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

2. 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

3. 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

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

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

6. 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.

7. Characteristics of OPABS Participants
Total # of OPABS participants in State Adult Basic Skills database during period to : 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

8. 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)

9. 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)

10. 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)

11. 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)

12. 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

13. 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

14. cᶟbc Flow Chart
Trade Adjustment

15. 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.

17. FI Bridge Academy Results

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

19. 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

20. 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)

21. 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*

22. 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

23. 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

24. 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.
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