1. Final Implementation Findings from Accelerating Opportunity
Aspen Institute, Workforce Strategies Initiative (AspenWSI)
NCWE Conference 2016

2. About Aspen WSI
Aspen WSI is one of three distinct initiatives that comprise the Aspen Institute’s Economic Opportunities Program (EOP).
Aspen WSI works to identify, evaluate, and promote promising and successful practices and policies that improve access to quality training and employment for low- income adults.  

3. This Presentation Based on the report
Implementation of Accelerating Opportunity: Final Implementation Findings with Lessons for the Field
by Theresa Anderson, Lauren Eyster, Robert I. Lerman, Maureen Conway, Ranita Jain, & Marcela Montes
This research is a joint effort between the Urban Institute & the Aspen Institute
n-accelerating-opportunity-final-implementation-findings- lessons-field

4. A Brief Summary of Accelerating Opportunity
Vision: Increase the ability of students with low basic skills to earn valued occupational credentials by enrolling them in for-credit career & technical education courses at local community colleges as they improve their basic education & English language skills
Builds on key elements of the I-BEST model developed in Washington State
Funded by a consortium of foundations
Administered by Jobs for the Future
Technical assistance provided by the National College Transition Network, Washington State Board for Community & Technical Colleges, & National Council for Workforce Education
Funders: Gates Foundation, Joyce Foundation, Kellogg Foundation, Kresge Foundation, University of Phoenix Foundation, Open Societies Foundation.
4 states – Illinois, Kansas, Kentucky and Louisiana – Planning time 2011/ Officially started in January 2012 – ended in December of 2014 in Illinois, Kansas, Kentucky, and summer of 2015 in Louisiana

5. AO Population Eligibility: No requirements regarding:
Score in National Reporting System (NRS) 4-6 (6th-12th grade range) on adult basic skills tests or NRS 5-6 in English language skills
Have interest in an AO pathway in a CTE program
No requirements regarding:
Income
High school credential attainment
Although there was an emphasis on trying to target students without a high school diploma so they could co-enroll in college classes as they completed coursework to prepare for the high school equivalency – it was not a requirement for colleges to just focus on this population

6. Implementation Analysis Cost-Benefit Analysis
The Evaluation
Four states: Illinois, Kansas, Kentucky, & Louisiana
Implementation Analysis
Final Report:
Spring 2016
Impact Analysis
Late 2016
Cost-Benefit Analysis
Early 2017
Implementation evaluation informed by site visits (two rounds to each state, visiting the state office and two college); annual in-depth college survey (100% response rate); two rounds of student survey; quarterly calls with states and colleges; and document review

7. The AO Model: Closer Look
2+ integrated career pathways in at least 8 colleges per state – with at least 12 credits
Academic & social student supports
Dual enrollment strategies
Marketable, stackable, credit-bearing certificates & degrees
Award of some college-level professional-technical credits
Partnerships with workforce investment boards & employers
Evidence of strong local demand for selected pathways
States & colleges are further expected to adhere to the nonnegotiable elements of the model except where infeasible. All of the states implemented AO in more than 8 colleges – and within many colleages there were more than 2 integrated career pathway options – for instance by the end of the initiative – Kansas had implemented AO in 14 colleges – IL in 19- while KY and Louisianan did it statewide
Those elements specify that the states’ programs should offer career pathways that are at least 12-credit-hours long, at least two pathways should be established in each of at least eight colleges, & pathways should have at least 25 percent team teaching. States were asked to identify policy levers & are expected to make at least 80 percent progress toward their policy goals by the end of the grant period. The goal is that within three years of operation, each participating state will produce at least 3,600 credentials. Credentials should be offered in industries with sufficient labor demand so students could reasonably become employed within their areas of study.

8. AO Student Characteristics at Entry
Total Enrollment: 8,287 students
Gender: 53% female, 47% male
Age: 37% age 22 or younger, 19% age 22-26, 44% age 27+
Race/Ethnicity: 50% White, 30% African-American, 15% Hispanic/Latino, 5% other
Educational Attainment: 82% with high school credential
Full-time Status: 48% enrolled full-time
Employment Status: 39% employed
All states, all years, based on college survey – will also look at admin data
Percentages are of those for whom values were reported

9. Accomplishments, Based on College Survey
4 states implemented 154 integrated career pathways in 54 colleges
Most common occupational areas were manufacturing(39%) and healthcare (32%).
These pathways enrolled 8,278 students over 3 years
AO students earned 56,757 credits & 11,283 credentials
35% of AO students engaged in work-based learning, such as internships, during their enrollment in AO coursework
37% entered employment in any job
30% found a job related to the occupational area of their pathway within the first three years
Survey had a 100% response rate, administered to all participating colleges each of the three years of implementation
Some additional states & colleges were not part of the evaluation
Most common pathways were in manufacturing (39 percent of pathways offered) & health occupations (32 percent)
78 percent of the 14,400 credentials initially targeted for the three-year AO initiative (3,600 credentials per state),
Students identified specific components of the AO model—including individualized supports, team teaching, & tutoring services—as critical for helping them succeed in postsecondary institutions & attain employment.

10. State policy can support student success
State Level Lessons
Strong state executive-level leadership & ongoing support bolster college efforts
State policy can support student success
Not going to bury the lead – here is the bottom line. Will circle back at the end
Strong State Executive-Level Leadership & Ongoing Support Bolster College Efforts: AO was a state grant and had support in the state administrative offices, which also oversee adult education in these states; provided PD and TA
State Policy Can Support Student Success: Especially around tuition support, given termination of ATB; three states (Illinois, Kansas, and Louisiana) forged relationships with the state workforce system, one (Kansas) developed a formal agreement with the state department of human services, and another (Louisiana) revised its tuition waiver policy for students without high school credentials
Both College Institutional Factors & Labor-Market Demand Influence Pathway Selection: Local labor market information was important, but colleges also considered the college’s capacity to provide the pathway (e.g., equipment and faculty availability), preexisting relationships between adult education and certain CTE programs, prerequisites for the occupational field, and student interest in a particular occupation. One common approach was for colleges to implement AO initially with CTE departments that were more open to exploring integrated instruction methods. The approach of choosing “friendly” CTE departments allowed colleges to start AO implementation quickly and build evidence of success. The early evidence then helped colleges convince administrators and faculty in other occupational areas to try AO. Over time, states required colleges to consider labor-market demand more explicitly in developing new pathways, since this is a critical component of the career pathways model.

11. College Level Lessons
Both college institutional factors & labor-market demand influence pathway selection
Team teaching Is considered effective, but it requires higher investments
College internal partnerships are fundamental but time Intensive
Team Teaching Is Considered Effective, but It Requires Higher Investments: Won over many CTE departments and instructors; students were very enthusiastic; the team teacher was another supportive adult for students. Leadership was mixed on the sustainability of TTing.
College Internal Partnerships Are Fundamental but Time Intensive: the cooperation of CTE departments was critical to AO success, as well as other offices such as admissions, financial aid, and student services. Some of the work was easier when a CTE department led the AO effort within the college than when an adult education office tried to champion AO.
External Partners Provide Needed Support, but Deep Employer Engagement Is Challenging: Local workforce systems were particularly strong partners, as were CBOs, which sometimes also delivered AE. Employer partnerships grew throughout AO, but they were challenging, especially for AE departments, which did not have pre-existing employer connections (unlike CTE departments).
Individualized Supports Are Helpful for Student Success, but Difficult to Sustain in the Long Term: Supports were required but not specified. Most colleges relies on navigators, which were very important to students but a cost that some colleges may struggle to sustain.
Circling back to the bottom line.

12. College Level Lessons
External partners provide needed support, but deep employer engagement is challenging
Individualized supports are helpful for student success, but difficult to sustain in the long term
Team Teaching Is Considered Effective, but It Requires Higher Investments: Won over many CTE departments and instructors; students were very enthusiastic; the team teacher was another supportive adult for students. Leadership was mixed on the sustainability of TTing.
College Internal Partnerships Are Fundamental but Time Intensive: the cooperation of CTE departments was critical to AO success, as well as other offices such as admissions, financial aid, and student services. Some of the work was easier when a CTE department led the AO effort within the college than when an adult education office tried to champion AO.
External Partners Provide Needed Support, but Deep Employer Engagement Is Challenging: Local workforce systems were particularly strong partners, as were CBOs, which sometimes also delivered AE. Employer partnerships grew throughout AO, but they were challenging, especially for AE departments, which did not have pre-existing employer connections (unlike CTE departments).
Individualized Supports Are Helpful for Student Success, but Difficult to Sustain in the Long Term: Supports were required but not specified. Most colleges relies on navigators, which were very important to students but a cost that some colleges may struggle to sustain.
Circling back to the bottom line.

13. Contact Information
Thank you!
Marcela Montes, Senior Research Associate, Economic Opportunities Program