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Youth literacy and numeracy reporting, Change 1
Summary ETA changed the literacy and numeracy reporting measure for youth workforce programs, with revised educational level descriptors and reporting tables in four attachments. It revised TEGL 17-05 on this measure only. ETA later expressly rescinded this change through TEGL 17-05, Change 2.
Document
Federal guidance
Agency
U.S. Department of Labor, Employment and Training Administration (ETA)
Document number
TEGL No. 17-05, Change 1
Date issued
August 13, 2007
Status
Rescinded
TEGL 17-05, Change 2 expressly rescinded this change; ETA also lists it Canceled as of 2026-10-24. Its letter prints rescissions of TEGLs 7-99, 6-00, 6-00 Change 1, and 28-04.
Status last verified October 24, 2026
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About this page: The full text below is the official document from U.S. Department of Labor, Employment and Training Administration (ETA). Ezel adds the plain-English summary and tracks the document's status. The official source linked on this page is authoritative for any reliance.
Accessible letter PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL17-05c1acc.pdf
CLASSIFICATION
EMPLOYMENT AND TRAINING ADMINISTRATION ETA-Performance
ADVISORY SYSTEM Accountability System
CORRESPONDENCE SYMBOL
U.S. DEPARTMENT OF LABOR
Washington, D.C. 20210
OWI - PROTECH
DATE
August 13, 2007
TRAINING AND EMPLOYMENT GUIDANCE LETTER NO. 17-05 Change 1
TO: ALL STATE WORKFORCE AGENCIES
ALL STATE WORKFORCE LIAISONS
ALL STATE TRADE COORDINATORS
FROM: EMILY STOVER DeROCCO /s/
Assistant Secretary
SUBJECT: Common Measures Policy for the Employment and Training
Administration’s (ETA) Performance Accountability System and Related
Performance
1. Purpose. The intent of this guidance is to further clarify the application of the
literacy/numeracy measure, initially provided in Attachment C, Educational
Functional Level Descriptors, in Training and Employment Guidance Letter (TEGL)
17-05, issued February 17, 2006. This change TEGL only addresses specific reporting
changes for the Youth literacy/numeracy measure.
2. References. President’s Management Agenda,
http://www.whitehouse.gov/omb/budget/fy2002/mgmt.pdf
Director’s Memorandum M-02-06,
http://www.whitehouse.gov/omb/budintegration/common.html; and the
Workforce Investment Act Title 1 B Standardized Record Data (WIASRD) layout, see
page 101,
http://www.doleta.gov/performance/Reporting/docs/WIA6_2/DRVS%20WIA%2
0Users%20Guide.pdf
3. Background. ETA published TEGL 17-05 on February 17, 2006. TEGL 17-05
includes guidance on the literacy/numeracy measure for youth participants. This
change TEGL provides additional clarification on the measure, to be consistent with
guidance from the Department of Education.
RESCISSIONS EXPIRATION DATE
TEGL 7-99; TEGL 6-00; TEGL 6-00 change 1; Continuing
TEGL 28-04
4. Revisions. This change TEGL updates TEGL 17-05 to revise the Educational
Functioning Level descriptors (EFL) table (Attachment A) from the Department of
Education. ETA is implementing the revised EFL definitions for PY07, effective
July 1, 2007. In addition, this change TEGL provides a new table that illustrates the
difference between the new and old EFL tables (Attachment B) and includes the
literacy/numeracy specifications table (Attachment C) with a column that helps to
further clarify the specifications. There is also a new Workforce Investment Act
Standardized Record Data (WIASRD) record layout for the literacy/numeracy
specification (Attachment D, Section 3), which incorporates the changes. Finally,
there is now a third option for Element 701, Category of Assessment, which will
allow states to choose both Adult Basic Education (ABE) and English-As-A-Second-
Language (ESL).
5. Action Required. These modifications to ETA’s Youth performance accountability
system are effective July 1, 2007. Please make this information available to
appropriate program and technical staff.
6. Attachments.
Attachment A: REVISED Educational Functioning Level (EFL) Descriptors Levels
(effective July 1, 2007)
Attachment B: EFL Crosswalk
Attachment C: REVISED Literacy/Numeracy Specifications
Attachment D: WIASRD Literacy/Numeracy Excerpt
Attachment 1 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL17-05c1a1.pdf
ATTACHMENT A: REVISED Educational Functioning Level (EFL) Descriptors Levels
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills
Beginning ABE Literacy Individual has no or minimal reading and writing skills. May have Individual has little or no recognition of Individual has little or no ability to read basic signs or maps and
little or no comprehension of how print corresponds to spoken numbers or simple counting skills or may have can provide limited personal information on simple forms. The
Test Benchmark:
language and may have difficulty using a writing instrument. At the only minimal skills, such as the ability to add or individual can handle routine entry level jobs that require little or
TABE (7–8 and 9–10) scale scores
upper range of this level, individual can recognize, read, and write subtract single digit numbers. no basic written communication or computational skills and no
(grade level 0–1.9):
letters and numbers but has a limited understanding of connected knowledge of computers or other technology.
Reading: 367 and below
prose and may need frequent re-reading. Can write a limited
Total Math: 313 and below
number of basic sight words and familiar words and phrases; may
Language: 392 and below
also be able to write simple sentences or phrases, including very
CASAS scale scores: simple messages. Can write basic personal information. Narrative
Reading: 200 and below writing is disorganized and unclear, inconsistently uses simple
Math: 200 and below punctuation (e.g., periods, commas, question marks), and contains
Writing: 200 and below frequent errors in spelling.
ABLE scale scores (grade level 0–1.9):
Reading: 523 and below
Math: 521 and below
Beginning Basic Education Individual can read simple material on familiar subjects and Individual can count, add, and subtract three Individual is able to read simple directions, signs, and maps, fill out
comprehend simple and compound sentences in single or linked digit numbers, can perform multiplication simple forms requiring basic personal information, write phone
Test Benchmark:
paragraphs containing a familiar vocabulary; can write simple notes through 12, can identify simple fractions, and messages, and make simple changes. There is minimal
TABE (7–8 and 9–10) scale scores
and messages on familiar situations but lacks clarity and focus. perform other simple arithmetic operations. knowledge of and experience with using computers and related
(grade level 2–3.9):
Sentence structure lacks variety, but individual shows some control technology. The individual can handle basic entry level jobs that
Reading: 368–460
of basic grammar (e.g., present and past tense) and consistent use require minimal literacy skills; can recognize very short, explicit,
Total Math: 314–441
of punctuation (e.g., periods, capitalization). pictorial texts (e.g., understands logos related to worker safety
Language: 393–490
before using a piece of machinery); and can read want ads and
CASAS scale scores: complete simple job applications.
Reading: 201–210
Math: 201–210
Writing: 201–225
ABLE scale scores (grade level 2–3.9):
Reading: 525–612
Math: 530–591
Notes: The descriptors are entry-level descriptors and are illustrative of what a typical student functioning at that level should be able to do. They are not a full description of skills
for the level. ABLE = Adult Basic Learning Examination; CASAS = Comprehensive Adult Student Assessment System; SPL = student performance levels; and TABE = Test of Adult
Basic Education.
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT BASIC EDUCATION LEVELS
Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills
Low Intermediate Basic Education Individual can read text on familiar subjects that have a simple and Individual can perform with high accuracy all Individual is able to handle basic reading, writing, and
clear underlying structure (e.g., clear main idea, chronological four basic math operations using whole computational tasks related to life roles, such as completing
Test Benchmark:
order); can use context to determine meaning; can interpret numbers up to three digits and can identify medical forms, order forms, or job applications; and can read
TABE (7–8 and 9–10) scale scores
actions required in specific written directions; can write simple and use all basic mathematical symbols. simple charts, graphs, labels, and payroll stubs and simple
(grade level 4–5.9):
paragraphs with a main idea and supporting details on familiar authentic material if familiar with the topic. The individual can use
Reading: 461–517
topics (e.g., daily activities, personal issues) by recombining simple computer programs and perform a sequence of routine
Total Math: 442–505
learned vocabulary and structures; and can self and peer edit for tasks given direction using technology (e.g., fax machine,
Language: 491–523
spelling and punctuation errors. computer operation). The individual can qualify for entry level jobs
CASAS scale scores: that require following basic written instructions and diagrams with
Reading: 211–220 assistance, such as oral clarification; can write a short report or
Math: 211–220 message to fellow workers; and can read simple dials and scales
Writing: 226–242 and take routine measurements.
ABLE scale scores (grade level 4–5.9):
Reading: 613–644
Math: 593–641
High Intermediate Basic Education Individual is able to read simple descriptions and narratives on Individual can perform all four basic math Individual is able to handle basic life skills tasks such as graphs,
familiar subjects or from which new vocabulary can be determined operations with whole numbers and fractions; charts, and labels and can follow multistep diagrams; can read
Test Benchmark:
by context and can make some minimal inferences about familiar can determine correct math operations for authentic materials on familiar topics, such as simple employee
TABE (7–8 and 9–10) scale scores
texts and compare and contrast information from such texts but not solving narrative math problems and can handbooks and payroll stubs; can complete forms such as a job
(grade level 6–8.9):
consistently. The individual can write simple narrative descriptions convert fractions to decimals and decimals to application and reconcile a bank statement. Can handle jobs that
Reading: 518–566
and short essays on familiar topics and has consistent use of basic fractions; and can perform basic operations involve following simple written instructions and diagrams; can
Total Math: 506–565
punctuation but makes grammatical errors with complex on fractions. read procedural texts, where the information is supported by
Language: 524–559
structures. diagrams, to remedy a problem, such as locating a problem with a
machine or carrying out repairs using a repair manual. The
CASAS scale scores:
individual can learn or work with most basic computer software,
Reading: 221–235
such as using a word processor to produce own texts, and can
Math: 221–235
follow simple instructions for using technology.
Writing: 243–260
ABLE scale score (grade level 6–8.9):
Reading: 646–680
Math: 643–693
WorkKeys scale scores:
Reading for Information: 75–78
Writing: 75–77
Applied Mathematics: 75–77
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ADULT SECONDARY EDUCATION LEVELS
Literacy Level Basic Reading and Writing Numeracy Skills Functional and Workplace Skills
Low Adult Secondary Education Individual can comprehend expository writing and identify spelling, Individual can perform all basic math functions Individual is able or can learn to follow simple multistep directions
punctuation, and grammatical errors; can comprehend a variety of with whole numbers, decimals, and fractions; and read common legal forms and manuals; can integrate
Test Benchmark: materials such as periodicals and nontechnical journals on can interpret and solve simple algebraic information from texts, charts, and graphs; can create and use
TABE (7–8 and 9–10): scale scores common topics; can comprehend library reference materials and equations, tables, and graphs and can tables and graphs; can complete forms and applications and
(grade level 9–10.9): compose multiparagraph essays; can listen to oral instructions and develop own tables and graphs; and can use complete resumes; can perform jobs that require interpreting
Reading: 567–595 write an accurate synthesis of them; and can identify the main idea math in business transactions. information from various sources and writing or explaining tasks to
Total Math: 566–594 in reading selections and use a variety of context issues to other workers; is proficient using computers and can use most
Language: 560–585 determine meaning. Writing is organized and cohesive with few common computer applications; can understand the impact of
mechanical errors; can write using a complex sentence structure; using different technologies; and can interpret the appropriate use
CASAS scale scores: and can write personal notes and letters that accurately reflect of new software and technology.
Reading: 236–245 thoughts.
Math: 236–245
Writing: 261–270
ABLE scale scores (grade level 9–
10.9):
Reading: 682–697
Math: 694–716
WorkKeys scale scores:
Reading for Information: 79–81
Writing: 78–85
Applied Mathematics: 78–81
High Adult Secondary Education Individual can comprehend, explain, and analyze information from Individual can make mathematical estimates Individual is able to read technical information and complex
a variety of literacy works, including primary source materials and of time and space and can apply principles of manuals; can comprehend some college level books and
Test Benchmark: professional journals, and can use context cues and higher order geometry to measure angles, lines, and apprenticeship manuals; can function in most job situations
TABE (7–8 and 9–10): scale scores processes to interpret meaning of written material. Writing is surfaces and can also apply trigonometric involving higher order thinking; can read text and explain a
(grade level 11–12): cohesive with clearly expressed ideas supported by relevant detail, functions. procedure about a complex and unfamiliar work procedure, such
Reading: 596 and above and individual can use varied and complex sentence structures as operating a complex piece of machinery; can evaluate new
Total Math: 595 and above with few mechanical errors. work situations and processes; and can work productively and
Language: 586 and above collaboratively in groups and serve as facilitator and reporter of
group work. The individual is able to use common software and
CASAS scale scores: learn new software applications; can define the purpose of new
Reading: 246 and above technology and software and select appropriate technology; can
Math: 246 and above adapt use of software or technology to new situations; and can
Writing: 271 and above instruct others, in written or oral form, on software and technology
use.
ABLE scale scores (grade level 11–
12):
Reading: 699 and above
Math: 717 and above
WorkKeys scale scores:
Reading for Information: 82–90
Writing: 86–90
Applied Mathematics: 82–90
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills
Beginning ESL Literacy Individual cannot speak or understand English, or understands Individual has no or minimal reading or writing Individual functions minimally or not at all in English and can
only isolated words or phrases. skills in any language. May have little or no communicate only through gestures or a few isolated words, such
Test Benchmark:
comprehension of how print corresponds to as name and other personal information; may recognize only
CASAS scale scores:
spoken language and may have difficulty common signs or symbols (e.g., stop sign, product logos); can
Reading: 180 and below
using a writing instrument. handle only very routine entry-level jobs that do not require oral or
Listening: 180 and below
written communication in English. There is no knowledge or use
Oral BEST: 0–15 (SPL 0–1) of computers or technology.
BEST Plus: 400 and below (SPL 0–1)
BEST Literacy: 0–7 (SPL 0–1)
Low Beginning ESL Individual can understand basic greetings, simple phrases and Individual can read numbers and letters and Individual functions with difficulty in social situations and in
commands. Can understand simple questions related to personal some common sight words. May be able to situations related to immediate needs. Can provide limited
Test benchmark: information, spoken slowly and with repetition. Understands a sound out simple words. Can read and write personal information on simple forms, and can read very simple
CASAS scale scores limited number of words related to immediate needs and can some familiar words and phrases, but has a common forms of print found in the home and environment, such
Reading: 181–190 respond with simple learned phrases to some common questions limited understanding of connected prose in as product names. Can handle routine entry level jobs that require
Listening: 181–190 related to routine survival situations. Speaks slowly and with English. Can write basic personal information very simple written or oral English communication and in which job
Writing: 136–145 difficulty. Demonstrates little or no control over grammar. (e.g., name, address, telephone number) and tasks can be demonstrated. May have limited knowledge and
can complete simple forms that elicit this experience with computers.
Oral BEST 16–28 (SPL 2) information.
BEST Plus: 401–417 (SPL 2)
BEST Literacy: 8–35 (SPL 2)
High Beginning ESL Individual can understand common words, simple phrases, and Individual can read most sight words, and Individual can function in some situations related to immediate
sentences containing familiar vocabulary, spoken slowly with some many other common words. Can read familiar needs and in familiar social situations. Can provide basic personal
Test benchmark: repetition. Individual can respond to simple questions about phrases and simple sentences but has a information on simple forms and recognizes simple common forms
CASAS scale scores personal everyday activities, and can express immediate needs, limited understanding of connected prose and of print found in the home, workplace and community. Can handle
Reading: 191–200 using simple learned phrases or short sentences. Shows limited may need frequent re-reading. routine entry level jobs requiring basic written or oral English
Listening: 191–200 control of grammar. communication and in which job tasks can be demonstrated. May
Writing: 146–200 Individual can write some simple sentences have limited knowledge or experience using computers.
with limited vocabulary. Meaning may be
Oral BEST 29–41 (SPL 3) unclear. Writing shows very little control of
BEST Plus: 418–438 (SPL 3) basic grammar, capitalization and punctuation
BEST Literacy: 36–46 (SPL 3) and has many spelling errors.
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills
Low Intermediate ESL Individual can understand simple learned phrases and limited new Individual can read simple material on familiar Individual can interpret simple directions and schedules, signs,
phrases containing familiar vocabulary spoken slowly with frequent subjects and comprehend simple and and maps; can fill out simple forms but needs support on some
Test Benchmark: repetition; can ask and respond to questions using such phrases; compound sentences in single or linked documents that are not simplified; and can handle routine entry
CASAS scale scores: can express basic survival needs and participate in some routine paragraphs containing a familiar vocabulary; level jobs that involve some written or oral English communication
Reading: 201–210 social conversations, although with some difficulty; and has some can write simple notes and messages on but in which job tasks can be demonstrated. Individual can use
Listening: 201–210 control of basic grammar. familiar situations but lacks clarity and focus. simple computer programs and can perform a sequence of routine
Writing: 201–225 Sentence structure lacks variety but shows tasks given directions using technology (e.g., fax machine,
some control of basic grammar (e.g., present computer).
Oral BEST: 42–50 (SPL 4) and past tense) and consistent use of
BEST Plus: 439–472 (SPL 4) punctuation (e.g., periods, capitalization).
BEST Literacy: 47–53 (SPL 4)
High Intermediate ESL Individual can understand learned phrases and short new phrases Individual can read text on familiar subjects Individual can meet basic survival and social needs, can follow
containing familiar vocabulary spoken slowly and with some that have a simple and clear underlying some simple oral and written instruction, and has some ability to
Test Benchmark: repetition; can communicate basic survival needs with some help; structure (e.g., clear main idea, chronological communicate on the telephone on familiar subjects; can write
CASAS scale scores: can participate in conversation in limited social situations and use order); can use context to determine meaning; messages and notes related to basic needs; can complete basic
Reading: 211–220 new phrases with hesitation; and relies on description and can interpret actions required in specific medical forms and job applications; and can handle jobs that
Listening: 211–220 concrete terms. There is inconsistent control of more complex written directions; can write simple involve basic oral instructions and written communication in tasks
Writing: 226–242 grammar. paragraphs with main idea and supporting that can be clarified orally. Individual can work with or learn basic
details on familiar topics (e.g., daily activities, computer software, such as word processing, and can follow
Oral BEST: 51–57 (SPL 5) personal issues) by recombining learned simple instructions for using technology.
BEST Plus: 473–506 (SPL 5) vocabulary and structures; and can self and
BEST Literacy: 54–65 (SPL 5-6) peer edit for spelling and punctuation errors.
Outcome Measures Definitions
EDUCATIONAL FUNCTIONING LEVEL DESCRIPTORS—ENGLISH AS A SECOND LANGUAGE LEVELS
Literacy Level Listening and Speaking Basic Reading and Writing Functional and Workplace Skills
Advanced ESL Individual can understand and communicate in a variety of Individual can read moderately complex text Individual can function independently to meet most survival needs
Test Benchmark: contexts related to daily life and work. Can understand and related to life roles and descriptions and and to use English in routine social and work situations. Can
CASAS scale scores: participate in conversation on a variety of everyday subjects, narratives from authentic materials on familiar communicate on the telephone on familiar subjects. Understands
Reading: 221–235 including some unfamiliar vocabulary, but may need repetition or subjects. Uses context and word analysis radio and television on familiar topics. Can interpret routine charts,
Listening: 221–235 rewording. Can clarify own or others’ meaning by rewording. Can skills to understand vocabulary, and uses tables and graphs and can complete forms and handle work
Writing: 243–260 understand the main points of simple discussions and multiple strategies to understand unfamiliar demands that require non-technical oral and written instructions
informational communication in familiar contexts. Shows some texts. Can make inferences, predictions, and and routine interaction with the public. Individual can use common
Oral BEST 58–64 (SPL 6) ability to go beyond learned patterns and construct new compare and contrast information in familiar software, learn new basic applications, and select the correct
BEST Plus: 507–540 (SPL 6) sentences. Shows control of basic grammar but has difficulty using texts. Individual can write multi-paragraph basic technology in familiar situations.
BEST Literacy: 66 and above more complex structures. Has some basic fluency of speech. text (e.g., organizes and develops ideas with
(SPL 7) clear introduction, body, and conclusion),
using some complex grammar and a variety of
Exit Criteria: sentence structures. Makes some grammar
CASAS Reading and Listening: 236 and spelling errors. Uses a range of
and above vocabulary.
CASAS Writing: 261 and above
Oral BEST 65 and above (SPL 7)
BEST Plus: 541 and above (SPL 7)
Attachment 2 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL17-05c1a2.pdf
ATTACHMENT B: EFL Crosswalk
New Old Basic Skills
EFL EFL ABE ESL Deficient
Beginning ESL
1
Literacy
Low Beginning
2 1
ESL Literacy
Beginning ABE High Beginning
3
Literacy ESL Literacy
Basic Skills
Deficient
Beginning Basic Low Intermediate
4 2
Education ESL
High
Low Intermediate
5 3 Intermediate
Basic Education
ESL
High
6 4 Intermediate Advanced ESL
Basic Education
Low Adult
7 5 Secondary Exit ESL
Education Not Basic Skills
High Adult Deficient
8 6 Secondary
Education
Attachment 3 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL17-05c1a3.pdf
ATTACHMENT C: REVISED Literacy/Numeracy Specifications
LITERACY/NUMERACY NUMERATOR
Measure Specification Explanation of the Specification
Count of unique RECORDS where YOUTH and BASIC Includes Youth Records (those with youth funding who are
1
SKILLS DEFICIENT and SCHOOL STATUS AT
PF FP
between 14 and 21 years of age on the Date of First Youth
PARTICIPATION => 3
Service) who are basic skills deficient and out-of-school
and And have at least one successful test completion within the
at least one SUCCESSFUL TEST COMPLETION DATE reporting period as specified in the participant cohort table
is within the reporting period
and And the successful test completion date is within 2 years of
Literacy/ (at least one SUCCESSFUL TEST COMPLETION DATE the time that the state began to officially report
Numeracy Gains < LIT-NUM START DATE + 2 Years)
literacy/numeracy results. For most states, this will be
Youth (14-21) Numerator
Program Year (PY) 2006, but a handful of states may have
(First two years of state
started in PY 2005
and And the youth entered the program during the first program
implementation) (DATE OF FIRST YOUTH SERVICE => LIT-NUM START year that the state began to officially report
DATE and DATE OF FIRST YOUTH SERVICE < LIT-
NUM START DATE + 1 Year) literacy/numeracy. For example, if a state began to report
literacy/numeracy in PY 2006, PY 06 and PY 07
literacy/numeracy results would only include youth who had
a date of first youth service between 7/1/2006 and 6/30/2007.
and And the youth did not exit due to an exclusion (e.g., medical
(OTHER REASONS FOR EXIT is null or OTHER reasons)
REASONS FOR EXIT = 00 or OTHER REASONS FOR
EXIT = 98)
1
TP Italicized text refers to constructed variables; these variables are not in the WIASRD. Definitions for these variables are provided at the end of the
PT
literacy/numeracy specification.
- - 11 - -
LITERACY/NUMERACY NUMERATOR (cont’d)
Measure Specification Explanation of the Specification
Count of unique RECORDS where YOUTH and BASIC Includes Youth Records (those with youth funding who are
SKILLS DEFICIENT and SCHOOL STATUS AT between 14 and 21 years of age on the Date of First Youth
PARTICIPATION => 3 Service) who are basic skills deficient and out-of-school
And And there is a successful test completion date within the
a SUCCESSFUL TEST COMPLETION DATE => START current participation year, and the current participation year is
OF CURRENT PARTICIPATION YEAR and
SUCCESSFUL TEST COMPLETION DATE <= END OF within the reporting period.
CURRENT PARTICIPATION YEAR and END OF
CURRENT PARTICIPATION YEAR is within the reporting
period
Literacy/
Numeracy Gains And The youth first received youth funded services on or after the
Youth (14-21) Numerator DATE OF FIRST YOUTH SERVICE => LIT-NUM START date when the state first began to report on the literacy-
numeracy measure.
(third and subsequent And And the participant did not exit during the reporting period.
years of state (DATE OF EXIT is null or DATE OF EXIT > END OF Or, if the participant exited during the reporting period, it
implementation) CURRENT PARTICIPATION YEAR or (DATE OF EXIT
<= END OF PARTICIPATION YEAR#1 and END OF must be within the participant’s first participation year.
PARTICIPATION YEAR#1 is within the reporting period))
And And the participant did not receive follow-up services during
(FOLLOW-UP SERVICES <> 1 or (FOLLOW-UP the period. Or, if the participant received follow-up services,
SERVICES = 1 and END OF PARTICIPATION YEAR#1
is within the reporting period)) 2
TP F FPT
it must have been within the participant’s first participation
year.
And And the participant did not exit because of an exclusion.
(OTHER REASONS FOR EXIT is null or OTHER
REASONS FOR EXIT = 00 or OTHER REASONS FOR
EXIT = 98))
2
This applies to the current WIASRD. Under WISPR, the specification would change to “and (DATE OF MOST RECENT FOLLOW-UP SERVICE is null
TP PT
or DATE OF MOST RECENT FOLLOW-UP SERVICE > the END OF CURRENT PARTICIPATION YEAR or (DATE OF MOST RECENT FOLLOW-UP
SERVICE is < END OF PARTICIPATION YEAR#1 and END OF PARTICIPATION YEAR#1 is within the reporting period)).”
- - 12 - -
LITERACY/NUMERACY DENOMINATOR
Measure Specification Explanation of the Specification
Count of unique RECORDS where YOUTH and BASIC Includes Youth Records (those with youth funding who are
SKILLS DEFICIENT and (SCHOOL STATUS AT between 14 and 21 years of age on the Date of First Youth
PARTICIPATION => 3 Service) who are basic skills deficient and out-of-school
and And the youth entered the program during the first program
(DATE OF FIRST YOUTH SERVICE => LIT-NUM START year that the state began to officially report
DATE and DATE OF FIRST YOUTH SERVICE < LIT-
NUM START DATE + 1 Year) literacy/numeracy.
Literacy/
Numeracy Gains and And the participant has at least one successful test completion
((a SUCCESSFUL TEST COMPLETION DATE is within within the reporting period as specified in the participant
Youth (14-21) the reporting period) and (OTHER REASONS FOR EXIT
Denominator is null or OTHER REASONS FOR EXIT = 00 or OTHER cohort table and the participant did not exit due to an
REASONS FOR EXIT = 98)) exclusion
(First two years of state or Or the participant exited within the reporting period for a
implementation) (DATE OF EXIT is within the reporting period and reason other than an exclusion. This situation occurs when a
(OTHER REASONS FOR EXIT is null or OTHER
REASONS FOR EXIT = 00 or OTHER REASONS FOR person exits without a post-test or exits with a post-test and
EXIT = 98)) no increase in EFLs.
or Or the participant’s first year anniversary date is within the
(END OF CURRENT PARTICIPATION YEAR is within the report period and the participant did not exit because of an
reporting period and (OTHER REASONS FOR EXIT is
null or OTHER REASONS FOR EXIT = 00 or OTHER exclusion.
REASONS FOR EXIT = 98))
- - 13 - -
LITERACY/NUMERACY DENOMINATOR
Measure Specification Explanation of the Specification
Count of unique RECORDS where YOUTH and BASIC Includes Youth Records (those with youth funding who are
SKILLS DEFICIENCT and SCHOOL STATUS AT between 14 and 21 years of age on the Date of First Youth
PARTICIPATION => 3 Service) who are basic skills deficient and out-of-school
and And the end of the current participation year is in the report
END OF CURRENT PARTICIPATION YEAR is within the period.
reporting period
And The youth first received youth funded services on or after the
Literacy/ DATE OF FIRST YOUTH SERVICE => LIT-NUM START
Numeracy Gains date when the state first began to report on the literacy-
Youth (14-21) numeracy measure.
Denominator and And the participant did not exit, exited after the current
(DATE OF EXIT is null or DATE OF EXIT > END OF participation year, or exited during the youth’s first
(Third and subsequent CURRENT PARTICIPATION YEAR or (DATE OF EXIT
<= END OF PARTICIPATION YEAR#1 and END OF participation year
years of state
PARTICIPATION YEAR#1 is within the reporting period))
implementation) and And the participant did not receive follow-up services during
(FOLLOW-UP SERVICES <> 1 or (FOLLOW-UP the period. Or, if the participant received follow-up services,
SERVICES = 1 and END OF PARTICIPATION YEAR#1
is within the reporting period)) 3
TP F FPT
it must have been within the participant’s first participation
year.
and And the participant did not exit because of an exclusion.
(OTHER REASONS FOR EXIT is null or OTHER
REASONS FOR EXIT = 00 or OTHER REASONS FOR
EXIT = 98)
3
TPThis applies to the current WIASRD. Under WISPR, the specification would change to and (DATE OF MOST RECENT FOLLOW-UP SERVICE is null
PT
or DATE OF MOST RECENT FOLLOW-UP SERVICE is > the END OF CURRENT PARTICIPATION YEAR or (DATE OF MOST RECENT FOLLOW-UP
SERVICE is < END OF PARTICIPATION YEAR#1 and END OF PARTICIPATION YEAR#1 is within the reporting period))
- - 14 - -
The following tables provide specifications to calculate the constructed variables used for the literacy/numeracy measure. These
variables include:
1. BASIC SKILLS DEFICIENT
2. LIT-NUM START DATE
3. START OF PARTICIPATION YEAR, END OF PARTICIPATION YEAR, and CURRENT PARTICIPATION YEAR
4. SUCCESSFUL TEST COMPLETION DATE
Constructed
Variable Specification Explanation of the Specification
BASIC LITERACY SKILLS DEFICIENCY = 1 The participant is basic skills deficient at
participation. This is determined by WIASRD
element 130.
and And if post-test #1 was administered prior to the
(DATE ADMINISTERED POST-TEST #1 < START OF CURRENT start of the current participation year, the EFL must
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST- be 6 or less (participants with EFLs of 7 and 8 are
TEST #1 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #1 <=6) no longer basic skills deficient).
Basic Skills or Or post-test #1 was administered after the start of
Deficient (DATE ADMINISTERED POST-TEST #1 => START OF CURRENT the current participation year or there has been no
PARTICIPATION YEAR) post-test.
or (DATE ADMINISTERED POST-TEST #1 is null))
and Applies the same criteria to post-test 2 and 3 that
((DATE ADMINISTERED POST-TEST #2 < START OF CURRENT were applied to post-test 1.
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #2 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #2 <= 6)
or (DATE ADMINISTERED POST-TEST #2 => START OF CURRENT
PARTICIPATION YEAR) or (DATE ADMINISTERED POST-TEST #2 is null))
and
((DATE ADMINISTERED POST-TEST #3 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #3 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #3 <= 6)
and (DATE ADMINISTERED POST-TEST #3 => START OF CURRENT
PARTICIPATION YEAR) or (DATE ADMINISTERED POST-TEST #3 is null))
- - 15 - -
Constructed
Variable Specification Explanation of the Specification
or Applies the same criteria to the 2nd functional area
((DATE ADMINISTERED POST-TEST #4 < START OF CURRENT (post-tests 4–6) and 3rd functional area (post-tests
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST- 7–9) that are applied to the 1st functional area
TEST #4 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #4 <= 6) (post-tests 1–3).
or (DATE ADMINISTERED POST-TEST #4 => START OF CURRENT
PARTICIPATION YEAR or DATE ADMINISTERED POST-TEST #4 is null))
and ((DATE ADMINISTERED POST-TEST #5 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #5 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #5 <= 6)
or (DATE ADMINISTERED POST-TEST #5 => START OF CURRENT
PARTICIPATION YEAR or DATE ADMINISTERED POST-TEST #5 is null))
and ((DATE ADMINISTERED POST-TEST #6 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #6 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #6 <= 6)
or (DATE ADMINISTERED POST-TEST #6 => START OF CURRENT
PARTICIPATION YEAR or DATE ADMINISTERED POST-TEST #6 is null))
Basic Skills
Deficient or
(continued) ((DATE ADMINISTERED POST-TEST #7 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #7 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #7 <= 6)
or (DATE ADMINISTERED POST-TEST #7 => START OF CURRENT
PARTICIPATION YEAR or DATE ADMINISTERED POST-TEST #7 is null))
and ((DATE ADMINISTERED POST-TEST #8 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #8 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #8 <= 6)
or (DATE ADMINISTERED POST-TEST #8 => START OF CURRENT
PARTICIPATION YEAR or DATE ADMINISTERED POST-TEST #8 is null))
and ((DATE ADMINISTERED POST-TEST #9 < START OF CURRENT
PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL POST-
TEST #9 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST-TEST #9 <= 6)
or (DATE ADMINISTERED POST-TEST #9 => START OF PARTICIPATION
YEAR or DATE ADMINISTERED POST-TEST #9 is null))
- - 16 - -
Constructed
Variable Specification Explanation of the Specification
If a state implements the literacy/numeracy measure for PY2005, then the LIT- For states implementing in PY2005, the LitNum
NUM START DATE = 7/1/2005. Start Date is 7/1/2005.
Lit-Num Start Date
If a state implements the literacy/numeracy measure for PY2006, then the LIT- For states implementing in PY2006, the LitNum
NUM START DATE = 7/1/2006.
Start Date is 7/1/2006.
Year #1: Literacy/Numeracy results for each participant are
Start of Participation Year = Date of First Youth Service calculated based on the Date of First Youth Service
End of Participation Year = Date of First Youth Service + 1 Year – 1 Day and each subsequent anniversary of that date. The
Current Participation Year establishes the one-year
Year #2:
Start of Participation Year = Date of First Youth Service + 1 Year
period for which results are currently being
End of Participation Year = Date of First Youth Service + 2 Years – 1 Day calculated for each participant based on the
reporting periods specified in the participant cohort
Current Year #3: table.
Participation Year Start of Participation Year = Date of First Youth Service + 2 Years
End of Participation Year = Date of First Youth Service + 3 Years – 1 Day
Year #N:
Start of Participation Year = Date of First Youth Service + (N - 1) Years
End of Participation Year = Date of First Youth Service + N Years – 1 Day
Current Participation Year = Year #N where END OF PARTICIPATION YEAR #N
is within the report period
Else Null
DATE ADMINISTERED POST-TEST (YEAR #1) Set successful test completion date equal to the date
administered post-test (Year#1)
where EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) minus Where the Educational Functional Level (EFL) for
EDUCATIONAL FUNCTIONING LEVEL > 0 the first post-test is greater than the pre-test
and (DATE OF EXIT is null or DATE OF EXIT => DATE ADMINISTERED POST- And there is no exit date or the exit date is after the
TEST (YEAR #1) first post-test
and (DATE ADMINISTERED POST-TEST (YEAR #1) => DATE OF FIRST And the post-test is within the first year that the
YOUTH SERVICE and DATE ADMINISTERED POST-TEST (YEAR #1) < DATE youth is in the program.
OF FIRST YOUTH SERVICE + 1 Year )
- - 17 - -
Constructed
Variable Specification Explanation of the Specification
or Or set successful test completion date equal to the
Successful Test date administered post-test (Year #2) if:
Completion Date DATE ADMINISTERED POST-TEST (YEAR #2) a. the second post-test is greater than the first post-
where EDUCATIONAL FUNCTIONING LEVEL (YEAR #2) minus test
EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) > 0
and (DATE OF EXIT is null or DATE OF EXIT => DATE ADMINISTERED
b. the youth has not exited or exited after the date
(POST-TEST #2) and (DATE ADMINISTERED POST-TEST (YEAR #2) => administered post-test (year #2)
DATE OF FIRST YOUTH SERVICE + 1 Year c. and took the second post-test during the second
and DATE ADMINISTERED POST-TEST (YEAR #2) < DATE OF FIRST YOUTH participation year.
SERVICE + 2 Years
or Or set successful test completion date equal to the
date administered post-test (Year #3) if:
DATE ADMINISTERED POST-TEST (YEAR #3) a. the third post-test is greater than the second
where EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus post-test
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) > 0
and (DATE OF EXIT is null or DATE OF EXIT => DATE ADMINISTERED POST-
b. the youth has not exited or exited after the date
TEST (YEAR #3) and (DATE ADMINISTERED POST-TEST (YEAR #3) => administered post-test (year #3)
DATE OF FIRST YOUTH SERVICE + 2 Years c. and took the third post-test during the third
and DATE ADMINISTERED POST-TEST (YEAR #3) < DATE OF FIRST YOUTH participation year.
SERVICE + 3 Years
(This set of conditions repeats for each functional area to determine if Repeat the prior steps for the two other functional
there are successes.) areas.
- - 18 - -
PARTICIPANT COHORTS FOR THE LITERACY/NUMERACY MEASURE
July – Sept. Oct. – Dec. Jan. – Mar Apr. – June
Option
14-Nov-05 14-Feb-06 15-May-06 14-Aug-06
Literacy and Numeracy 7/1/2005 to 9/30/2005 7/1/2005 to 12/31/2005 7/1/2005 to 3/31/2006 7/1/2005 to 6/30/2006
Gains
State Reporting Option # 1
Literacy and Numeracy N/A N/A N/A N/A
Gains
State Reporting Option #2
14-Nov-06 14-Feb-07 15-May-07 14-Aug-07
Literacy and Numeracy 7/1/2005 to 9/30/2006 7/1/2005 to 12/31/2006 7/1/2005 to 3/31/2007 7/1/2005 to 6/30/2007
Gains
State Reporting Option # 1
Literacy and Numeracy 7/1/2006 to 9/30/2006 7/1/2006 to 12/31/2006 7/1/2006 to 3/31/2007 7/1/2006 to 6/30/2007
Gains
State Reporting Option #2
14-Nov-07 14-Feb-08 15-May-08 14-Aug-08
Literacy and Numeracy 10/1/2006 to 9/30/2007 1/1/2007 to 12/31/2007 4/1/2007 to 3/31/2008 7/1/2007 to 6/30/2008
Gains
State Reporting Option # 1
Literacy and Numeracy 7/1/2006 to 9/30/2007 7/1/2006 to 12/31/2007 7/1/2006 to 3/31/2008 7/1/2006 to 6/30/2008
Gains
State Reporting Option #2
Note: Option # 1 states are those that began to report the literacy/ numeracy measure in program year (PY) 2005. Option # 2 states are those that began to report
the literacy/numeracy measure in PY 2006. Most states are option # 2 states.
Attachment 4 PDF: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2007/TEGL17-05c1a4.pdf
ATTACHMENT D: WIASRD Literacy/Numeracy Excerpt
SECTION III.D - ADDITIONAL YOUTH LITERACY AND NUMERACY ASSESSMENT DATA
701 Category of IN 1 Record 1 if the participant was assessed using approved tests for Adult 1 = ABE R R
Assessment Basic Education (ABE) 2 = ESL
Record 2 if the participant was assessed using approved tests for 3 = Both ABE and ESL
English-As-A-Second Language (ESL)
Record 3 if the participant was assessed using approved tests for Adult
Basic Education (ABE) for at least one functional area and English-As-
A-Second Language (ESL) for a different functional area.
Record 0 or leave "blank" if the individual was not assessed in literacy
or numeracy.
702 Type of IN 1 Use the appropriate code to record the type of assessment test that 1 = TABE 7-8, 9-10 R R
Assessment was administered to the youth participant. 2 = CASAS
Test Record 0 or leave "blank" if the individual was not assessed in literacy 3 = ABLE
or numeracy. 4 = WorkKeys
5 = SPL
6 = BEST
7 = BEST Plus
8 = Other Approved
Assessment Tool
703 Functional IN 1 Use the appropriate code for the functional area of the assessment test 1 = Reading R R
Area that was administered to the youth participant. 2 = Writing
Record 0 or leave "blank" if the individual was not assessed in literacy 3 = Language
or numeracy. 4 = Mathematics
5 = Speaking
6 = Oral
7 = Other Literacy Functional
Area
8 = Other Numeracy
Functional Area
704 Date DT 8 Record the date on which the pre-assessment test was administered to YYYYMMDD R R
Administered the youth participant.
Pre-Test Leave "blank" if the individual was not assessed in literacy or
numeracy.
705 Pre-Test IN 3 Record the raw scale score achieved by the youth participant on the 000 R R
Score pre-assessment test.
Record 000 or leave "blank" if the individual was not assessed in
literacy or numeracy.
706 Educational IN 1 Record the educational functioning level that is associated with the 1 = Beginning ESL Literacy R R
Functioning youth participant's raw scale score. 2 = Low Beginning ESL
Level Record 0 or leave "blank" if the individual was not assessed in literacy Literacy
or numeracy. 3 = Beginning ABE
Literacy/High Beginning ESL
Literacy
4 = Beginning Basic
Education/Low Intermediate
ESL
5 = Low Intermediate Basic
Education/High Intermediate
ESL
6 = High Intermediate Basic
Education/Advanced ESL
7 = Low Adult Secondary
Education/Exit ESL
8 = High Adult Secondary
Education
707 Date DT 8 Record the date on which the post-test was administered to the youth YYYYMMDD R R
Administered during his/her first year of participation in the program. If multiple post-
Post-Test tests were administered, record the most recent date on which the
(Year #1) functional area post-test was administered.
Leave "blank" if the youth did not receive a post-test during his/her first
year of participation in the program.
708 Post-Test IN 3 Record the raw scale score achieved by the youth participant. 000 R R
Score (Year Record 000 or leave "blank" if the youth did not receive a post-test
#1) during his/her first year of participation in the program.
709 Educational IN 1 Record the educational functioning level that is associated with the 1 = Beginning ESL Literacy R R
Functioning youth participant's raw scale score. 2 = Low Beginning ESL
Level (Year Record 0 or leave "blank" if the youth did not receive a post-test during Literacy
#1) his/her first year of participation in the program. 3 = Beginning ABE
Literacy/High Beginning ESL
Literacy
4 = Beginning Basic
Education/Low Intermediate
ESL
5 = Low Intermediate Basic
Education/High Intermediate
ESL
6 = High Intermediate Basic
Education/Advanced ESL
7 = Low Adult Secondary
Education/Exit ESL
8 = High Adult Secondary
Education
710 Date DT 8 Record the date on which the post-test was administered to the youth YYYYMMDD R R
Administered during his/her second year of participation in the program. If multiple
Post-Test post-tests were administered, record the most recent date on which the
(Year #2) functional area post-test was administered.
Leave "blank" if the youth did not receive a post-test during his/her
second year of participation in the program.
Additional Note: For WIASRD Elements #710-712, these fields are only
reported for youth who remain basic skills deficient and continue to
participate in the program for a second full year. At the completion of
the second year, the individual should be post-tested and the
information reported in these fields. To determine an increase of one
or more levels, the individual's post-test scores from the second year in
the program will be compared to the scores from the test that was
administered at the latest point during the first year.
711 Post-Test IN 3 Record the raw scale score achieved by the youth participant. 000 R R
Score (Year Record 000 or leave "blank" if the youth did not receive a post-test
#2) during his/her second year of participation in the program.
712 Educational IN 1 Record the educational functioning level that is associated with the 1 = Beginning ESL Literacy R R
Functioning youth participant's raw scale score. 2 = Low Beginning ESL
Level (Year Record 0 or leave "blank" if the youth did not receive a post-test during Literacy
#2) his/her second year of participation in the program. 3 = Beginning ABE
Literacy/High Beginning ESL
Literacy
4 = Beginning Basic
Education/Low Intermediate
ESL
5 = Low Intermediate Basic
Education/High Intermediate
ESL
6 = High Intermediate Basic
Education/Advanced ESL
7 = Low Adult Secondary
Education/Exit ESL
8 = High Adult Secondary
Education
713 Date DT 8 Record the date on which the post-test was administered to the youth YYYYMMDD R R
Administered during his/her third year of participation in the program. If multiple post-
Post-Test tests were administered, record the most recent date on which the
(Year #3) functional area post-test was administered.
Leave "blank" if the youth did not receive a post-test during his/her third
year of participation in the program.
Additional Note: For WIASRD Elements #713-715, these fields are only
reported for youth who remain basic skills deficient and continue to
participate in the program for a third full year. At the completion of the
third year, the individual should be post-tested and the information
reported in these fields. To determine an increase of one or more
levels, the individual's post-test scores from the third year in the
program will be compared to the scores from the test that was
administered at the completion of the second year.
714 Post-Test IN 3 Record the raw scale score achieved by the youth participant. 000 R R
Score (Year Record 000 or leave "blank" if the youth did not receive a post-test
#3) during his/her third year of participation in the program.
715 Educational IN 1 Record the educational functioning level that is associated with the 1 = Beginning ESL Literacy R R
Functioning youth participant's raw scale score. 2 = Low Beginning ESL
Level (Year Record 0 or leave "blank" if the youth did not receive a post-test during Literacy
#3) his/her third year of participation in the program. 3 = Beginning ABE
Literacy/High Beginning ESL
Literacy
4 = Beginning Basic
Education/Low Intermediate
ESL
5 = Low Intermediate Basic
Education/High Intermediate
ESL
6 = High Intermediate Basic
Education/Advanced ESL
7 = Low Adult Secondary
Education/Exit ESL
8 = High Adult Secondary
Education
716 Information The collection of ABE/ESL assessment data for youth who are basic R R
to on Additional skills deficient is organized according to the Type of Assessment Test
743 Functional and Functional Area, providing space for the collection of up to 3
Areas annual post-test scores in each functional area. Additional space has
been provided on the record layout so that information on youth
achievement in more than one functional area (e.g., reading,
mathematics) can be reported as needed to fully reflect progress
toward literacy or numeracy gains. For example, if the youth is
assessed using TABE 9-10 in Reading and Math, data elements 702-
715 will be used to track achievement in the Reading functional area (if
necessary, for up to 3 full years) and then repeat to track achievement
in the Math functional area (if necessary, for up to 3 full years) using
the additional spaces 716-729 provided on the record layout.
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