basic skills are everyone’s business skills are everyone’s business: ... and comprehensive...

Basic Skills Are Everyone’s Business:

Building Ladders of Opportunity for Minority

Communities

July 29, 2014

www.nationalskillscoalition.org

Our Vision

We seek an America that grows its economy by investing in its people, so that every worker and every industry has the skills to compete and prosper.

www.nationalskillscoalition.org

Our Mission

• We organize broad-based coalitions seeking to raise the skills of America’s workers across a range of industries.

• We advocate for public policies that invest in what works, as informed by our members’ real-world expertise.

• And we communicate these goals to an American public seeking a vision for a strong U.S. economy that allows everyone to be part of its success.

www.nationalskillscoalition.org

Problem: Labor Market Demand • There will be 55 million job

openings in the economy through 2020: 24 million openings from newly created jobs and 31 million openings due to baby boom retirements

• 2/3 of all job openings in the next decade will require education beyond a high school degree

• The United States will fall short by 5 million workers with postsecondary education – at the current production rate – by 2020

www.nationalskillscoalition.org

Changing Demographics • Labor force is becoming

more racially and ethnically diverse as U.S. demographics shift

• Race and ethnicity often found to be correlated with skill levels in adult populations

• Structural deficits in minority communities

• Socially disadvantaged groups tend to pass on their disadvantages to their children in the form of weaker skills

www.nationalskillscoalition.org

PIAAC: U.S. Has a Basic Skills Problem

• Basic literacy, numeracy skills have impact on employment, earnings, and economic mobility, particularly in the U.S.

• Tremendous unmet demand for ABE in the US – 36 million adults have

low basic skills, 1.7 million adults served (down 30 percent since 2003); 9 million seeking services

• Unlike other countries, immigrants who have been in the U.S. long term continue to have low basic skills

www.nationalskillscoalition.org

Adults Need Skills Now • PIAAC is a snapshot of

adults currently in the workforce

• To solve our basic skills problems, interventions beyond K-12 and postsecondary education are needed

• US economy can’t afford to leave workers behind

www.nationalskillscoalition.org

Improving Basic Skills In Minority Communities is Essential • Basic skills issue

affects minority communities in profound ways

• Scarcity of resources, particularly in high-need communities

• ABE is a part of continuum of education and training services to lead to employment

www.nationalskillscoalition.org

Solutions • Federal funding

• Increasing attention to immigration reform as an opportunity to address the changing labor market needs writ large

• Scaling up models that move low-skill adults along a career pathway to obtain family-sustaining employment

Beyond Basic Skills; Beyond WIOA

Marcie Foster Senior Policy Analyst, CLASP

July 29, 2014

About CLASP

• The Center for Law and Social Policy (CLASP) develops and advocates for policies that improve the lives of low-income people.

• CLASP’s Center for Postsecondary and Economic Success seeks

to improve policy, increase investment, and strengthen political will to increase the number of low-income adults and youth who earn the postsecondary credentials essential to open doors to good jobs, career advancement, and economic mobility. 11

Postsecondary Credentials are Key to Economic Competitiveness

12

Source: Berger, Noah and Peter Fisher, A Well-Educated Workforce is Key to State Prosperity, Economic Policy Institute, August 2013.

Individuals

•Higher employment rate

•Better health

•Happiness

•Higher wages

The Nation

• Global competitiveness

• Intergenerational effects

States

• Higher median wages

• Higher productivity

College is Not Just Kid Stuff Anymore

13

+

Adult Education/ESL: A Vital Partner

• Adult Education programs are the on‐ramp for many adults

with low basic skills to postsecondary education and training.

– “Career pathway bridge” programs are helping adult students transition from adult education to postsecondary education, increasing the number of basic skills students that can access good family‐supporting jobs.

– Students in such programs are: • 56 percent more likely than regular adult education students to earn

college credit • 26 percent more likely to earn a certificate or degree, • 19 percent more likely to achieve learning gains on basic skills

tests.

14

Source: Matthew Zeidenberg, Sung-Woo Cho, and Davis Jenkins, Washington State's Integrated Basic Education and Skills Training Program (I-BEST): New Evidence of Effectiveness (CCRC Working Paper No. 20), Community College Research Center, 2010.

1. Well-connected and transparent education, training, credentials, and support services

2. Multiple entry points – for both well-prepared students and targeted populations

3. Multiple exit points

Emerging Model: Career Pathways

WIOA Title II: Beyond Basic Skills

• Updated purpose of adult education reflects emphasis on postsecondary transition and employment (for ALL learners).

• Shared system of accountability and unified planning removes some barriers to collaboration among adult education/ESL, college- and employment-focused programs.

• Modifies key definitions and allowable activities that could encourage states to shift providers to those that prepare students for college and employment.

• Encourages use of innovative modes, such as career pathways and integrated education and training.

• Retains emphasis on lower-level learners.

16

But (Currently) Only Serves a Fraction of Eligible Students

17

Thinking Beyond WIOA

• Elementary and Secondary School Act

• Carl D. Perkins Career-Technical Education Act

• Higher Education Act • Immigration Reform • And others!

18

WIOA

ESEA

Perkins

HEA

Immigration

Let’s talk more.

For more information:

Marcie Foster, Senior Policy Analyst, CLASP mwmfoster@clasp.org 202-906-8033 For updates:

• Sign up at www.clasp.org • Like us on Facebook: www.facebook.com/CLASP.org • Follow us on Twitter: @CLASP_DC

19

What Do Latinos Need to Succeed at Work?

P r e s e n t e d b y : P e g g y M c L e o d , E d . D .

What Do We Do?

• Prepare low-skill, low-wage workers for high-quality jobs

• Provide pre-ESL and contextualized ESL

• Create career and education pathways

The Pipeline

NCLR Affiliates/ Traditional Workforce Development Programs

GED Short-term

Industry Credential

PreESL ESL

Building a Strong Workforce Development Program

• Labor market analysis

• Employer partnerships

• Target population

Out-of-the-Box Training Programs

• Use strategies outlined above

• Train bilingual individuals

• Target institutions trying to serve underserved communities

Program Design

• ESL/civics

• Intensive job training (e.g., 35 hours per week, for six weeks) with all necessary equipment

• Job search assistance

• Job support (regular follow-up for up to one year)

• Case management

• Supportive services (as needed)

How to Scale

• Blended learning approaches integrating case management and online platforms – computer skills – basic job-readiness – ESL, including levels 1–6 and contextualized

ESL for specific industries – GED lessons online and practice tests – civic education including rights and

responsibilities

Peggy McLeod, Ed.D

pmcleod@nclr.org 202.776.1570

PREPARED FOR:

Basic Skills are Everyone’s Business: Building Ladders of Opportunity for Minority Communities

29

Asian Americans in the United States

•Since the passage of the 1965 Immigration Act and the end of race-based immigration quotas, Asian American communities in the United States have grown dramatically.

•According to Census 2010, Asian Americans are the nation’s fastest growing racial group, with a rate of growth of 46% between 2000 and 2010.

•There are now over 17.3 million Asian Americans living in the United States, and over 1.2 million Native Hawaiians and Pacific Islanders. Asian Americans now make up 6% of the U.S. population.

Asian American Population Growth

30

Ethnic Diversity in the Asian American Community

•Chinese (except Taiwanese) 3,794,673 •Filipino – 3,416,840 • Indian – 3,183,063 •Vietnamese – 1,737,433 •Korean – 1,706,822 •Japanese – 1,304,286 •Pakistani – 409,163 •Cambodian – 276,667 •Hmong – 260,073

•Thai – 237,583 •Laotian – 232,130 •Taiwanese – 230,382 •Bangladeshi – 147,300 •Burmese – 100,200 • Indonesian – 95,270 •Nepalese – 59,490 •Sri Lankan – 45,381 •Malaysian – 26,179 •Bhutanese – 19,439

31

32

Geographic Diversity

Language

33

Limited English Proficiency in Asian American Communities

34

Limited English Proficiency in Native Hawaiian and Pacific Islander Communities

35

Linguistic Isolation

36

37

The national report on Asian Americans and our reports on the AANHPI communities in the Midwest (2012) and the Northeast (2013) are available for download: advancingjustice.org

The national report on NHPI populations and reports on the AANHPI community in California are available from: advancingjustice-la.org

Basic Skills are Everyone’s Business: Building Ladders of Opportunity for Minority Communities

July 29, 2014 210 Cannon House Office Building

Founded in 1999 Mission The mission of the Center for Urban

Families is to strengthen urban communities by helping fathers and families achieve stability and economic success.

Vision Our vision is a society in which every

individual has the knowledge, skills, and resources to be self-sufficient; every parent has the ability to provide the best opportunities for his or her child; and every family provides a solid foundation for healthy communities.

Strategy We accomplish this goal through our Family Stability

and Economic Success (FSES) Model, an integrated and comprehensive approach to addressing the needs of low-income fathers and families. Services offered through the FSES Model target two critical areas: chronic unemployment and family instability. Our programs provide hands-on training and support to promote responsible parenting and healthy relationships; family-sustaining employment and career advancement; healthy management of personal behaviors, attitudes, and aspirations; financial literacy and education; and ready access to the information, resources, and networks necessary to sustain long-term progress towards greater self-sufficiency.

Data: CFUF 2010-2013

October 2009 – We brought all of our services under one roof!

“Building hope for a better Baltimore”

Responsible Fatherhood

Advocacy

Workforce

FATHER

Couples Advancing Together

STRIVE Baltimore – Job Readiness Training

4-Week Intense “Attitudinal” Soft-Skills Training Job Placement Assistance 2-Years of Job Re-placement/Job Retention services Employer Development

45

Career Credentialing

Occupational Skills Training Courses CNA/GNA Training “Green Jobs” Construction Certification Microsoft Office Certification Customized Trainings Wage Progression Services Employer Cultivation

Baltimore Responsible Fatherhood Project Curriculum Sessions Manhood and Responsible Fatherhood Responsible Parenting Healthy Relationships Working & Money Management

Skills Workshops Child Support 101 (Baltimore City Child Support Enforcement) Parenting (Family League Certified Parenting Trainer) Conflict resolution / Domestic Violence prevention (House of Ruth) Budgeting & Money Management (Clean Slate MD)

Case Management Pre/Post Assessments E-Child Support registration Barrier management Home visits Court representation Service referrals

Responsible Fatherhood

Workforce NON-CUSTODIAL FATHER

Supporting Fathers in Job Retention

Child Support – Understanding the Dilemma

Couples Advancing Together

FSES • • Center For Urban Families • š á ™ T S

1500

CORE PROGRAMS

RECRUITED

500 COMPLETED

~Annual

1120 ENROLLED

~Annual ~Annual

Current model results in average Entry level wages of $11.74/hourly

FSES • • Center For Urban Families • š á ™ T S

Introducing the FAMILY STABILITY AND ECONOMIC SUCCESS MODEL

CORE + ACCELERATED PROGRAMS = RESULTS

Core Programs Accelerated Programs

WE HAVE THE PARTNERSHIPS AND

LEADERSHIP TO MAKE FSES WORK

FSES RETURN ON INVESTMENT

Results Leverage

CFUF Investment

$4k-$9k

• Recruitment • STRIVE Training • Job Placement • Case Management • Job Retention Support

Employer Partner Investment Mechanical Engineering & Construction Corporation

• Job Opportunity • Developmental Math &

Reading • Tuition Assistance • 4 Year Apprenticeship • Tools • Journeyman’s License

$6k-$12k

FSES Outcome

• Living Wage • Family Stability • Stable Housing

$50k

FSES • • Center For Urban Families • š á ™ T S

AT THE TABLE

Employers, Graduates and

The President of the United States

”If I wasn't mayor… I'd like to work for the Center for Urban Families. They help transform lives and I

would love to teach the life skills that lead to success.”

Stephanie Rawlings-Blake Mayor, Baltimore City

www.nationalskillscoalition.org

Questions?

www.nationalskillscoalition.org

Contact

Angela Hanks, J.D.

Senior Federal Policy Analyst

angelah@nationalskillscoalition.org

(202) 223-8991 ext. 103

Follow me @AngelaNSC

www.nationalskillscoalition.org

Stay Connected

• Visit us our website.

• Sign up for our member email list.

• Follow us on: