Minnesota Literacy Council - MABE NRS and MN Accountability


	Adult Literacy Hotline \| Volunteer \| Donate to MLC \| Contact Us \| Site Map


Home > ABE-Program Services > MABE Database > MABE NRS and MN Accountability	Print View

MABE NRS and MN Accountability

The National Reporting System relates several important ideas:

Eligibilty: Students 16 or older that are not enrolled in the K-12 system, are not simply visiting the U.S., and show less than high school proficiency in one of the assessed subjects are welcome to join funded classes.
Assessment: Students are generally expected to have a valid pre-test using an NRS approved assessment within the first 12 hours of instruction.
Instruction: Students receive instruction that is designed to increase their fundamental educational knowledge until they reach high school proficiency. Work-based skills and life-skills are interwoven into much of this instruction. Once a student reaches 12 hours of instruction, NRS expects that they will begin to show the benefits of their education either on assessments or in other goals.
Programs: Students may enroll in programming that targets specific goals beyond that of the typical literacy based classroom. These include family literacy, workplace literacy, work-based projects, and correctional instruction.

Each year consortia complete NRS tables that are designed to show how their programs have performed and what student populations have been served. How MABE creates these reports is explained below.

Table A: Total Enrollment and Contact Hours

Table 1: Participants by Entering EFL, Ethnicity, and Sex

Table 2: Participants by Age, Ethnicity, and Sex

Table 3: Participants by Program Type and Age

Table 4: Educational Gains and Attendance by EFL

Table 4b: Educational Gains and Attendance by EFL for Pre- and Post-tested Participants

Table 4c: Educational Gains and Attendance by EFL for Students in Distance Learning Programs

Table 5: Core Follow-up Outcome Achievement

Table 5a: Core Follow-up Outcome Achievement for Students in Distance Learning Programs

Table 6: Participant Status and Program Enrollment

Table 7: Adult Education Personnel by Function and Job Status

Table 8: Outcomes for Adults in Family Literacy Programs

Table 9: Outcomes for Adults in Workplace Literacy Programs

Table 10: Outcomes for Adults in Correctional Education Programs

Table 11: Secondary Outcome Measures

Table 12: Work-Based Project Learners by Age, Ethnicity, and Sex

Table A: Total Enrollment and Contact Hours

This is the main funding report. MABE counts all students regardless of their testing histories. All hours defined as Contact, Counseling & Testing, and GED Testing will show up on this report. Students placed into the category No EFL Assigned should be placed with their hours into the High ASE pool for the state report. The goal is to have this number be very small or non-existent. Frequently, this pool includes citizenship students. Programs should test citizenship students with an appropriate NRS approved exam at intake and post-test them accordingly.

Table 1: Participants by Entering EFL, Ethnicity, and Sex

These tables include all students with 12 or more hours of instruction. Note, some columns may be missing if there are no students in that column. Copy these data with that in mind.

Table 2: Participants by Age, Ethnicity, and Sex

These tables include all students with 12 or more hours of instruction. Note, some columns may be missing if there are no students in that column. Copy these data with that in mind.

Table 3: Participants by Program Type and Age

These tables include all students with 12 or more hours of instruction. Note, some columns may be missing if there are no students in that column. Copy these data with that in mind.

Table 4: Educational Gains and Attendance by EFL

Students with 12 or more hours of instruction and an NRS approved pre-test will be listed by their entering level. Column D lists the number of students successfully gaining one or more levels through NRS testing. Column E is not useful for Minnesota. It would measure students that advance a class level. Without standardized class levels, we cannot measure that. Column E does not factor into Columns G or H.

Table 4b: Educational Gains and Attendance by EFL for Pre- and Post-tested Participants

Students with 12 or more hours of instruction and an NRS approved pre-test and post-test in the same NRS subject will be listed by their entering level. Column D lists the number of students successfully gaining one or more levels through NRS testing. Column E is not useful for Minnesota. It would measure students that advance a class level. Without standardized class levels, we cannot measure that. Column E does not factor into Columns G or H.

Table 4c: Educational Gains and Attendance by EFL for Students in Distance Learning Programs

Students with 12 or more hours of instruction and an NRS approved pre-test and enrolled in a class titled Distance Learning will be listed by their entering level. I am working with Urban Planet to rename some classes. Column D lists the number of students successfully gaining one or more levels through NRS testing. Column E is not useful for Minnesota. It would measure students that advance a class level. Without standardized class levels, we cannot measure that. Column E does not factor into Columns G or H.

Table 5: Core Follow-up Outcome Achievement

Students with 12 or more hours of instruction, an NRS approved pre-test, an NRS Core goal set during the reporting year, and exited from the program before the end of the reporting year will show up on this table.

The choice to require a pre-test was based on how NRS consistently defines participants. For NRS, participants are students that show up on Tables 1-4.

Table 5a: Core Follow-up Outcome Achievement for Students in Distance Learning Programs

Students with hours in classes titled Distance Learning with 12 or more hours of instruction, an NRS approved pre-test, an NRS Core goal set during the reporting year, and exited from the program before the end of the reporting year will show up on this table.

The choice to require a pre-test was based on how NRS consistently defines participants. For NRS, participants are students that show up on Tables 1-4.

Table 6: Participant Status and Program Enrollment

Everything listed in the table is defined in the student records or by your choices of programs for students.

Public Assistance is defined as MFIP.

One variable that is not tracked by MABE, but will be in the future is Low Income.

Table 7: Adult Education Personnel by Function and Job Status

This report will give an accurate listing of all volunteers for the reporting year as long as you defined their state job duty and gave them hours during the year.

This report cannot give accurate staffing information for paid staff. MABE does not track staff hours, and it also has no way of knowing your program’s staffing levels.

Table 8: Outcomes for Adults in Family Literacy Programs

This table reports overall level completion, Core Goal completion, and Secondary Family Literary Goal completion for any participants given the FAM program designation under Enrollment History. Core Goal tracking requires that the student has exited your program

Table 9: Outcomes for Adults in Workplace Literacy Programs

Students with the WFE program designation, 12 or more hours of instruction, an NRS approved pre-test, an NRS Core goal set during the reporting year, and exited from the program before the end of the reporting year will show up on this table.

Table 10: Outcomes for Adults in Correctional Education Programs

Students with the Corrections program designation, 12 or more hours of instruction, an NRS approved pre-test, an NRS Core goal set during the reporting year, and exited from the program before the end of the reporting year will show up on this table.

This table only reports on students with the Corrections program, not those with Community Corrections.

Table 11: Secondary Outcome Measures

Students with 12 or more hours of instruction, an NRS approved pre-test, and an NRS Secondary goal set during the reporting year will show up on this table.

There is no exit requirement.

Table 12: Work-Based Project Learners by Age, Ethnicity, and Sex

This table includes all students with the WBP program designation and 12 or more hours of instruction. Note, some columns may be missing if there are no students in that column. Copy these data with that in mind.