CAEL CONFERENCE Philadelphia November 2008. Breaking Through.
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Philadelphia November 2008
A partnership of the National Council for Workforce Education and Jobs for the Future supported by the Charles Stewart Mott Foundation, the Ford Foundation, the North Carolina GlaxoSmithKline Foundation, and the Office for Vocational and Adult Education.
Our target population:
Low-skill adults: scoring <8th grade in Reading/Math
8th grade TABE scores are the cut-off for most non-credit workforce training programs in the U.S.—i.e., the threshold for skill advancement.
lack literacy skills needed to enroll in college-level occ/tech degree programs
lack HS credential
ended their education
with a high school
have skills too low even to qualify for non-credit training(TABE/ 8th grade)
Connect low-skill adults to community college professional/technical certificates/degrees
Community college certificates/degrees are the threshold to family-supporting wages.
Community college degree programs are the threshold to family supporting wages
“The Tipping Point”:
One year’s college credits plus a certificate
Compared with students who earned <10 credits, those who reached the tipping point had an average annual earnings advantage of:
*David Prince and Davis Jenkins, Community College Research Center
“We’re not training enough people to fill the jobs of the 21st century….And if we don’t adjust quickly ….we’re going to have a shortage of skilled workers for decades to come….It’s going to be hard for our children and grandchildren to find the kind of jobs that will be generated in the world’s economy.”
--Scott Ralls, new President of the North Carolina Community College System, in Facing Brutal Facts: North Carolina Community Colleges in the New Economic Landscape
Breaking Through program:
Connect low-skill adults to community college professional/technical certificates and degrees
Despite the great need for such programs, our 2004 research very low success rates for low-skill adults entering and completing college
Cohort entering community colleges in mid 90s.
Associate’s Degree After 5 Years
Prince and Jenkins, 2005
Our 2004 research suggested four problematic areas at the institutional level:
Little interest in the low-skill adult issue in think tanks and academic.
Some practitioners in community colleges were working on these problems, but (a) none had an entire pipeline in operation, and (b) they were isolated— no forums in which to share innovations and challenges.
FOCUS: Test accelerated learning strategies for developmental education students
SIGIFICANT LEARNING: is very intense, and requires careful screening of students for readiness
EVALUATORS: More than 40% of Breaking Through participants completed gatekeeper English and Math courses relative to 10% of the comparison group. Breaking Through students have completed midlevel English developmental classes at a much higher rate than a comparison group (e.g., 90% compared to 63%).
FOCUS:Establish career pathway to prepare low-skill adults as LPNs
SIGNIFICANT LEARNING: It was essential to get approval from the state licensing board
EVALUATORS: first two cohorts of LPN students retained at much higher levels through the developmental education sequence than traditional students (96% vs. 50-60%) in half the time of the traditional delivery mode.
FOCUS: Create pathways to certificates and degrees for incumbent workers benefitting from customized training
SIGNIFICANT LEARNING: Piloted new methods in “ABE” to attract attention of developmental education and college-level faculty
EVALUATORS: 180 students in three pathways (industrial maintenance, nursing, and management/supervision). Of them, 46 enrolled in the manufacturing program, and 61% are still taking courses toward a higher certification level, with 3 students having completed the AAS degree and another 12 having completed certificate(s). 78 students started the business program. 69% have completed and the rest are continuing.
Central New Mexico CC, Albuquerque NM
CC of Denver, Denver CO
Cuyahoga CC, Cleveland OH
Durham Technical CC, Durham NC
Owensboro CTC, Owensboro KY
Portland CC, Portland OR
Southeast Arkansas CC, Pine Bluff AR
Cerritos College, Norwalk, CA
CC of San Francisco, San Francisco, CA
CC of Southern Nevada, Las Vegas, NV
Houston CC, Houston TX
LaGuardia CC, NYC, NY
North Shore CC, Danvers, MA
Northampton CC, Bethlehem, PA
Piedmont Virginia CC, Charlottesville, VA
South Seattle CC, Seattle, WA
St. Philips’ College, San Antonio, TX
Tacoma CC, Tacoma, WA
Tallahassee CC, Tallahassee CC
York County CC, Wells, ME
Breaking Through: Helping Low-Skilled Adults Enter and Succeed in College and Careers Jobs for the Future (2004) breakingthroughcc.org
Reach Higher, America: Overcoming Crisis in the U.S. Workforce. Jun 26, 2008. www.nationalcommissiononadultliteracy.org/report.html
North Carolina Insight. Facing Brutal Facts: North Carolina Community Colleges in the New Economic Landscape. by Scott Ralls …www.ncccs.cc.nc.us/External_Affairs/President/brutal%20facts%20article.pdf
Adult Learning in Focus: National and State-by-State Data. CAEL and the National Center for Higher Education Management Systems www.cael.org/adultlearninginfocus.htm