1. Facilitating ABE Learners’ Postsecondary Success
Judith A. Alamprese
Principal Scientist
Abt Associates
NCWE, October 25, 2017

2. 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

3. 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

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

5. 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

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. 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?

8. 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

9. 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

10. 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

11. 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

12. 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

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

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

15. 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

16. 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

17. OPABS Learners’ Postsecondary Completion
Lower Division Collegiate Courses (credit—ACTI 100):
CTE Preparatory Courses (credit)—ACTI 210):
OPABS Learners (09-10 to )
All College Participants:
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 )
All College Participants:
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%

18. 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)

19. 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

20. 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

21. 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

22. 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

23. 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

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

25. 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
Use of text messages to prompt basic skills learners at critical points in basic skills participation

26. 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