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Adult Basic Education to Community College Transitions. Berkeley Policy Associates Chris Furgiuele, Project Director chris@bpacal.com 510-465-7884. Study Objectives. Identify ABE programs successful at transitioning their students to postsecondary programs

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adult basic education to community college transitions
Adult Basic Education to Community College Transitions

Berkeley Policy Associates

Chris Furgiuele, Project Director

chris@bpacal.com

510-465-7884

study objectives
Study Objectives
  • Identify ABE programs successful at transitioning their students to postsecondary programs
  • Highlight the aspects of these programs that appear to make them successful in transition
research questions
Research Questions
  • Which aspects of ABE program operations contribute to successful postsecondary transitions?
  • How do these aspects contribute to postsecondary transitions?
  • How do ABE programs help students overcome personal and academic barriers to advancing to the postsecondary level?
presentation overview
Presentation Overview
  • Data-driven selection of ABE programs with relatively high performance in transition
  • Detailed case studies of 16 high-performing ABE programs
  • Preliminary research findings
  • Next Steps
conceptual framework
Conceptual Framework
  • Important factors in promoting ABE to postsecondary transition
    • Institutional setting
    • Appropriate target audience
    • Academic preparation
    • Support services
    • Linkages to postsecondary programs
research methodology i program selection
Research Methodology I Program Selection
  • Developed with guidance from an expert panel
  • Selected four states with capacity to match between ABE and postsecondary data
    • Washington, Wisconsin, Kentucky, Florida
  • Collected data on ABE student characteristics and actual transition outcomes
  • Selected four programs in each state with the strongest performance in transition
program selection continued
Program Selection (continued)
  • Washington
    • ABE programs administered by State Board of Community and Technical Colleges (SBCTC)
    • 34 campuses with ABE programs
    • 32,799 students enrolled in ABE statewide in 2001-2002 cohort
      • 53% ESL
      • 37% ABE
      • 10% ASE
program selection continued8
Program Selection (continued)
  • Wisconsin
    • ABE programs administered by the Wisconsin Technical Colleges (WTC)
    • 16 campuses with ABE programs
    • 16,986 students enrolled in ABE statewide in 2001-2002 cohort
      • 24% ESL
      • 58% ABE
      • 18% ASE
program selection continued9
Program Selection (continued)
  • Kentucky
    • ABE programs administered by Kentucky Community and Technical Colleges (KCTCS), local school districts, and community based organizations
    • 120 ABE programs
    • 45,947 students enrolled in ABE statewide in 2001-2002 cohort
      • 9% ESL
      • 52% ABE
      • 39% ASE
program selection continued10
Program Selection (continued)
  • Florida
    • Division of Community Colleges and Workforce Education administers ABE programs through school districts, and community based organizations
    • 190 ABE programs
    • 158,068 students enrolled in ABE statewide in 2001-2002 cohort
      • 10% in community college-based programs
      • 30% in school district-based programs
      • 60% in community based organization programs
program selection continued high performing abe programs
Program Selection (continued) High-Performing ABE Programs
  • Used data on ABE student characteristics and postsecondary enrollment
    • 2000-01 and 2001-02 student cohorts
    • Gender, age, ethnicity, ABE functional level, highest grade, employment status, TANF receipt, etc.
  • Calculated actual transition rates for all programs in each state
    • % attempting postsecondary credits
    • % completing postsecondary credits
    • % completing a postsecondary program
program selection continued high performing abe programs12
Program Selection (continued) High-Performing ABE Programs
  • Modeled actual transition rates on student and program characteristics

Yi =  + 1(age) + 2(level) + …. + i(program) + i

Yi = transition(0/1) for individual model

Yi = transition rate for program model

program selection continued high performing abe programs13
Program Selection (continued) High-Performing ABE Programs
  • Generated “predicted” transition rates for each program
  • Ranked programs in each state according to difference between predicted and actual transition rates
  • Selected four programs in each state with the biggest difference between actual and predicted rates
selected high performing abe programs washington
Selected High-Performing ABE Programs - Washington

 Skagit Valley College (Mount Vernon)

 Renton Technical College (Renton)

 Bates Technical College (Tacoma)

 Lower Columbia College (Longwood)

selected high performing abe programs washington con t
Selected High-Performing ABE Programs - Washington (con’t)

Unadjusted Postsecondary Transition Rates 2001-02

selected high performing abe programs wisconsin
Selected High-Performing ABE Programs - Wisconsin

Northcentral Technical College  (Wausau)

Fox Valley Technical College  (Appleton)

 Moraine Park Technical College (Fond du Lac)

 Blackhawk Technical College (Janesville)

selected high performing abe programs wisconsin con t
Selected High-Performing ABE Programs - Wisconsin (con’t)

Unadjusted Postsecondary Transition Rates 2001-02

selected high performing abe programs kentucky
Selected High-Performing ABE Programs - Kentucky

Anderson County ABE  (Lawrenceburg)

Mayo/Big Sandy CC/TC (Paintsville)

Breathitt County ABE (Jackson)

Pulaski County ABE  (Somerset)

selected high performing abe programs kentucky con t
Selected High-Performing ABE Programs - Kentucky (con’t)

Unadjusted Postsecondary Transition Rates 2001-02

selected high performing abe programs florida
Selected High-Performing ABE Programs - Florida

Gulf County Adult School (Port St. Joe)

W. Travis Loften High School  (Gainesville)

South Technical Academy (Palm Beach)

Lindsey Hopkins Technical Ed Center (Miami)

selected high performing abe programs florida con t
Selected High-Performing ABE Programs - Florida (con’t)

Unadjusted Postsecondary Transition Rates 2001-02

research methodology ii case studies
Research Methodology II Case Studies
  • State ABE directors contacted each program and invited them to participate
    • Only one program declined (FL)
  • Research team conducted two-day site visits to each ABE program
    • Collected basic program information in advance
    • All visits took place between March and December 2005
case studies continued
Case Studies (continued)
  • Interviewed staff from both ABE and postsecondary side
    • ABE directors, instructors, tutors, and volunteers
    • Community college presidents, vice presidents/deans, counselors, and admissions
  • Purpose of interviews was to identify transition-related practices
    • Strategies respondents believe promote transition
    • Not an evaluation of program effectiveness
case studies continued24
Case Studies (continued)
  • Interviews last 60-90 minutes and covered the following topics:
    • Program environment, capacity, and management
    • Recruitment, intake, and assessment
    • Curriculum and instruction
    • Support services
    • Advancing learners to the next stage
study limitations
Study Limitations
  • Analysis focuses on transition practices in ABE programs
  • Exploratory analysis, not an evaluation
  • Program selection data cover an earlier time period (2000-02) than site visits (2005)
  • Lack of counterfactual
  • Did not talk to ABE students
preliminary findings
Preliminary Findings
  • Institutional Setting
    • ABE programs need to be valued and prioritized within their administrative structure
    • Programs must have adequate resources for transition activities
preliminary findings continued
Preliminary Findings (continued)
  • Appropriate Target Audience
    • GED students are the most common target audience for transition efforts
    • Structured goal setting encourages transition among all ABE students
preliminary findings continued28
Preliminary Findings (continued)
  • Academic Preparation
    • Importance of a relevant curriculum
    • Preparation for college assessments
    • Alignment between ABE and college curricula
preliminary findings continued29
Preliminary Findings (continued)
  • Support Services
    • ABE students’ personal and academic barriers can inhibit transition
    • Community colleges offer a network of support services
    • Workforce and welfare programs are potential partners in the provision of support services
    • ABE instructors are an important program resource
preliminary findings continued30
Preliminary Findings (continued)
  • Linkages to Postsecondary Programs
    • Postsecondary staff speaking to ABE students about selecting and applying to college programs
    • Career counseling as part of the ABE program
    • Programs such as TRIO can help ABE students apply for and secure financial aid
next steps
Next Steps
  • ABE-to-postsecondary transition Symposium will provide guidance for future research
  • Finalize report