NLA Discussion: Implementing the NRS -- how is it going ?

[David J Rosen]

NLA Colleagues,

I posted a message similar to this over a week ago, but there has not been
any response.  I wonder why.  Perhaps the long list of questions is
daunting. Or perhaps it's the time of year -- usually one of the busiest
in adult education. Perhaps you could pick one question to address, one
that you are most concerned about.  I think it's important that we discuss
this.

It's been nearly three months since the implementation of the National 
Reporting System under the Workforce Investment Act. I wonder how
practitioners have been experiencing this in their states.  

Has your state implemented a Management Information System to collect
results?  If so, what do you think of it?  

Will you be able to collect the data and report it?  How about the
required follow-up interviews?  Will your program be collecting these
data?  If so, how does this look to you at this point?

Is your state going to develop new instruments -- assessment instruments
other than the already existing standardized tests? Performance-based
assessments? Instruments related to progress or results on students'
achievement of their goals?  I know that there are plans for developing
new assessment instruments in Ohio and Massachusetts.  Any other states
developing new instruments?

In your state, do you have a conflict between trying to meet state
standards and the standards of the NRS?  Are your state curriculum
frameworks or your state Indicators of Program Quality out of alignment
with the testing required by (your state's interpretation of) the NRS?

Will you, do you think, be able to make use of the data collected for
decision-making at the program level, to improve your program -- or will
these data merely be passed on to the state to pass on to the Feds?

Do you think the standardized tests we have available are sufficient to
measure the level gains?  For example, on the NIFL-ESL list this spring
there was some discussion about the limitations of the BEST test for
measuring progress of adults at the secondary level.   The SLEP test was
suggested by some, but this was developed for placement purposes, not for
measuring level gain, of K-12 students, not adults.  Does this mean there
is a serious gap in the available adult education instruments to measure
ESOL progress?  Are there other problems you are experiencing with
standardized tests?

And what other questions should we be asking at this point?

David J. Rosen
NLA List Moderator