide, for the costs to be incurred by the eligible agency in carrying out the adult education and literacy activities for which the grant is awarded, a non-Federal contribution in an amount that is not less than—
in the case of an eligible agency serving an outlying area, 12 percent of the total amount of funds expended for adult education and literacy activities in the outlying area, except that the Secretary may decrease the amount of funds required under this subparagraph for an eligible agency; and
in the case of an eligible agency serving a State, 25 percent of the total amount of funds expended for adult education and literacy activities in the State.
Non-federal contribution.— An eligible agency’s non-Federal contribution required under paragraph (1) may be provided in cash or in kind, fairly evaluated, and shall include only non-Federal funds that are used for adult education and literacy activities in a manner that is consistent with the purpose of this title.
SEC. 223. State Leadership Activities.
Activities.—
Required.— Each eligible agency shall use funds made available under section 222(a)(2) for the following adult education and literacy activities to develop or enhance the adult education system of the State or outlying area:
The alignment of adult education and literacy activities with other core programs and one-stop partners, including eligible providers, to implement the strategy identified in the unified State plan under section 102 or the combined State plan under section 103, including the development of career pathways to provide access to employment and training services for individuals in adult education and literacy activities.
The establishment or operation of high quality professional development programs to improve the instruction provided pursuant to local activities required under section 231(b), including instruction incorporating the essential components of reading instruction as such components relate to adults, instruction related to the specific needs of adult learners, instruction provided by volunteers or by personnel of a State or outlying area, and dissemination of information about models and promising practices related to such programs.
The provision of technical assistance to eligible providers of adult education and literacy activities receiving funds under this title, including—
the development and dissemination of instructional and programmatic practices based on the most rigorous or scientifically valid research available and appropriate, in reading, writing, speaking, mathematics, English language acquisition programs, distance education, and staff training;
the role of eligible providers as a one-stop partner to provide access to employment, education, and training services; and
assistance in the use of technology, including for staff training, to eligible providers, especially the use of technology to improve system efficiencies.
The monitoring and evaluation of the quality of, and the improvement in, adult education and literacy activities and the dissemination of information about models and proven or promising practices within the State.
Permissible activities.— Each eligible agency may use funds made available under section 222(a)(2) for 1 or more of the following adult education and literacy activities:
The support of State or regional networks of literacy resource centers.
The development and implementation of technology applications, translation technology, or distance education, including professional development to support the use of instructional technology.
Developing and disseminating curricula, including curricula incorporating the essential components of reading instruction as such components relate to adults.
Developing content and models for integrated education and training and career pathways.
The provision of assistance to eligible providers in developing and implementing programs that achieve the objectives of this title and in measuring the progress of those programs in achieving such objectives, including meeting the State adjusted levels of performance described in section 116(b)(3).
The development and implementation of a system to assist in the transition from adult education to postsecondary education, including linkages with postsecondary educational institutions or institutions of higher education.
Integration of literacy and English language instruction with occupational skill training, including promoting linkages with employers.
Activities to promote workplace adult education and literacy activities.
Identifying curriculum frameworks and aligning rigorous content standards that—
specify what adult learners should know and be able to do in the areas of reading and language arts, mathematics, and English language acquisition; and
take into consideration the following:
State adopted academic standards.
The current adult skills and literacy assessments used in the State or outlying area.
The primary indicators of performance described in section 116.
Standards and academic requirements for enrollment in nonremedial, for-credit courses in postsecondary educational institutions or institutions of higher education supported by the State or outlying area.
Where appropriate, the content of occupational and industry skill standards widely used by business and industry in the State or outlying area.
Developing and piloting of strategies for improving teacher quality and retention.
The development and implementation of programs and services to meet the needs of adult learners with learning disabilities or English language learners, which may include new and promising assessment tools and strategies that are based on scientifically valid research, where appropriate, and identify the needs and capture the gains of such students at the lowest achievement levels.
Outreach to instructors, students, and employers.
Other activities of statewide significance that promote the purpose of this title.
Collaboration.— In carrying out this section, eligible agencies shall collaborate where possible, and avoid duplicating efforts, in order to maximize the impact of the activities described in subsection (a).
State-imposed Requirements.— Whenever a State or outlying area implements any rule or policy relating to the administration or operation of a program authorized under this title that has the effect of imposing a requirement that is not imposed under Federal law (including any rule or policy based on a State or outlying area interpretation of a Federal statute, regulation, or guideline), the State or outlying area shall identify, to eligible providers, the rule or policy as being imposed by the State or outlying area.
SEC. 224. State Plan.
Each State desiring to receive funds under this title for any fiscal year shall submit and have approved a unified State plan in accordance with section 102 or a combined State plan in accordance with section 103.
SEC. 225. Programs for Corrections Education and Other Institutionalized Individuals.
Program Authorized.— From funds made available under section 222(a)(1) for a fiscal year, each eligible agency shall carry out corrections education and education for other institutionalized individuals.
Uses of Funds.— The funds described in subsection (a) shall be used for the cost of educational programs for criminal offenders in correctional institutions and for other institutionalized individuals, including academic programs for—
adult education and literacy activities;
special education, as determined by the eligible agency;
secondary school credit;
integrated education and training;
career pathways;
concurrent enrollment;
peer tutoring; and
transition to re-entry initiatives and other postrelease services with the goal of reducing recidivism.
Priority.— Each eligible agency that is using assistance provided under this section to carry out a program for criminal offenders within a correctional institution shall give priority to serving individuals who are likely to leave the correctional institution within 5 years of participation in the program.
Report.— In addition to any report required under section 116, each eligible agency that receives assistance provided under this section shall annually prepare and submit to the Secretary a report on the progress, as described in section 116, of the eligible agency with respect to the programs and activities carried out under this section, including the relative rate of recidivism for the criminal offenders served.
Definitions.— In this section:
Correctional institution.— The term “correctional institution” means any—
prison;
jail;
reformatory;
work farm;
detention center; or
halfway house, community-based rehabilitation center, or any other similar institution designed for the confinement or rehabilitation of criminal offenders.
Criminal offender.— The term “criminal offender” means any individual who is charged with or convicted of any criminal offense.
Subtitle C Local Provisions
SEC. 231. Grants and Contracts for Eligible Providers.
Grants and Contracts.— From grant funds made available under section 222(a)(1), each eligible agency shall award multiyear grants or contracts, on a competitive basis, to eligible providers within the State or outlying area to enable the eligible providers to develop, implement, and improve adult education and literacy activities within the State.
Required Local Activities.— The eligible agency shall require that each eligible provider receiving a grant or contract under subsection (a) use the grant or contract to establish or operate programs that provide adult education and literacy activities, including programs that provide such activities concurrently.
Direct and Equitable Access; Same Process.— Each eligible agency receiving funds under this title shall ensure that—
all eligible providers have direct and equitable access to apply and compete for grants or contracts under this section; and
the same grant or contract announcement process and application process is used for all eligible providers in the State or outlying area.
Special Rule.— Each eligible agency awarding a grant or contract under this section shall not use any funds made available under this title for adult education and literacy activities for the purpose of supporting or providing programs, services, or activities for individuals who are not individuals described in subparagraphs (A) and (B) of section 203(4), except that such agency may use such funds for such purpose if such programs, services, or activities are related to family literacy activities. In providing family literacy activities under this title, an eligible provider shall attempt to coordinate with programs and services that are not assisted under this title prior to using funds for adult education and literacy activities under this title for activities other than activities for eligible individuals.
Considerations.— In awarding grants or contracts under this section, the eligible agency shall consider—
the degree to which the eligible provider would be responsive to—
regional needs as identified in the local plan under section 108; and
serving individuals in the community who were identified in such plan as most in need of adult education and literacy activities, including individuals—
who have low levels of literacy skills; or
who are English language learners;
the ability of the eligible provider to serve eligible individuals with disabilities, including eligible individuals with learning disabilities;
past effectiveness of the eligible provider in improving the literacy of eligible individuals, to meet State-adjusted levels of performance for the primary indicators of performance described in section 116, especially with respect to eligible individuals who have low levels of literacy;
the extent to which the eligible provider demonstrates alignment between proposed activities and services and the strategy and goals of the local plan under section 108, as well as the activities and services of the one-stop partners;
whether the eligible provider’s program—
is of sufficient intensity and quality, and based on the most rigorous research available so that participants achieve substantial learning gains; and
uses instructional practices that include the essential components of reading instruction;
whether the eligible provider’s activities, including whether reading, writing, speaking, mathematics, and English language acquisition instruction delivered by the eligible provider, are based on the best practices derived from the most rigorous research available and appropriate, including scientifically valid research and effective educational practice;
whether the eligible provider’s activities effectively use technology, services, and delivery systems, including distance education in a manner sufficient to increase the amount and quality of learning and how such technology, services, and systems lead to improved performance;
whether the eligible provider’s activities provide learning in context, including through integrated education and training, so that an individual acquires the skills needed to transition to and complete postsecondary education and training programs, obtain and advance in employment leading to economic self-sufficiency, and to exercise the rights and responsibilities of citizenship;
whether the eligible provider’s activities are delivered by well-trained instructors, counselors, and administrators who meet any minimum qualifications established by the State, where applicable, and who have access to high quality professional development, including through electronic means;
whether the eligible provider’s activities coordinate with other available education, training, and social service resources in the community, such as by establishing strong links with elementary schools and secondary schools, postsecondary educational institutions, institutions of higher education, local workforce investment boards, one-stop centers, job training programs, and social service agencies, business, industry, labor organizations, community-based organizations, nonprofit organizations, and intermediaries, for the development of career pathways;
whether the eligible provider’s activities offer flexible schedules and coordination with Federal, State, and local support services (such as child care, transportation, mental health services, and career planning) that are necessary to enable individuals, including individuals with disabilities or other special needs, to attend and complete programs;
whether the eligible provider maintains a high-quality information management system that has the capacity to report measurable participant outcomes (consistent with section 116) and to monitor program performance; and
whether the local areas in which the eligible provider is located have a demonstrated need for additional English language acquisition programs and civics education programs.
SEC. 232. Local Application.
Each eligible provider desiring a grant or contract from an eligible agency shall submit an application to the eligible agency containing such information and assurances as the eligible agency may require, including—
a description of how funds awarded under this title will be spent consistent with the requirements of this title;
a description of any cooperative arrangements the eligible provider has with other agencies, institutions, or organizations for the delivery of adult education and literacy activities;
a description of how the eligible provider will provide services in alignment with the local plan under section 108, including how such provider will promote concurrent enrollment in programs and activities under title I, as appropriate;
a description of how the eligible provider will meet the State adjusted levels of performance described in section 116(b)(3), including how such provider will collect data to report on such performance indicators;
a description of how the eligible provider will fulfill one-stop partner responsibilities as described in section 121(b)(1)(A), as appropriate;
a description of how the eligible provider will provide services in a manner that meets the needs of eligible individuals; and
information that addresses the considerations described under section 231(e), as applicable.
SEC. 233. Local Administrative Cost Limits.
In General.— Subject to subsection (b), of the amount that is made available under this title to an eligible provider—
not less than 95 percent shall be expended for carrying out adult education and literacy activities; and
the remaining amount, not to exceed 5 percent, shall be used for planning, administration (including carrying out the requirements of section 116), professional development, and the activities described in paragraphs (3) and (5) of section 232.
Special Rule.— In cases where the cost limits described in subsection (a) are too restrictive to allow for the activities described in subsection (a)(2), the eligible provider shall negotiate with the eligible agency in order to determine an adequate level of funds to be used for noninstructional purposes.
Subtitle D General Provisions
SEC. 241. Administrative Provisions.
Supplement Not Supplant.— Funds made available for adult education and literacy activities under this title shall supplement and not supplant other State or local public funds expended for adult education and literacy activities.
Maintenance of Effort.—
In general.—
Determination.— An eligible agency may receive funds under this title for any fiscal year if the Secretary finds that the fiscal effort per student or the aggregate expenditures of such eligible agency for activities under this title, in the second preceding fiscal year, were not less than 90 percent of the fiscal effort per student or the aggregate expenditures of such eligible agency for adult education and literacy activities in the third preceding fiscal year.
Proportionate reduction.— Subject to paragraphs (2), (3), and (4), for any fiscal year with respect to which the Secretary determines under subparagraph (A) that the fiscal effort or the aggregate expenditures of an eligible agency for the preceding program year were less than such effort or expenditures for the second preceding program year, the Secretary—
shall determine the percentage decreases in such effort or in such expenditures; and
shall decrease the payment made under this title for such program year to the agency for adult education and literacy activities by the lesser of such percentages.
Computation.— In computing the fiscal effort and aggregate expenditures under paragraph (1), the Secretary shall exclude capital expenditures and special one-time project costs.
Decrease in federal support.— If the amount made available for adult education and literacy activities under this title for a fiscal year is less than the amount made available for adult education and literacy activities under this title for the preceding fiscal year, then the fiscal effort per student and the aggregate expenditures of an eligible agency required in order to avoid a reduction under paragraph (1)(B) shall be decreased by the same percentage as the percentage decrease in the amount so made available.
Waiver.— The Secretary may waive the requirements of this subsection for not more than 1 fiscal year, if the Secretary determines that a waiver would be equitable due to exceptional or uncontrollable circumstances, such as a natural disaster or an unforeseen and precipitous decline in the financial resources of the State or outlying area of the eligible agency. If the Secretary grants a waiver under the preceding sentence for a fiscal year, the level of effort required under paragraph (1) shall not be reduced in the subsequent fiscal year because of the waiver.
SEC. 242. National Leadership Activities.
In General.— The Secretary shall establish and carry out a program of national leadership activities to enhance the quality and outcomes of adult education and literacy activities and programs nationwide.
Required Activities.— The national leadership activities described in subsection (a) shall include technical assistance, including—
assistance to help States meet the requirements of section 116;
upon request by a State, assistance provided to eligible providers in using performance accountability measures based on indicators described in section 116, and data systems for the improvement of adult education and literacy activities;
carrying out rigorous research and evaluation on effective adult education and literacy activities, as well as estimating the number of adults functioning at the lowest levels of literacy proficiency, which shall be coordinated across relevant Federal agencies, including the Institute of Education Sciences; and
carrying out an independent evaluation at least once every 4 years of the programs and activities under this title, taking into consideration the evaluation subjects referred to in section 169(a)(2).
Allowable Activities.— The national leadership activities described in subsection (a) may include the following:
Technical assistance, including—
assistance related to professional development activities, and assistance for the purposes of developing, improving, identifying, and disseminating the most successful methods and techniques for providing adult education and literacy activities, based on scientifically valid research where available;
assistance in distance education and promoting and improving the use of technology in the classroom, including instruction in English language acquisition for English language learners;
assistance in the development and dissemination of proven models for addressing the digital literacy needs of adults, including older adults; and
supporting efforts aimed at strengthening programs at the State and local levels, such as technical assistance in program planning, assessment, evaluation, and monitoring of activities carried out under this title.
Funding national leadership activities either directly or through grants, contracts, or cooperative agreements awarded on a competitive basis to or with postsecondary educational institutions, institutions of higher education, public or private organizations or agencies (including public libraries), or consortia of such institutions, organizations, or agencies, which may include—
developing, improving, and identifying the most successful methods and techniques for addressing the education needs of adults, including instructional practices using the essential components of reading instruction based on the work of the National Institute of Child Health and Human Development;
supporting national, regional, or local networks of private nonprofit organizations, public libraries, or institutions of higher education to strengthen the ability of such networks’ members to meet the performance requirements described in section 116 of eligible providers;
increasing the effectiveness, and improving the quality, of adult education and literacy activities, which may include—
carrying out rigorous research;
carrying out demonstration programs;
accelerating learning outcomes for eligible individuals with the lowest literacy levels;
developing and promoting career pathways for eligible individuals;
promoting concurrent enrollment programs in adult education and credit bearing postsecondary coursework;
developing high-quality professional development activities for eligible providers; and
developing, replicating, and disseminating information on best practices and innovative programs, such as—
the identification of effective strategies for working with adults with learning disabilities and with adults who are English language learners;
integrated education and training programs;
workplace adult education and literacy activities; and
postsecondary education and training transition programs;
providing for the conduct of an independent evaluation and assessment of adult education and literacy activities through grants and contracts awarded on a competitive basis, which shall include descriptions of—
the effect of performance accountability measures and other measures of accountability on the delivery of adult education and literacy activities;
the extent to which the adult education and literacy activities increase the literacy skills of eligible individuals, lead to involvement in education and training, enhance the employment and earnings of such participants, and, if applicable, lead to other positive outcomes, such as success in re-entry and reductions in recidivism in the case of prison-based adult education and literacy activities;
the extent to which the provision of support services to eligible individuals enrolled in adult education and literacy activities increase the rate of enrollment in, and successful completion of, such programs; and
the extent to which different types of providers measurably improve the skills of eligible individuals in adult education and literacy activities;
collecting data, such as data regarding the improvement of both local and State data systems, through technical assistance and development of model performance data collection systems;
determining how participation in adult education and literacy activities prepares eligible individuals for entry into postsecondary education and employment and, in the case of programs carried out in correctional institutions, has an effect on recidivism; and
other activities designed to enhance the quality of adult education and literacy activities nationwide.
SEC. 243. Integrated English Literacy and Civics Education.
In General.— From funds made available under section 211(a)(2) for each fiscal year, the Secretary shall award grants to States, from allotments under subsection (b), for integrated English literacy and civics education, in combination with integrated education and training activities.
Allotment.—
In general.— Subject to paragraph (2), from amounts made available under section 211(a)(2) for a fiscal year, the Secretary shall allocate—
65 percent to the States on the basis of a State’s need for integrated English literacy and civics education, as determined by calculating each State’s share of a 10-year average of the data of the Office of Immigration Statistics of the Department of Homeland Security for immigrants admitted for legal permanent residence for the 10 most recent years; and
35 percent to the States on the basis of whether the State experienced growth, as measured by the average of the 3 most recent years for which the data of the Office of Immigration Statistics of the Department of Homeland Security for immigrants admitted for legal permanent residence are available.
Minimum.— No State shall receive an allotment under paragraph (1) in an amount that is less than $60,000.
Goal.— Each program that receives funding under this section shall be designed to—
prepare adults who are English language learners for, and place such adults in, unsubsidized employment in in-demand industries and occupations that lead to economic self-sufficiency; and
integrate with the local workforce development system and its functions to carry out the activities of the program.
Report.— The Secretary shall prepare and submit to the Committee on Education and the Workforce of the House of Representatives, and the Committee on Health, Education, Labor, and Pensions of the Senate and make available to the public, a report on the activities carried out under this section.