Federal workforce development programs need to better encourage a wholistic and equitable approach to serving underrepresented populations. While WIOA funded programs include measurements within funding categories, it lacks a gauge across categories. While an area or state may technically do well within a single WIOA title, it may do a poor job across the system and the respective federal entities only report on their own siloed efforts. If an individual enters a Title II adult literacy program with a low literacy score, and completes his/her/their program successfully, that same person may never enter an occupational program under a Title I occupational training program because testing results may still be low, or Title III may fail to find a family sustaining waged job due to the limited skills or the individual does not define as having a disability. So, Title II may be successful with a person going into a low-wage job, but as a system, the person may have failed. And, the lower-skilled population is disproportionally comprised of people from underrepresented populations.
Suggest that existing measurements be designed to encourage constructive, systemic service to those who may most benefit and stay involved in workforce development efforts until they may be able to sustain themselves and family. Higher and complete skills improve quality of life for the student, provides a higher developed person for employers and strengthens the national economy.