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Career Pathways in Disparate Industry Sectors to Serve Underserved Populations in the U.S. Debra D. Bragg, University of Illinois. Political Backdrop. American Recovery and Reinvestment Act ( 2009 ) Ask : American Graduation Act - $12B Receive:

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career pathways in disparate industry sectors to serve underserved populations in the u s

Career Pathways in Disparate Industry Sectors to Serve Underserved Populations in the U.S.

Debra D. Bragg, University of Illinois

political backdrop
Political Backdrop
  • American Recovery and Reinvestment Act (2009) Ask: American Graduation Act - $12B
  • Receive:
    • Trade Adjustment Community College Career Training Act (TAACCCT)- $2B
    • “First in the World” – new $75M annual investment
community college summit white house october 2010
Community College Summit White House, October 2010

Community colleges are “one of the keys to the future of our country. We are in a global competition to lead in the growth industries of the 21st century. And that leadership depends on a well-educated, highly skilled workforce” (The White House, 2011, p. 11).

slide5

es

“Growth”

  • OECD (2014):
  • Income inequality high in the U.S.
  • Middle class and disadvantaged families “struggling with changing job market”
  • High cost of education and health care
slide6

2004

2014

US Department of Labor, Bureau of Labor Statistics (2014)

slide7

8.7M Jobs lost

2010

2004

2014

US Department of Labor, Bureau of Labor Statistics (2014)

slide8

“Jobless Recovery”

8.7M Jobs Lost

22% Jobs Still Not Recovered

2014

2010

2004

what s the problem
What’s the Problem?

Middle Skills Gap

vs

Job Polarization

Mismatch between skills and jobs

“Hollowing out” of middle skill jobs

the solution
The Solution

Middle Skills Gap

vs

Job Polarization

Job Creation

Mismatch between skills and jobs

“Hollowing out” of middle skill jobs

Education and Training

career pathways
Career Pathways

Foundations

  • Breaking Through
  • Accelerating Opportunity
  • Shifting Gears
  • Alliance for Quality Career Pathways

Feds

  • Career-Technical Ed (CTE), US Dept. of Ed
  • Employment & Training Admin (ETA), US Dept. of Labor
  • TAACCCT (DOL w/DOE)
slide12

Competency-based education and assessment (mobile credits)

  • Accelerated instruction
  • Credit for prior learning
  • Online and technology-enhanced learning
  • Stackable credentials
  • Intrusive student support
  • Articulation and transfer
  • Integrated systems

Education & Training

Job Creation

Labor market analysis (assess demand)

Education and employer partnerships

Engagement of Workforce Investment Boards

Engagement of employers

Work-based learning (paid and unpaid)

preliminary findings two taaccct consortia 16 colleges 9 states
Preliminary Findings – Two TAACCCT Consortia (16 colleges, 9 states)
  • Design: Bridges, pathways, and stackable credentials, mostly to sub-baccalaureate level
  • Strategies: competency-based, acceleration, contextualization, intrusive advising, etc.
  • Participants:
    • 31-34 years old
    • 40% racial/ethnic minority
    • 30% Pell
    • 70% part-time enrolled
    • Over 50% working (any job)
preliminary results aft 2 years health care consortium 9 ccs
Preliminary Results (Aft 2 Years)Health Care Consortium (9 CCs)
  • Enrollment exceeds target by nearly 300%
    • Target: 2250, Enrollment: 6317
  • Contextualized remedial reform: 2 colleges only
  • Core competency-based reform: 3 colleges only
  • All CCs report high credit attainment rate
    • Explanation: Intrusive support services
  • Credential attainment: 2 meet target; 2 close
  • Employment: Unknown (only 1% recorded so far)

Consortium Scorecard, June 2014

unanswered questions
Unanswered Questions
  • Do career pathways lead to middle-skill jobs?
  • Is individual social mobility enhanced?
  • Does public policy lead toeconomic growth?
contact
Contact
  • Debra Bragg, Gutgsell Endowed Professor
    • University of Illinois at Urbana-Champaign
  • dbragg@illinois.edu
  • OCCRL.illinois.edu

*I wish to thank my colleagues at OCCRL for their support, and I also want to acknowledge the U.S. Department of Labor TAACCCT program and many others involved in TAACCCT who have offered generous funding and support to make this work possible.