- The workforce system will be characterized by three critical hallmarks of excellence:
- The needs of business and workers drive workforce solutions;
- One-Stop Centers (or American Job Centers) provide excellent customer service to jobseekers and employers and focus on continuous improvement; and
- The workforce system supports strong regional economies and plays an active role in community and workforce development.
- Across the system, continuous improvement is supported through evaluation, accountability, identification of best practices, and data driven decision making.
- Career Pathways
- Employer engagement
- Work-based learning
- Sector strategies
- Partnerships
- Integrated Service Delivery
- Data Systems
- Performance measurement
- WIOA Performance Regulations were published jointly by the Department of Labor and Department of Education. The three rules are identical.
- 20 CFR part 677
- 34 CFR part 361
- 34 CFR part 463
- See Federal Register, Vol. 81, No. 161
- WIOA Information Collection Requests
- Joint Requirements (OMB No. 1205-0526)
- Participant Individual Record Layout (PIRL) for jointly used data elements (ETA-9170)
- Annual Report template for states and local areas (ETA-9169)
- Reporting cohorts for each indicator
- Eligible Training Provider data element definitions (ETA-9171) – Title I only
- Effectiveness in Serving Employers specifications
- DOL Reporting Requirements (OMB No. 1205-0521)
- RSA Reporting Requirements
- AEFLA Reporting Requirements
- WIOA Annual Statewide Performance Report template
- AEFLA NRS Reporting Tables (OMB No. 1830-0027) – includes AEFLA tables, Narrative Report, Financial Report, and Data Quality Checklist
- Reports are available at:
- ETA Performance Reporting (Department of Labor)
- National Reporting System (Department of Education, OCTAE)
- Joint Requirements (OMB No. 1205-0526)
- Employment Rate 2nd Quarter after Exit (Education/Employment for youth)
- Employment Rate 4th Quarter after Exit (Education/Employment for youth)
- Median Earnings in the 2nd Quarter after Exit
- Credential Attainment Rate
- 5 Types of Measurable Skills Gains
- Secondary diploma/equivalent
- Secondary of post-secondary transcript
- Educational funding level gain
- Progress toward milestones
- Passing technical/occupational knowledge based exam
- Effectiveness in Serving Employers (states choose 2)
- Retention with the same employer in the 2nd and 4th quarters after exit
- Employer Penetration Rate
- Repeat Business Customer Rate
- Required Reports
- WIOA State Annual Performance Report
- WIOA Local Area Performance Report (Title I programs)
- Submission of individual records (PIRL for Titles I and III; RSA-911 for Title IV); submission of NRS aggregate tables for Title II
- NRS data quality checklist for Title II
- Eligible Training Provider Reports (Title I programs)
- DOL Narrative Report; Title II Narrative Report
- Reporting Timeframes
- Quarterly reports are due 45 days after the end of the quarter
- Annual reports are due October 15
- The annual and quarterly report templates can be found at ETA Performance Reporting
- Data Availability
- Program Year 2017 is the first year of full WIOA data
- Workforce Integrated Performance System (DOL)
- Will allow states/grantees to submit an individual record file OR support case management systems
- Uniform quarterly/annual reports will be automatically generated
- DOL-Only PIRL
-
- The Joint PIRL (ETA 9170) contains 76 data elements common to ED and DOL WIOA core programs
- States will NOT submit individual records using the Joint PIRL (ETA-9170)
- States will collect and report data as required by the DOL specific PIRL ETA-9172 (DOL-only PIRL)
-
- RSA Data Reporting
- RSA-911
- AEFLA-NRS
- The AEFLA-only NRS reporting tables (OMB No. 1830-0027) collect aggregate data and contain common data elements found in the Joint PIRL.
- Period of Participation
- Date of Program Entry (PIRL element 900), tracks the Date of Program Entry by requiring the initial service delivery date.
- Negotiations – WIOA requires 4 elements to be considered during performance level negotiations
- How the levels involved compare with the adjusted levels of performance established for other states
- An objective statistical adjustment model
- The extent to which the levels involved promote continuous improvement
- The extent to which the levels involved will assist the state in meeting goals established in accordance with the Government Performance and Results Act
- Statistical Adjustment Model
- The Departments have developed a fixed effect model to estimate State level performance outcomes.
- A summary of the model is in Attachment II of TEGL 26-15
- Sanctions
- Financial sanctions based on performance failure will be applied to states if, for 2 consecutive years, the state fails to meet:
- 90 percent of the overall State program score for the same core program;
- 90 percent of the overall State indicator score for the same primary indicator; or
- 50 percent of the same indicator score for the same program.
- Financial sanctions based on performance failure will be applied to states if, for 2 consecutive years, the state fails to meet:
- Failure to report the WIOA State annual report and/or state ETP report may also lead to financial sanction
- Determination of sanctions will be “phased in,” based on data availability
- Performance Guidance Review
- Employment and Training Administration
- For questions regarding performance reporting, contact the Office of Policy Development and Research at ETAperforms@dol.gov
- The Performance and Results Web Site will assist you in understanding how performance is measured, reported, and evaluated at ETA.
- The WIOA Resource Page provides information and resources for States, local areas, non-profits and other grantees, and other stakeholders to assist with implementation of the Act.
- Office of Career, Technical, and Adult Education
- For questions related to WIOA implementation, email AskAEFLA@ed.gov
- OCTAE's WIOA webpage has information on: announcements; laws and guidance; information collection requests; state plan resources; resources, technical assistance and events; and WIOA partners.
- Rehabilitation Services Administration
- Each state has a state liaison that can answer questions about the Rehabilitation Act and WIOA.
- Multiple entry points are needed so that adults with skills gaps and lower levels of education can enroll in career pathways classes. Providers should consider what entry requirements are needed for students to understand the course material, complete the program, and prepare for postsecondary education or employment. Similarly, programs should track how entry-level students are advancing through the course sequence, from ESL, ABE, or GED® classes to occupational or career and technical education (CTE) classes.
- Programs should ensure that counselors, coaches, case workers, and other support staff have manageable caseloads. Funders and policy makers should consider increasing the funding for support services that address students’ non-academic concerns. These supports should help increase persistence and program completion.
- For careeer pathways to be effective, organizations need measures that capture interim outcomes toward longer-term goals such as completing a degree or obtaining a job. Interim outcomes are especially important for showing the achievements of students with greater barriers to education or employment. Policymakers and funders should support the development and use of interim outcome measures.
- To minimize problems such as gaps in services, duplication, and competition for students, funders and policy makers should support the creation of groups, events, or initiatives that help career pathways providers coordinate their efforts. Funders and policy makers can play a key role in helping workforce and adult education entities collaborate in providing career pathways programs.
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Abstract:
This two-part webinar provides stakeholders with a better understanding of the performance accountability provisions in section 116 of the Workforce Innovation and Opportunity Act (WIOA) and the accompanying regulation.
Publication Year
2016
This two-part webinar provides stakeholders with a better understanding of the performance accountability provisions in section 116 of the Workforce Innovation and Opportunity Act (WIOA) and the accompanying regulation. Part 1 reviewed WIOA's performance accountability reporting requirements. Part 2 reviewed state and grantee performance reporting. The presentation (PowerPoint) is available as well as transcripts for Part 1 and Part 2 (MS Word). An outline of both webinars are provided below.
PART 1
WIOA Vision
Benefits and Uses
This two-part webinar provides state staff with information on WIOA's performance reporting requirements. Required reports are identified and links provided to downloadable templates. The presenters provide insight into the reporting requirements that will help in report preparation. Users can watch the webinar recording or use the accompanying presentation and transcript to find information quickly.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
By participating in this webinar, attendees will learn about Lincoln Tech's High School Share model, which is a pay per course model available at each of its 22 Campuses in 10 States. This Program model is currently being applied at the YALE School in New Jersey, where adults engaged in an one year diploma completion program are able to take Skilled Trades Education Courses in HVAC as they earn their diploma. Original webinar date: June 26, 2026 Webinar recording link: https://youtu.be/WO9yK8vZtwQ
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Abstract:
This report details 14 "Building Blocks" of a comprehensive, community-based adult literacy program, identifies the resources needed to fully implement the Building Blocks, and includes an operating budget for a local program implementing this model. Resource URL https://www.lacnyc.org/investing-in-quality.html Publication Year 2017 Investing in Quality was created as a tool for programs and funders to use in a variety of ways: (a) to inform new program design or development; (b) to spur program reflection and continuous improvement; (c) to understand and articulate quality program practices; (d) to identify key areas for professional development; (e) to delineate and benchmark program costs; and (f) to pave the way for funding levels that fully support sustainable, comprehensive, quality adult literacy programs and adult literacy infrastructure. The report is divided into four main sections plus an Introduction that provides the background and context for the project. The first section summarizes the "14 Building Blocks for a Quality Adult Literacy Program" for easy reference. The second section describes each "Building Block" in detail. The third section, "Key Elements for Investment," outlines the critical areas that programs need to invest in to create high-quality, sustainable adult literacy services. Finally, the "Defining Costs" section presents a sample operating budget for a hypothetical mid-size adult literacy program that incorporates all of the Building Blocks and Key Elements for Investment. What the experts say This report outlines a robust cost model of a hypothetical adult education program based on research from the question “What are the defining features of a quality literacy program and what does it cost to run one?” The authors conducted a review of the literature going back more than 20 years, and collected feedback from experts, providers, and students to identify the key features of successful adult education programs and develop the 14 Building Blocks. Adult education programs can use the sample operating budgets to compare and consider the cost of their programs. The blueprint is intended to be used by programs and funders in a variety of ways including informing program development and continuous improvement; understanding quality practice; identifying areas for professional development; and outlining program costs. Rather than use to predict future outcomes, the authors suggest a better use would be to use the "Building Blocks" and "Key Elements" to analyze what is needed now. Although the report is focused on New York City, its content is relevant to adult education programs in general because it is not a rigid prescription for a program; rather, the report presents a wide variety of elements from which to choose. The “blueprint” outlined in the report is flexible and adaptable based on the needs and abilities of each program, and provides a roadmap for continuous improvement. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing career and technical education (CTE) and apprenticeship programs.
Publication Year
2017
This planning guide is designed as an interactive tool for initiating or expanding the alignment between existing CTE and apprenticeship programs. It provides a blueprint for state, regional, and local administrators leading efforts to transform CTE and apprenticeship linkages across a state or community. The blueprint begins with defining the potential impact that CTE and apprenticeship alignment will have for students, employers, and communities. The process then moves to developing a plan of action tailored to the needs and readiness of state or local programs. Once a plan is in place, partnerships are developed with institutions, employers, and agencies who then help in defining and designing the program. Customizable tools and templates are provided that allow users to adjust each resource to fit their unique needs.
While the steps, tools, and resources in this guide are valuable to anyone interested in strengthening the potential intersection between CTE and apprenticeship programs, this resource is targeted at two distinct groups of users. The first includes state leaders of education and workforce training systems seeking to improve the alignment of secondary CTE and apprenticeship programs. The second includes education and training providers who are interested in working with regional or local employers or industry groups to expand the role of CTE in preparing high school students for apprenticeships.
Benefits and Uses
State, regional, and local administrators can use the customizable tools and templates to improve the alignment of secondary CTE and apprenticeship programs. Education and training providers can also use the tools with regional or local employers or industry groups to expand the role of CTE in preparing high school students for apprenticeships that fit well within the context of federal, state, and local efforts to build seamless career pathways that align and integrate education and workforce development programs.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Nucleos presents, "One Person. One Plan. Many Partners." Every individual on a second-chance journey has a different story, different challenges, and different goals. A one-size-fits-all approach simply doesn’t work. In this webinar, we’ll explore how personalized learning and support pathways can help individuals identify their strengths, address their needs, and build a meaningful path forward. Through the Nucleos platform, education, career development, mental health resources, reentry support, and essential soft skills can come together to form a coordinated strategy for success. When these services are connected through trusted partners, organizations can move beyond separate programs and create a support system tailored to each person. Because real progress happens when we focus on one person, create one plan, and bring together many partners. Original webinar date: April 21, 2026 Webinar recording link: https://youtu.be/xP7LMUcKJNk
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Abstract:
This report presents findings from a research project that examines how adult education providers in three cities designed and implemented career pathways programming for adults who are immigrants or have barriers to employment and education.
This research project examined how adult education providers in Chicago, Houston, and Miami designed and implemented career pathways programming, especially for adults who are immigrants or have barriers to employment and education. The project consisted of three research phases: (1) a survey of all known adult basic education providers (ABE) in the three cities, (2) focus groups with adult education providers in those cities, and (3) case studies of six programs (two per city). The authors offer the following implications based on the findings.
What the experts say
This research provides critical insights into ways that community literacy providers, adult schools, community colleges, skill trainers, workforce development, and human service providers can find their place in developing a career pathway system that is responsive to all adult learners. Adult education programs will find the report useful in developing comprehensive strategic plans and operational pathways for individuals with barriers to employment.
Providers will find a wealth of information about the challenges ABE providers face when adding career pathways to their offerings and promising responses. For example, supportive services are a core element of career pathways but often are not part of the adult education mix of services. The IES research identified two models – bundled and voluntary. They found two national bundled models, the Center for Working Families, and the Financial Opportunity Center. Both bundled models require participation in two or more integrated support services, including financial coaching, employment coaching, and/or access to income supports. Voluntary models, on the other hand, give students access to one or more services, but participation is voluntary, and rarely offer financial literacy or counseling.
Another example is access for lower-skilled students and students with barriers to employment. The IES survey data showed that there are minimum test score, language, or other entry requirements for more than one-half of all the career pathways services or classes in their research. The case studies confirm that overall, lower-level students had less access to career pathways programs. The researchers did identify some promising models for addressing these barriers for lower-skilled students. For example, a Miami-based provider, Lindsey Hopkins Technical College, had, “per Florida state policy, an exit requirement for all but one of its CTE courses. This model enabled lower-level students to enroll and then demonstrate their academic or practice-based competence – a minimum TABE score or industry certifications, respectively – upon program completion.”
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
An evaluation of the two-year Transition to College and Careers demonstration project, which addressed academic and non-academic barriers to college for adult learners in six adult education centers across New England.
Transition to College and Careers (TCC) was a two-year demonstration project that addressed the academic and non-academic barriers to college experienced by many adult learners. The programs were designed to foster college and career readiness skills in four areas: personal readiness, career readiness, academic readiness, and college readiness and knowledge. One innovative program feature was an online "Introduction to Health Science" course that students from all programs took as a cohort.
Of the 397 adult learners who enrolled in one of the six participating TCC programs, 66% completed the progam, 69% attained college level reading skills, and a majority enrolled in college afterwards. Participants reported that the main reasons for non-completion of the program were a lack of reliable transportation and health issues. These findings support a program design that emphasizes students’ personal readiness, math, online learning, pro-active counseling and advising, and engagement with career centers and employers.
This article appears in an issue of the COABE journal. This article begins on page 4.
What the experts say
The ideas in this article will be helpful to ABE programs and colleges in designing or evaluating college transition or bridge programs. It describes a holistic college transitions project that considers academic readiness as one of the components for success along with personal readiness, career readiness, and college readiness and knowledge. The key elements for student success are laid out with the importance of each component and strategy clearly described. Project findings identify elements that promote student success and provide concrete suggestions for building or evaluating a college transitions program as well as challenges to be overcome. Consequently, the article could be used as a blueprint or discussion points by a staff, advisory board, or planning committee.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018