The Research and Data page provides accurate data, reports, and actionable research related to the Office of Adult Education’s work. Stakeholders can use the resources on this page to inform policy and practice.
For questions or more information, please contact Rosaline Tio, Director of Research and Impact, at firstname.lastname@example.org.
- Year 2021-2022 WIOA Title II Statewide Performance Reports
- FY20 End-of-Year Statewide Adult Education Report
- Historical GED Pass Rates by Fiscal Year
- Technical College System of Georgia (TCSG) Fast Facts – Learn more about TCSG and the Office of Adult Education.
- Supply and Demand of Adult Basic Education and High School Equivalency Services in Georgia (2021-2022) – Read a report providing descriptive information about Adult Education in Georgia.
- Institute of Education Sciences Adult Basic Skills Research and Resources – Explore research studies and resources related to teaching adult basic education students.
- Georgia State University Georgia Policy Labs Postsecondary Outcomes Report
As a result of funding from the Institute of Education Sciences*, the Georgia Office of Adult Education (GOAE) and Georgia State University’s Adult Literacy Research Center (ALRC) have developed a partnership called the Georgia Partnership for Adult Education and Research (GPAER). The purpose of the GPAER is to conduct exploratory research on factors that influence adults’ participation and success in Georgia’s adult education programs. The GPAER aims to bridge research and practice by helping the GOAE to analyze collected data in order to improve Georgia’s adult education outcomes. Specifically, the GPAER will examine site-, teacher-, and student-level factors and estimate how the various factors predict and interact with each other to influence retention rates and learner gains for adult education students in Georgia. The GPAER has also convened an Advisory Board of practitioners and researchers to provide a practical context for the research plans and findings.
1. Which site-, teacher-, and student-level factors emerge as most predictive of retention rates and learners gains in adult education sites across the state of Georgia?
2. Do these site-, teacher-, and student-level interact with each other to influence retention and learner gains in adult education sites across the state of Georgia?
3. How can we qualitatively define “higher” and “lower” performance sites based on site-, teacher-, and student-level predictors of retention and learner gains identified from our quantitative analyses?
Currently, the GPAER has submitted preliminary data requests and held two Advisory Board meetings. The GOAE will publish research findings and results on this page. If you have questions in the meantime, please contact the Director of Research and Impact, Rosaline Tio, at email@example.com.
GPAER Variables for Analysis
GPAER Research Plan
*The research reported here is supported by the Institute of Education Sciences, U.S. Department of Education, through Grant R305H180061. The opinions expressed are those of the authors and do not represent views of the Institute or the U.S. Department of Education.