New Jersey Assessment Policy - Adult Basic Education/English Language Acquisition Standardized Testing Policy Guidelines - PY2026 July 1, 2026 - June 30, 2027 Revised February 2026

Aug 31, 2026

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New Jersey’s Adult Education & Literacy Assessment Policy establishes standardized testing requirements for Adult Basic Education and English Language Acquisition programs under WIOA Title II and AEFLA. The policy defines the need, purposes, and uses of assessments, including NRS reporting and accountability, instructional decision-making, and program improvement. It specifies statewide expectations for pre-testing, post-testing, administration training, disability accommodations, quality control, data integrity, and placement into Educational Functioning Levels using approved instruments across PY2026 through June 30, 2027.

LanguageEnglish

CategoryForms

FormatDOCX

Pages32

Reading Time11 min

AccessFree to download

SECTION I: INTRODUCTION AND CONTEXT

Need for the State Assessment Policy

Purposes and Uses of Assessment

Summary and Overview

Resources for Information and Assistance

SECTION II: GENERAL ASSESSMENT REQUIREMENTS

Assessments Permitted

Students to be Assessed

Assessment of Distance Learning Students

Pre-testing

Post-testing

Training for Administering Assessments

Accommodating Students with Disabilities or Other Special Needs

Quality Control Procedures

SECTION III: GUIDELINES FOR EACH NRS APPROVED ASSESSMENT

Comprehensive Adult Student Assessment System (CASAS)

Tests of Adult Basic Education (TABE)

TABE Complete Language Assessment System – English (TABE CLAS-E)

Basic English Skills Test (BEST Plus)

Basic English Skills Test (BEST Literacy)

New Jersey Department of Labor and Workforce Development Adult Education & Literacy New Jersey Assessment Policy Adult Basic Education/English Language Acquisition Workforce Innovation and Opportunity Act, Title II Adult Education and Family Literacy Act July 1, 2026 Standardized Testing Policy Guidelines PY2026 July 1, 2026 – June 30, 2027 Revised February 2026 New Jersey Department of Labor and Workforce Development Adult Education and Literacy State Assessment Policy Table of Contents SECTION I: INTRODUCTION AND CONTEXT Need for the State Assessment Policy Purposes and Uses of Assessment Summary and Overview Resources for Information and Assistance SECTION II: GENERAL ASSESSMENT REQUIREMENTS Assessments Permitted Students to be Assessed Assessment of Distance Learning Students Pre-testing Post-testing Training for Administering Assessments Accommodating Students with Disabilities or Other Special Needs Quality Control Procedures SECTION III: GUIDELINES FOR EACH NRS APPROVED ASSESSMENT Comprehensive Adult Student Assessment System (CASAS) Tests of Adult Basic Education (TABE) TABE Complete Language Assessment System – English (TABE CLAS-E) Basic English Skills Test (BEST Plus) Basic English Skills Test (BEST Literacy) SECTION I: INTRODUCTION AND CONTEXT A. Need for the State Assessment Policy New Jersey provides and requires assessments to measure the achievement of literacy and language skills for adult students and ties achievement to quality and performance. The passage of the Adult Education and Family Literacy Act (AEFLA) in 1998 placed a focus on the development of an accountability system for Adult Education. As a result, the National Reporting System (NRS), an outcome-based reporting system, for the State-administered, federally funded adult education program, was developed to meet the requirements for program accountability. The NRS guidelines allow for educational gains by demonstrating that a student has moved from one NRS level to the next based on their standardized assessment scores. In addition, a comprehensive performance accountability system is required by the Workforce Innovation and Opportunity Act (WIOA) of 2014 (P.L. 113-128). The assessments used in New Jersey were chosen for reliability and validity as an accurate way to measure student progress. The assessment policy standardizes the process of determining student progress and completion of Educational Functioning Levels (EFLs). Every funded program is responsible and held accountable for the integrity of the data entered into the State’s management information system – Literacy Adult Community Education System (LACES). The HYPERLINK "http://www.nrsweb.org/" NRS EFLs are determined using approved standardized assessments which are state-adopted. Educational Functioning Level descriptors can be found at this link HYPERLINK "https://nrsweb.org/sites/default/files/NRS-TA-Guide-Nov-2024-508.pdf" NRS EFL Descriptors in Appendix B beginning on page B-1. All students are placed into an appropriate EFL as determined by the standardized assessments chosen by the State. A subsequent post-test shows students’ progress over time. Results of the pre- and post-test data is used to determine the overall level of success of each student. Level gains and other factors are determined by the United States Department of Education’s Office of Career, Technical and Adult Education (OCTAE) and are utilized by the State to plan professional development and to provide ways to help increase overall program improvement. B. Purposes and Uses of Assessment In addition to using required standardized assessments for NRS reporting and accountability, programs use assessments for instructional purposes. Assessment data should be used to inform program evaluation and instructional design to better meet the needs of students and instructors. Programs are encouraged to supplement standardized assessments with instructional-based, portfolio-based, employment/career-based, an

FAQs

What is the purpose of the New Jersey State Assessment Policy for adult education programs?

The policy standardizes how programs measure literacy and language skill achievement through approved assessments, supporting both NRS reporting/accountability and instructional decision-making. It also guides student placement, progress tracking, and program evaluation.

How are Educational Functioning Levels (EFLs) determined in New Jersey?

EFLs are determined using approved standardized assessments that are state-adopted. The policy also requires pre- and post-testing to show student progress over time.

What assessment-related requirements are included in Section II?

Section II covers which assessments are permitted, which students must be assessed (including distance learning students), requirements for pre-testing and post-testing, training for assessment administration, disability accommodations, and quality control procedures.

Aug 31, 2026

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