Transcript Adult Basic Education in Washington State

Israel David Mendoza
Director of Adult Basic Education
State Board for Community & Technical Colleges
1
Washington
State’s
Perfect
Storm
Drivers for
Change
• Research
• Data
• Policy
• Program Design
• Practice
2
Demographic Imperative
 Non-English
 High
Speaking Adult Population
School Drop Out Rates
 Workforce,
…. grow or shrink?
3
Economic Imperative
 1990’s
 2000
Growth
Neck-n-Neck
 2001-2003
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
Total working age adults
with high school
education or less and
younger people (18-24)
with less than high
school diploma (Census
2000)
Working age adults
with less than high
school education or
non-English speaking
=
=
All high school
graduating classes
added together
between 2000-2011
1 in every 5 labor
force participants
through 2030
7


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 nonEnglish-speaking
6 years after college start, the highest value-added for
work success
1 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
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.



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
A
Gathering of Leaders – National,
State and Local
 Research & Data – Integrated Models
 Demonstration 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 professionaltechnical 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 colleges
 138
students in ‘05-’06
 901
students in ‘06-’07
 1,542
 140
students in ’07-’08
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 presentation
24
In 14 weeks, students are prepared to be licensed and work as
Corrections/Protection Officers, and





Earn a Pierce College Corrections/Protection Officer Certificate
Earn 20 credits towards a Certificate in Criminal Justice
Earn 10 credits towards a Certificate in Homeland Security
Earn 20 credits transferable to an Associate Degree in Criminal Justice
Corrections Officers earn $22,000-$35,000 per year with excellent
benefits
I-BEST
Approved
Adapted from PC COABE presentation
25





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 presentation
26





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 presentation
27
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 presentation
28
100
90
80
70
60
50
40
30
20
10
0
Non-IBEST
IBEST
Retention Rate
29
4
3.5
3
2.5
2
1.5
1.7
I-BEST
3.5
Non-IBEST
IBEST
1
0.5
0
Grade Comparison
Adapted from TCC COABE presentation
30
100%
47%
I-BEST
100
90
80
70
60
50
40
30
20
10
0
Non-IBEST
IBEST
Passing Rate Comparison
Adapted from TCC COABE presentation
31
Workforce Training Completions:
I BEST and Comparison ESL Students Who
Received Workforce Training
I BEST
Comparison
0%
10%
20%
30%
Non-Credential
40%
50%
Credential
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.
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.
32
Renton Technical College ran a blended LPN cohort of half
traditional students and half I-BEST students.
Enrollment, Withdrawals &
Dismissal
Enrolled
Withdrew/dismissed
Completed
Traditional
Student
I-BEST
Student
18
13
8
2
10 (56%)
11 (85%)
33
Educational Level Gains after 2 quarters
Listening (CASAS)
8
Speaking (BEST Plus)
7
Reading (CASAS)
11
Writing (Independent)
10
TOTAL
36
Traditional
Students
I-BEST
Students
Credits Attempted
216
293
Credits Successfully Completed
190
288
Percentage of Credit Completion
88%
98%
Grade Point Average
2.74
3.45
34
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
35

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
 Out
Grants program
of School Youth I-BEST
 Workplace
Basics I-BEST
 Student
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
Points that Build Momentum to Tipping Point and Beyond
Basic Skills Students (Colleges only)
2007-08
Increase
Basic
Skills
Become
College
Ready
Earn 1st
15 college
credits
Earn 1st
30
college
credits
78,106
65,718
61,087
46,165
Earn 5
Complete
college
Degrees
credits in Certifications
Math
Apprenticeship
34,277
23,447
Total
Points
308,800
40