Presentation on theme: "Transitions into Postsecondary Working Poor Families Project Academy on State Adult Education Policy Julie Strawn Center for Law and Social Policy"— Presentation transcript:
Transitions into Postsecondary Working Poor Families Project Academy on State Adult Education Policy Julie Strawn Center for Law and Social Policy firstname.lastname@example.org June 2007
Why focus on postsecondary transitions? For low skilled adults, that’s where larger economic payoff is. 1 year of college = 10% increase in earnings (as true for GED holders as it is for high school grads) –Getting a GED alone does increase earnings but by less than a high school diploma. (Really only pays off for dropouts with lower skills and for immigrants.) Past assumption by states and by adult ed. students is that GED best route to good jobs and to postsecondary –2001 survey of why people took GED, 30% said “employment,” 66% said “further education.” –Only 12% completed > 1 year of college in first decade after earning GED, 3% got at least AA degree. Over long run 30% have some postsec. ed. but no degree; 8% have BA or higher.
If not GED, what should states focus on? Four main gaps in workforce education system: Adult ed./ESOL into job training or other postsecondary programs. –And even GED grads. who transition find they then must take college remedial courses (about 85%) College remediation (“developmental education”) into for-credit college coursework Non-credit workforce education into for-credit certificate and degree programs Community college transfer to 4 year college
If not GED, what should states focus on? Create more options in adult ed/ESL that reflect students’ goals and offer a targeted way to get there Have to be careful not to close one gap only to leave students falling through another one Think about low skilled/limited English population in your state—who are they? what kinds of postsecondary or job opportunities make the most sense for them? Tailor your state’s transition strategy(ies) to these groups’ needs.
Three broad types of transition prgms. Bridge programs –Sequential: Move into postseconday after completing adult education/ESL bridge –Goal is to bridge gap between initial skills of students and what they need to enter postsecondary ed. or training or work, sometimes accelerated –Can have an occupational or an academic focus –Various bridge models are aimed at different populations, e.g. bridges for low skilled adults without GED into occupational training, bridges for GED grads. into academic college programs, etc.
Three types of transition programs Bridge programs, cont.’d –Occupational bridges typically cover “soft skills,” basic education skills, and specific job skills needed for an entry level job in a career pathway –Occupational bridges tailor and contextualize adult ed/ESL content to general workplace needs and to the knowledge and skills needed in a specific occupation. –E.g. bridge programs in manufacturing cover blueprint reading, statistical process control. Those in health care cover intro to human biology, vocabulary for health jobs.
Three types of transition programs Concurrent programs –Concurrent: students enroll in adult ed/ESL and postsec. ed. and trg. at the same time but each are taught separately. –Content of adult ed/ESL and postsecondary program may or may not be connected. Can have academic or occupational focus. E.g. VESL, college remediation, CT adult ed transitions model.
Three types of transition programs Integrated programs –Adult ed/ESL content embedded in the postsecondary education or training program –Can be academic or occupational in focus –Probably the most expensive, hardest of the three transition models to pull off—biggest payoff? Often use co-instruction, one adult ed/ESL instructor, one occupational or academic faculty Rewrite curricula, extensive professional develop. Have to overcome policy and institutional barriers to dual enrollment/dual credit
Key elements: local transition models Align adult ed/ESL and college remediation content with postsecondary content –Crosswalk assessments and curricula, contextualize if possible, make the end goal of adult ed/ESL the skills needed for next job or next level of education in career pathway. State can facilitate this. Shorten the timeline –dual enrollment/dual credit, integrated programs, accelerated programs (e.g. Fast Track GED, College Review courses aimed at passing Compass, Accuplacer, Accelerated Dev. Ed. etc.)
Key elements: local transition models Have close, ongoing, personal connections with employers—but be selective about partners –Input into program design and content –Internships, workplace learning –Company employees as faculty Support success with wrap around supports –Case management, career exploration, college success courses, academic advising, financial aid, child care, transportation, peer support.
Connecticut’s College Transition Initiative State RFP, “college prep” model based on New Haven Advanced Adult Education Program Nine transition pilots funded Local written agreements between adult ed. provider (K- 12) and its postsecondary partner(s) Local collaborative interagency planning team Development of a student referral process for students who have 16 or more credits or students with a score of 2,500 on the Practice GED Test and/or other specifically defined program criteria. Alignment of academic assessments between transition program and postsec. institution.
Connecticut’s College Transition Initiative Partnerships between adult ed. and postsec. must provide at a minimum: dual or concurrent enrollment for academic and technical courses; academic and career-related counseling combined with other student support services; Help with admissions and financial aid process for transition students. State provided professional development and convened meetings to share challenges, successes. State plans next to align transitions curriculum with entry requirements to state’s 12 community colleges.
KY’s Adult Ed.-College Transitions Partnership State reform legislation gave adult ed. and comm. colleges common mission around workforce dev., also at that time new federal adult ed. goal added for college transition Needed state leadership to send signal that collaboration between colleges and adult ed. was encouraged, allowed Convened statewide transitions workgroup, regional meetings, sharing of models, ideas Crosswalk of college/adult ed. assessments Funded joint transitions pilots with WIA Gov.’s funds, expanded to four year institutions State goal of having 40% of GED completers go on to postsecondary (12% originally, 22% in 2004)
KY’s Adult Ed.-College Transitions Partnership KCTCS-KYAE partnership included: Colleges referred students to adult ed. for remediation Adult ed students could also choose this path Shared web-based instructional software and assessments as well as traditional curricula Helped students without GED dual enroll in adult ed. and developmental ed. Helped students receive credit and obtain financial aid for dev. ed. taught by KYAE Rebranding adult ed.: differing roles invisible to student, e.g. adult ed.’s Education Enrichment Services in Louisville appear to be part of the college
KY’s Adult Ed.-College Transitions The Education Enrichment Services Center in Louisville appears to be part of the college The Center is a partnership between adult education, the community college and two local universities. Co-instruction, shared curricula, assessments, college waived dev. ed. tuition. Outcomes to date: EES has jointly enrolled 5,000 students 88% of them have bypassed at least one college developmental education course, estimated savings to students of $400,000 in tuition costs in 2005-2006 alone. 72% of students retained
2007 KY Adult Ed. to Career Pathways Initiative Builds on statewide Career Pathways initiative that began in 2003 and focuses on remediation piece of the pathway Local teams submit proposals; each team must include at least 1 instructor each from dev. ed, adult ed., general ed., and career/tech. ed. Grants fund curricular redesign and integration of remediation, workforce dev., and academic transfer coursework. E.g. contextualization, chunking, flexible delivery, on-line learning, workplace learning. Funding covers professional development, technical assistance, and faculty stipends—all aimed at creating integrated remediation customized to specific occupational career pathway.
WA’s Integrated Basic Skills and Skills Training (I-BEST) WA state goal: Increase number of adult ed/ESL students who reach “tipping point” State offered colleges 1.75 FTE to expand I-BEST to take into account extra costs of two instructors, coordinating instructions, additional student support To do this have to rethink content/goals of adult ed/ESL—not GED, not entering dev. ed, but rather skills needed for job and next occupational prgm. All I-BEST programs must be part of 1-year certif. program or other occup. prgm. with proven ability to place grads. in higher wage jobs. Std. is wages > $12 an hour (> than $14 an hour in Seattle).
WA’s Integrated Basic Skills and Skills Training (I-BEST) I-BEST pairs ABE/ESL instructors with prof./tech instructors in the classroom to provide integrated basic skills and job training. Goal is to earn a for-credit occupational certificate AND raise basic skills/English to level needed to take next career and educational step. Instructors co-teach 50% of the time, other half of the time teach the same students contextualized basic skills and job training separately. Pilot programs ranged from 1-3 quarters. I-BEST students earned 5 times more college credits and 15 times more likely to complete job training than traditional ESL students.
AR’s Adult Ed. Bridges into Career Pathways Based on local partenership in Southeastern AR between CBO and 2 community colleges WAGE is adult education customized to prepare individuals to enter specific occupational pathways. E.g. Business, Education, EMT/Paramedic, Manufacturing, Nursing and Allied Health, Welding In 2005 set aside $16 million of TANF funds to expand WAGE career pathways model to 11 community colleges, began spring 2006 Parents with incomes < 200% of poverty are eligible
Oregon Pathways for Adult Basic Skills Initiate adult ed. systems change that is sustainable with formal links to postsec. ed. and to One-Stop Centers— vision is for this to become the way the whole system operates Six Development Sites currently—curriculum and module development, pilot testing, curriculum and module revision, more sites will be added Integrate occupational information that is focused on OR high-demand occupations Health Services (e.g., medical assisting, medical records) Industrial & Engineering Systems (e.g., welding, construction) Business & Management (e.g., marketing/sales)
Oregon Pathways for Adult Basic Skills The initiative will result in: A series of courses (bridge, pre-bridge, and career/college readiness) with lesson plans based on a standard format that are ready for use by other ABS faculty A Teacher’s Guide for each course that will facilitate instructors’ delivery of OPABS courses Advising modules on topics that can facilitate ABS learners’ transition to postsecondary education, training, and/or work A module on referral of ABS learners to One-Stop services
Oregon Pathways for Adult Basic Skills Career/College Readiness Course College Degree Courses GED Certificate Professional Technical Courses Occupational Training Bridge Courses (8 th -12 th GE) Pre- Bridge Courses ( 6 th -8 th GE) Employment College Advising……… Support Services……Referral to One-Stop
Transition models for out of school youth Dual enrollment for out of school youth Portland Community College Gateways to College. Goal is to complete high school, earn associate degree at the same time. Combines K-12 ADA $’s with college FTE’s to enrich services. Integrated adult education, dev. ed. and/or job training for out of school youth Center for Employment Training WA I-BEST, KY adult ed-dev. ed. partnerships also can work for youth
Key elements: state transition strategy Create champions for change—especially college presidents and employers. Make transitions to postsec. and attainment of marketable credentials a central goal of state adult ed/ESL policy and related policies. –Program and labor market data across agencies is key, share with local partners Bridge cultural divide between programs through outreach and education efforts to staff and administrators, do cross-agency professional development.
Key elements: state transition strategy Connect pilots of transition approaches to state policy change. For example, policies on-- –Assessment (entry/exit criteria, concordance tables) –Curricula development and approval –Dual enrollment/dual credit –Lack of funds for essential activities such as student supports and curricular redesign –More creative use of state spending on adult ed./ESL? Align related policies, e.g. incumbent worker/customized trg. programs, TANF, child care –What is the business model for going to scale?
Key elements: state transition strategy Direct extra funding and leadership toward transition efforts that work across agencies and address gaps in services, recognize diversity in student needs, and have family-supporting jobs as an end goal. –Some transition efforts look only at one program’s piece of the puzzle and look only at education outcomes. –Others are “one size fits all” –Others aim too low, e.g. prepare students for dead-end, low-wage jobs. Track outcomes, highlight cost/benefits, scale up what works. E.g. I-BEST costs > $9,000 per student
National initiatives addressing these issues Breaking Through: 7 local “leadership” colleges in AR, CO, KY, NC, NM, OH, OR. Bridges to Opportunity: CO, KY, LA, NM, OH, WA Shifting Gears: MN, IL, IN, WI, MN New OVAE Career Pathways Initiative –Apply framework of career pathways from Perkins Act (high school to college model) to adult education. http://www.ed.gov/rschstat/eval/sectech/factsheet/abepath ways.doc