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Youth literacy and numeracy measure revisions
Summary ETA revised how WIA youth programs report the literacy and numeracy measure under TEGL 17-05. It directs states to the Department of Education's NRS website for education-level descriptors instead of attaching a revised table. Three attachments provide reporting materials. The change expressly rescinded Change 1; ETA now lists Change 2 Canceled.
Document
Federal guidance
Agency
U.S. Department of Labor, Employment and Training Administration (ETA)
Document number
TEGL No. 17-05, Change 2
Date issued
May 20, 2009
Status
Withdrawn
ETA lists this change advisory Canceled as of 2026-10-24. Its signed letter expressly rescinds TEGL 17-05, Change 1 and prints Expiration Date: Continuing; it revises only the youth literacy/numeracy measure.
Status last verified October 24, 2026
Is this still the rule?
This document has been withdrawn. Ezel checks what federal law requires today, under current federal labor law, and answers your situation with citations.
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/2009/TEGL17-05c2acc.pdf
CLASSIFICATION
Employment and Training Administration ETA Performance Accountability System
Advisory System CORRESPONDENCE SYMBOL
U.S. Department of Labor PROTECH
Washington, D.C. 20210 DATE
May 20, 2005
TRAINING AND EMPLOYMENT GUIDANCE LETTER No. 17‐05, Change 2
TO: ALL STATE WORKFORCE AGENCIES
ALL STATE WORKFORCE LIAISONS
FROM: DOUGLAS F. SMALL /s/
Deputy Assistant Secretary
SUBJECT: Common Measures Policy for the Employment and Training
Administration’s (ETA) Performance Accountability System and Related
Performance Issues
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, and to rescind TEGL 17‐05, Change 1, issued August 13, 2007. This
change TEGL only addresses specific reporting changes for the Workforce Investment
Act (WIA) Youth literacy/numeracy measure.
2. References. Training and Employment Guidance Letter (TEGL) 17‐05, Common
Measures Policy for the Employment and Training Administration’s (ETA) Performance
Accountability System and Related Performance Issues,
http://wdr.doleta.gov/directives/corr_doc.cfm?DOCN=2195
Workforce Investment Act Title 1 B Standardized Record Data (WIASRD) layout,
http://www.doleta.gov/performance/reporting/wiasrd.cfm
RESCISSIONS EXPIRATION DATE
TEGL 17‐05 Change 1 Continuing
3. Background. ETA published TEGL 17‐05 on February 17, 2006. TEGL 17‐05 includes
guidance on the literacy/numeracy measure for youth participants. ETA published
TEGL 17‐05, Change 1, on August 13, 2007, to provide further guidance on the
literacy/numeracy measure for youth participants. This change TEGL rescinds TEGL
17‐05, Change 1, and provides additional clarification on the measure, to be consistent
with guidance from the Department of Education.
4. Revisions. This change TEGL updates TEGL 17‐05, by providing revised guidance
and specifications for the literacy/numeracy measure and instructions on accessing the
revised Educational Functioning Level (EFL) descriptors table from the Department of
Education. ETA is implementing the revised specifications and EFL definitions for
Program Year 2008, which began July 1, 2008.
The Department of Education recently announced that the TABE CLAS‐E assessment
has been approved to test the literacy gains of English‐as‐a‐Second‐Language (ESL)
students and approved the Wonderlic assessment for the following educational
functioning levels: low intermediate, high intermediate and low adult. Additionally,
the Department of Education has removed ABLE from its list of approved assessments.
The new EFL descriptors table reflecting these changes is available at:
http://www.nrsweb.org/pubs/. States should be aware that ETA will no longer issue the
EFL descriptors table as a TEGL attachment. States should access the latest National
Reporting System Test Benchmarks for EFL at the link above, which reflects the most
up‐to‐date guidance from the Department of Education.
Attachments A through C include revised guidance on the literacy/numeracy measure
reporting and specifications. Attachment A provides the following: (1) a high‐level
decision path that illustrates the factors determining whether a youth is a success,
counted only in the denominator, or excluded from the measure, and (2) detailed
specifications for the calculation of the literacy/numeracy measure. The specifications
address the calculation of the measure for states in their third and subsequent years of
implementation. Additionally, changes have been made to respond to policy issues and
questions raised by states over the past two years. Key changes are specifically outlined
in Attachment A.
Attachment B provides a description of the participant cohorts for the
literacy/numeracy measure for Program Years 2008, 2009, and 2010. Attachment C
provides an excerpt of the Workforce Investment Act Standardized Record Data
(WIASRD) record layout for the literacy/numeracy specification, which incorporates the
changes.
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5. Action Requested. These modifications to ETA’s Youth performance accountability
system were effective July 1, 2008. Please make this information available to
appropriate program and technical staff.
6. Attachments.
Attachment A: Literacy/Numeracy Decision Path and Specifications
Attachment B: Participant Cohort Table and Description
Attachment C: WIASRD Layout
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ATTACHMENT A: LITERACY/NUMERACY SPECIFICATIONS
(THIRD AND SUBSEQUENT YEARS AFTER STATE IMPLEMENTS THE
MEASURE)
I. SPECIFICATION CONVENTIONS
The Literacy/Numeracy specification that follows includes two sections:
1. The flowchart illustrates the factors that determine whether a youth is a success, only in
the denominator, or excluded from the literacy/numeracy measure.
2. Detailed programmatic specifications follow the flowchart. These specifications have the
following structure:
a. There are three columns for each specification. Column A identifies the
component being specified (for example, the literacy/numeracy numerator).
Column B provides the technical specification for each component. These
components are written in pseudo-code to provide programmers and readers with
precise, detailed instructions on how to program the measure. Column C describes
the specifications in lay terms so that non-technical readers can understand the
processes and decisions employed by programmers to calculate each component
of the measure.
b. The literacy/numeracy specifications are divided into three sections. The first
section provides the specifications for the numerator and denominator. The
second section provides the specifications for the constructed variables used in the
numerator and denominator specifications. The third section provides the
reporting cohort table for the literacy/numeracy measure.
To make the specifications easier to read, they incorporate several conventions that fall into two
categories.
1. Conventions for data elements and constructed variables used in the calculations
a. WIASRD data element names are capitalized.
b. Constructed variables used in the specifications are capitalized and italicized.
c. Constructed variable definitions follow the numerator and denominator
specifications.
2. Conventions for logical conditions
a. AND statements and OR statements are bolded for readability.
b. Corresponding conditions in OR statements are indented equally to show their
correspondence.
c. AND statements are presented in separate boxes except for compound AND
statements that involve a single variable, which are joined in a single box.
d. Parentheses are used to establish grouping of logical conditions that do not follow the
normal order of operations.
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II. KEY CHANGES IN THE LITERACY/NUMERACY SPECIFICATION
The following update to the Literacy/Numeracy specification addresses the calculation of the
measure for states that have been reporting on the measure for three years or more. The changes
focus on policy issues and questions that states have raised over the last two years. More
specifically, the specification incorporates the following issues:
• The determination of Basic Skills Deficiency has been updated to include all
combinations of values in the Basic Literary Skills Deficient (WIASRD Element 130)
and Pre-test Educational Functioning Level (WIASRD 706, 720, 734) fields. As in the
previous specifications, Post-test Educational Functioning Level fields (WIASRD 709,
712, 715, 723, 726, 729, 737, 740, 743) are used to determine if the youth remains basic
skills deficient.
• If an out-of-school, basic skills deficient youth do not have pre-test data by the end of
the first participation year, then the youth will be included in the denominator only
unless he or she had an exit-based exclusion during the year. If the youth still does not
have pre-test data by the end of the second or third participation years, the youth will
continue to be included in the denominator only unless he or she exited (with or without
an exclusion) during the given participation year.
• If an out-of-school, basic skills deficient youth has a pre-test date after the end of the
first participation year, the youth will be included in the denominator for the first year. If
the youth has a pre-test date after the end of the second participation year, he or she will
also be included in the denominator for second year. If the pre-test date is after the end
of the third participation year, the youth will be included in the denominator for all three
years.
• When creating the WIASRD and Data Reporting and Validation Software (DRVS) files,
states should leave the post-test data fields blank for participation years in which the
youth did not take a post-test. For example, if the youth’s first post-test was in his or her
second participation year, the Post-Test (Year 1) fields (WIASRD 707-709) should be
left blank and the youth’s results should be recorded in the Post-Test (Year 2) fields
(WIASRD 710-712).
• If an out-of-school, basic skills deficient youth does not have a post-test date or has a
post-test date after the end of a given participation year, then the youth will be included
in that year’s denominator only unless the youth has an exit-based exclusion during the
participation year.
• The definition of Participation Year has been updated.
• Literacy/Numeracy eligible youth who are in the program for more than 3 years are
excluded from the measure after their third participation year.
• Updates have been made to the valid values for the Type of Assessment Test (WIASRD
702) field so that states can use the Wonderlic to measure educational functioning levels.
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III. LITERACY/NUMERACY DECISION PATH
Outcomes for the Literacy/Numeracy measure are based on multiple criteria including technical
definitions of terminology such as “out-of-school” and “basic skills deficient,” pre- and post-test
timing and results, reporting cohorts that are determined by the participant’s first youth service
anniversary dates, and various exit considerations. The Literacy/Numeracy Decision Path
flowchart sequentially illustrates how these criteria are used to determine the Literacy/Numeracy
outcome for each youth who is potentially eligible for this measure. The following list explains
each decision node along the path.
1. Is the individual an out-of-school youth according to the following ETA reporting definition
of “out-of-school”? Out-of-school youth: A youth who is not attending school (even if the
youth has a H.S. diploma or its equivalent) or is attending post-secondary school and is
basic skills deficient. If yes, see item 2 below. If no, the individual is not in the measure.
2. Is the youth’s Date of First Youth Service on or after the date on which the state began
reporting Literacy/Numeracy data? If yes, see item 3 below. If no, the youth is not in the
measure. For most states, the Literacy/Numeracy start date is 7/1/2006. However, some
states implemented the Literacy/Numeracy reporting requirements on 7/1/2005.
3. Is the youth Basic Skills Deficient (BSD)? Both WIASRD element 130 and the pre-test EFL
scores determine whether a youth is BSD. If WIASRD 130 = 1 (yes), the youth is initially
considered to be BSD. However, if when pre-tested, all pretest EFL scores are greater than
6, the youth is no longer considered to be BSD for Literacy/Numeracy purposes and is
excluded from the measure. If yes, see item 4 below. If no, the youth is not in the measure.
4. Is there an anniversary of the youth’s Date of First Youth Service within the report period?
If yes, see item 5 below. If no, the youth is not in the measure.
Literacy/Numeracy outcomes are measured on a yearly basis and are not determined until a
full year has elapsed from the youth’s Date of First Youth Service. From that point on, the
youth’s Literacy/Numeracy outcomes continue to appear in the quarterly and annual reports
until the youth is excluded from or exits the measure based on the criteria described below.
5. Is the most recent anniversary of the Date of First Youth Service on or before the Date of
First Youth Service plus 3 years? If yes, see item 6 below. If no, the youth is not in the
measure.
Youth are excluded from the measure after their third participation year, even if they are still
BSD.
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6. Did the youth exit within the current participation year (i.e., during the most recent full
participation year that the youth has completed)? If yes, see item 7 below. If no, see item
11.
Literacy/Numeracy outcomes for a particular participation year are not measured until the
anniversary date for that participation year falls within the reporting period. At that point, a
determination is made as to whether the youth completed the full year or exited before
completing the full year.
7. If the youth exited during the current participation year, is the current participation year the
youth’s first participation year? If yes, see item 8 below? If no, the youth is excluded from
the measure.
Youth are included in the measure for their first participation year whether or not they
complete the full participation year. For the second and third participation years, youth are
excluded from the measure if they exit before completing the full participation year.
8. If the youth exited during the first participation year, did he/she exit for an exclusion? If
yes, the youth is excluded from the measure. If no, see item 9 below.
9. If the youth exited during the first participation year without an exclusion, was the youth
pre-tested and then later post-tested with an EFL gain over the pre-test? If yes, see item 10
below. If no, the result is a negative outcome and the youth will be counted in the
denominator only. In either case, the youth will not be included in the measure for future
participation years because the youth has exited the program.
10. If the youth exited without an exclusion during the first participation year but had a post-test
EFL gain, was the post-test date on or before the date of exit? If yes, the result is a positive
outcome and the youth will be counted in both the numerator and denominator. If no, the
result is a negative outcome and the youth will be counted in the denominator only. In
either case, the youth will no longer be included in the measure for future participation
years.
11. If the youth did not exit during the current participation year, did the youth take a pre-test?
If yes, see item 12 below. If no, the result is a negative outcome and the youth will be
counted in the denominator only.
12. If the youth did not exit during the current participation year and took a pre-test, did the
youth also take a post-test? If yes, see item 13 below. If no, the result is a negative outcome
and the youth will be counted in the denominator only.
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13. If the youth took both a pre-test and a post-test, was the post-test taken within the current
participation year? If yes, see items 13a-c below. If no, the result is a negative outcome and
the youth will be counted in the denominator only.
13a. If the youth took a post-test within the current participation year, did the youth have an EFL
gain and were the EFLs for the most recent post-tests greater than 6 for all functional areas ?
If yes, the result is a positive outcome and the youth will be counted in both the numerator
and denominator. In addition, the youth will not be included in the Literacy/Numeracy
calculations for future participation years. If no, see items 13b-c below. Please note that if
the EFL scores for all functional areas are greater than 6, the youth is no longer BSD and
will not be included in future participation years.
13b. If the youth took a post-test within the current participation year, did the youth have an EFL
gain and was the EFL for the most recent post-test(s) less than or equal to 6 for at least one
functional area? If yes, the result is a positive outcome and the youth will be counted in both
the numerator and denominator. If no, see item 13c below.
13c. Did the youth post-test within the current participation year with no EFL gain? If yes, the
result is a negative outcome and the youth will be counted in the denominator only.
14. If the youth is still BSD after post-testing, he/she will continue to be included in the measure
for future participation years.
Youth with post-test EFL scores less than or equal to 6 for the most recent post-test for at
least one of the functional areas is still basic skills deficient and must be processed by the
model for the next participation year by returning to item 4 above for the next report period.
Youth with “No” for questions 11, 12, or 13 also remain basic skills deficient for the
purposes of the Literacy/Numeracy measure and must be processed by the model for the
next participation year by returning to item 4 above for the next report period.
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(Third and Subsequent Years After State Implements the Measure)
Legend:
NO
Excluded from Measure 1. Out of School Youth?
Green = Numerator and
Denominator
YES
Yellow = Denominator
NO 2. Date of First Youth
Only
Excluded from Measure Service (DFYS) >= LitNum
Start Date?
Blue = Exclude
YES
NO
Excluded from Measure 3. Basic Skills Deficient?
YES
Repeat Process in Next
Report Period
NO
Excluded from Current Report 4. Anniversary Date w/in Report Period?
YES
NO
Excluded from Measure 5. Anniversary Date <= DFYS + 3 Years?
YES
Excluded from
NO YES 6. Exit within NO NO
Measure, No Longer 7. Exit in First 11. Did the Youth Denominator
Current Participation
in Measure for Future Participation Year? Pre-Test? Only
Year?
Participation Years
YES YES
Excluded from
Measure, No Longer YES 12. Did the Youth NO Denominator
8. Exit for Exclusion?
in Measure for Future Post-Test? Only
Participation Years
NO YES
Denominator Only,
NO 13. Is the Post-Test NO
No Longer Denominator
9. EFL Gain? within Current
in Measure for Future Only
Part Year?
Participation Years
YES
YES
Denominator Only,
No Longer NO 10. Post-Test On or 13a. EFL Gain 13b. EFL Gain 13c. No EFL
in Measure for Future Before Exit Date? EFL > 6 EFL <= 6 Gain
Participation Years
YES Numerator and Denominator
Denominator Only
Numerator and
Numerator and Denominator
Denominator, No Longer Basic Skills
No Longer in Measure for Deficient and Not in the 14. Still Basic Skills
Future Participation Years Measure for Future Deficient
Participation Years
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V. LITERACY/NUMERACY NUMERATOR
A. Measure B. Specification C. Explanation of the Specification
Literacy/ Includes Youth Records (those with youth funding who are
1
Numeracy Gains Count of unique RECORDS where YOUTH between 14 and 21 years of age on the Date of First Youth
Youth (14-21) Numerator Service)
and And the youth is an out-of-school youth who is basic skills
SCHOOL STATUS AT PARTICIPATION >= 3 deficient as determined by WIASRD 130.
and
BASIC LITERACY SKILLS DEFICIENCY (WIASRD
Element 130) = 1) Note: For reporting purposes an out-of-school youth is a
youth who is either not attending school or attending post-
secondary school and is basic skills deficient as determined
by WIASRD Element 130. WIASRD 130 is required for
eligibility purposes only.
and The youth first received youth funded services on or after the
DATE OF FIRST YOUTH SERVICE => LIT-NUM START date when the state first began to report on the literacy-
DATE
numeracy measure.
and And basic skills deficient as determined by the appropriate
BASIC SKILLS DEFICIENT pre- and post-tests.
Note: Youth who meet the above criteria and have not
received a pre-test are treated as if they are basic skills
deficient for the purposes of the literacy/numeracy measure.
And the current participation year is within the reporting
and period.
END OF CURRENT PARTICIPATION YEAR is within the
reporting period
and And the youth has not been in the program for more than 3
END OF CURRENT PARTICIPATION YEAR =< END OF years.
PARTICIPATION YEAR#3
1
Italicized text refers to constructed variables; these variables are not in the WIASRD. Definitions for these variables are provided at the end of the
literacy/numeracy specification.
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A. Measure B. Specification C. Explanation of the Specification
and There must be a recorded pre-test EFL score for the
PRE-TEST EDUCATIONAL FUNCTIONING LEVEL is not functional area.
null
and And there is a successful post-test completion date within the
a SUCCESSFUL POST-TEST COMPLETION DATE >= current participation year.
START OF CURRENT PARTICIPATION YEAR
and
SUCCESSFUL POST-TEST COMPLETION DATE <=
END OF CURRENT PARTICIPATION YEAR
and
(DATE OF EXIT is null And the participant did not exit, exited after the current
or
DATE OF EXIT > END OF CURRENT participation year, or exited during the youth’s first
PARTICIPATION YEAR participation year without an exclusion.
or
(DATE OF EXIT <= END OF PARTICIPATION
YEAR#1
and
END OF PARTICIPATION YEAR#1 is within the
reporting period))
and
(OTHER REASONS FOR EXIT is null
or
OTHER REASONS FOR EXIT = 00
or
OTHER REASONS FOR EXIT = 98)))
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VI. LITERACY/NUMERACY DENOMINATOR
A. Measure B. Specification C. Explanation of the Specification
Literacy/ Includes Youth Records (those with youth funding who are
Numeracy Gains Count of unique RECORDS where YOUTH between 14 and 21 years of age on the Date of First Youth
Youth (14-21) Service) who are basic skills deficient and out-of-school
Denominator and And the youth is an out-of-school youth who is basic skills
SCHOOL STATUS AT PARTICIPATION >= 3 deficient as determined by WIASRD 130.
and
BASIC LITERACY SKILLS DEFICIENCY (WIASRD
Element 130) = 1) Note: For reporting purposes and out-of-school youth is a
youth who is either not attending school or attending post-
secondary school and basic skills deficient as determined by
WIASRD Element 130. WIASRD 130 is required for
eligibility purposes only.
and The youth first received youth funded services on or after the
DATE OF FIRST YOUTH SERVICE => LIT-NUM START date when the state first began to report on the literacy-
DATE
numeracy measure.
and And basic skills deficient as determined by the appropriate
BASIC SKILLS DEFICIENT pre- and post-tests.
Note: Youth who meet the above criteria and have not
received a pre-test are treated as if they are basic skills
deficient for the purposes of the literacy/numeracy measure.
and And the end of the current participation year is in the report
END OF CURRENT PARTICIPATION YEAR is within the period.
reporting period
Note: Youth who meet the above criteria and do not pre-test
will be in the denominator only on their anniversary date.
Youth who do not take a post-test or take a post-test after the
anniversary date of any participation year will also be in the
denominator only for that participation year on their
anniversary date.
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A. Measure B. Specification C. Explanation of the Specification
and And the youth has not been in the program for more than 3
END OF CURRENT PARTICIPATION YEAR =< END OF years.
PARTICIPATION YEAR#3
and And the participant did not exit, exited after the current
(DATE OF EXIT is null participation year, or exited during the youth’s first
or
DATE OF EXIT > END OF CURRENT participation year without an exclusion.
PARTICIPATION YEAR
or Note: States should include youth who exit without an
(DATE OF EXIT <= END OF PARTICIPATION exclusion during the first participation year in the
YEAR#1
and
literacy/numeracy measure. Those youth who exit during the
END OF PARTICIPATION YEAR#1 is within the second or third participation years, however, are excluded
reporting period)) from the measure for the participation year in which they exit.
and
(OTHER REASONS FOR EXIT is null
or
OTHER REASONS FOR EXIT = 00
or
OTHER REASONS FOR EXIT = 98)))
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VII. CONSTRUCTED VARIABLE SPECIFICATIONS
The following tables provide specifications to calculate the constructed variables used for in
literacy/numeracy specifications. These variables include:
1. YOUTH
2. BASIC SKILLS DEFICIENT
3. LIT-NUM START DATE
4. START OF PARTICIPATION YEAR, END OF PARTICIPATION YEAR, and
CURRENT PARTICIPATION YEAR
5. SUCCESSFUL POST-TEST COMPLETION DATE
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A. Constructed variable B. Specification C. Explanation of the Specification
1. Youth Unique RECORDS where DATE OF FIRST YOUTH SERVICE is not null Youth are WIA participants who receive youth
and funded services and are 14 years old or older and
DATE OF FIRST YOUTH SERVICE – DATE OF BIRTH >= 14 Years younger than 22 years old on the date of first youth
and
service.
DATE OF FIRST YOUTH SERVICE – DATE OF BIRTH < 22 Years
((EDUCATIONAL FUNCTIONING LEVEL <= 6 Out-of-school youth participants who have not been
2. Basic Skills or pre-tested and are basic skills deficient as
Deficient EDUCATIONAL FUNCTIONING LEVEL 2 <= 6 determined by WIASRD 130
or or
EDUCATIONAL FUNCTIONING LEVEL 3 <= 6)
or
who have at least 1 pre-test score that is less than or
(EDUCATIONAL FUNCTIONING LEVEL is null equal to 6 (WIASRD elements 706, 720, and 734)
and are initially basic skills deficient for the purposes of
EDUCATIONAL FUNCTIONING LEVEL 2 is null this measure.
and
EDUCATIONAL FUNCTIONING LEVEL 3 is null))
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 be 6 or less (participants with EFLs of 7 and 8 are
and no longer basic skills deficient).
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #1 > 0
and
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #1 <=6)
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A. Constructed variable B. Specification C. Explanation of the Specification
or Or post-test #1 was administered after the start of
2. Basic Skills (DATE ADMINISTERED POST-TEST #1 => START OF CURRENT the current participation year or there has been no
Deficient (continued) PARTICIPATION YEAR) post-test.
or
(DATE ADMINISTERED POST-TEST #1 is null
and
(EDUCATIONAL FUNCTIONING LEVEL <= 6
or
EDUCATIONAL FUNCTIONING LEVEL is null)))
and Applies the same criteria to post-test 2 that were
((DATE ADMINISTERED POST-TEST #2 < START OF CURRENT applied to post-test 1.
PARTICIPATION YEAR
and Note: We do not test post-test #3 to determine
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #2 > 0
and
basic skills deficiency because youths do not need
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #2 <= 6) to be post-tested after their third year in the
or program.
(DATE ADMINISTERED POST-TEST #2 => START OF CURRENT
PARTICIPATION YEAR)
or
(DATE ADMINISTERED POST-TEST #2 is null
and
(EDUCATIONAL FUNCTIONING LEVEL <= 6
or
EDUCATIONAL FUNCTIONING LEVEL is null)))
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A. Constructed variable B. Specification C. Explanation of the Specification
2. Basic Skills or Applies the same criteria to the 2nd functional area
Deficient ((DATE ADMINISTERED POST-TEST #4 < START OF CURRENT (post-tests 4–5) and 3rd functional area (post-tests
(continued) PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL 7–8) that are applied to the 1st functional area
POST-TEST #4 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST- (post-tests 1–2).
TEST #4 <= 6) or (DATE ADMINISTERED POST-TEST #4 => START
OF CURRENT PARTICIPATION YEAR or (DATE ADMINISTERED
POST-TEST #4 is null and EDUCATIONAL FUNCTIONING LEVEL 2 <= Note: We do not test post-tests #6 and #9
6 and EDUCATIONAL FUNCTIONING LEVEL 2 is not null))) to determine basic skills deficiency
because youths do not need to be post-
and
tested after their third year in the program.
((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 EDUCATIONAL FUNCTIONING LEVEL 2 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 2 is not null)))
or
((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 EDUCATIONAL FUNCTIONING LEVEL 3 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 3 is not 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 EDUCATIONAL FUNCTIONING LEVEL 3 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 3 is not null)))
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A. Constructed variable B. Specification C. Explanation of the Specification
3. Lit-Num Start Date If a state implements the literacy/numeracy measure for PY2005, then the For states implementing in PY2005, the LitNum
LIT-NUM START DATE = 7/1/2005. Start Date is 7/1/2005.
If a state implements the literacy/numeracy measure for PY2006, then the For states implementing in PY2006, the LitNum
LIT-NUM START DATE = 7/1/2006.
Start Date is 7/1/2006.
A. Constructed variable B. Specification C. Explanation of the Specification
- 16 -
A. Constructed variable B. Specification C. Explanation of the Specification
4. Current Year #1: Literacy/Numeracy results for each participant are
Participation Year Start of Participation Year#1 = Date of First Youth Service calculated based on the Date of First Youth Service
End of Participation Year#1 = Date of First Youth Service + 1 Year and each subsequent anniversary of that date. The
Year #2: Current Participation Year establishes the one-year
Start of Participation Year#2 = Date of First Youth Service + 1 Year + 1 Day
period for which results are currently being
End of Participation Year#2 = Date of First Youth Service + 2 Years
calculated for each participant based on the
Year #3: reporting periods specified in the participant cohort
Start of Participation Year#3 = Date of First Youth Service + 2 Years + 1 Day table. The Current Participation Year is the last
End of Participation Year#3 = Date of First Youth Service + 3 Years full year based on the Date of First Youth Service
and the anniversary of the Date of First Youth
If END OF PARTICIPATION YEAR #1 >= start of the reporting period Service during which the youth was a participant.
and
END OF PARTICIPATION YEAR #1 =< end of the reporting period Note: Youth are included in the measure only
Then set START OF CURRENT PARTICIPATION YEAR = START OF
through the end of their third participation year.
PARTICIPATION YEAR #1
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #1
If END OF PARTICIPATION YEAR #2 >= start of the reporting period
and
END OF PARTICIPATION YEAR #2 =< end of the reporting period
Then set START OF CURRENT PARTICIPATION YEAR = START OF
PARTICIPATION YEAR #2
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #2
If END OF PARTICIPATION YEAR #3 >= start of the reporting period
and
END OF PARTICIPATION YEAR #3 =< end of the reporting period
Then set START OF CURRENT PARTICIPATION YEAR = START OF
PARTICIPATION YEAR #3
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #3
Else Null
- 17 -
A. Constructed variable B. Specification C. Explanation of the Specification
5. Successful Post- Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE Set successful post-test completion date equal to the
Test Completion Date ADMINISTERED POST-TEST (YEAR #1) 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 And the youth was basic skills deficient in the first
EDUCATIONAL FUNCTIONING LEVEL =< 6 functional area.
and And there is no exit date or the exit date is after the
(DATE OF EXIT is null first post-test
or
DATE OF EXIT => DATE ADMINISTERED POST-TEST (YEAR #1))
and And the post-test is within the first year that the
DATE ADMINISTERED POST-TEST (YEAR #1) => DATE OF FIRST YOUTH youth is in the program.
SERVICE
and
DATE ADMINISTERED POST-TEST (YEAR #1) =< END OF
PARTICIPATION YEAR#1
and And the end of the first participation year is within
END OF PARTICIPATION YEAR #1 >= start of the report period the report period
And
END OF PARTICIPATION YEAR #1 =< end of the report period
- 18 -
A. Constructed variable B. Specification C. Explanation of the Specification
or Or set successful post-test completion date equal to
the date administered post-test (Year #2) if:
Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE a. the second post-test is greater than the first post-
ADMINISTERED POST-TEST (YEAR #2) test
where
b. or if there is no post-test (year #1), post-test (year
(EDUCATIONAL FUNCTIONING LEVEL (YEAR #2) minus
EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) > 0 #2) is greater than the pre-test
and c. and the youth has not exited or exited after the
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is not null end of the second participation year
and d. and took the second post-test during the second
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) =< 6) participation year.
or
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is null
and
EDUCATIONAL FUNCTIONING LEVEL is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #2) minus
EDUCATIONAL FUNCTIONING LEVEL > 0
and
EDUCATIONAL FUNCTIONING LEVEL =< 6)
and
(DATE OF EXIT is null
or
DATE OF EXIT > END OF PARTICIPATION YEAR#2)
and
(DATE ADMINISTERED POST-TEST (YEAR #2) >= START OF
PARTICIPATION YEAR#2
and
(DATE ADMINISTERED POST-TEST (YEAR #2) =< END OF
PARTICIPATION YEAR#2
and
END OF PARTICIPATION YEAR#2 >= start of the report period
and
END OF PARTICIPATION YEAR#2 =< end of the report period
- 19 -
A. Constructed variable B. Specification C. Explanation of the Specification
or Or set successful test completion date equal to the
date administered post-test (Year #3) if:
Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE a. the third post-test is greater than the second
ADMINISTERED POST-TEST (YEAR #3) post-test
where
b. or if there is no post-test (year #2), post-test (year
((EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) > 0 #3) is greater than the post-test (year #1)
and c. or if there are no post-tests (years #2 and #1),
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is not null post-test (year #3) is greater than the pre-test
and d. and the youth has not exited or exited after the
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) =< 6) end of the third participation year
or e. and took the third post-test during the third
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is null participation year.
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) > 0
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) =< 6)
or
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is null
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is null
and
EDUCATIONAL FUNCTIONING LEVEL is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL
FUNCTIONING LEVEL > 0
and
EDUCATIONAL FUNCTIONING LEVEL =< 6))
and
(DATE OF EXIT is null
or
DATE OF EXIT => END OF PARTICIPATION YEARS#3
and
(DATE ADMINISTERED POST-TEST (YEAR #3) >= START OF
PARTICIPATION YEAR#3
and
DATE ADMINISTERED POST-TEST (YEAR #3) =< END OF
PARTICIPATION YEAR#3
(continued on next page)
- 20 -
A. Constructed variable B. Specification C. Explanation of the Specification
(continued)
and
END OF PARTICIPATION YEAR#3 >= start of the report period
and
END OF PARTICIPATION YEAR#3=< end of the report period
(If the SUCCESSFUL POST-TEST COMPLETION DATE is still null Repeat the prior steps for the two other functional
after reviewing the first functional area, repeat the procedure for areas.
functional areas 2 and 3 to determine if there are successes for the
report period.)
-21-
ATTACHMENT B: PARTICIPANT COHORTS FOR THE
LITERACY/NUMERACY MEASURE
(Current Quarter is in Parentheses)
Whenever an anniversary date falls within the reporting periods identified in the
Literacy/Numeracy Reporting Cohort table below, the youth will be included in the
measure, assuming that no exclusions apply. Thus, in the example above, the youth’s
first year post-test outcomes would first be included in the state’s Literacy/Numeracy rate
for the second quarter of PY 2008 because the first anniversary date (11/12/2008) falls
within the reporting period (1/1/2008 to 12/31/2008). The state would continue to report
on the youth’s first year post-test results through the first quarterly report for PY 2009.
Starting with the second quarterly report for PY 2009, the state would report on the
youth’s second year post-test results. The state would continue to report on the youth’s
second year results through the first quarterly report of PY 2010, after which the state
would report on the youth’s third year post-test results.
The table also provides the current quarter cohorts in parentheses below the four-quarter
cohort. As with the four-quarter cohort, the state should report in the current quarter
literacy/numeracy measure those youth whose anniversary date falls within the date
range. Again, using the youth from the earlier example, the state will report the youth’s
literacy/numeracy outcome for the current quarter in the second quarterly reports for PY
2008, PY 2009, and PY 2010.
-22-
Literacy/Numeracy Reporting Cohort Table
(Current Quarter is in Parentheses)
July – Sept. Oct. – Dec. Jan. – Mar Apr. – June
Report Period Nov-08 Feb-09 May-09 Aug-092
Literacy and Numeracy
10/1/2007 to 9/30/2008 1/1/2008 to 12/31/2008 4/1/2008 to 3/31/2009 7/1/2008 to 6/30/2009
Gains Cohorts for
(7/1/2008 to 9/30/2008) (10/1/2008 to 12/31/2008) (1/1/2009 to 3/31/2009) (4/1/2009 to 6/30/2009)
PY2008
Nov-09 Feb-10 May-10 Aug-10
Literacy and Numeracy
10/1/2008 to 9/30/2009 1/1/2009 to 12/31/2009 4/1/2009 to 3/31/2010 7/1/2009 to 6/30/2010
Gains Cohorts for
(7/1/2008 to 9/30/2009) (10/1/2009 to 12/31/2009) (1/1/2010 to 3/31/2010) (4/1/2010 to 6/30/2010)
PY2009
Nov-10 Feb-11 May-11 Aug-11
Literacy and Numeracy
10/1/2009 to 9/30/2010 1/1/2010 to 12/31/2010 4/1/2010 to 3/31/2011 7/1/2010 to 6/30/2011
Gains Cohorts for
(7/1/2010 to 9/30/2010) 10/1/2010 to 12/31/2010) (1/1/2011 to 3/31/2011) (4/1/2011 to 6/30/2011)
PY2010
Note: The cohorts refer to the youth’s anniversary date in the youth program.
The Literacy/Numeracy rate measures annual basic skill improvements for out-of-school, basic skills deficient youth. The
measurement points for this measure are the anniversary dates of the date of first youth service. For example, if a youth had a date of
first youth service of 11/12/2007, the first anniversary date would be 11/12/2008, the second would be 11/12/2009, and the third would
be 11/12/2010.
2
The cohorts for the annual report are the same as the fourth quarter cohorts for the literacy/numeracy measure.
-23-
ATTACHMENT C: REVISED 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 = TABE CLAS-E
9 = Wonderlic
10 = 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.
- 24 -
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.
- 25 -
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.
- 26 -
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.
- 27 -
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.
Linked official document 1: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2009/TEGL17-05c2a1.pdf
ATTACHMENT A: LITERACY/NUMERACY SPECIFICATIONS
(THIRD AND SUBSEQUENT YEARS AFTER STATE IMPLEMENTS THE
MEASURE)
I. SPECIFICATION CONVENTIONS
The Literacy/Numeracy specification that follows includes two sections:
1. The flowchart illustrates the factors that determine whether a youth is a success, only in
the denominator, or excluded from the literacy/numeracy measure.
2. Detailed programmatic specifications follow the flowchart. These specifications have the
following structure:
a. There are three columns for each specification. Column A identifies the
component being specified (for example, the literacy/numeracy numerator).
Column B provides the technical specification for each component. These
components are written in pseudo-code to provide programmers and readers with
precise, detailed instructions on how to program the measure. Column C describes
the specifications in lay terms so that non-technical readers can understand the
processes and decisions employed by programmers to calculate each component
of the measure.
b. The literacy/numeracy specifications are divided into three sections. The first
section provides the specifications for the numerator and denominator. The
second section provides the specifications for the constructed variables used in the
numerator and denominator specifications. The third section provides the
reporting cohort table for the literacy/numeracy measure.
To make the specifications easier to read, they incorporate several conventions that fall into two
categories.
1. Conventions for data elements and constructed variables used in the calculations
a. WIASRD data element names are capitalized.
b. Constructed variables used in the specifications are capitalized and italicized.
c. Constructed variable definitions follow the numerator and denominator
specifications.
2. Conventions for logical conditions
a. AND statements and OR statements are bolded for readability.
b. Corresponding conditions in OR statements are indented equally to show their
correspondence.
c. AND statements are presented in separate boxes except for compound AND
statements that involve a single variable, which are joined in a single box.
d. Parentheses are used to establish grouping of logical conditions that do not follow the
normal order of operations.
-1-
II. KEY CHANGES IN THE LITERACY/NUMERACY SPECIFICATION
The following update to the Literacy/Numeracy specification addresses the calculation of the
measure for states that have been reporting on the measure for three years or more. The changes
focus on policy issues and questions that states have raised over the last two years. More
specifically, the specification incorporates the following issues:
• The determination of Basic Skills Deficiency has been updated to include all
combinations of values in the Basic Literary Skills Deficient (WIASRD Element 130)
and Pre-test Educational Functioning Level (WIASRD 706, 720, 734) fields. As in the
previous specifications, Post-test Educational Functioning Level fields (WIASRD 709,
712, 715, 723, 726, 729, 737, 740, 743) are used to determine if the youth remains basic
skills deficient.
• If an out-of-school, basic skills deficient youth do not have pre-test data by the end of
the first participation year, then the youth will be included in the denominator only
unless he or she had an exit-based exclusion during the year. If the youth still does not
have pre-test data by the end of the second or third participation years, the youth will
continue to be included in the denominator only unless he or she exited (with or without
an exclusion) during the given participation year.
• If an out-of-school, basic skills deficient youth has a pre-test date after the end of the
first participation year, the youth will be included in the denominator for the first year. If
the youth has a pre-test date after the end of the second participation year, he or she will
also be included in the denominator for second year. If the pre-test date is after the end
of the third participation year, the youth will be included in the denominator for all three
years.
• When creating the WIASRD and Data Reporting and Validation Software (DRVS) files,
states should leave the post-test data fields blank for participation years in which the
youth did not take a post-test. For example, if the youth’s first post-test was in his or her
second participation year, the Post-Test (Year 1) fields (WIASRD 707-709) should be
left blank and the youth’s results should be recorded in the Post-Test (Year 2) fields
(WIASRD 710-712).
• If an out-of-school, basic skills deficient youth does not have a post-test date or has a
post-test date after the end of a given participation year, then the youth will be included
in that year’s denominator only unless the youth has an exit-based exclusion during the
participation year.
• The definition of Participation Year has been updated.
• Literacy/Numeracy eligible youth who are in the program for more than 3 years are
excluded from the measure after their third participation year.
• Updates have been made to the valid values for the Type of Assessment Test (WIASRD
702) field so that states can use the Wonderlic to measure educational functioning levels.
-2-
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-3-
III. LITERACY/NUMERACY DECISION PATH
Outcomes for the Literacy/Numeracy measure are based on multiple criteria including technical
definitions of terminology such as “out-of-school” and “basic skills deficient,” pre- and post-test
timing and results, reporting cohorts that are determined by the participant’s first youth service
anniversary dates, and various exit considerations. The Literacy/Numeracy Decision Path
flowchart sequentially illustrates how these criteria are used to determine the Literacy/Numeracy
outcome for each youth who is potentially eligible for this measure. The following list explains
each decision node along the path.
1. Is the individual an out-of-school youth according to the following ETA reporting definition
of “out-of-school”? Out-of-school youth: A youth who is not attending school (even if the
youth has a H.S. diploma or its equivalent) or is attending post-secondary school and is
basic skills deficient. If yes, see item 2 below. If no, the individual is not in the measure.
2. Is the youth’s Date of First Youth Service on or after the date on which the state began
reporting Literacy/Numeracy data? If yes, see item 3 below. If no, the youth is not in the
measure. For most states, the Literacy/Numeracy start date is 7/1/2006. However, some
states implemented the Literacy/Numeracy reporting requirements on 7/1/2005.
3. Is the youth Basic Skills Deficient (BSD)? Both WIASRD element 130 and the pre-test EFL
scores determine whether a youth is BSD. If WIASRD 130 = 1 (yes), the youth is initially
considered to be BSD. However, if when pre-tested, all pretest EFL scores are greater than
6, the youth is no longer considered to be BSD for Literacy/Numeracy purposes and is
excluded from the measure. If yes, see item 4 below. If no, the youth is not in the measure.
4. Is there an anniversary of the youth’s Date of First Youth Service within the report period?
If yes, see item 5 below. If no, the youth is not in the measure.
Literacy/Numeracy outcomes are measured on a yearly basis and are not determined until a
full year has elapsed from the youth’s Date of First Youth Service. From that point on, the
youth’s Literacy/Numeracy outcomes continue to appear in the quarterly and annual reports
until the youth is excluded from or exits the measure based on the criteria described below.
5. Is the most recent anniversary of the Date of First Youth Service on or before the Date of
First Youth Service plus 3 years? If yes, see item 6 below. If no, the youth is not in the
measure.
Youth are excluded from the measure after their third participation year, even if they are still
BSD.
-4-
6. Did the youth exit within the current participation year (i.e., during the most recent full
participation year that the youth has completed)? If yes, see item 7 below. If no, see item
11.
Literacy/Numeracy outcomes for a particular participation year are not measured until the
anniversary date for that participation year falls within the reporting period. At that point, a
determination is made as to whether the youth completed the full year or exited before
completing the full year.
7. If the youth exited during the current participation year, is the current participation year the
youth’s first participation year? If yes, see item 8 below? If no, the youth is excluded from
the measure.
Youth are included in the measure for their first participation year whether or not they
complete the full participation year. For the second and third participation years, youth are
excluded from the measure if they exit before completing the full participation year.
8. If the youth exited during the first participation year, did he/she exit for an exclusion? If
yes, the youth is excluded from the measure. If no, see item 9 below.
9. If the youth exited during the first participation year without an exclusion, was the youth
pre-tested and then later post-tested with an EFL gain over the pre-test? If yes, see item 10
below. If no, the result is a negative outcome and the youth will be counted in the
denominator only. In either case, the youth will not be included in the measure for future
participation years because the youth has exited the program.
10. If the youth exited without an exclusion during the first participation year but had a post-test
EFL gain, was the post-test date on or before the date of exit? If yes, the result is a positive
outcome and the youth will be counted in both the numerator and denominator. If no, the
result is a negative outcome and the youth will be counted in the denominator only. In
either case, the youth will no longer be included in the measure for future participation
years.
11. If the youth did not exit during the current participation year, did the youth take a pre-test?
If yes, see item 12 below. If no, the result is a negative outcome and the youth will be
counted in the denominator only.
12. If the youth did not exit during the current participation year and took a pre-test, did the
youth also take a post-test? If yes, see item 13 below. If no, the result is a negative outcome
and the youth will be counted in the denominator only.
-5-
13. If the youth took both a pre-test and a post-test, was the post-test taken within the current
participation year? If yes, see items 13a-c below. If no, the result is a negative outcome and
the youth will be counted in the denominator only.
13a. If the youth took a post-test within the current participation year, did the youth have an EFL
gain and were the EFLs for the most recent post-tests greater than 6 for all functional areas ?
If yes, the result is a positive outcome and the youth will be counted in both the numerator
and denominator. In addition, the youth will not be included in the Literacy/Numeracy
calculations for future participation years. If no, see items 13b-c below. Please note that if
the EFL scores for all functional areas are greater than 6, the youth is no longer BSD and
will not be included in future participation years.
13b. If the youth took a post-test within the current participation year, did the youth have an EFL
gain and was the EFL for the most recent post-test(s) less than or equal to 6 for at least one
functional area? If yes, the result is a positive outcome and the youth will be counted in both
the numerator and denominator. If no, see item 13c below.
13c. Did the youth post-test within the current participation year with no EFL gain? If yes, the
result is a negative outcome and the youth will be counted in the denominator only.
14. If the youth is still BSD after post-testing, he/she will continue to be included in the measure
for future participation years.
Youth with post-test EFL scores less than or equal to 6 for the most recent post-test for at
least one of the functional areas is still basic skills deficient and must be processed by the
model for the next participation year by returning to item 4 above for the next report period.
Youth with “No” for questions 11, 12, or 13 also remain basic skills deficient for the
purposes of the Literacy/Numeracy measure and must be processed by the model for the
next participation year by returning to item 4 above for the next report period.
-6-
(Third and Subsequent Years After State Implements the Measure)
Legend:
NO
Excluded from Measure 1. Out of School Youth?
Green = Numerator and
Denominator
YES
Yellow = Denominator
NO 2. Date of First Youth
Only
Excluded from Measure Service (DFYS) >= LitNum
Start Date?
Blue = Exclude
YES
NO
Excluded from Measure 3. Basic Skills Deficient?
YES
Repeat Process in Next
Report Period
NO
Excluded from Current Report 4. Anniversary Date w/in Report Period?
YES
NO
Excluded from Measure 5. Anniversary Date <= DFYS + 3 Years?
YES
Excluded from
NO YES 6. Exit within NO NO
Measure, No Longer 7. Exit in First 11. Did the Youth Denominator
Current Participation
in Measure for Future Participation Year? Pre-Test? Only
Year?
Participation Years
YES YES
Excluded from
Measure, No Longer YES 12. Did the Youth NO Denominator
8. Exit for Exclusion?
in Measure for Future Post-Test? Only
Participation Years
NO YES
Denominator Only,
NO 13. Is the Post-Test NO
No Longer Denominator
9. EFL Gain? within Current
in Measure for Future Only
Part Year?
Participation Years
YES
YES
Denominator Only,
No Longer NO 10. Post-Test On or 13a. EFL Gain 13b. EFL Gain 13c. No EFL
in Measure for Future Before Exit Date? EFL > 6 EFL <= 6 Gain
Participation Years
YES Numerator and Denominator
Denominator Only
Numerator and
Numerator and Denominator
Denominator, No Longer Basic Skills
No Longer in Measure for Deficient and Not in the 14. Still Basic Skills
Future Participation Years Measure for Future Deficient
Participation Years
-7-
V. LITERACY/NUMERACY NUMERATOR
A. Measure B. Specification C. Explanation of the Specification
Literacy/ Includes Youth Records (those with youth funding who are
1
Numeracy Gains Count of unique RECORDS where YOUTH between 14 and 21 years of age on the Date of First Youth
Youth (14-21) Numerator Service)
and And the youth is an out-of-school youth who is basic skills
SCHOOL STATUS AT PARTICIPATION >= 3 deficient as determined by WIASRD 130.
and
BASIC LITERACY SKILLS DEFICIENCY (WIASRD
Element 130) = 1) Note: For reporting purposes an out-of-school youth is a
youth who is either not attending school or attending post-
secondary school and is basic skills deficient as determined
by WIASRD Element 130. WIASRD 130 is required for
eligibility purposes only.
and The youth first received youth funded services on or after the
DATE OF FIRST YOUTH SERVICE => LIT-NUM START date when the state first began to report on the literacy-
DATE
numeracy measure.
and And basic skills deficient as determined by the appropriate
BASIC SKILLS DEFICIENT pre- and post-tests.
Note: Youth who meet the above criteria and have not
received a pre-test are treated as if they are basic skills
deficient for the purposes of the literacy/numeracy measure.
And the current participation year is within the reporting
and period.
END OF CURRENT PARTICIPATION YEAR is within the
reporting period
and And the youth has not been in the program for more than 3
END OF CURRENT PARTICIPATION YEAR =< END OF years.
PARTICIPATION YEAR#3
1
Italicized text refers to constructed variables; these variables are not in the WIASRD. Definitions for these variables are provided at the end of the
literacy/numeracy specification.
-8-
A. Measure B. Specification C. Explanation of the Specification
and There must be a recorded pre-test EFL score for the
PRE-TEST EDUCATIONAL FUNCTIONING LEVEL is not functional area.
null
and And there is a successful post-test completion date within the
a SUCCESSFUL POST-TEST COMPLETION DATE >= current participation year.
START OF CURRENT PARTICIPATION YEAR
and
SUCCESSFUL POST-TEST COMPLETION DATE <=
END OF CURRENT PARTICIPATION YEAR
and
(DATE OF EXIT is null And the participant did not exit, exited after the current
or
DATE OF EXIT > END OF CURRENT participation year, or exited during the youth’s first
PARTICIPATION YEAR participation year without an exclusion.
or
(DATE OF EXIT <= END OF PARTICIPATION
YEAR#1
and
END OF PARTICIPATION YEAR#1 is within the
reporting period))
and
(OTHER REASONS FOR EXIT is null
or
OTHER REASONS FOR EXIT = 00
or
OTHER REASONS FOR EXIT = 98)))
-9-
VI. LITERACY/NUMERACY DENOMINATOR
A. Measure B. Specification C. Explanation of the Specification
Literacy/ Includes Youth Records (those with youth funding who are
Numeracy Gains Count of unique RECORDS where YOUTH between 14 and 21 years of age on the Date of First Youth
Youth (14-21) Service) who are basic skills deficient and out-of-school
Denominator and And the youth is an out-of-school youth who is basic skills
SCHOOL STATUS AT PARTICIPATION >= 3 deficient as determined by WIASRD 130.
and
BASIC LITERACY SKILLS DEFICIENCY (WIASRD
Element 130) = 1) Note: For reporting purposes and out-of-school youth is a
youth who is either not attending school or attending post-
secondary school and basic skills deficient as determined by
WIASRD Element 130. WIASRD 130 is required for
eligibility purposes only.
and The youth first received youth funded services on or after the
DATE OF FIRST YOUTH SERVICE => LIT-NUM START date when the state first began to report on the literacy-
DATE
numeracy measure.
and And basic skills deficient as determined by the appropriate
BASIC SKILLS DEFICIENT pre- and post-tests.
Note: Youth who meet the above criteria and have not
received a pre-test are treated as if they are basic skills
deficient for the purposes of the literacy/numeracy measure.
and And the end of the current participation year is in the report
END OF CURRENT PARTICIPATION YEAR is within the period.
reporting period
Note: Youth who meet the above criteria and do not pre-test
will be in the denominator only on their anniversary date.
Youth who do not take a post-test or take a post-test after the
anniversary date of any participation year will also be in the
denominator only for that participation year on their
anniversary date.
- 10 -
A. Measure B. Specification C. Explanation of the Specification
and And the youth has not been in the program for more than 3
END OF CURRENT PARTICIPATION YEAR =< END OF years.
PARTICIPATION YEAR#3
and And the participant did not exit, exited after the current
(DATE OF EXIT is null participation year, or exited during the youth’s first
or
DATE OF EXIT > END OF CURRENT participation year without an exclusion.
PARTICIPATION YEAR
or Note: States should include youth who exit without an
(DATE OF EXIT <= END OF PARTICIPATION exclusion during the first participation year in the
YEAR#1
and
literacy/numeracy measure. Those youth who exit during the
END OF PARTICIPATION YEAR#1 is within the second or third participation years, however, are excluded
reporting period)) from the measure for the participation year in which they exit.
and
(OTHER REASONS FOR EXIT is null
or
OTHER REASONS FOR EXIT = 00
or
OTHER REASONS FOR EXIT = 98)))
- 11 -
VII. CONSTRUCTED VARIABLE SPECIFICATIONS
The following tables provide specifications to calculate the constructed variables used for in
literacy/numeracy specifications. These variables include:
1. YOUTH
2. BASIC SKILLS DEFICIENT
3. LIT-NUM START DATE
4. START OF PARTICIPATION YEAR, END OF PARTICIPATION YEAR, and
CURRENT PARTICIPATION YEAR
5. SUCCESSFUL POST-TEST COMPLETION DATE
- 12 -
A. Constructed variable B. Specification C. Explanation of the Specification
1. Youth Unique RECORDS where DATE OF FIRST YOUTH SERVICE is not null Youth are WIA participants who receive youth
and funded services and are 14 years old or older and
DATE OF FIRST YOUTH SERVICE – DATE OF BIRTH >= 14 Years younger than 22 years old on the date of first youth
and
service.
DATE OF FIRST YOUTH SERVICE – DATE OF BIRTH < 22 Years
((EDUCATIONAL FUNCTIONING LEVEL <= 6 Out-of-school youth participants who have not been
2. Basic Skills or pre-tested and are basic skills deficient as
Deficient EDUCATIONAL FUNCTIONING LEVEL 2 <= 6 determined by WIASRD 130
or or
EDUCATIONAL FUNCTIONING LEVEL 3 <= 6)
or
who have at least 1 pre-test score that is less than or
(EDUCATIONAL FUNCTIONING LEVEL is null equal to 6 (WIASRD elements 706, 720, and 734)
and are initially basic skills deficient for the purposes of
EDUCATIONAL FUNCTIONING LEVEL 2 is null this measure.
and
EDUCATIONAL FUNCTIONING LEVEL 3 is null))
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 be 6 or less (participants with EFLs of 7 and 8 are
and no longer basic skills deficient).
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #1 > 0
and
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #1 <=6)
- 13 -
A. Constructed variable B. Specification C. Explanation of the Specification
or Or post-test #1 was administered after the start of
2. Basic Skills (DATE ADMINISTERED POST-TEST #1 => START OF CURRENT the current participation year or there has been no
Deficient (continued) PARTICIPATION YEAR) post-test.
or
(DATE ADMINISTERED POST-TEST #1 is null
and
(EDUCATIONAL FUNCTIONING LEVEL <= 6
or
EDUCATIONAL FUNCTIONING LEVEL is null)))
and Applies the same criteria to post-test 2 that were
((DATE ADMINISTERED POST-TEST #2 < START OF CURRENT applied to post-test 1.
PARTICIPATION YEAR
and Note: We do not test post-test #3 to determine
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #2 > 0
and
basic skills deficiency because youths do not need
EDUCATIONAL FUNCTIONING LEVEL POST-TEST #2 <= 6) to be post-tested after their third year in the
or program.
(DATE ADMINISTERED POST-TEST #2 => START OF CURRENT
PARTICIPATION YEAR)
or
(DATE ADMINISTERED POST-TEST #2 is null
and
(EDUCATIONAL FUNCTIONING LEVEL <= 6
or
EDUCATIONAL FUNCTIONING LEVEL is null)))
- 14 -
A. Constructed variable B. Specification C. Explanation of the Specification
2. Basic Skills or Applies the same criteria to the 2nd functional area
Deficient ((DATE ADMINISTERED POST-TEST #4 < START OF CURRENT (post-tests 4–5) and 3rd functional area (post-tests
(continued) PARTICIPATION YEAR and EDUCATIONAL FUNCTIONING LEVEL 7–8) that are applied to the 1st functional area
POST-TEST #4 > 0 and EDUCATIONAL FUNCTIONING LEVEL POST- (post-tests 1–2).
TEST #4 <= 6) or (DATE ADMINISTERED POST-TEST #4 => START
OF CURRENT PARTICIPATION YEAR or (DATE ADMINISTERED
POST-TEST #4 is null and EDUCATIONAL FUNCTIONING LEVEL 2 <= Note: We do not test post-tests #6 and #9
6 and EDUCATIONAL FUNCTIONING LEVEL 2 is not null))) to determine basic skills deficiency
because youths do not need to be post-
and
tested after their third year in the program.
((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 EDUCATIONAL FUNCTIONING LEVEL 2 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 2 is not null)))
or
((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 EDUCATIONAL FUNCTIONING LEVEL 3 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 3 is not 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 EDUCATIONAL FUNCTIONING LEVEL 3 <=
6 and EDUCATIONAL FUNCTIONING LEVEL 3 is not null)))
- 15 -
A. Constructed variable B. Specification C. Explanation of the Specification
3. Lit-Num Start Date If a state implements the literacy/numeracy measure for PY2005, then the For states implementing in PY2005, the LitNum
LIT-NUM START DATE = 7/1/2005. Start Date is 7/1/2005.
If a state implements the literacy/numeracy measure for PY2006, then the For states implementing in PY2006, the LitNum
LIT-NUM START DATE = 7/1/2006.
Start Date is 7/1/2006.
A. Constructed variable B. Specification C. Explanation of the Specification
- 16 -
A. Constructed variable B. Specification C. Explanation of the Specification
4. Current Year #1: Literacy/Numeracy results for each participant are
Participation Year Start of Participation Year#1 = Date of First Youth Service calculated based on the Date of First Youth Service
End of Participation Year#1 = Date of First Youth Service + 1 Year and each subsequent anniversary of that date. The
Year #2: Current Participation Year establishes the one-year
Start of Participation Year#2 = Date of First Youth Service + 1 Year + 1 Day
period for which results are currently being
End of Participation Year#2 = Date of First Youth Service + 2 Years
calculated for each participant based on the
Year #3: reporting periods specified in the participant cohort
Start of Participation Year#3 = Date of First Youth Service + 2 Years + 1 Day table. The Current Participation Year is the last
End of Participation Year#3 = Date of First Youth Service + 3 Years full year based on the Date of First Youth Service
and the anniversary of the Date of First Youth
If END OF PARTICIPATION YEAR #1 >= start of the reporting period Service during which the youth was a participant.
and
END OF PARTICIPATION YEAR #1 =< end of the reporting period Note: Youth are included in the measure only
Then set START OF CURRENT PARTICIPATION YEAR = START OF
through the end of their third participation year.
PARTICIPATION YEAR #1
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #1
If END OF PARTICIPATION YEAR #2 >= start of the reporting period
and
END OF PARTICIPATION YEAR #2 =< end of the reporting period
Then set START OF CURRENT PARTICIPATION YEAR = START OF
PARTICIPATION YEAR #2
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #2
If END OF PARTICIPATION YEAR #3 >= start of the reporting period
and
END OF PARTICIPATION YEAR #3 =< end of the reporting period
Then set START OF CURRENT PARTICIPATION YEAR = START OF
PARTICIPATION YEAR #3
and
END OF CURRENT PARTICIPATION YEAR = END OF PARTICIPATION
YEAR #3
Else Null
- 17 -
A. Constructed variable B. Specification C. Explanation of the Specification
5. Successful Post- Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE Set successful post-test completion date equal to the
Test Completion Date ADMINISTERED POST-TEST (YEAR #1) 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 And the youth was basic skills deficient in the first
EDUCATIONAL FUNCTIONING LEVEL =< 6 functional area.
and And there is no exit date or the exit date is after the
(DATE OF EXIT is null first post-test
or
DATE OF EXIT => DATE ADMINISTERED POST-TEST (YEAR #1))
and And the post-test is within the first year that the
DATE ADMINISTERED POST-TEST (YEAR #1) => DATE OF FIRST YOUTH youth is in the program.
SERVICE
and
DATE ADMINISTERED POST-TEST (YEAR #1) =< END OF
PARTICIPATION YEAR#1
and And the end of the first participation year is within
END OF PARTICIPATION YEAR #1 >= start of the report period the report period
And
END OF PARTICIPATION YEAR #1 =< end of the report period
- 18 -
A. Constructed variable B. Specification C. Explanation of the Specification
or Or set successful post-test completion date equal to
the date administered post-test (Year #2) if:
Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE a. the second post-test is greater than the first post-
ADMINISTERED POST-TEST (YEAR #2) test
where
b. or if there is no post-test (year #1), post-test (year
(EDUCATIONAL FUNCTIONING LEVEL (YEAR #2) minus
EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) > 0 #2) is greater than the pre-test
and c. and the youth has not exited or exited after the
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is not null end of the second participation year
and d. and took the second post-test during the second
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) =< 6) participation year.
or
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is null
and
EDUCATIONAL FUNCTIONING LEVEL is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #2) minus
EDUCATIONAL FUNCTIONING LEVEL > 0
and
EDUCATIONAL FUNCTIONING LEVEL =< 6)
and
(DATE OF EXIT is null
or
DATE OF EXIT > END OF PARTICIPATION YEAR#2)
and
(DATE ADMINISTERED POST-TEST (YEAR #2) >= START OF
PARTICIPATION YEAR#2
and
(DATE ADMINISTERED POST-TEST (YEAR #2) =< END OF
PARTICIPATION YEAR#2
and
END OF PARTICIPATION YEAR#2 >= start of the report period
and
END OF PARTICIPATION YEAR#2 =< end of the report period
- 19 -
A. Constructed variable B. Specification C. Explanation of the Specification
or Or set successful test completion date equal to the
date administered post-test (Year #3) if:
Set SUCCESSFUL POST-TEST COMPLETION DATE = DATE a. the third post-test is greater than the second
ADMINISTERED POST-TEST (YEAR #3) post-test
where
b. or if there is no post-test (year #2), post-test (year
((EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) > 0 #3) is greater than the post-test (year #1)
and c. or if there are no post-tests (years #2 and #1),
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is not null post-test (year #3) is greater than the pre-test
and d. and the youth has not exited or exited after the
EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) =< 6) end of the third participation year
or e. and took the third post-test during the third
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is null participation year.
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL FUNCTIONING LEVEL (YEAR #1) > 0
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) =< 6)
or
(EDUCATIONAL FUNCTIONING LEVEL(YEAR #2) is null
and
EDUCATIONAL FUNCTIONING LEVEL(YEAR #1) is null
and
EDUCATIONAL FUNCTIONING LEVEL is not null
and
EDUCATIONAL FUNCTIONING LEVEL (YEAR #3) minus
EDUCATIONAL
FUNCTIONING LEVEL > 0
and
EDUCATIONAL FUNCTIONING LEVEL =< 6))
and
(DATE OF EXIT is null
or
DATE OF EXIT => END OF PARTICIPATION YEARS#3
and
(DATE ADMINISTERED POST-TEST (YEAR #3) >= START OF
PARTICIPATION YEAR#3
and
DATE ADMINISTERED POST-TEST (YEAR #3) =< END OF
PARTICIPATION YEAR#3
(continued on next page)
- 20 -
A. Constructed variable B. Specification C. Explanation of the Specification
(continued)
and
END OF PARTICIPATION YEAR#3 >= start of the report period
and
END OF PARTICIPATION YEAR#3=< end of the report period
(If the SUCCESSFUL POST-TEST COMPLETION DATE is still null Repeat the prior steps for the two other functional
after reviewing the first functional area, repeat the procedure for areas.
functional areas 2 and 3 to determine if there are successes for the
report period.)
Linked official document 2: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2009/TEGL17-05c2a2.pdf
-21-
ATTACHMENT B: PARTICIPANT COHORTS FOR THE
LITERACY/NUMERACY MEASURE
(Current Quarter is in Parentheses)
Whenever an anniversary date falls within the reporting periods identified in the
Literacy/Numeracy Reporting Cohort table below, the youth will be included in the
measure, assuming that no exclusions apply. Thus, in the example above, the youth’s
first year post-test outcomes would first be included in the state’s Literacy/Numeracy rate
for the second quarter of PY 2008 because the first anniversary date (11/12/2008) falls
within the reporting period (1/1/2008 to 12/31/2008). The state would continue to report
on the youth’s first year post-test results through the first quarterly report for PY 2009.
Starting with the second quarterly report for PY 2009, the state would report on the
youth’s second year post-test results. The state would continue to report on the youth’s
second year results through the first quarterly report of PY 2010, after which the state
would report on the youth’s third year post-test results.
The table also provides the current quarter cohorts in parentheses below the four-quarter
cohort. As with the four-quarter cohort, the state should report in the current quarter
literacy/numeracy measure those youth whose anniversary date falls within the date
range. Again, using the youth from the earlier example, the state will report the youth’s
literacy/numeracy outcome for the current quarter in the second quarterly reports for PY
2008, PY 2009, and PY 2010.
-22-
Literacy/Numeracy Reporting Cohort Table
(Current Quarter is in Parentheses)
July – Sept. Oct. – Dec. Jan. – Mar Apr. – June
Report Period Nov-08 Feb-09 May-09 Aug-092
Literacy and Numeracy
10/1/2007 to 9/30/2008 1/1/2008 to 12/31/2008 4/1/2008 to 3/31/2009 7/1/2008 to 6/30/2009
Gains Cohorts for
(7/1/2008 to 9/30/2008) (10/1/2008 to 12/31/2008) (1/1/2009 to 3/31/2009) (4/1/2009 to 6/30/2009)
PY2008
Nov-09 Feb-10 May-10 Aug-10
Literacy and Numeracy
10/1/2008 to 9/30/2009 1/1/2009 to 12/31/2009 4/1/2009 to 3/31/2010 7/1/2009 to 6/30/2010
Gains Cohorts for
(7/1/2008 to 9/30/2009) (10/1/2009 to 12/31/2009) (1/1/2010 to 3/31/2010) (4/1/2010 to 6/30/2010)
PY2009
Nov-10 Feb-11 May-11 Aug-11
Literacy and Numeracy
10/1/2009 to 9/30/2010 1/1/2010 to 12/31/2010 4/1/2010 to 3/31/2011 7/1/2010 to 6/30/2011
Gains Cohorts for
(7/1/2010 to 9/30/2010) 10/1/2010 to 12/31/2010) (1/1/2011 to 3/31/2011) (4/1/2011 to 6/30/2011)
PY2010
Note: The cohorts refer to the youth’s anniversary date in the youth program.
The Literacy/Numeracy rate measures annual basic skill improvements for out-of-school, basic skills deficient youth. The
measurement points for this measure are the anniversary dates of the date of first youth service. For example, if a youth had a date of
first youth service of 11/12/2007, the first anniversary date would be 11/12/2008, the second would be 11/12/2009, and the third would
be 11/12/2010.
2
The cohorts for the annual report are the same as the fourth quarter cohorts for the literacy/numeracy measure.
Linked official document 3: https://www.dol.gov/sites/dolgov/files/ETA/advisories/TEGL/2009/TEGL17-05c2a3.pdf
-23-
ATTACHMENT C: REVISED 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 = TABE CLAS-E
9 = Wonderlic
10 = 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.
- 24 -
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.
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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.
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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.
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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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