NATIONAL INITIATIVES IMPACTING STUDENT SUCCESS

Darlene G. Miller, Ed.DNCWE Executive Director

Nan Poppe, Ed.D.Retired Campus President

Portland Community College

Sara BouseDirector TDCJ Programs

Alvin Community College

AGENDA

▪ Gateway to College (GtC)

▪ Career Pathways

▪ Integrated Basic Education and Skills Training (IBEST)

▪ Achieving the Dream (ATD)

▪ Guided Pathways

▪ 2nd Chance Prison Programs

GATEWAY TO COLLEGE

(GtC)

Through Gateway to College, Achieving the Dream

supports communities in building sustainable

pathways for disconnected youth to a high school

diploma and meaningful college credential.

@AchieveTheDream #ATD_Network #ATD_col leges

GATEWAY TO COLLEGE MODELA UNIQUE COLLABORATION

@AchieveTheDream #ATD_Network #ATD_col leges

▪ Between 16 and 21 years old

▪ Out of school or on the verge of

dropping out

▪ Behind in high school credits (for

age and grade level)

▪ GPA of 2.0 or below

▪ Live in an eligible school district

Student Profile at Entry

Average Age 17

Average High

School GPA1.91

Average High

School Credits

55% of credits

needed for

diploma

Students of

Color64%

1st Gen

College

Students

76%

Low Income

Students67%

GATEWAY STUDENT PROFILE

@AchieveTheDream #ATD_Network #ATD_col leges

GATEWAY TO COLLEGE MODELTHE STUDENT EXPERIENCE

@AchieveTheDream #ATD_Network #ATD_col leges

GATEWAY TO COLLEGE IMPACT

At 31 colleges in 19 states…

• 3,685 students were enrolled in 2017-18

• Students graduate high school with an average of 20 college credits

• K-12 revenue provides >$20M for tuition, books, personnel, transportation, and meals each year

• 73% of GtC graduates continue to pursue post secondary credentials

THE CAREER

PATHWAY MOVEMENT

What are Career

Pathways?

A combination of rigorous and high-quality education, training and other services that:

1. Aligns training/educational programs with the skill needs of industriesa. Partnership driven and demand driven

b. Targets jobs in industries or sectors of importance to the local economy

2. Well connected and transparent education, training, credentials and support services

What are Career

Pathways?

3. Stackable by which learners gain increasing skills, competencies and credentials informed whereby increasing employment outcomes

4. Has multiple exit and entry points in which exit connects to a family-wage, family-sustaining job

5. Organizes education, training and services to accelerate educational and career advancement

6. Includes support services and career navigation

Entry Point Recruiting BaseLower Level ABE/GED Students, ESL Students

HS Completion Students

Bridge Programs

IBEST Program

GED or Diploma Entry Level Job

Short Term Certificate Program

One Year Certificate Program

Associates Degree

Next Level Jobs with wages and titles identified

Next level jobs with wages and titles identified

Mid-Level jobs with wages and titles identified

Higher Level jobs with wages and titles identified

Transfer

Student Support Services

FA CounselingCareer CounselingWrap Around SupportsTutoring

Exit Point

Entry Point

Entry Point

Entry Point

Typical Career Pathway

Exit Point

Exit Point

Exit Point

Career Pathways Model

14

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Recruiting BaseGED students, ESL 4 Running Start, Adult High SchoolThe Trades Academy, Continuing Ed CAD ClassesDual Credit Articulation through PC3, The ACE Academy at Puyallup HSNWCTHS Students, Other Non-traditional Students

Associate DegreeArchitectural Engineering Design•AAT & AAS-T

•Part-time and Full-time options

•Day and evening Classes

Bachelor’s DegreeTechnical Mgmt. – Embry RiddleUpside Down degree – TESC For other transfer opportunities, check with the receiving 4-year institution

Drafting Technician$12.18 Entry level$15.34 Median Wage

Advanced Certificate OptionCivil Engineering Design•Evening Part-Time program

•Appropriate for new students and

incumbent workers

Architectural Drafter $15.82 Entry Level $22.21 Median Wage

Civil Engineering Technician$16.98 Entry Level$23.82 Median Wage

Entry Point Exit to Career

Entry Point

Entry PointExit to Career

Exit to Career

Exit to Career

Entry-level Certificate OptionArchitectural CAD Drafting •I-Best Program for ESL/ABE (100%

applicable to degree)

•3-quarter part-time program

•May transition from Trades Academy

(Integrated Basic Skills)

Manager$27.59 Entry Level$46.98 Median Wage

Architect $22.74 Entry Level$31.93 Median Wage

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Adult Education Student

Self-PayEmployer ReferralMichigan Works!

Client

Non-Credit Career Pathway Training Programs

Academic remediation (Key Train), Career and College Essentials Seminar, college placement testing (Compass) and testing for NCRC (Work Keys) are key components of all career pathway programs.

Intake:

Assessments

(TABE, Work Keys)

Advising

Wrap-Around Supports

Throughout Programs

Wrap-Around Supports

Throughout Programs

Health Careers PathwayPharmacy Technician

Competency-Evaluated Nurse Assistant

Trades and Technology Pathway

Green ConstructionWelding

Business and Computer Information Pathway

Internet and Computing Core Certification (IC3)

Credit ProgramsParamedic (A.A.S)

Nursing (PN Cert., A.A.S., B.S.)Radiological Technician (A.A.S)

Pre-Pharmacy (A.S.)

Credit ProgramsIndustrial Maintenance Technology (L1 Cert.,

A.I.T)Skilled Trades Technology (L1 Cert., A.S.T.T.)

Energy Production (A.I.T., B.S.)

Credit ProgramsComputer Information Systems (L1 Cert.,

A.A.B)Legal/Medical Office Systems (Cert., A.A.B.)

INTEGRATED BASIC EDUCATION AND SKILLS

TRAINING (I-BEST)

Why I-BEST?

Stark Reality in 2008!

➢ 93 million adults with basic or below basic literacy

➢ 13% of adults ages 25-64 have less than a high school credential

➢ 29% have a high school credential but no college

Why I-BEST?

Stark Reality!

➢ In 2007-2008, more than 2.3M students were enrolled in federally funded basic skills programs yet less than 2 percent made the transition to matriculation (US Department of Education, 2010; Wachen, Jenkins, Belfield and Van Noy, 2012)➢ Without some type of change in pedagogy, delivery, or

structural reform, we will not increase the number of low-skilled adults transitioning to post-secondary education

➢ At least three out of every four students that come to college are underprepared to succeed (ACT 2011)

What is I-BEST?

➢ Birthed in the state of WA as a joint project between the Workforce Education Council and the Basic Skills Council

➢ Tipping Point Study - After 6 years, students with 1 year of college credits plus a credential had the most significant future earnings bump:❖ $7,000 more/year for ESOL students

❖ $8,500 more/year for an ABE student

❖ $2,700 more/year for workforce students entering with a GED

❖ $1,700 more/year for entering with a HSD

What is I-BEST?

An effective integration of Adult Basic Education with Technical Skills Training

➢ A collaborative model in which basic skills and CTE faculty jointly teach, develop plans to achieve integrated program outcomes, jointly plan curricula, and jointly assess students’ learning and skill development.

➢ I-BEST challenges traditional notions that students must complete all levels of Adult Basic Education before they can advance in workforce education training programs.

➢ Students earn college-level credits that are part of a career pathway while at the same time as mastering critical basic skills identified by employers.

What is I-BEST?

➢ Students earn college-level credits that are part of a career pathway while at the same time as mastering critical basic skills identified by employers.

➢ Accelerate the learner’s transition into and through a college-level career and technical education program of study

Research Proven Success

I-BEST students are more likely than others to:

➢ Continue into credit-bearing coursework➢ I-BEST students were 90% likely to earn at least on college

credit: non I-BEST were 67%

➢ Earn a CTE certificate➢ Chances of earning a CTE certificate was 55% for I-BEST and

15% for non I-BEST

➢ Make point gains on the NRS➢ 62% of I-BEST made point gains on the CASAS vs 45% of non I-

BEST learners

Educational Outcomes of I-BEST Washington State Community and Technical College System’s Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis ; Davis Jenkins, Matthew Zeidenberg and Gregory Kienzl, 2009

Replicated in a Number

of States

➢ Texas: Accelerate Texas➢ Concurrent support class or GED with College and Career Readiness class

➢ Mostly noncredit programs leading to industry certificates

➢ Accelerating Opportunity➢ Funded by Gates, Joyce, Open Society, Kellogg and other foundations

➢ National initiative with four states (Kansas, Kentucky, Illinois, and North Carolina)

➢ Managed by Jobs for the Future

➢ NCWE was a design and leadership partner

➢ Birth of the critical role of the Career Navigator

➢ Kansas: Accelerating Opportunity Kansas➢ Credit CTE programs integrated with GED or HSD

➢ Lead to a change in performance based funding

Replicated in a Number

of States

➢ Georgia➢ Aligned ABE programs with career pathway programs at their technical

colleges➢ Really emphasized the importance of partnerships with WIBS and local

economic development agencies

➢ Maryland: Maryland IBEST (MI-BEST)➢ Noncredit programs leading to industry or college specific certificates➢ Start-up funding from Annie E. Casey Foundation➢ USDOL Workforce Innovation Fund grant

➢ Multiple partnerships

➢ Mississippi: MIBEST➢ Both credit and noncredit programs➢ Concurrent and contextualized, not integrated➢ Important role of the Career Navigator➢ Across all colleges in the state➢ Funded by Kellogg Foundation

Department of Education

Program 243 – IELCE and IET

Integrated English Language and Civics Education

➢ Provide education and English language services to adult English language learners in which ESL is integrated with civics education

Integrated Education and Training

➢ Provide adult education and literacy activities concurrently and contextualized with workforce preparation activities and workforce training

THE GUIDED

PATHWAY MOVEMENT

Core Messages

What is Guided Pathways? Guided Pathways is an institution-wide approach to student success and equity that provides all students with a clear

roadmap, guidance, and support to find the right program of study, complete a degree without spending excessive

money and time, and successfully advance their career and/or at their next level of education. Guided Pathways is

not an initiative, it is a way for colleges & universities to become truly, comprehensively student-focused.

It creates a set of guideposts

that empower & support

students to make more

informed choices that match

their goals and interests;

connects colleges &

universities to K-12 to

support early exploration of

college and career fields;

and seeks to make transfer

seamless.

It streamlines the choices

students face by organizing

the myriad of majors into

broad areas of study under

which there are clearly

outlined programs with

carefully constructed course

sequences and opportunities

for exploration.

It is an institution-wide effort

to better connect high-quality

teaching & learning with the

various student services

offered by a college to

ensure all students get the

support they need to be

successful in their programs.

It provides students with

integrated academic and

career advising, while

monitoring their progress to

boost their confidence and

help them stay on course

and achieve their goals.

The ChallengeDespite long-standing efforts to enhance student success, the challenge remains that colleges & universities

are not organized to provide students with a coherent and sufficiently supported educational experience. This

results in far too many students failing to achieve their goals of advancing their lives through education.

Fewer than 4 in 10

community college and

open-access university

students earns a degree

within 6 years. First-

generation, low-income and

minority students are

disproportionately impacted

by the experience of college

as a confusing maze.

Too many underprepared

students who may need only

targeted, supplemental

support to succeed, are

placed into long remedial

course sequences that cost

time and money, and that

don't connect to a broader

educational plan. Most of

these students never

complete their degrees.

An overwhelming array

of choices and lack of

coordinated, integrated

advising leads students to

make uninformed decisions -

selecting courses with credits

that don’t apply toward a

degree or don’t transfer.

For students receiving

financial aid, taking classes

that don’t count toward a

program makes it harder to

finance and complete a

credential or transfer. These

students are at greatest risk

of depleting their financial

aid or incurring debt with no

credential to show for it.

Core Messages

SolutionsWhen colleges & universities bring coherence to students’ educational experience, and ensure they are

well-supported throughout, students are successful at higher rates. Empowering students to effectively

navigate their educational journey by providing clear paths, coherent curriculum, and integrated advising

and support helps them achieve their educational goals without excessive credits, time, and money.

Here is what leads to higher rates of student success:

Strong leadership, with true

partnership from faculty & staff,

focused on better understanding the

student experience and making

systematic changes that result in all

students having equitable opportunity

for success

Identification of the educational paths

and career options for students through

thoughtfully structured programs of

study that work collaboratively across

the institution and allow students to

explore responsibly while navigating

effectively

to their chosen degree and a career

Core Messages

Solutions (continued)Here’s what leads to higher rates of student success:

Help for students to explore

college and careers early,

and to create a degree

plan in the first semester that

allows for exploration and that

lets students start taking courses

in their field of interest from the

start

Inclusion of active learning

experiences embedded in rich

curriculum, supported with integrated

advising and embedded academic

supports, that helps students

develop confidence as learners and

persist in the face of challenges

Alignment between community

colleges and 4-year institutions so

that baccalaureate seeking community

college students can successfully

transfer with their credits applying

toward their major and stay on the path

to a timely completion of their degree

Core Messages

What Can We Do?Asks directed at specific audiences:

Colleges need to create a more coherent experience for students,

beginning with helping them find the right program

of study early on and helping them stay on the path to a degree.

Redesign the student

experience to allow

students to explore areas

of interest, choose a

direction, and develop a

full program plan early

that shows a clear path.

Guide students on their path

with integrated advising, closely

monitor student progress on

their plans, help students

monitor their own progress, and

intervene with guidance when

they veer off-path or need to

change course.

Ensure that programs of

study are embedded with

high-quality active and

experiential learning

opportunities that make

learning relevant and that

boost students’ confidence

as learners.

Create clear, efficient curricular

paths between 2- and 4-year

institutions by aligning

programs so students can

successfully apply their credits

to their transfer program and

graduate on time.

Colleges (2- and 4-year)

Core Messages

ACHIEVING THE DREAM (ATD)

@AchieveTheDream #ATD_Network #ATD_col leges

ACHIEVING THE DREAM’S BREADTH OF WORK

Over the past 15 years, Achieving the Dream

has…

Worked with more than 275 community colleges in 44 states and the District of Columbia

Led dozens of grant-funded R&D initiatives to study and expand innovation in community colleges indicates makes a difference in student outcomes

Codified institutional strengths and weaknesses across seven capacity areas that research indicates makes a difference in student outcomes

@AchieveTheDream #ATD_Network #ATD_col leges

THE THREE PILLARS OF ATD’S WORK

INNOVATE to successfully implement, align, and scale reforms that

increase student success, close achievement gaps, and generate

economic benefit for communities.

COACH colleges to build capacity, lead whole—college reform, and sustain continuous improvement.

CONNECT to a network to foster innovation and peer learning.

@AchieveTheDream

THE ATD MODEL: STRENGTHENING INSTITUTIONAL CAPACITY

ATD’s Institutional Capacity

Framework, which was developed with

input from the field, helps integrate

and align seven essential capacities at

all colleges to support a student-

centered culture that promotes

student success.

@AchieveTheDream #ATD_Network #ATD_col leges

ACHIEVING THE DREAM’S APPROACH

ATD engages its national network in

whole-college transformation using a

coaching process that is constantly

informed and improved by its

longstanding partnerships and

practice in the field.

To fuel innovation, ATD anticipates

future needs and issues, leveraging

knowledge through collective

learning.

@AchieveTheDream

Achieving the Dream and its Network colleges help all students—particularly the most underserved—realize substantial value from their postsecondary experience and their earned credentials, thereby strengthening their communities.

ATD’s COLLECTIVE IMPACT

2ND CHANCE PELL

PRISON PROGRAMS

2nd Chance Pell Serving Incarcerated

Students Across the Country

91B

Special Thanks:

Vera Institute of Justice

The Education Pathway: It Takes All of Us

Intake to Prison RecruitmentCounseling and

Advising for education in prison

Pre-college instruction

Post-secondary instruction

Counseling and Advising for reentry

Preparing for employment or

further education after release

Immediately after release

Post-release employment or

education

The Research

An updated 2018 meta-analysis by the RAND Corporation found that

participation in postsecondary education during incarceration

promotes safer communities

48% reduction in recidivism

$5 in savings for every $1 invested

13%higher chance of obtaining employment post-

release

The Research

“Specifically, college classes, unit management programs,

and recovery services had a significant effect on lowering

the likelihood of inmates engaging in misconduct and subsequent recidivism for both males and females in the

sample. Completers of these programs consistently

achieved lower rates of misconduct and recidivism than

non-completers.”

Evaluation of Ohio’s Prison Programs:

Executive Summary, 2015

Second Chance Pell By the Numbers

▪ 28 states

▪ 66 colleges

▪ 120 prisons – state and federal

▪ 12,000 students

▪ 73 offering AA degrees

▪ 24 offering BA degrees

▪ 44 offering technical certificates

▪ 31 offering non-technical certificates

▪ 3% Asian Serving Institution

▪ 10% Hispanic Serving Institution

▪ 3% Historically Black College and University

▪ 1% Tribal Serving Institution

3+year pilot

$30 Million per year

40%New to providing college in

prison

Second Chance Pell Has Demonstrated Higher

Education At Scale Can Be Successful.

$30 million per year

65 colleges/32 community

120 prisons – state and federal

27 states

5,000+students/semester

1000+ credentials awarded

Programs are Expanding Nationally

Castro, E. L., Hunter, R., Hardison, T., Johnson-Ojeda, V., & Suzuki, H. (2018, June). The landscape of postsecondary education in U.S. Prisons. Research Brief. Salt Lake City, UT: Research Collaborative on Higher Education in Prison, University of Utah.

New ways to expand programs

▪ California repealed its ban on community colleges earning student FTEs and its ban on the California Community College Promise Grant. The state went from a handful of college programs to programs in all 34 prisons.

▪ Oregon uses federal Pell grants in its juvenile facilities to provide postsecondary education since Pell is not banned for youth.

▪ Michigan has created “vocational villages” where students are moved to specific prisons to learn.

▪ Texas has a statewide system to move students between prisons to pursue degrees through its eight college partners.

▪ Louisiana, Wisconsin, Alabama, Pennsylvania, Minnesota, Maine, Georgia, Tennessee and Florida all have some form of online education or even direct internet access for adults in prison.

The Higher Education Act May Be

Reauthorized and the Pell ban repealed.

51

▪ Pell Grants for incarcerated students could be part of

the Higher Education Act re-authorization.

▪ Senator Alexander (R-TN), Chair of the Senate HELP

committee that oversees re-authorization has stated his

support of overturning the ban.

▪ In advance of reauthorization, there are opportunities to

expand postsecondary education access to students in

prison through state policy change.

Funding the Prison Postsecondary Pathway

Postsecondary Funding

PellState

Financial Aid

GI Bill

Tribal support

Self-pay

Foundations

College Funding

Private Fundraising

WIOA Title One

DOC Funding

This is what it’s all about…..

QUESTIONS

OR

COMMENTS?