Vision
Alabama is committed to creating multiple pathways to college and careers for adult learners through collaboration among the Adult Basic Education program, career and technical education, community colleges, workforce development, multiple state agencies, and business and industry partners.
Sectors
Business technology, welding, electrical technology, legal assistant, machine tool, medical assistant, auto repair, HVAC, child development
Sample Pathway Map:
Policy Goals
- Braided Funding: Build out a statewide Integrated Basic Skills Pathway System.
- Statewide Scaling Policies: Develop a task force of participating colleges to recommend strategies and mechanisms to scale up Accelerating Opportunity statewide, including how to ensure adequate space, facilities, and student support services.
- Integrated Data Systems: Develop an integrated data system to better track student outcomes in colleges and the labor market.
- Credit Assignment Policies: Redesign system policies to allow colleges to award college credit to students without a high school credential at the time they earn the credits.
Vision
Georgia has a vision of increasing literacy and workforce participation across the state. By streamlining education across systems and developing career pathways, Georgia aims to bring about the transformative change needed to make a difference for its students and communities.
Vision
New Mexico aims to increase the visibility of Adult Basic Education at the state level and enhance the state’s efforts to improve educational outcomes.
Sectors
Pharmacy technician, water technology, farrier science.
Sample Pathway Map:
Policy Goals
- Data and Analysis: Link the ABE and community college data systems to more effectively track the progress of students through ABE and into college-level programs.
- Program Redesign: Revise the funding model to focus more on completion and to incentivize I-BEST designs.
- Finance: Revise state financial aid policies to help students get started in I-BEST programs and review funding policies across state agencies to identify braided funding options.
Vision
Oregon’s vision is to ensure that low-skilled adult learners can quickly and effectively prepare to get and keep good jobs and gain the skills needed to continue advancing vocationally and educationally.
Sectors
Automotive, manufacturing, business management, industrial and engineering, health, human resources
Sample Pathway Map:
Policy Goals
- Statewide Talent Development Pipeline: Senate Bill 253 recognizes the need for Oregonians to be able to access postsecondary education beyond high school and throughout life. It establishes the following goals: By 2025 100 percent of Oregonians earn a high school diploma, 40 percent earn a postsecondary credential, and another 40 percent obtain a college degree. These goals frame the governor’s education agenda; Accelerating Opportunity is a strategy to meet the goals.
- Capitalizing on Current Initiatives: Three Oregon initiatives (Career Pathways, Oregon Pathways for Adult Basic Skills, and Vocational English as a Second Language) closely relate to the work of Accelerating Opportunity and demonstrate the capacity of the state and community colleges to collaborate on implementing initiatives serving low-skilled students across multiple colleges. These initiatives will be leveraged as part of the Oregon Accelerating Opportunity model.
Vision
Wisconsin’s vision is for career Pathways and I-BEST-like career pathway bridges to become a mainstream alternative for colleges to deliver occupational programs and for the number of low-skill adults who earn technical college credentials to jump significantly as a result.
Sectors
Manufacturing, health, hospitality, business, transportation
Sample Pathway Map:
Policy Goals
- Braided Funding: Bring in a number of state agencies to support career pathways/Accelerating Opportunity. This includes clarifying the ad hoc ruling on use of Pell Grants for career pathways.
- Student Supports: Institutionalize and standardize student support services and community support services for career pathway students.
- Data: Utilize ABE transitions data for continuous improvement.
- Redesign: Develop a competency-based career pathway to a high school equivalency diploma that would take the place of the GED.