Transcript SRI International Innovative R&D Solutions for Government

Workforce Creation and Adult
Education Transition Council
SRI Research Update
October 7, 2008
© 2007 SRI International
Adult Learning System Goals
Expand access to adult learning services
– Provide more service options, make programs more flexible, improve
technology, provide support services, and other supports for adults to
access learning pathways.
Enhance professional development
– Enhance professional development for adult education providers and
improve program capacity to serve adults most in need (for example,
adults with disabilities).
Link adult education to workforce opportunities
– Improve transitions from adult education to postsecondary education
and training and smooth transitions to high-demand career pathways.
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Expand Access to Adult Learning
Definition of Target Populations
WIA Title II target population includes individuals -(A) Who have attained 16 years of age;
(B) Who are not enrolled or required to be enrolled in secondary school
under State law; and
(C) who –
i. Lack sufficient mastery of basic educational skills to function
effectively in society
ii. Do not have a secondary school diploma
iii. Are unable to speak, read, or write the English language.
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Expand Access to Adult Learning
Participation by Adults with Low Skills
• According to the 2003 Maryland State Assessment of Adult
Literacy (SAAL)
– more than 360,000 adults have Below Basic prose and document
literacy skills,
– more than 760,000 adults have Below Basic quantitative literacy
skills.
• Each year, less than 10% of adults with Below Basic prose
and document literacy skills and less than 5% of adults
with Below Basic quantitative skills participate in adult
basic education (ABE, ASE, ESL) services.
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Expand Access to Adult Learning
Participation by Adults with Less than High School
The 2006 American Community Survey estimated that more than 500,000
adults (18 and over) in Maryland lacked a high school diploma, among
these –
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More than 320,000 were working age adults (18 to 64)
More than 20,000 were young adults (18-24).
Maryland is just below the national average in the rate of
participation in adult education (ABE, ASE, and ESL) by adults
lacking a high school diploma.
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During the 2005-2006 school year, states ranged from a high of 22.7% (Florida) to
a low of 4.2% (Texas) participation in adult education among working age adults
without a HS diploma.
Maryland was in the middle at 9.2% (26th among the 50 states).
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Expand Access to Adult Learning
Participation by Adults with Limited English
The 2005 American Community Survey estimated that more than 115,000
working age adults in Maryland (3.1%) speak English poorly or not at
all.
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National estimate is 5.5% of the working age adult population.
Maryland is below the national average in the rate of participation in
adult education by adults with limited English proficiency.
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During the 2004-2005 school year, states ranged from a high of 41.1%
(Minnesota) to a low of 4.4% (Arizona) participation of adults with limited English
proficiency.
Maryland’s rate of participation for limited English adults was 9% of the target
population (35th among the 50 states).
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Expand Access to Adult Learning
Lessons Learned/ Best Practices
GoHigher Kentucky http://www.gohigherky.org/
– Website-based campaign to provide information and resources to all
students looking to attend college.
– Includes strategies to increase adult learner transitions to
postsecondary education.
– In 2004, 22% of GED completers went on to postsecondary education
(10% increase).
– In 2005, 78% of adult students entered postsecondary education and
training.
– In 2008, GoHigher website received >6,000 new accounts, 3,595
requests for more information, and 1,210 people using the admissions
application.
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Enhance Professional Development
Program Scope and Diversity
Adult education programs funded with WIA Title II funding in Maryland in 2007
included:
– 11 community colleges (17,508 participants)
– 16 public school districts (8,071 participants)
– 6 community-based organizations, 2 government agencies, 1 county library
(combined total of 3,235 participants)
– 17 correctional facilities (4,624 participants)
The diversity of current adult education programs and program staff in
Maryland presents challenges as well as opportunities for enhanced
professional development and program improvement.
– Low levels of funding and preponderance of part-time staff are major challenges.
– Diversity of programs and of staff qualifications are strengths in face of need to
provide services to adults with a wide range of learning needs.
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Enhance Professional Development
Funding and Outcomes
Maryland’s funding per adult education participant is relatively low
compared to other states and varies widely across programs:
– During the 2005-06 school year, state funding per participant ranged from a high of
$1,955 (Vermont) to a low of $282 (South Carolina).
– Maryland’s average rate of funding per participant was $433 (39th out of 50 states –
US average was $823 per participant).
However, the relationship of funding to learning outcomes is difficult
to determine.
– Compared to other states, reported rates of NRS level gains in Maryland are above
the national average. In 2006-07, Maryland reported an overall NRS level completion
rate of 47.4% (14th out of 50 states, median for all states is 39.5%).
– Current measures do not provide sufficient evidence to evaluate and compare adult
learning and outcomes across programs.
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Enhance Professional Development
Lessons Learned/ Best Practices
Tennessee Adult Education Professional Development Framework and
Tracking System
• Allows practitioners to document their professional development experiences
and accumulate professional development points towards level designations
and incentives.
• Levels 1-3 include training and required activities: lesson plans, evaluation/
observations, case studies, and portfolios
• Online professional development tools and worksheets
http://aeonline.coe.utk.edu/pd_framework_docs.htm
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Link Adult Education to Workforce Opportunity
Educational Needs Index
The Education Needs Index (ENI) uses census data to estimate levels of
educational need based on a combination of education factors, economic
factors, market demand factors, and population factors. According to the ENI
2.0 (based on 2005 Public Use Microdata Samples) :
– The areas of Maryland that have the “most critical” level of educational need are in Baltimore
City and County and Prince George’s County.
– The areas of Maryland that have the “least critical” level of educational need include all of
Carroll, Frederick, and Howard Counties and parts of Baltimore, Anne Arundel, Hartford, and
Montgomery Counties.
An index such as the ENI (or a modified version of the ENI) that
combines education, economic, market demand, and population
factors can provide a valuable baseline and progress monitor for an
integrated adult learning and workforce development system.
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Link Adult Education to Workforce Opportunity
Lessons Learned/ Best Practices
Washington Integrated Basic Education and Skills Training
(I-BEST)
– Pairs ABE/ESL instructors with professional/technical instructors in the classroom to co-teach
half of the time and teach the same students contextualized basic skills and job training
separately the other half of the time.
– Creates a clear pathway for students to obtain a credential and enter a career
– Provides financial aid for non-traditional students.
– Shortens the length of time it takes to earn a credential by integrating basic skills into
technical and higher education and providing dual credit.
– Provides guidance and support for students.
– Creates open entry/open exit options.
– Engages businesses and focuses on high-demand jobs.
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Link Adult Education to Workforce Opportunity
Lessons Learned/ Best Practices
Ohio: Career-Technical Transitions Initiative
Program and system alignments between the adult education and higher education to
create a more seamless system for adult learners to transition to postsecondary
education.
– Career-Technical to Credit Project Approach: articulation agreements between
adult/secondary career technical courses and state supported institutions of higher education.
– Learning outcomes based on industry standards (focus on Nursing, Electrical and Mechanical
Engineering Technology, Information Technology – Networking, Medical Assisting, and
Automotive Technology)
– Four “Stackable Certificates”:
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Prep program – below 8th grade math and/or English;
Entry level certificate – between 8th grade and GED level;
Intermediate certificate – two levels of developmental education with college credit; and
Advanced certificate – one level of developmental education with one year of college credit)
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