H.R. 2789 — Adult Education WORKS Act

This section amends the Workforce Innovation and Opportunity Act (WIOA) as follows: (1) in section 3, strikes the definition of one term, adds definitions for college and career navigator (i.e., an individual providing tailored guidance on workforce development, postsecondary education, financial aid, and related services), concurrent enrollment, digital literacy skills, foundational skill needs (i.e., skills at or below 8th-grade level in English or computing for youth, or basic functional levels for adults), and information literacy skills (cross-referencing section 203), and makes conforming cross-reference updates in sections 121, 134, 170, and 211; (2) in section 101 on state workforce development boards, requires inclusion of adult education organization representatives and promotion of college and career navigator employment at one-stop centers (while striking a parenthetical digital literacy skills definition); and (3) in section 102(b)(2) on state plan specifics, requires description of cost-sharing for integrated education and training and promotion of adult education professionalization via teacher credentialing, standards, in-service development, and career ladders. This section also authorizes $135 million for FY2026 and each of the 4 succeeding fiscal years for library-based and community-based navigators to carry out section 171A.

This section revises the purposes of the Adult Education and Family Literacy Act by (1) specifying that the knowledge and skills provided to adults for employment, economic self-sufficiency, and full participation in all aspects of adult life include digital literacy skills and information literacy skills; and (2) expanding those purposes to include full participation in all aspects of adult life (from employment and economic self-sufficiency).

This section revises definitions under the Adult Education and Family Literacy Act (AEFLA) as follows: (1) revises "adult education" to mean instruction and services below the college placement level (from postsecondary level) that build abilities to read, write, speak English, perform mathematics for a secondary school diploma or equivalent, transition to postsecondary education, develop and use digital and information literacy skills, and obtain employment; (2) adds definitions of "college placement level" (i.e., score on placement test for college-level coursework rather than developmental education), "concurrent enrollment" (i.e., simultaneous enrollment in multiple one-stop partner programs to leverage resources), "digital literacy skills" (i.e., using technology to find, evaluate, organize, create, and communicate information and develop digital citizenship), and "information literacy skills" (i.e., skills to find, retrieve, understand, evaluate, analyze, discern reliability of, and use information from various sources); (3) in "eligible individual," replaces "is basic skills deficient" with "has foundational skills needs"; and (4) makes conforming and additional changes throughout other definitions (e.g., incorporating digital and information literacy skills into family literacy activities, workforce preparation activities, and integrated education and training; clarifying workforce training may be concurrent with adult basic education). (AEFLA, part of the Workforce Innovation and Opportunity Act, provides formula grants to states for adult education and literacy activities serving individuals ages 16 and older who are not enrolled in secondary school and who are basic skills deficient, lack a high school diploma or equivalent, or are English language learners.)

This section revises the authorization of appropriations to carry out the Adult Education and Family Literacy Act (i.e., Title II of the Workforce Innovation and Opportunity Act, which provides formula grants to states for adult basic education, English literacy, family literacy, and related activities) to $810 million for FY2026, $945 million for FY2027, $1.08 billion for FY2028, $1.215 billion for FY2029, and $1.35 billion for FY2030 (replacing authorizations of $577.7 million for FY2015, $622.3 million for FY2016, $635.2 million for FY2017, $649.3 million for FY2018, $664.6 million for FY2019, and $678.6 million for FY2020).

This section revises the performance accountability system for programs and activities authorized under the Adult Education and Family Literacy Act (title II of the Workforce Innovation and Opportunity Act). It subjects such programs to the performance accountability provisions of section 116 of WIOA (from section 3141 of title 29, U.S. Code) and specifies that measurable skill gains under that section may include gains relating to the purposes described in section 202 of the Adult Education Act (i.e., improving changes in literacy skill levels, postsecondary enrollment, and receipt of secondary credentials). The section further establishes a pilot program under which the Secretary of Education may approve an eligible agency's (i.e., a state's or outlying area's designated adult education agency) application to implement, for up to five years for a subset of eligible providers, an innovative performance accountability system using alternative performance indicators that more accurately reflect adult education objectives, subject to: (1) a detailed application process, including outreach to providers, descriptions of proposed indicators, validity assurances, and reporting commitments; (2) Secretarial review and approval or disapproval (with resubmission opportunity) within 90 days; (3) possible extensions if objectives are met; and (4) additional Secretarial duties, including national evaluations through the Institute of Education Sciences (with the first due not later than five years after approving the first application), identification and dissemination of best practices, and a report to Congress comparing pilot outcomes to section 116 measures.

This section requires each eligible agency receiving federal adult education and family literacy grants to maintain on its website, in an easily accessible format, information documenting non-Federal matching contributions, including sources of such contributions and—for state funds—their distribution to eligible providers.

This section amends required state leadership activities under the Adult Education and Family Literacy Act by adding family literacy to technical assistance on research-based instructional and programmatic practices and by requiring technology assistance to eligible providers to expand options for adult education in addition to improving system efficiencies. This section further amends permissible state leadership activities by (1) inserting "digital" after "implementation of" in subparagraph (B); (2) adding a new subparagraph (E) authorizing the development of content and models for family literacy programs; (3) in redesignated subparagraph (J), expanding professional development topics to include digital literacy skills and information literacy skills; (4) in redesignated subparagraph (K), adding as an example of retention activities the development and retention of policies for credentialing adult educators who demonstrate effectiveness; (5) in redesignated subparagraph (L), revising targeted support services to cover specific groups of adult learners—such as those with learning disabilities, at the lowest literacy levels, or others—and to serve them in appropriate and meaningful ways; and (6) adding a new subparagraph (N) authorizing support for improved credentials, program quality standards, certification, and accreditation requirements for adult education and literacy programs.

This section amends grant requirements for eligible providers under the Adult Education and Family Literacy Act by (1) updating the cross-reference in the special rule restricting fund use (except for family literacy) to eligible individuals described in section 203(8)(A) and (B) (from section 203(4)(A) and (B)); and (2) replacing “learning disabilities” with “learning differences” in the considerations for awarding grants or contracts.

This section revises local administrative cost limits under the Adult Education and Family Literacy Act by including professional development within the minimum 95% expenditure requirement for adult education and literacy activities (previously included within the maximum 5% for planning, administration, and related activities). (Thus, the up-to-5% allowance is now limited to planning, administration—including requirements under section 3141—and activities described in section 233(c)(3) and (5), potentially reducing the need to negotiate exceptions under subsection (b).)

This section revises the required national leadership activities under the Adult Education and Family Literacy Act by (1) replacing assistance to states for meeting performance accountability requirements under section 3141 with assistance for meeting section 116 data requirements to ensure timely and accessible collection and reporting, consistency across states and providers, and federal review for quality; (2) requiring technical assistance to eligible agencies and providers for implementing innovative performance accountability systems under section 212(b)(1); (3) requiring grants to such agencies and providers for implementing those systems; and (4) requiring national evaluations under section 212(b)(5)(A). It further modifies allowable activities by expanding technical assistance for digital literacy to include information literacy skills needs of adults, including older adults, and by adding allowable funding priorities that include (1) developing and evaluating model programs for preparing highly effective adult educators; (2) initiatives for professionalizing adult education through full-time staffing models; (3) professional development and technical assistance to build pathways to success for adult learners; and (4) support for improved credentials, program quality standards, and voluntary state certification and accreditation requirements.

This section revises the Integrated English Literacy and Civics Education program by (1) eliminating the requirement in subsection (a) that state grants support such education in combination with integrated education and training activities; and (2) replacing subsection (c)'s goal of preparing English language learners for unsubsidized employment in in-demand industries or occupations that lead to economic self-sufficiency, along with required integration with local workforce development systems, with a broader goal of preparing English learners for full participation in the economic, educational, and civic life of the community, which may include such integration. (As background, the program awards grants to states from specified appropriations, allotted 65% based on each state's share of a 10-year average of legal permanent residents and 35% based on 3-year growth in such residents, with a minimum allotment of $60,000 per state.) (Thus, programs gain flexibility to pursue non-employment-focused activities without mandatory workforce ties.)