Washington State s I-BEST Approach What Is It and How Can It Help Illinois Colleges and Students? Julie Strawn, Senior Fellow CLASP, Center for Postsecondary and Economic Success April 26, 2011
CLASP: Policy Solutions that Work for Low-Income People CLASP develops and advocates for policies at the federal, state and local levels that improve the lives of low-income people. Our 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. 2
Increasing postsecondary attainment widely viewed as critical to achieving national and state economic goals An individual s chances of being employed and his or her wage levels are closely tied to educational attainment. Demand by employers for workers with postsecondary credentials expected to keep rising over long run. In Illinois, between 2008 and 2018, there will be nearly twice as many job openings for workers with some postsecondary education and training (1.3 million jobs) as there will be for workers with a high school education or less (733,000 jobs). Increasing postsecondary attainment has positive communitywide economic benefits e.g. higher regional economic growth, wage levels and real estate prices linked to # of college grads. For all those reasons, consensus among President Obama, many Governors, state legislators, major foundations on need to increase number of certificates and degrees. 3
Total projected jobs in Illinois in 2018, by education required (Help Wanted, Georgetown University, 2010) 4
Completion of certificates, not just degrees Success matters because credentials matter, above and beyond time spent in postsecondary and credits earned. Certificates, diplomas, and degrees can all have economic value payoff varies a lot by field of study, gender, age Occupational programs generally pay off more than general education ones at sub-baccalaureate level Need at least a semester for economic gains; one year certificates may pay off more than shorter ones, but need more data on this Rising cost of college, structural shifts in labor market make college riskier from1980-2010, costs rose more than benefits Recent Certificates Count study finds Illinois above national average for total number of occupational certificates awarded and above national average for share produced by public colleges. 5
Can t increase postsecondary attainment without addressing student success Federal and state budget problems require finding ways to increase productivity of education and training At the same time, the pool of potential postsecondary students will become more diverse, with older and lower skilled students growing in importance. Number of high school graduates in Illinois grew by 15% from 2000-05, but by only 4% from 2005-12. Nationally from 1994-2008, the enrollment of students under age 25 increased by more than twice as much as older (25+) students (43% increase vs. 21%). Between 2008 and 2019, this trend will reverse. Enrollment will increase by 12% for 18-24 year olds; and by 25% for students 25 years and older. 6
What matters most for student success? Clear, tightly structured paths through basic skills, noncredit and credit postsecondary coursework. Align curricula between basic skills, noncredit and credit; expand credit transfer for career technical programs; pare down to what is truly essential. The sooner students enter a program of study, the more likely they are to complete a credential. New approaches to basic skills can speed entry into programs of study and support students while they re enrolled in postsecondary coursework. Financial aid critical for access and success; other benefits for low income students can supplement it. Student services also critical and can be embedded into transitions efforts. New, lower cost ways of delivering these. 7
New approaches to basic skills especially needed because... Assessment as sole measure of college ready flawed Overreliance on single cut score keeps out of college courses students who could succeed (especially those who score near cut score). Poor predictive power of current assessments. Ignores other important predictors of whether students can succeed such as motivation and perseverance. Current sequences of adult basic education and developmental education take so long that few students complete, especially those referred to multiple levels. Exponential attrition. Important to look at how many students move through entire educational pathway over time, not just pass rates within single course or single year. 8
Community College Research Center research on completion of dev. ed. sequences 9
Community College Research Center research on completion of dev. ed. sequences 10
Core components of Career Pathways, also known as Programs of Study Strategic partnerships of employers, education and training providers, community-based organizations, etc. in key industries and occupational groups. Multiple ways to enter and exit postsecondary pathways, with marketable credentials at each step. (e.g. high school, one-stops, basic skills, colleges) Active participation by employers might be in pathway development, worksite training, internships, and/or financial support for worker learning to address regional workforce needs Innovations in program content and delivery (e.g new technical certificates and diplomas, contextualized basic skills, flexible class schedules, combinations of online and face-to-face instruction). Support services, such as career and academic coaching, financial aid, etc. provided by a range of partners, including community groups
Career Pathway--The Basic Idea Education Industry With Jobs Topdarkgreen Skilled Bridge LtGrnRect High School or Less Degree TopMed GrnRect or Diploma Bottom MedGrn Rect Credentials? MedGrnTrap LtGreenTrap Low Skill For workers: Predictable path to job advancement and higher wages More employer support; easier access to education More security For employers: Larger pool of qualified workers Better pipeline to fill skilled jobs from within Higher retention, employee loyalty
Career pathway bridges to postsecondary credentials Career pathways basic skills bridge programs typically cover general workplace skills, pre-college academic and English language skills, and specific occupational skills. Bridges contextualize basic skills and English language content to the knowledge and skills needed in a specific occupation or groups of occupations. Bridges usually involve modified or new curricula; ideally articulated to the next level in the pathway. Some bridges use team teaching; some involve co-enrollment in adult ed., dev. ed., CTE; most use cohorts. Comprehensive student services support success in bridges. Partners in bridge programs are employers, unions, workforce bds., CBOs, comm./tech. colleges, foundations. Can t do bridges well without partnerships.
Pathways and bridges growing At least 7 states have career pathway efforts (AR, KY, IL, MA, OH, OR, VA, WA, WI) aimed at adults. (Under Perkins every state must have pathways for high school students.) Half a dozen states have career pathway bridge initiatives (IL, IN, MN, OH, OR, WA, WI). New Gates Fdn. ABE to Credentials grants may expand that number. Some states have focused state adult ed plans/rfp s on this. (IL, IN). Hundreds of local, career-focused bridge programs, according to 2010 WSC bridge survey. Little uniformity. Many states have region-focused, sector initiatives (e.g. PA, MI, WI); some linked to career pathways and bridges. Career pathways and bridges now a theme in federal policy. E.g. recent DOL TAA and Career Pathway SGAs.
Minnesota FastTRAC (Shifting Gears)
Two main approaches for bridges that combine basic skills and CTE Model 1: Integrated programs. Basic skills content is integrated into the postsecondary prof./technical education courses in a CTE program. Uses team teaching, with adult ed/esl instructors paired with prof./tech. college instructors. Usually means new or heavily modified curricula, joint planning by instructions, extensive professional development. Probably the most expensive and hardest of the adult ed. transition models to pull off but also has the best evidence supporting its effectiveness. Examples include Washington s I-BEST programs, Indiana Ivy Tech s Embedded Skills programs (e.g. Evansville Automotive Tech), Minnesota s FastTRAC programs (e.g. St. Paul Medical Admin. and Coding), Wisconsin s RISE bridge programs. Can be a wide range of actual integration of instruction within this overall approach.
Washington State s I-BEST program I-BEST (Integrated Basic Education and Skills Training) helps adult ed./esl students earn occupational credentials and college credits while improving basic and English lang. skills. I-BEST currently serves about 2,800 students, with more than 140 programs at all 34 community colleges statewide. I-BEST programs range from 1-3 quarters long and must lead to a credential, carry college credit, and be part of degree pathways. I-BEST pairs ABE/ESL instructors with prof./tech instructors to team teach basic skills and job skills at least 50% of the time. Basic skills support courses supplement the integrated basic skills/cte course, with basic skills content contextualized to CTE program. I-BEST programs must document labor market demand and meet wage standards. GED not required unless occupation requires it. Columbia University evaluation: I-BEST students earn more credits, earn more credentials, have larger basic skills gains. 18
2 years Below Postsecondary Postsecondary 1 year
Ivy Tech (IN) Automotive Math Bridge Ivy Tech comm. college (Evansville) embeds into first 3 auto tech certificates the math skills needed to continue in pathway to associate degree. Found math moments already in auto tech courses, expanded into mini-lessons drawn from first levels of developmental math, contextualized to auto tech (e.g. fractions, decimals, ratios, proportions, percentages) Program team taught by auto tech and dev. math faculty who also jointly developed curricula. End goal is to increase number of students who go on to earn associate degree in manufacturing. Currently involves 8 instructors and 170 students connected to consortia of local automotive industry employers.
St. Paul, MN FastTRAC Medical Administration and Coding Career Track offered at neighborhood adult learning center. Results in two technical certificates (Medical Admin. Asst. and Medical Coding and Billing). Partners include Ramsey County Workforce Investment Board (St. Paul), Greater Metropolitan Workforce Council, employers (HealthPartners, Presbyterian Homes), St. Paul College, and St. Paul Public Schools. I-BEST model of integrated basic skills and CTE, co-instruction by ABE and CTE faculty. Includes computer literacy, career exploration, and intensive student support. Pre-bridge classes prepare students to enter, higher, integrated adult ed.-college class. Students a mix of ABE/ESL students, dislocated workers, and incumbent workers. Diverse mix of low-income native-born students and immigrants. Very active participation by employers (40 hour internships, lending company staff as instructors) who are looking to expand to other parts of health care pathway (e.g. willing to supply nursing instructors).
Two main models for career pathway bridges Model Two: Closely linked but separately taught courses. Students enroll in basic skills and CTE certificate courses at the same time but each are taught separately. Paired, linked courses. Content of linked basic skills and CTE courses in bridge program are connected through joint planning by instructors (e.g. sequencing of curricula) and through contextualization of basic skills to occupational field. Students typically enroll in cohorts. Examples of career pathway bridge programs that use the linked courses model are South Texas College ESL pathways; San Francisco Bridge to Biotech; Portland, Oregon CASOL and VELOC; Madison, Wisconsin ELL/CNA.
Broad range of ABE/ESL bridges
The critical role of student services New research synthesis from Community College Research Center finds four key ways that student services increase student success: Create social relationships (among students and between students and faculty and staff) Clarify student aspirations and commitment (career exploration and academic advising) Develop college know-how (navigating college processes like registration, financial aid) Address conflicting demands of work, family, and college (including access to range of benefits) Can embed student services into career pathway and bridge programs in a variety of ways 26
Student services in Illinois Shifting Gears An in-depth quantitative and qualitative evaluation of six IL Shifting Gears bridge pilots found the best outcomes at sites that provided the most student services. Specifically positive outcomes were linked to students receiving one of these career orientation at least once admissions and financial advising at least once academic advising at least once transportation aid at least once In addition, among sites with a transitions advisor for bridge students, success was linked to how often that advisor met with the student. Three of these program elements mattered more for success than did the student s age and whether or not they finished high school/ged: 1) admissions advising, 2) financial and academic advising, and 3) transportation aid. 27
Student services in Washington s I-BEST I-BEST builds in students services in three ways: I-BEST support courses provide extra ABE/ESL instruction for I-BEST students (with academic content contextualized to prof-tech field) but also include college orientation and help with study skills. I-BEST coordinator to do proactive advising and act as liaison to academic departments at some colleges. In others, a staff person is designated as the I-BEST single point of contact. I-BEST instructors often act as counselors, too Case managers from TANF (for 37% of students) and from WA s Opportunity Grant student aid (for 30% of students) also help. New ABE/ESL pre-i-best courses provide similar academic and student services to help students Develop an academic plan Apply for financial aid Register for college classes 28
What career pathways bridge model is right for Illinois? Four guiding questions At minimum, career pathway bridges should create shorter, more relevant paths to credentials that matter Local flexibility on bridge approaches is critical, as are some state parameters based on best available research At their best, career pathway bridges can be transformational for institutions and systems. Will yours be? Four guiding questions: Does it change students perceptions of their own possibilities and abilities? Does it change faculty and staff perceptions (ABE, CTE, dev. ed., academic, student services, financial aid) of basic skills students, of each other, and of their respective roles? Does it build relationships (among students, between students and staff/faculty, and among staff/faculty from different parts of college)? How will you know if it worked?
Lunch!... and continued discussion of I-BEST approach 30
Context for ABE to Credentials Initiative in Illinois Current strengths Strong existing momentum on career pathway bridges in Illinois through Shifting Gears and other efforts; key goals and concepts embedded in state adult education strategic plan. Fall 2010 survey found 30 existing bridges and another 33 under development. Most included the three key elements in the state definition (contextualized instruction, career development, and transition services). Key partners were adult education, CTE, and workforce development organizations. Complementary state efforts to strengthen CTE Programs of Study/Career Pathways through Pathways to Results initiative, as well as six new CTE/developmental ed. bridge pilots through Shifting Gears. New horizons Creating state vision for entire pathway that serves learners at all levels and builds on existing bridges and CTE pathways. Filling gaps in pathway vision to ensure bridge students have opportunities to earn college credit and credentials, and can continue on to degrees. 31
Required elements for ABE to Credentials Design Each college in the initiative must have Explicit articulation of two or more educational pathways, linked to career pathways, which begin with adult basic education or ESL and continue to a one-year college-level certificate and beyond; Evidence of strong local demand for the selected pathways, including the presence on the Workforce Investment Board demand list for the local area or other local data demonstrating robust demand; Acceleration strategies, including contextualized learning and the use of hybrid (online and classroom-based) course designs; Evidence-based dual enrollment strategies, including paired courses, I- BEST and I-BEST-like approaches; Comprehensive academic and social student supports (e.g., tutoring, child care, transportation, access to public benefits, subsidized jobs); 32
Required elements for ABE to Credentials Design List of required college design elements, cont. d. Achievement of marketable, stackable, credit-bearing certificates and degrees and college readiness, with an explicit goal of bypassing developmental education; Award of some college-level professional-technical credits, which must be transcripted the quarter or semester in which they are earned; and Partnerships with Workforce Investment Boards and/or employers. In addition, each state and college must both have The ability to collect longitudinal participant data and track student progress through both ABE and college preparatory/career pathways and into employment; and Commitment to identify resources to sustain and scale up (through policy and financing changes) effective pathway designs that move lower-skilled adults to completion of postsecondary credentials. 33
Additional Illinois requirements for ABE to Credentials Design The overall program design needs to connect to all levels of students There should be clear alignment with Adult education system s Educational Functioning Levels (EFL) Common Core Standards College and Career Readiness Standards 34
Defining institutional and state policy challenges to career pathway bridges in Illinois Delivery methods Accelerated learning, online and hybrid instruction, targeted instruction, inverted learning styles, integrated instructional models, co-enrollment, and layered curricula. Support Services Transition services, academic support services, career planning, integrated services, technology tools and assistance, personal case management, learning communities, and economic and social support services. Program and Institutional Alignment Alignment of resources, administrative structures, programmatic investments, and integrated institutional structures. 35
Defining institutional and state policy challenges to career pathway bridges in Illinois Connecting education to employment Contextualization, connecting course content to workplace needs, engaging employers and connecting students to employers. State policy analyses and alignment Strategies for policy interventions, state-level data systems and reporting requirements, public resources, and financing models. In first phase of the ABE to Credentials initiative, the 5 design team subcommittees will work to define and prioritize challenges in each of these areas. In the second, implementation phase, the state and colleges will work jointly to identify and implement solutions. 36