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Improving Transitions from Adult Basic Education to Postsecondary Education and Training. Ed Strong Corporation for a Skilled Workforce Presentation to Maryland’s Sector Academy. General Overview of Adult Learning. Introduction State Strategies to Improve Transitions Conclusion/Questions.

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improving transitions from adult basic education to postsecondary education and training

Improving Transitions from Adult Basic Education to Postsecondary Education and Training

Ed Strong

Corporation for a Skilled Workforce

Presentation to Maryland’s Sector Academy

general overview of adult learning
General Overview of Adult Learning
  • Introduction
  • State Strategies to Improve Transitions
  • Conclusion/Questions
introduction
Introduction
  • Each year more than 1.2 million people drop out of high school (NCAL, 2008)
  • 20% of American adults have low prose literacy (ETS, 2007)
  • 46% of adults have no college experience and 65.6% lack a college degree (U.S. Census, 2007)
  • More than 24 million adults speak English “less than very well” (U.S. Census, 2007)
  • The knowledge economy increasingly requires postsecondary education and training (ETS, 2007)
  • In 2004, males with a BA earned 96% more than those with just a HSD
what are states doing
What are States Doing?
  • Align Adult Basic Education and Postsecondary Policies
  • Connect Basic Skills Curriculums with Relevant Skills
  • Partner for Comprehensive Service Delivery
  • Link Learning with Opportunities for Employment
  • Increase Adult Basic Education Program Flexibility and Access
  • Collect Data Based on Transitions and Employment
align adult basic education and postsecondary policies
Align Adult Basic Education and Postsecondary Policies
  • Promote Dual Enrollment strategies between basic skills and postsecondary education and training programs
  • Build Career Pathways between basic skills courses and postsecondary programs
  • Develop clear ArticulationAgreements between basic skills and postsecondary education programs
  • Cross-walk assessments and entry/exit standards across programs
  • Example: Ohio Career-Technical Credit Transfer Initiative (CT2)
connect basic skills curriculums with relevant skills
Connect Basic Skills Curriculums with Relevant Skills
  • Contextualize basic skills courses to in-demand sectors
  • Integrate basic skills curriculums with soft-skills development
  • Make postsecondary education and work readiness the goal of basic skills curriculums
  • Foster entrepreneurial thinking through basic skills development
  • Example: I-BEST in Washington State
partner for comprehensive service delivery
Partner for Comprehensive Service Delivery
  • Support student success by partnering with wrap-around service providers, increasing student access to child care, transportation and other services
  • Partner to increase program capacity and service delivery
  • Share information across agencies and programs
  • Develop regional adult learning strategies
  • Work with employers to ensure that learners are gaining skills needed in the workplace
  • Example: Michigan’s Adult Learning Transformation
link learning with opportunities for employment
Link Learning with Opportunities for Employment
  • Partner with employers to ensure that there are employment opportunities available to students
  • Provide academic and career counseling to guide learners along the pathway to their goals
  • Ensure that programs lead to industry-recognized credentials
  • Example: California Extended Opportunity Program and Services (EOPS)
increase adult basic education program flexibility and access
Increase Adult Basic Education Program Flexibility and Access
  • Offer programs during non-traditional and traditional hours
  • Utilize open entry/open exit programming to allow learners to enter and exit programs easily
  • Allow students to enroll in distance learning programs
  • Address participants’ barriers to participation through intensive wrap-around services
  • Make adult basic education affordable to low-income adult learners
  • Example: Project IDEAL
collect data based on transitions and employment
Collect Data Based on Transitions and Employment
  • Ensure that transitions and employment are the goals of adult basic education
  • Establish shared and linked data procedures across adult basic education and postsecondary education programs
  • Utilize measures that focus on transitions to postsecondary education, employment, wage increases and improvements in basic skills
  • Longitudinally track participants through adult basic education, postsecondary education and training and into employment
  • Example: Florida Data Warehouse