Lessons from the Breaking Through Initiative Judy Taylor Jobs for the Future Elisabeth Barnett Teachers College, Columbia University

“High Leverage” Strategies Integrated institutional structures and systems Accelerating the pace of learning Labor market payoffs Comprehensive supports Liebowitz and Combes-Taylor (2004)

Evaluation: 2007 and 2008 Self-assessment by project leaders Site visits to Leadership Colleges Interviews with Learning Colleges Assessment of student outcomes Documentation of peer learning Interviews with JFF and NCWE

BT SELF-ASSESSMENT One way to look at progress Self-assessment questionnaire completed by college leaders Included Program design elements Leadership High leverage strategies Sustainability

SCALE 1. Planning – goal setting, staff orientation, formation of committees and teams, and active, deliberate planning. 2. Development – the strategy is being designed, developed and field-tested. 3. Initial Implementation – the strategy is beginning to be carried out. 4. Advanced Implementation – the strategy is actively carried out and regularly reviewed to ensure its smooth operation. 5. Institutionalization – the strategy is firmly in place, sustainable, and demonstrates positive outcomes. 6. Not Addressed (NA) – indicates the characteristic does not exist in this partnership.

Integrated Institutional Structures and Systems

Qualitative Evidence Importance of the leadership team Faculty role – professional development Communication and collaboration is “glue” that holds institutional structures together Project works to overcome barriers created by non-credit and credit silos Internal and external partners contribute to structures and systems

Accelerating the Pace of Learning

Qualitative Evidence Most but not all colleges emphasize acceleration Different models – accelerated could mean “compressed”, “intensive” and/or “integrated” Tension between access and success for low-skilled learners More feasible for some students than others

Labor Market Payoffs

Qualitative Evidence Differences in workforce vs. career focus In some cases, career exploration is the goal In others, workforce and economic development are the goal Short term credentials offer payoff Weakening economy is impacting some programs, depending on industry sector

Comprehensive Supports

Qualitative Evidence All colleges offer comprehensive or “wrap around” services Some offer case management – e.g., “achievement coach” Academic supports include tutoring and mentoring Other supports include financial aid, transportation, child care, physical and mental health, and substance abuse Community colleges have a learning curve to take on “social service” roles

STUDENT OUTCOMES Access and participation Adult education success Developmental education performance Developmental education success Gatekeeper academic course performance Enrollment and retention in CTE Successful completion Employment outcomes

Students who became college ready

Students who completed BT

Further Info Breakingthroughcc.org Presenters Judy Taylor – jtaylor@jff.org Elisabeth Barnett - barnett@tc.edu