Israel David MendozaDirector of Adult Basic EducationState Board for Community & Technical Colleges

1

Washington State’sPerfect Storm

Drivers for Change• Research• Data• Policy• Program Design• Practice

2

Demographic ImperativeNon-English Speaking Adult Population

High School Drop Out RatesWorkforce, …. grow or shrink?

3

Economic Imperative1990’s Growth2000 Neck-n-Neck2001-2003 Recovery, BUT….

4

Create a better understanding of low-income students

Identify the state-level policy implications

5

1 out of every 4 persons 18-24 has no high school diploma.

More than 1/3 of the working age population in WA (25-49 years old) has a high school education or less.

Nearly half of all Hispanics 25 or older have less than high school education. Two-thirds have, at best, a high school diploma.

6

7

Total working age adults with high school

education or less and younger people (18-24)

with less than high school diploma (Census

2000)

All high school graduating classes

added together between 2000-2011

=

Working age adults with less than high school education or

non-English speaking=

1 in every 5 labor force participants

through 2030

Community and technical colleges are key entry points to higher education for adults with no previous college experience

Adults between 25 and 64 represent 35 percent of full-time equivalent enrollments at two-year public colleges compared to 15 percent of FTE undergraduate enrollments at four-year public institutions (IPEDS Fall National Enrollment Survey, Fall 2002)

8

Study tracked 35,000 working age adult students who came to CTC’s with high school education or less, or non-English-speaking6 years after college start, the highest value-added for work success1 year + credential gives future earnings bump:

• = $7,000 more per year for ESL students • = $8,500 more per year for an ABE student • = $2,700 and $1,700 more per year (respectively) for

workforce students entering with a GED or HSD only Jobs that need 1 year college level credit + credential are among those in greatest demand

9

Adults with low skills need pathways to greater educational attainment and higher skill jobs.

Financial aid designed for traditional students going straight from high school to a college or university doesn’t suit working-age adults needing to stop in and out as they follow a path.

Educational steps today aren’t always additive and for non-English speakers or those with less than high school education, the first steps to “become ready” take too long- with little immediate benefits.

10

8 out of 10 ABE/ESL = modest skills gains, at best earn a GED … but go no further

7 out of 10 workforce and transfer students who enter with GED – leave with less (many, a lot less) than 1 year of college and no credential

2 out of 3 who enter with high school diploma – also leave with less (some, a lot less) than 1 year of college and no credential

11

Entering Classes: Almost 1/3 of every new entering class is made up of prime working age (25-49) - with HSDs or less or non-English speaking.

A Gathering of Leaders – National, State and Local

Research & Data – Integrated ModelsDemonstration Projects – Integrated

Adult Basic Education & Workforce Training OR Integrated Basic Education & Skills Training (I-BEST)

12

Provide a full map clearly in view for stops that really exist.

Provide guidance and support so people don’t get lost.

Anticipate different types of traffic - Who is already waiting at the 2nd stop; how many from the first stop will go to the 2nd?

Measure success in terms of a transport - lots of riders, lots of trips, all stops meaningful, many short trips but always set up to go further and faster.

13

Pairs a basic skills instructor with a professional-technical instructor in the same classroom at the same time

Provides academic and workforce skills that lead to a living wage job on a viable career path

14

Comprehensive design Education/career pathway Match to the labor market Integrated outcomes &

assessment Success and transition plan Business engagement Partnerships

15

Right level of education in the right amount for students to succeed in current and “next step” workforce training

Basic skills curriculum contextualized to skills needed for success along a particular job and career path

Strategy that results in a much faster rate of skill attainment than sequencing basic skills and workforce training

16

Contradiction to ideas of pre-requisite skills or certifications

Approach to non-traditional students/workers that assumes ABE and technical instructors will fundamentally change how they teach students all along career pathways and into the foreseeable future

17

In the demonstration projects, students:

Increased ABE attainment beyond those in other classes

Earned 5 times more college credits

Were 15 times more likely to complete workforce training

18

Challenges

Benefits

19

Different teaching styles and strategies Different personalities and communication

styles Unfamiliar with the other subject area Unfamiliar with different student

populations Time Chain of authority

20

Learn about a different field Learn about different student populations Learn new teaching strategies and styles Learn to work collaboratively More effective in helping students to meet

their educational goals Higher retention rate and better results Positive feedback from students

21

22

34 of 34 colleges138 students in ‘05-’06901 students in ‘06-’071,542 students in ’07-’08140 programs

23

An Example from the Corrections/Protection Officers Program:

Speaking: is focused on the skills needed to do things such as communicate clearly and effectively with correctional officers, inmates and/or juvenile offenders and to promote correctional facility safety

Listening: is focused on the skills needed to do things such as understand directions, offenders’ requests and explanations, and follow safety warnings

Writing: is focused on the skills needed to do things such as write observation, infraction, and incident reports; entries into daily logbooks; memos; resumes; and security management plans

Reading: is focused on the skills needed to do things such as comprehend the correction specific text books, policies and procedures, and technical reports

Math: is focused on the skills needed to do things such as read graphs and charts and perform basic math operations to include percentages and fractions used on the job in Corrections

Adapted from PC COABE presentation24

In 14 weeks, students are prepared to be licensed and work as Corrections/Protection Officers, andEarn a Pierce College Corrections/Protection Officer CertificateEarn 20 credits towards a Certificate in Criminal JusticeEarn 10 credits towards a Certificate in Homeland SecurityEarn 20 credits transferable to an Associate Degree in Criminal JusticeCorrections Officers earn $22,000-$35,000 per year with excellent benefits

I-BESTApproved

Adapted from PC COABE presentation25

1 ESL student & 13 ABE students enrolled 64% program completion rate 52 quarterly FTE generated 180 college credits earned CASAS Progression

• 4 Federal Reading gains• 16 State Reading gains• 3 Federal Math gains• 11 State Math gains

3.2 Average GPA Grades: 16 A’s, 17 B’s, 6 C’s, 3 Z’s, 1 I 1 Working as Corrections Officer 1 Working as Protection Officer

Adapted from PC COABE presentation26

Pierce College & Local 153 Roofers Union Students begin work at $15.00 per hour 4 hours of theory daily 4 hours of on-the-roof practical application daily Upon completion of this 2-year program students are

journey union roofers earning $25.00 per hour

Adapted from PC COABE presentation27

Enrollment/Retention: 9 students enrolled fall 2005 10 students enrolled winter 2006

• 100% retention from fall 2005 to winter 2006• 80% completion rate for the two-quarter program with Pierce College• 100% retention of students in the Apprenticeship program (2 moved to other cities)

CASAS Progression: 7 Federal Reading level progressions achieved

• 60% of the students progressed 1 or more federal reading levels 6 Federal Listening level progressions achieved

• 40% of the students progressed 1 or more federal listening levels 20 State Reading level progressions achieved

• 60% of the students progressed 1 or more State reading levels 10 State Listening level progressions achieved

• 60% of the students progressed 1 or more State listening levels

Adapted from PC COABE presentation28

0102030405060708090

100

Non-IBESTIBEST

Retention Rate

29

00.5

11.5

22.5

33.5

4

Non-IBESTIBEST

I-BE

ST

Grade Comparison

3.5

1.7

Adapted from TCC COABE presentation 30

0102030405060708090

100

Non-IBESTIBEST

Passing Rate Comparison

I-BE

ST

100%

47%

Adapted from TCC COABE presentation 31

Workforce Training Completions: I BEST and Comparison ESL Students Who

Received Workforce Training

0% 10% 20% 30% 40% 50%

Comparison

I BEST

Non-Credential Credential

Many of these completions were in short certificate programs that provided employment opportunities or educational progression. In 2 year AAAS degrees and longer certificated programs the drop out rate has been reduced significantly and 93% of the I-BEST students at Walla Walla Community College have graduated.

I-BEST completions were 44%, in contrast to three percent of the comparison group of ESL students who concurrently completed Workforce training in the same time period.

32

Renton Technical College ran a blended LPN cohort of half traditional students and half I-BEST students.

Enrollment, Withdrawals & Dismissal

Traditional Student

I-BEST Student

Enrolled 18 13Withdrew/dismissed 8 2Completed 10 (56%) 11 (85%)

33

Traditional Students

I-BEST Students

Credits Attempted 216 293Credits Successfully Completed 190 288Percentage of Credit Completion 88% 98%Grade Point Average 2.74 3.45

Educational Level Gains after 2 quartersListening (CASAS) 8Speaking (BEST Plus) 7Reading (CASAS) 11Writing (Independent) 10

TOTAL 36

34

35

Students who combine college content with basic skills through I-BEST and other ways increase their basic skills at higher rates than students enrolled exclusively in basic skills

10 Pilots• $50,000 - $75,000• WIA Title II Leadership• Carl Perkins Leadership• State $

1.75 Funding Formulae• $5 million state FTE• $7.5 million ABE FTE• $4 million ABE tuition• $8 million I-BEST

36

Opportunity Grants programOut of School Youth I-BESTWorkplace Basics I-BESTStudent Achievement

Initiative

37

Opportunity Grant program is to help low-income adults reach the educational “tipping point” and beyond in high wage, high demand careers

2006, the Washington State Legislature appropriated $4 million• (10) pilot programs• 73 percent retention rate• Low-income students in high wage, high demand

career pathways 2007, the Legislature increased the appropriation

to 10.6 million• All 34 community and technical colleges• Approximately 4,000 full-time and part-time students

38

A research-based initiative among Washington’s colleges will document and reward student performance at defined “momentum” points across the system’s three mission areas. The initiative is based on the principles of equal rewards for efforts all along the educational continuum and greatest return on investment to colleges that support students who travel the farthest.

39

40

Points that Build Momentum to Tipping Point and BeyondBasic Skills Students (Colleges only)

2007-08

Increase Basic Skills

Become College Ready

Earn 1st 15

college credits

Earn 1st 30

college credits

Earn 5 college

credits in Math

Complete Degrees

Certifications Apprenticeshi

p

Total Points

78,106 65,718 61,087 46,165 34,277 23,447 308,800