Located in:
- Program-specific Requirements for Adult Education and Family Literacy Act Programs
The Unified or Combined State Plan must include a description of the following as it pertains to adult education and literacy programs and activities under title II of WIOA, the Adult Education and Family Literacy Act (AEFLA).
- Section 427 of the General Education Provisions Act (GEPA)
EQUITY FOR STUDENTS, EDUCATORS, AND OTHER PROGRAM BENEFICIARIES
OMB Control Number 1894-0005 Expiration 02/28/2026
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity. The State applicant is also responsible for ensuring that its subrecipient applicants complete the GEPA Section 427 form or a State developed form that sufficiently meets the GEPA Section 427 requirement for any local-level-project and activity and maintains the subrecipients’ responses in the State office.
GEPA Section 427 Form Instructions for State Applicants
State applicants must respond to the following four questions:
1. Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.
2. Based on your proposed project or activity, what barriers may impede equitable access and participation of students, educators, or other beneficiaries?
3. Based on the barriers identified, what steps will you take to address such barriers to equitable access and participation in the proposed project or activity?
4. What is your timeline, including targeted milestones, for addressing these identified barriers?
• Applicants identify any barriers that may impede equitable access and participation in the proposed project or activity, including, but not limited to, barriers based on economic disadvantage, gender, race, ethnicity, color, national origin, disability, age, language, migrant status, rural status, homeless status or housing insecurity, pregnancy, parenting, or caregiving status, and sexual orientation.
• Applicants use the associated text box to respond to each question. However, applicants might have already included some or all this required information in the narrative sections of their applications or their State Plans. In responding to this requirement, for each question, applicants may provide a cross-reference to the section(s) in their State Plans that includes the information responsive to that question on this form or may restate that information on this form.
• Applicants are not required to have mission statements or policies that align with equity to apply.
• Applicants that have already undertaken steps to address barriers must still provide an explanation and/or description of the steps already taken in each text box, as appropriate, to satisfy the GEPA Section 427 requirement.
• Applicants that believe no barriers exist must still provide an explanation and/or description to each question to validate that perception, as appropriate, to satisfy the GEPA Section 427 requirement.
GEPA Section 427 Instructions to State Applicants for their Subrecipient Applicants
The State grantee provides a subrecipient applicant seeking Federal assistance instructions and guidance for how it must comply with the GEPA Section 427 requirement. The State grantee determines the form and content of the information a subrecipient applicant must include in its application regarding the steps it proposes to take to ensure equitable access to, and equitable participation in, its local-level project or activity. For example:
• The State grantee may require its subrecipient applicant to use and submit the GEPA Section 427 form that it is required to submit to the Department; or
• The State grantee may use a State-developed form that is sufficient to meet the GEPA Section 427 requirement.
• The State grantee maintains the subrecipient applicants’ responses in the State office.
Please refer to GEPA 427 - Form Instructions for AEFLA Application Package
- Section 427 of the General Education Provisions Act (GEPA)
1. Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.
Section 427 of the General Education Provisions Act (GEPA) (20 U.S.C. 1228a) applies to a State applicant submitting a state plan for a formula grant from the US Department of Education. The State applicant is responsible for completing the GEPA Section 427 form that provides a description of the steps the State proposes to take to ensure all program beneficiaries have equitable access to, and participation in, its Federally funded, State-level project or activity. The State applicant is also responsible for ensuring that its subrecipient applicants complete the GEPA Section 427 form or a State developed form that sufficiently meets the GEPA Section 427 requirement for any local-level-project and activity and maintains the subrecipients’ responses in the State office.
GEPA 427 - Form Instructions for AEFLA Application Package
State applicants must respond to four questions.
The first of four questions is:
Describe how your entity’s existing mission, policies, or commitments ensure equitable access to, and equitable participation in, the proposed project or activity.
Current Narrative:
LCTCS strives to improve the quality of life of the State's citizens through educational program offerings. Our colleges are open admissions institutions, meaning that there are no restrictive requirements that would prohibit student entry. We strive to increase the opportunities for Louisiana's workforce to succeed through skills training programs throughout the state that are accessible to all. A single Board of Supervisors governs the system and functions under one set of policies, including the comprehensive adult education network, WorkReady U (WRU). This degree of coordination provides the LCTCS with an ability to scale on a state-wide level, affording a unique opportunity to address and ameliorate socioeconomic, gender, and racial disparities through access to adult education services, postsecondary education, and workforce preparation.
The adult education programs across the state embrace students from diverse cultural backgrounds in all classes, including English as a Second Language. An analysis of statewide programs' current demographics reveals a wide range of ages and great distribution across race and gender factors. The program’s philosophy is centered on total inclusion, with the commitment that "if they come, we will teach them." All students are welcome to adult education classes if they meet the age requirements and are not enrolled in the K-12 system. Students are provided an opportunity to self-disclose any disabilities upon intake. Accommodations are provided to students in need, and building accessibility is closely monitored.
The same non-discriminatory clause from Louisiana Community Technical College System policy applies regarding employment and staffing. The employment policy emphasizes providing qualified applicants and employees with disabilities reasonable accommodations without imposing an undue hardship. Staff employment is based on academic qualifications, employment experience, and a willingness to work in a flexible setting that serves diverse student needs.
The current staffing reflects a broad spectrum of ages, genders, and cultural backgrounds. When positions become available, applicants undergo interviews by the administration, utilizing a standard set of questions. Hiring decisions hinge on a consensus agreement regarding applicants' understanding of the program's philosophy of inclusion, ability to work collaboratively, and tolerance for the diverse needs and backgrounds represented in the student population. Employees with disabilities are assigned duties and sites accommodating their needs while ensuring their suitability for employment.
In accordance with Section 427 of the General Education Provisions Act (GEPA), the Louisiana Community Technical College System (LCTCS) outlines its procedures to ensure equitable access and participation in the WIOA Title II Adult Education program for individuals with special needs, including students, teachers, and other program beneficiaries.