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NIFL-ASSESSMENT 2005: [NIFL-ASSESSMENT:1000] Upcoming changes t

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From: Marie Cora (
Date: Mon Mar 21 2005 - 13:08:14 EST

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Subject: [NIFL-ASSESSMENT:1000] Upcoming changes to the NRS
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Hi everyone,
As promised, I'm pasting below the two short documents (which will be at
the NRS site soon) that outline the changes to the NRS, for this year,
and for 2006.
Now is your opportunity to ask Larry any questions you might have about
these changes.  
I notice that one of the changes for this year is to align better with
DOL's reporting procedures.  
Larry, can you explain the reasons for this change?  Folks who work in
workplace ed programs or work with DOL, or whose program focus is on the
employment pieces - how might these changes affect your program and your
I note that for 2006, there is emphasis on shifting ESOL levels - looks
interesting what little I know/understand.  Larry, can you give us a
little background for the shift?  What do ESOL workers think - looks
like there's a shift to focus a bit more on the lower levels.  
marie cora
Proposed Changes for Program Year 2005 (Beginning July 1, 2005)
1.   Change Reporting for Employment Measures to Align with WIA Title I
*         We will change our reporting period for the employment
measures to match the Department of Labor's reporting period for Title I
programs.  Adult education's PY 2005 reporting will remain the same, but
in PY2006 employment measures will be reported again and employment will
follow Title I.   Survey states will need to begin surveying retained
employment in all quarters.
2.   There will be a new required table to record number and types of
local grantees.
*         This table will be similar to one that had been used in years
prior to the NRS.
3.   Status of Optional Tables.
*         Optional Table 10 (correctional education) will become
Proposed Changes for Program Year 2006 (Beginning July 1, 2006) 
1.   Revise ESL Educational Functioning Levels to Eliminate High
Advanced Level and Add a New Beginning Level.
*         The beginning ESL level has about 30 percent of all ESL
learners and is quite broad, covering 20 points on CASAS, for example,
which makes it harder for students to advance out of the beginning
level. The High Advanced ESL level has also been problematic since exit
criteria have been undefined, and there were only about 43,000 students
(about 3.6% of all ESL students) enrolled nationally at the High
Advanced level each year.

ED will split the beginning ESL into two levels (Low Beginning and High
Beginning) and drop High Advanced ESL. Other levels would remain as they
are. The table below illustrates the proposed change.

Proposed ESL Educational Levels
Entry Benchmark CASAS
Entry Benchmark SPL Speaking

ESL Literacy
180 and below
SPL 0-1

Low Beginning ESL 

High Beginning ESL 

Low Intermediate ESL 

High Intermediate ESL

Advanced ESL Literacy
2.   Reporting of Level Advancement for Pre- and Post-tested Students
and Multiple Advancements (Tables 4a and 4b)
*         Table 4 remains the same and will still be required.
*         Table 4a, which measures multiple advancements in educational
functioning levels, will be discontinued.
*         Table 4b will be required for reporting. This table is the
same as Table 4, except only students who were both pre- and post-tested
are included.

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