Promoting Success in Skill Development and Structured Pathways: Strategies across Student Populations Judith A. Alamprese Principal Scientist Abt Associates NCWE, October 12, 2016 judy_alamprese@abtassoc.com

Today’s Presentation Framework of strategies for supporting student success Case studies: Adults transitioning from basic skills education to postsecondary education (Oregon Pathways for Adult Basic Skills Study Transition to Education and Work –OPABS Initiative) Adults seeking to retool skills, obtain job in different field (Los Angeles Valley College) Post Baccalaureate students obtaining skills for jobs and high school graduates entering community college (Austin Community College) Considerations for supporting student success

Sources of Information Abt Associates’ research: Study of Effects of Accelerated Basic Skills Instruction on Adults’ GED Attainment and Enrollment in Postsecondary Education (US Dept. of Education, Institute for Education Sciences—IES) Evaluation of the Community College Consortium for Biosciences Credentials (cᶟbc) TAAACT, US Dept. of Labor Los Angeles Valley College Austin Community College

Framework for Supporting Student Success in Community Colleges Institutional Change/Transformation Business & Industry Partnerships Academic Discipline Enhancement Student Supports

Individuals’ Skills Needed for College and Career Success Academic skills Psychosocial skills, Self-direction, self-efficacy, perseverance Career and college knowledge and goals

OPABS Program Model—Basic Skills Learners Learner Outcomes & Further Participation Recruitment & Referral Orientation in ABE/ASE Instruction -Accelerated instruction--Pre-Bridge & Bridge Reading, Math, and Writing -Use of Contextualization --Career & College Awareness Course --Use of cohorts, learning communities -Dual enrollment in ABE and CTE -Earn CRC, Occupational Certificate (<1 Yr.) -Enroll in CTE or Academic Courses Enrollment in ABE-GED Placement Test, Pre-Test Referral from ESOL, VESL College Placement Test Referral from Job Centers -Displaced Workers, Core Clients Goal Setting & Risk Analysis Obtain or Help Gain Employment Placement in ABE/ASE Courses Referral from Colleges (CTE, Dev. Ed.), other providers Earn: -Occupational Certificate (> 1 Yr.) -PSE Credential GED/High School Dip. Advising, Support Services, & Transition Info.

Characteristics of OPABS Participants Total # of OPABS participants in State Adult Basic Skills database during period 2009-2010 to 2013-2014: 5,955 learners Sample of Learners Analyzed: 4,203 learners Who had demographic and background data Were unique students—not duplicated enrollments Had pre-test within 1 year of enrolling in an OPABS course Had enrolled in an OPABS course

OPABS Learners’ Educational Outcomes on CASAS CASAS Reading No. of learners pre- and posted on Reading Test: 1,769 No. of learners enrolled in OPABS Reading course: 1,575 Average # of OPABS courses (1 term) in which Reading- tested learners participated: 2.41 Results: Average Pre-Post CASAS reading gain for participation in any OPABS Reading, CCA, or writing Course: 4.19 scale score points (Standardized Test Score Gain: .35) Average Pre-Post CASAS math gain for learners who took Bridge Math: 4.39 scale score points (.37)

GED Participation and Outcomes OPABS Sample of Learners: 4,203 614: Number of learners who entered OPABS courses with a GED, HSD, or further education (15% of OPABS learners) 1,143: Number of OPABS learners who took GED test 774: Number of learners who earned a GED (68% of OPABS learners who took GED tests) 369: Number of learners who took 1+ GED tests but did not earn GED (32% of OPABS learners who took GED tests) 2,446: Number of learners without a GED at Intake who did not take GED test (68% of OPABS learners who entered ABS without GED/HSD/further education)

OPABS Learners’ Postsecondary Participation 29% (1,225) of OPABS learners took at least 1 course offered by a college after ABS Of 1,225 OPABS learners who took further courses, the courses were: CREDIT COURSES: 60% (734) took Lower Division Collegiate Courses (LDC 100) 30% (369) took CTE Preparatory Courses (PTP 210)

OPABS Learners’ Postsecondary Participation 29% (1,225) of OPABS learners took at least 1 course offered by a college after ABS Of 1,225 OPABS learners who took further courses, the courses were: CREDIT COURSES: 60% (734) took Lower Division Collegiate Courses (LDC 100) 30% (369) took CTE Preparatory Courses (PTP 210)

Factors Associated with ABS Learners’ Earning of College Credits Learners who: Enrolled in OPABS courses with a GED Increased math pre-test scores during OPABS participation Had indicated college or training as a primary or secondary goal at Intake Took a CCA course and did not have secondary education as a goal at Intake

Community College Consortium for Bioscience Credentials--cᶟbc Developed and expanded courses and credentials in biosciences—biotechnology &, biomanufacturing, medical devices, lab sciences Partnerships with business and industry linchpin for aligning courses and credentials with labor market needs Served diverse student populations-high school through post-Baccalaureate

cᶟbc Flow Chart Trade Adjustment

BRIDGING THE SKILLS GAP: LA Valley College The BioTech Bridge Academy is an innovative vocational training and job placement program developed to train individuals as entry-level manufacturing technicians in the high-growth manufacturing/biotechnology industry sector.

FI Bridge Academy Results

LAVC BIOTECH BRIDGE ACADEMY: CAREER LADDER OPPORTUNITIES Supervisor Manufacturing Tech IV Manufacturing Tech III Manufacturing Tech II Manufacturing Tech I

Features of Bridge Academy Curriculum directly aligned with employers’ work requirements Instruction included academic skills as well as employability skills From intake through completion, faculty and staff monitored students’ progress, coached students Developed Biotechnology/Biomanufacturing Certificate as next step

Austin Community College: Industry-Validated Framework Level One or Entry Level Level Two (Biomanufacturing) Advanced Technical Certificate (4-year) or Applied Associates Award (2-year)

Austin Community College: Biotechnology Level One Certificate BIOLOGY 1414 or BITC 1411 EDU 1300 or Another BITC Course BIOLOGY 1415 or BITC 1402 BITC 1340 BITC 2486 or Independent Research or Biomanufacturing*

Features of ACC’s Biotechnology Program Developed stackable credentials—facilitates entry and exit Extensive employer involvement through employer survey regarding course content, curriculum review, internships, access to ACC lab facilities, other activities Department requires students to meet with department counselor prior to enrollment Faculty and staff monitor students’ progress

Considerations for Supporting Student Success Multiple organizational levels need to be involved For CTE programs—department/program and employers are instrumental Curricula need ongoing updating—content, methods, structure Data critical in monitoring progress Career and college awareness, employability skills need to be considered at beginning of students’ participation

Resource Mowry, J. and Carrese, J. (2016) Core skill standards for bioscience technicians. Winston-Salem, NC: Community College Consortium for Bioscience Credentials, Forsyth Technical Community College. This report is available at: www.biotechworkforce.org