As part of the call for greater accountability among federally funded projects, the National Literacy Act of 1991 mandated the development and implementation of Indicators of Program Quality (IPQs) for all state adult education and literacy programs assisted under the Act. The indicators provide guidelines for program and staff development, which result in positive learner outcomes. The Texas Quality Evaluation System Task Force, a representative group of adult education professionals from across the state, assisted the Texas Education Agency in the development of indicators that reflect the needs of adult learners in Texas. Programs assisted under the National Literacy Act beginning in fiscal year 1993-94 first implemented the indicators. The indicators fall into seven major areas.
Learner Outcomes
Academic Development: Adult learners demonstrate increased proficiency in oral and written communication, problem solving, and numerics in the context of real world competencies.
Real World Applications: Adult learners demonstrate improved capacity to participate responsibly and productively as lifelong learners.
Preparation for Transition: Adult learners demonstrate progress toward attainment of skills and/or credentials that will allow them access to further education or training opportunities.
Work Force Development: Adult learners demonstrate an increased proficiency in academic skills needed to enter the work force and/or progress in the high performance work place of the 21st century.
Personal Development: Adult learners demonstrate increased proficiency in setting personal goals, assessing their own progress, and incorporating changes as needed.
Program Planning
Needs Assessment: The program planning process is thoroughly guided by an extensive needs assessment of the target population to be served.
Participatory, Evaluation-Based Planning: The program planning process is ongoing, participatory, and based on formative and summative evaluation.
Recruitment of Educationally Disadvantaged Adults and OTHER UNDEREDUCATED ADULTS
Identified Needs: Program recruitment is based on identified needs of educationally disadvantaged adults and other undereducated adults.
Curriculum and Instruction
Adult Learning Theory: Curriculum and instruction are based on learner outcomes, are consistent with and supportive of adult learning theory, and are supported by research and knowledge of effective practice.
Learner-Centered and Participatory: Curricular and instructional processes reflect learner-centered and participatory approaches that are designed to meet individual learner needs.
Functional Contexts: Curricular content and instructional practices are based on functional contexts within a holistic framework.
Thinking and Problem Solving: Curricular and instructional processes contribute to the development of independent problem solvers and thinkers.
Curriculum and Instruction are Dynamic: Curriculum and instruction are adapted according to evaluation information.
Holistic Assessment: Curricular and instructional assessment is consistent with and supportive of a holistic, learner-centered instructional approach.
Support Services for Educationally disadvantaged adults and other undereducated adults
Identification of Needs: The program identifies support service needs of students and their families that affect participation in the program and promote student access to these services.
Community Resources: The program educates students concerning community resources and methods for accessing services.
Support Service Agreements: The program has collaborative, current agreements with community resources for the delivery of support services that are available.
Family Support Services: The program participates with community resources for the whole family.
Professional Development
Collaborative Planning Based on Proficiencies: Professional development is collaboratively planned based on a set of instructional proficiencies, and is related to assessed needs and stated program outcomes.
Consistent with Holistic Instruction: The plan for staff development and professional growth is consistent with and supportive of a holistic, learner-centered instructional program.
Student Retention
Achievement of Goals: The program is designed to enable undereducated adult students to remain in the program long enough to achieve their goals and or make a successful transition.
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