Low-skilled Adult Transition to Occupational Pathways at Community Colleges Leading to Family-Supporting Careers

Introduction

There are gaps in knowledge about the development of curricular models that lead to student success as demonstrated by a range of student outcomes, particularly retention in postsecondary education and placement in related employment. Despite the growing literature on the mixed effects of Adult Basic Education (ABE) and the GED, very little is known about how new curricular and instructional pathways integrate ABE, pre-college and developmental instruction with postsecondary occupational-technical certificate and associate degree programs in community colleges. In undertaking this project, we seek to deepen understanding of an emerging trend that has the potential to create fundamental changes in the ways low-skilled adult learners engage in, enter into, and succeed in postsecondary education and employment.

Goals

1. To identify and describe innovative curricular and instructional models and practices associated with adult career pathway programs that connect ABE, GED, and related adult education and literacy programs to community college occupational-technical education and training.


2. To provide a baseline for further research on how these programs facilitate the transition of low-skilled adults into postsecondary occupational-technical programs and family-supporting careers.
   
3. To identify and document local models and practices with respect to goals, key components, implementation strategies, partnerships, and evidence of impact on education and employment.

Activities

This 1-year study focuses on curricular and instructional models associated with adult career pathway transition programs at selected community colleges. This study will employ a research `synthesis, a national advisory panel, and intensive case studies utilizing interviews with key experts and practitioners to describe adult career pathways to postsecondary occupational-technical education programs for low-skilled adults. Researchers from the University of Illinois, the University of Minnesota , and the University of Louisville will carry out the case studies. Site visits will be made to four locations in the United States and involve 20-25 stakeholder interviews, classroom observations, reviews of relevant institutional documents, and demographic data. Following each site visit, the interviews and documents will be analyzed for emerging patterns and themes. A cross-analysis will identify common and unique trends and practice strategies for implementing adult career pathway programs.

Products / Publications

A Research Synthesis will integrate the ABE, GED and adult literacy research with literature on career pathway programs offered for traditional age learners and adults. These disparate strands of literature are not often integrated, creating the opportunity to identify new definitions, concepts and constructs that can inform the empirical research. Results will be disseminated via professional conferences and journals for practitioners and researchers.

Technical report and case study reports. A technical report will be prepared to summarize major findings and recommendations. The findings will be shared on professional associations that are dedicated to serving adult learners engaged in occupational-technical education, including the American Association of Community Colleges, National Council on Workforce Education, the Association for Career and Technical Education.


Participating staff:

Debra D. Bragg, Professor & Project Director, University of Illinois at Urbana-Champaign
Christine D. Bremer, Research Associate, University of Minnesota, Institute on Community Integration
Marisa Castellano, Visiting Associate Professor, University of Louisville
Stacy Ernst, Graduate Research Assistant, University of Minnesota
Catherine Kirby, Assistant Director, OCCRL, University of Illinois at Urbana-Champaign
Ann Mavis, Coordinator, University of Minnesota
Rosemarie J. Park, Associate Professor, University of Minnesota

National Advisory Panel:

Julian Alssid, Executive Director, Workforce Strategy Center
Elaine Baker, Director of Workforce Initiatives, Community College of Denver
Kathy Cooper, Policy Associate, Basic Skills Programs, Washington State for Board of Community        & Technical Colleges
Ricardo Estrada, Instituto del Progreso Latino, Chicago, IL
Cindy Fiorella, Dean of Community, Workforce, & Economic Development, Owensboro Community &        Technical College, KY
Steve Jackobs, Executive Director, Capital IDEA, TX
Shauna King-Simms, Director of Adult Education Partnerships and Transitions, Kentucky Community        and Technical College System
Mimi Maduro, Workforce Development Director, Columbia Gorge Community College, OR
Christopher Mazzeo, Independent Consultant
Linda Beene, Director, Arkansas Department of Higher Education
Jan Motta, Massachusetts Community Colleges Executive Office
Larry J. Warford, Consultant for Workforce Development, League for Innovation in the Community               College
Rock Pfotenhauer, Dean of Instruction, Career Education and Economic Development, Cabrillo        College, CA
Jerry Rubin, Vice President, Building Economic Opportunity , Jobs for the Future
Stephen Ruffini, Director of Director, Research and Program Evaluation GED Testing Service,        American Council on Education