Today’s Discussionconference.novaresearch.com/2011aesd/presentations/Tues/Flynn.pdf · What is...
Transcript of Today’s Discussionconference.novaresearch.com/2011aesd/presentations/Tues/Flynn.pdf · What is...
OVAE STATE DIRECTORS OF ADULT EDUCATION MEETING
MAY 10, 2011
Today’s Discussion
• New England College Transition Projects
• Shifting Gears
• Breaking Through
• ABE to Credentials
How are states leveraging these efforts in order to improve outcomes for their students?
Lessons from New England College Transition Projects
OVAE, May 2011Silja Kallenbach
National College Transition Network/World Education
Key Features of New England ABE‐to‐College Project
2000‐2008 25 ABE programs partnered with 40+ colleges
Stand‐alone, college prep model
14 weeks, 140 hours
Cohort‐based
Academic instruction
Computer skills
College success and study skills
Counseling
Tutoring and mentoring
Partnerships
College & Career Readiness for Adults
Career Planning
Academic Knowledge and Skills
College Knowledge
Personal Readiness
Transition to College and Careers (TCC) Project 2009-2011
Expanded workforce partnerships
Intensive focus on career counseling & planning
Facilitated online course, Introduction to Health Science, with onsite support
6 rural/small town programs in CT, MA, ME, NH, VT
Focus on high‐wage, high growth employment sector: health care
TCC Enrollment and Completion Outcomesover 4 Semesters
Actual Target
Enrollments 379 360
TCC program completions 67% 60%
Online Health Science course completions
166 48
Students transitioning to postsecondary education and training
206 or54%
162 or 50%
Lessons Learned
Career planning integrated with instruction and real‐life experiences is motivating.
Realistic self‐appraisal of challenges correlates with persistence.
High reading comprehension, low writing skills; requires rigorous writing instruction.
Online course does double duty.
Partnerships yield resources but are not easy.
Lessons Learned
Eligibility criteria is difficult to establish, assess and stick to.
Students overestimated their computer skills and struggled with the online course.
Students’math skills improved but not enough for college level.
Career pathway road maps lacking.
Affordability is a barrier even with planning
Shifting State Policies to Support Postsecondary & Employment
Success for Adult Workers
What is Shifting Gears?
• Launched in 2007 by the Joyce Foundation, Shifting Gears is a state policy change effort in six Midwest states. The goal is to strengthen state postsecondary and skills‐development systems so that more low‐skilled workers gain the education, skills and credentials needed to succeed in our changing economy.
• States: Indiana, Illinois, Michigan, Minnesota, Ohio, Wisconsin
• www.shifting‐gears.org
Joyce Foundation Tactical Interventions
Budget (2007‐present)
Joyce Investment: $6.5 million
States Investment: $10 million+
Progress to Date
States have:
– Convened cross‐agency policy groups, set system goals and identified multiple policy priorities
– Experimented with new program models (currently in evaluation)
– Developed new data infrastructure and analyses
– Achieved policy change in some areas
– Developed communication plans
– Engaged in field building and TA
Lessons Learned re: Policy and Sustainability
• Goals matter
• Funding incentives do change behavior
• Moving from discretionary funding to sustained funding is key and difficult
• Implementation work is intensive
• Strong communications and advocacy needed for sustainability
• Need more evidence of what works
• Data tracking is crucial yet more is needed to build demand for it
For more information:
Whitney Smith
Employment Program Manager
The Joyce Foundation
312‐795‐3823
BREAKING THROUGH
MARIA FLYNNJOBS FOR THE FUTURE
• A career pathway redesign initiative for advancing more low‐skill adults (<8th grade) into and through to professional/technical degree and credential programs
• A multi‐site, multi‐state initiative aimed at impacting both practice and policy
• A framework for developing effective career pathway programs in pre‐college and college‐level programs that improve completion
WHAT IS BREAKING THROUGH?
Tacoma Community College, WASouth Seattle Community College, WAPortland Community College, OR
Tacoma Community College, WASouth Seattle Community College, WAPortland Community College, OR
City College of San FranciscoCerritos College,
City College of San FranciscoCerritos College,
College of Southern NevadaCollege of Southern Nevada
Community College of DenverCommunity College of Denver
Central New Mexico Community College
Central New Mexico Community College
Southeast Arkansas Community College
Southeast Arkansas Community College
Houston Community College SystemSt. Phillips CollegeSouth Texas College
Houston Community College SystemSt. Phillips CollegeSouth Texas College
Gateway Community Technical CollegeOwensboro Community Technical CollegeSoutheast KY Community Technical College
Gateway Community Technical CollegeOwensboro Community Technical CollegeSoutheast KY Community Technical College
Cuyahoga CommunityCollege, OH
Cuyahoga CommunityCollege, OH
North Shore Community College, MANorth Shore Community College, MA
York County Community College, MEYork County Community College, ME
Tallahassee Community CollegeTallahassee Community College
Piedmont VA Community CollegePiedmont VA Community College
Davidson County Community CollegeForsyth Technical Community CollegeDurham Technical Community CollegePitt Community CollegeSouth Piedmont Community CollegePamlico Community College
Davidson County Community CollegeForsyth Technical Community CollegeDurham Technical Community CollegePitt Community CollegeSouth Piedmont Community CollegePamlico Community College
Grand Rapids Community CollegeHenry Ford Community CollegeLake Michigan CollegeMacomb Community CollegeMott Community CollegeSt Clair County Community CollegeWashtenaw County Community College
Grand Rapids Community CollegeHenry Ford Community CollegeLake Michigan CollegeMacomb Community CollegeMott Community CollegeSt Clair County Community CollegeWashtenaw County Community College
LaGuardia Community College, NYLaGuardia Community College, NY
Northhampton County Community College, PANorthhampton County Community College, PA
35 BREAKING THROUGH COLLEGES
Programs are disconnected, making it hard for students to make progress on a pathway
Realign programs and divisions
It takes too long to go from remediation to career training
Accelerate the pace of learning
Students do not have access to supports that will help them overcome obstacles
Provide comprehensive supports
Labor market payoffs do not come early enough to make the investment in education worthwhile
Create strong labor market connections and payoffs
Research Findings Potential Solutions
THE ISSUE:LOW SKILLED ADULTS AND POST‐SECONDARY EDUCATION
Implementation Practices Examples of Success
• Develop articulation agreements
• Remove barriers to entry and advancement
• Create on‐ramps
• Redesign occupational and technical programs (modularization)
Mott Community College: articulation agreements between non‐credit and credit courses
Southeast Community and Technical College: Realigned scheduling of courses in allied health to create access to multiple certificate programs in a stackable fashion
REALIGN PROGRAMS AND DIVISIONS
Implementation Practices Examples of Success
• Compress curricula
• Compress courses and instructional time
• Customize Instruction
Owensboro Community and Technical College: alternative, flexible learning option utilizing blended delivery and hybrid delivery with open laboratories.
Southeast Arkansas Community College: Developmental education is fast‐tracked and contextualized for allied health, and leads directly to a fast‐track practical nursing program
ACCELERATED PACE OF LEARNING
Implementation Practices Examples of Success
• Ensure access to a variety of supports
• Hire coaches and advisors
• Train staff
Portland Community College: MOTT (Moving On Towards Tomorrow) advisors trained as “case managers” providing support services and advising
Gateway Community and Technical College: Intrusive advising and coaching
Durham Tech Community College: All staff trained in advising techniques through the Advisor Training Toolkit
COMPREHENSIVE STUDENT SUPPORT SERVICES
Implementation Practices Examples of Success
• Create short‐term, stackable credentials
• Partner with labor market research providers and economic development agencies
• Provide career exploration
Community College of Denver: Career exploration built into academic and college success courses
North Shore Community College: Career maps for Early Childhood programs
STRONG LABOR MARKETCONNECTIONS AND PAYOFFS
ABE TO CREDENTIALS
A National Need for Investment in ABE to Credential Pathways
93 million adults with basic or below basic literacy
13% of adults ages 25‐64 have less than a high school credential
29% have a high school credential but no college.
By 2018, only 36 percent of total jobs will require workers with just a high school diploma or less
Since 1979, investments in adult education and workforce development programs have declined in real terms by more than 70%.
How ABE To Credentials Addresses This National Need
Through a multi‐pronged strategy that includes:
• Institutional transformation and state policy analysis
• Program design and instructional strategies that improve ABE delivery
• Providing comprehensive support services
• Linking program development with current and projected labor market demands.
Accelerated and Integrated ABE and
GED programs
Articulated Career Pathways
Stackable Credentials with Labor Market
Value
•Career exploration
•Contextualized learning
•Skill‐building for postsecondary/career success
•College and career counseling
• Accelerated skill‐building integrated with credit
coursework
• Support through gate‐keeper courses
• Intensive transition counseling
• Comprehensive supplemental services
• Intensive counseling
• Flexible program options
• Job placement
Streamlining Adult Education Pathways
More Adult Learners Succeeding in ABE to Credential Pathways
Improving Student Experiences and Outcomes
What low‐skilled, non‐traditional students typically face:
ABE to Credential’s Solutions:
Confusing array of career programs
Transparent college prep and career pathways
General education focus as the default for programs and services
Programs and services specifically geared to career pathways
Long remedial education sequences
Acceleration, compression and dual‐enrollment strategies
Inadequate or inaccessible support services
Array of support services, including intrusive advising
Programs not designed with career advancement in mind
Programs designed around labor market opportunities and needs
Four year initiative: an initial design year and three years for implementation
Targets states with ABE governed through postsecondary education
Target population: ABE, ASE, and ESL students with skills at grade 6 and above
10 states will receive design grants to develop ABE to Credentials pathways and develop blueprints for action.
Five states will pilot, refine, and scale ABE to Credential pathways in a critical mass of colleges statewide.
Initiative Overview
Non‐Negotiable Program Elements
Explicit articulation of two or more educational pathways, linked to career pathways;
Evidence of strong local demand for the selected pathways;
Acceleration strategies, including contextualized learning and the use of hybrid (online and classroom‐based) course designs;
Evidence‐based dual enrollment strategies, including paired courses, I‐BEST and I‐BEST‐like approaches;
Non‐Negotiable Program Elements
Comprehensive academic and social student supports;
Achievement of marketable, stackable, credit‐bearing certificates and degrees and college readiness;
Award of some college‐level professional‐technical credits;
Partnerships with Workforce Investment Boards and/or employers.
At least 8 colleges in each state implementing ABE to credential pathways at scale in multiple professional/technical areas
At least 450 students per college earning a marketable credential.
Potential impact: As many as 20,800 students nationwide earning marketable credentials
States will adopt policies and financing models to ensure that effective ABE to Credential programs are sustained and expanded.
States will engage other community colleges in a learning network to promote adoption and scale of effective approaches.
ABE to Credentials Outcomes
• Build on existing related state policy initiatives (e.g. Achieving the Dream, Shifting Gears), adding laser focus on the needs of low‐skill (often working) adults
• Conduct state policy assessments to identify policy gaps/barriers and determine additional high impact supportive policies needed
• Work with states to develop or expand policy supports to promote implementation and scale
State Policy Approach
Policies Supporting Sustainability and Scale
Data and Performance Measurement
Setting goals and benchmarks for adult learner transitions. Alignment of data systems to measure student progress from pre‐college programs to post‐secondary career pathways to employment; Linking data to innovation to determine which models help get adult learners to what momentum points by when (disaggregated by population)
Innovation/Redesign
Demonstration grants for accelerated learning options and comprehensive (academic and nonacademic) supports; incentives to link employers with community college credit programs
Aligned Expectations
Aligning standards and curricula of pre‐college programs with college readiness; aligning non‐credit to credit programs
Assessment and Placement
Dual enrollment for adult education and college programs; cross‐walking assessments for basic skills and college; making adult education a placement option for some developmental education students
Finance Alignment/”braiding” of funding from adult education, community college, workforce, employer and other funding streams to strengthen implementation and outcomes
COMMENTS?QUESTIONS?