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Youth Common Performance Measures for YouthBuild

Youth Common Performance Measures for YouthBuild

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Youth Common Performance Measures for YouthBuild

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  1. Youth Common Performance Measures for YouthBuild

  2. Background • OMB-led Common Performance Measures Across Employment and Training Programs • Agreed upon by DOL and other agencies • DOL published final policy guidance in TEGL 17-05 in Feb ’06 • YouthBuild grantees will be held accountable to the majority of guidelines in TEGL 17-05 (can be found on with a few exceptions tailored to YouthBuild

  3. Job Training Common Measures for Youth Programs • 1) Placement in Employment, Education, or Training • 2) Attainment of a Degree/Certificate • 3) Literacy/Numeracy Gains

  4. Program Enrollment (Participation in TEGL) • An enrollee (participantin TEGL) is an individual who is determined eligible to participate in a program and receives a service funded by the program • Theenrollment date (participation date in TEGL)is the date the first service is received after the individual is determined eligible • An individual must be an enrollee in order to count in the performance calculations • How would this apply to YouthBuild programs? • Where does “mental toughness” fit in?

  5. Program Exit • Two exit concepts: • 1) Graduation/completion of YouthBuild program • This concept of exit is not in TEGL and does not apply to WIA programs, but will apply to YouthBuild programs • 2) When a participant does not receive a service (funded by program or partner program) for 90 consecutive days (i.e., those that do not complete the program) • The exit date is the date of the last service • The exit quarter is the quarter containing the exit date • One year follow-up requirement begins at exit date

  6. Of those who are not in any of the following at date of participation - post-secondary education, employment, or the military: Number of participants in employment or the military or enrolled in post-secondary education and/or advanced training/occupational skills training in the quarter after exit Number of exiters Placement in Employment or Education

  7. Placement (cont.) • Measure looks at those who are in any placement (employment, post-sec, occ training) in quarter after exit – more of a long term measure • Individuals in post-sec, employment, military at date of participation are excluded • Status at date of enrollment based on information collected from participant

  8. Of those enrolled in education (which would be all YouthBuild enrollees): Number attaining a diploma, GED or certificate by the end of the 3rd quarter after exit Number of exiters Degree/Certificate Attainment

  9. Attainment of Degree/Certificate (cont.) • Diplomas/GEDs/certificates can be obtained while person still receiving services or at any point prior to end of the 3rd quarter after exit • Another longer term measure because results are not calculated into three full quarters after an enrollee exits the program

  10. Definition of Certificate • Awarded in recognition of an individual’s attainment of measurable technical or occupational skills necessary to gain employment or advance within an occupation. • Technical/occupational skills are based on standards developed/endorsed by employers. • Certificates awarded by WIBs not included • Work Readiness certificates not included

  11. Definition of Certificate (cont.) • Awarding Institutions include: • A State educational agency • Institution of higher education • Professional, industry or employer organization or a product manufacturer • Registered apprenticeship program • Public regulatory agency • A program approved by the Dept of Veterans Affairs • Office of Job Corps • Indian Tribe Higher Education Institution

  12. Certificate Measure • How will YouthBuild programs fit into this measure? • Do most participants receive a GED/diploma or some type of certificate in the required time period?

  13. Definition of Diploma • Diploma, as defined by TEGL 17-05 means any credential that the state education agency accepts as equivalent to a high school diploma. Also includes post-secondary degrees (AA, AS, BA, BS) • Therefore, IEP diplomas only count if state education agency accepts them

  14. Of those who are basic skills deficient: Number who increase one or more educational functioning levels in lit or num Number who completed a year of participation Number who exit before completing a year of participation + Literacy and Numeracy Gains

  15. Literacy and Numeracy Gains (cont.) • Excludes persons who are not basic skills deficient (BSD) • BSD defined as read, write, or perform math below the 9th grade level • Excludes all In-school Youth (measure applies only to Out of School Youth) • OSY = dropout or H.S. graduate who is BSD/unemployed – essentially all enrollees • Includes individuals with learning disabilities • TEGL 17-05 includes language on testing youth with disabilities including accommodations and use of alternate assessment tools for youth with severe disabilities

  16. Literacy and Numeracy Gains (cont.) • Measurement takes place at earliest of two points: • 1) one year from date of enrollment • 2) exit date, if enrollee exits prior to one year anniversary date • Enrollees are included in the measure at exit regardless of whether they have been post-tested (i.e., if participant drops out prior to post-test automatically a negative in measure)

  17. Literacy and Numeracy Gains (cont.) • To be included in the numerator, an individual must advance one or more Adult Basic Education (ABE) or English as a Second Language (ESL) functioning levels • Gain can occur in literacy or numeracy – can pre-test at different levels in each category • Levels consistent with Adult Basic Ed. National Reporting System (NRS) • See TEGL 17-05 Attachment C for updated Educational Functioning Levels for the NRS

  18. Literacy/Numeracy (cont.) • Requires the use of the same standardized test for both pre and post assessments (pre-test must occur w/in 60 days of date of enrollment; can use pre-test from up to six months prior to enrollment date) • Individuals should be post-tested by the end of one year of participation (at latest – pre-test based on rec. of assessment tool) and compared to pre-test results obtained during the initial assessment • If an individual continues to be basic skills deficient after the first 12 months of participation, they should continue to receive training in literacy and/or numeracy skills (most likely not relevant to YouthBuild) • Participants should be post-tested and included in the measure at the completion of the 2nd year if they complete two years in the program

  19. Assessment Tool • Must use one of NRS cross-walked tests or equate alternate test to NRS scale (by submitting to DOL for DOL/DOE approval) • Tests cross-walked with ABE and ESL levels include: • Comprehensive Adult Student Assessment Instrument (CASAS) • Test of Adult Basic Education (TABE) • Adult Basic Learning Examination (ABLE) • Student Performance Levels for ESL • Basic English Skills Test (BEST) for ESL • WorkKeys (for the top 3 ABE levels)

  20. Contact Information • Evan Rosenberg • Phone: 202 693-3593 • Email: