Facilitating ABE Learners’ Postsecondary Success Judith A. Alamprese Principal Scientist Abt Associates NCWE, October 25, 2017 judy_alamprese@abtassoc.com

Today’s Presentation Setting the context: what do we know about transitioning adults from basic skills to postsecondary education Findings from study of Oregon Pathways for Adult Basic Skills Study Transition to Education and Work (OPABS) Initiative Bridge Math Course Career and College Awareness Course Role of basic skills-workforce partnerships Next steps to test supports for adults’ successful transition

Transitioning Adults from Basic Skills to Postsecondary Education Emerging research on “what works” to facilitate successful basic skills transition and postsecondary participation I-BEST model Career pathways approaches Better details needed on effective instruction, advising, and support services for basic skills students— coordination between basic skills and workforce

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

OPABS Initiative and Study Oregon Pathways for Adult Basic Skills Transition to Education and Work (OPABS) Initiative Oregon’s Division of Community Colleges and Workforce Development 11 Adult Basic Skills programs 6 Bridge and Pre-Bridge courses in reading, math, and writing; Career and College Awareness Course Study of Effects of Accelerated Basic Skills Transition to Postsecondary Education and Employment Funded by US Department of Education, IES Conducted by Abt Associates

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.

Abt’s OPABS Study What are the characteristics of OPABS learners? What are the ABS outcomes for OPABS learners? What are the postsecondary and employment outcomes for OPABS learners? How do the outcomes of OPABS learners compare to the outcomes of similar learners that were not served by the OPABS initiative?

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

OPABS Learners’ Educational Outcomes on CASAS Reading Test 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 reading gain for learners who took Bridge Reading 4.39 scale score points Standardized Test Score Gain: .37

OPABS Learners’ Educational Outcomes on CASAS Math Test Average Pre-Post CASAS math gain for participation in any OPABS Math Course 4.93 scale score points Standardized Test Score Gain: .43 Average Pre-Post CASAS math gain for learners who took Pre-Bridge and Bridge Math courses 8.06 scale score points Standardized Test Score Gain: .70

Time from Program Entry to Attainment of GED® 56% earned GED® within 6 months of enrollment in OPABS courses 26% earned GED® between 6 months to 1 year of enrollment in OPABS courses 18% earned GED® between 1-4 years of enrollment in OPABS courses

Key Points from GED ® Analyses OPABS learners with higher math pre-test scores more likely to earn GED® Over half of OPABS learners earned GED within 6 months of entry Two-thirds of ABS OPABS learners without GED® at entry did not take GED® 20% were at 10th or higher grade equivalent in math at post test 46% were at 8-10th grade equivalent in math at post test

OPABS Learners’ Postsecondary Participation 29% (1,225) of OPABS learners took at least 1 postsecondary course offered by a college. Types of courses:

OPABS Learners’ Postsecondary Participation Number of postsecondary courses OPABS learners took:

OPABS Learners’ Postsecondary Participation NON CREDIT COURSES: 15% (184) took CTE Supplemental Courses (PTB 220) REMEDIAL COURSES 40% (486) took Postsecondary Remedial Reading/Writing (PSR 350) 45% (555) took Postsecondary Remedial Math (PSR 351) 19% (234) took Postsecondary Remedial Elective (PSR 352) ADULT CONTINUING ED: 26% (316) (OR 360, AHF 361) HOBBY & RECREATIONAL: 9% (112) (NHC 511) Of 1,225 OPABS learners who took courses, 42 earned certificates

OPABS Learners’ Postsecondary Participation NON CREDIT COURSES: 15% (184) took CTE Supplemental Courses (PTB 220) REMEDIAL COURSES 40% (486) took Postsecondary Remedial Reading/Writing (PSR 350) 45% (555) took Postsecondary Remedial Math (PSR 351) 19% (234) took Postsecondary Remedial Elective (PSR 352) ADULT CONTINUING ED: 26% (316) (OR 360, AHF 361) HOBBY & RECREATIONAL: 9% (112) (NHC 511) Of 1,225 OPABS learners who took courses, 42 earned certificates

OPABS Learners’ Postsecondary Completion Lower Division Collegiate Courses (credit—ACTI 100): CTE Preparatory Courses (credit)—ACTI 210): OPABS Learners (09-10 to 13-14) All College Participants: 2013-2014 No. of courses taken: 4,712 No. of courses taken: 626,073 % of courses completed: 75% % of courses completed: 81% % of course withdrawals: 6% % of course failures: 19% % of course failures: 13% OPABS Learners (09-10 to 13-14) All College Participants: 2013-2014 No. of courses taken: 1,468 No. of courses taken: 222,456 % of courses completed: 84% % of courses completed: 87% % of course withdrawals: 3% % of course withdrawals: 4% % of course failures: 14% % of course failures: 9%

Factors Associated with ABS Learners’ Earning of College Credits Learners who were more likely to earn transferable or occupational credits: Had pre-test score at or above the 8th grade equivalent and completed Bridge Math (p<.01) Took a College and Career Awareness course and did not have secondary education as a goal at intake (p<.01)

OPABS Bridge Math Course Aligned with Career and College Ready Math Standards Integrates occupational skills and knowledge from Oregon’s high-demand occupations Embedded assessment 32 lesson plans

Career and College Awareness Course Opportunities for learners to identify and reflect on their interests and skills Career and occupational information related to state and local labor markets Informational resources related to careers and college, as well as strategies for accessing information and for understanding what one finds Support in organizing this information and in developing a Career and College Plan that moves learners forward in pursuing further education or training and careers of their choice

CCA Course Architecture Lesson 1 Welcome to the Course Lesson 2 Getting to Know Skills & Interests Lessons 3, 4 Career Choices, Consider-ations Lesson 5 Explor-ing In-Demand Careers Lessons 6,7 Educational Requirements Connecting Career & Educ. Lesson 8 Goal Setting & College Resources Lessons 9, 10 Creating Plan, Looking Toward Future

Math & CCA Lesson Format Format of Courses: Stages of a Lesson Overview of Lesson Expected Learner Outcomes Materials: Learner, Instructor, Web Access Lesson Set Up/Review

Math & CCA Lesson Format Format of Courses: Stages of a Lesson Lesson Segments by Topic, Each Topic Contains: New Information/Modeling Check for Learners’ Understanding of New Information Guided Practice Feedback to Learners on Guided Practice Closure Independent Practice

Coordination between Basic Skills, Workforce, and Advising Departments Developing/Updating Math Course Delivering Career and College Awareness Course Making Transition to Postsecondary Education

New Project to Encourage Basic Skills Transition to Postsecondary Education Transition Planning Process (TPP) Oregon Division of Community Colleges and Workforce Development & Abt Associates Funder: US Department of Education, IES 2017-2019 Use of text messages to prompt basic skills learners at critical points in basic skills participation

Critical Points in Basic Skills Participation Developing readiness skills for GED test Taking GED Test Completing GED Test Specifying postsecondary education as a goal Connecting with financial aid Assessing feasibility of postsecondary participation Completing college application Connecting with college advisors