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Accelerating Opportunity: Lessons Learned November 14, 2013 National College Transitions Network Effective Transitions Conference.

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Presentation on theme: "Accelerating Opportunity: Lessons Learned November 14, 2013 National College Transitions Network Effective Transitions Conference."— Presentation transcript:

1 Accelerating Opportunity: Lessons Learned November 14, 2013 National College Transitions Network Effective Transitions Conference

2 Today’s Presentation Overview: What is Accelerating Opportunity? Lessons from the AO Evaluation Translating Lessons into Resources: The AO Field Guide Policy Lessons Tools for the Field: The Braided Funding Toolkit Presenters: Nate Anderson, Senior Policy Analyst Rachel Pleasants McDonnell, Senior Project Manager Lexie Waugh, Senior Project Manager Randall Wilson, Senior Project Manager

3 Programs lack supports and are ill-equipped to meet the needs of non- traditional students The “black hole” of developmental education: Low completion rates for underprepared students Remediation not customized to career pathway requirements Lack of alignment with career/technical credential programs postsecondary entrance requirements Traditional ABE/GED Programs Developmental Education Postsecondary Career Programs Multiple Loss Points Low rates of program completion and credential attainment Disconnected Educational Pathways

4 Accelerated skill-building integrated with credit coursework Support through gate-keeper courses Intensive transition counseling Comprehensive supplemental services Intensive counseling Flexible program options Job placement More Adult Learners Succeeding in ABE to Credential Pathways Articulated Career Pathways Stackable Credentials with Labor Market Value Accelerated and Integrated ABE and GED programs Career exploration Contextualized learning Skill-building for postsecondary/career success College and career counseling Streamlined Adult Education Pathways

5 Promising Models: Washington’s Integrated Basic Education and Skills Training (I-BEST) 5 Certified Vocational Skills At least 50% overlap Basic Academic Skills Support Services


7 Industries/Occupations 7

8 8 Who are AO Students?


10 7 AO states will produce at least 10,000 credentials 80 colleges 170 career pathways System change = integration of ABE into college pathways Sustained in every state and at most of the colleges Expected Outcomes: 2015

11 Evaluation Lessons

12 Evaluation Overview Four year, formative and summative evaluation Lead evaluator: The Urban Institute Partners: the Aspen Institute, George Washington University 12

13 Evaluation Purpose To generate evidence for state and federal policymakers, college administrators, funders, and other stakeholders about: 1)The process of implementing integrated college and career pathway designs and taking these designs to scale 2)Their impact for ABE and ESL students in college and in the labor market 3)Their cost effectiveness and financial sustainability 13

14 AO Evaluation Design Impact on AO Students Cost Effectiveness and Financial Sustainability Implementation and Scalability

15 Key Evaluation Questions How did states and community colleges establish integrated pathway designs? What impacts do integrated career pathway designs have on student progress and outcomes in college and in the labor market? What are the benefits and costs of implementing and scaling up integrated pathway designs to states, community colleges, and students? 15

16 Key Areas of Progress Establishing career pathways Awarding credits and credentials Shifting the culture around AE students Developing partnerships to support AO 16

17 Pathway Designs Were Varied Number of credits and credentials that could be earned o Varied from 5-54 credits, 1-6 credentials Blending with mainstream students o 77% of AO courses had a blend of AO and non- AO students in at least some sections o Instructors and students reported that the non-AO students were often not aware who was in AO 17

18 Awarding Credits and Credentials 18 Credits and Credentials Awarded by State, First Year

19 Culture Change Change in attitudes about the potential of ABE students to succeed Progress among faculty about the value of integrated instruction ABE students proud of their achievements, appreciate opportunity to take college courses 19

20 States and Colleges Built Variety of Partnerships Almost all colleges had a partnership with a workforce organization (WIBs, Career Centers) Most had partnerships with CBOs, state community college office, or an employer CBO partnerships seen as a key to success Local partners key for recruitment, student financial aid, support services, career planning Adult education departments reached out internally to CTE programs 20

21 Costs for Integrated Pathways AO start-up costs (above the regular costs of Adult Ed) are high o Time-intensive, steep learning curve Vast majority of costs in personnel (90%) Remainder: course costs, tuition aid, support services, advertising, other Costs per student and per credit likely to fall as enrollments and pathways scale up 21

22 Challenge: Serving ABE Students Loss of Ability to Benefit shifted student recruitment and composition from ABE to students with high school or GED o 68% of students served in 2012 had some type of high school credential o 52% qualified for entry by scoring at ABE levels 22

23 Challenge: Implementing Team Teaching Acceptance of team teaching uneven among CTE faculty Level of integration and intensity varied across pathways and colleges o Few colleges offered the most highly integrated model o ABE instructors more likely to serve secondary roles Many ABE and CTE faculty expect to improve techniques as they gain more experience 23

24 Additional Challenges Support Services -Offering a a comprehensive set of services -Ensuring student access/uptake Culture Change -Belief in ability of ABE students to succeed -CTE faculty support; engaging college leadership Employer Engagement -Survey noted all colleges have “employer partners” but site visits identified this as an area for improvement 24

25 The Field Guide Using What We’ve Learned to Enhance Your Transition Programs

26 Why We Created This Tool Initiative goal: spur a national movement What we’ve learned: How to develop, implement, and sustain integrated pathway models. Practical guidance for the field: How states and colleges can create robust pathway systems that better serve adult learners.

27 A Tour of the Field Guide eld-guide/

28 The Big Picture of Pathway Development

29 Give Yourself Time to Plan

30 A Strong Design Team is Critical

31 Pathways are Complex

32 Tools Guide Planning & Implementation

33 Think about Sustainability Early

34 Policy and Funding Support & Incentivize Pathways

35 Data Plays a Role Throughout Planning and Implementation

36 Tools

37 Using the Field Guide Open to anyone. Still in beta phase – we are still making some changes, adding new tools. Constantly evolving – we will update it regularly as we develop new tools and uncover best practices. Please provide feedback! Our goal is to make this beneficial to you.

38 Lessons Learned: Policy

39 3. Works best with both state and local efforts Policy and Integrated Pathways: What have we learned so far? 1. Ability to Benefit Changed Everything 5. Requires senior staff engagement 2. Funding strategies are critical 4. Colleges/ABE providers must change

40 Lessons Learned: Policy College and ABE provider policy and funding efforts are critically important.


42 Local Policy Change: Examples Assessment, Intake and Placement Lowered enrollment “floors” Less over testing and high-stakes testing Assessment cross walks or substitution Prior Learning Assessments Co-location to encourage enrollment in WIA, TANF, etc.

43 Local Policy Change: Examples Data Collection Shared data/integrated databases Aligned performance measures New measures of success Student Services Mandatory counseling/orientation Funding Tuition waivers Changes to financial aid

44 Braided Funding Toolkit ding_toolkit/

45 What is Braided Funding? Braided funding refers to: 1) the weaving together of federal, state and private funding streams; and 2) the development of funding strategies to support integrated pathways and the students enrolled in them.

46 Streams vs. Strategies Streams – Existing, multi-year sources of funding from federal programs (WIA, TANF, Perkins, Pell, Etc.), state programs (discretionary spending, financial aid), and private dollars (grants, scholarships). Strategies – Ways to create more funding opportunities independent of streams, including 1) reducing costs, 2) raising new revenue, or 3) redirecting existing revenue. Streams and Strategies are equally important. Focus on both.

47 Why is Braided Funding Important? The Reality: Reductions in federal, state and even private foundation funding will continue for the foreseeable future. Performance-based funding will continue to tie funding to outcomes. Per-student educational costs must come down. The Benefits: Build new partnerships Sustainability: institutional transformation, leadership support, investment priorities Improved competitiveness for grants Efficiency and effectiveness Do more with less

48 Your Braided Funding Team Internal Members Finance/Financial Aid Grants & Development Workforce/CTE Registrar Student Services Senior Administration AO lead/coordinator Adult Education Academic Deans Transfer Department External Members One-Stop Career Center Employers/Industry Partners CBOs/non-profits TANF office Community Action Agency Veteran Affairs









57 Logging On To log on to the toolkit, go to Click on “Request Access” next to “Accelerating Opportunity Braided Funding”. Click on the link for “Accelerating Opportunity Braided Funding”. Click “Log In” in the top right corner and then click on “click here to register.” Submit your registration request. Once approved, you will choose your username and password.

58 TEL 617.728.4446 FAX 617.728.4857 88 Broad Street, 8 th Floor, Boston, MA 02110 WWW.JFF.ORG Braided Funding Toolkit: Field Guide: Accelerating Opportunity:

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