The Resource Library is a compendium of tools and resources selected specifically for the Accelerating Opportunity initiative. You can navigate the Resource Library by topic, or by key word (or tag).

View All Resources »

Suggest a Resource »


Back to Resources

Starts with: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Thursday, January 19th, 3:00-4:30 PM EST

This webinar kicked off the implementation phase of Accelerating Opportunity and covered a variety of topics, including important grants management information, an overview of the technical assistance plan, and an update on upcoming events. Each of the partner organizations provided a summary of the TA they would be providing. Participants also had a chance to view a variety of online resources. The four implementation states and their colleges also shared an overview of their goals for the implementation phase.


Barbara Endel, Program Director, JFF
Monique Sheen, Project Manager, JFF
Rachel Pleasants, Senior Project Manager, JFF
Darlene Miller, Executive Director, NCWE
Israel Mendoza, Former State ABE Director/Consultant
Jon Kerr, State ABE Director, SBCTC
Ellen Hewett, Director, NCTN
Kaye Beal, Project Director, World Education, Inc.
Randall Wilson, Senior Project Manager, JFF

Streaming recording link:

Download recording link

Download PowerPoint

Jobs for the Future, Washington State Board for Community & Technical Colleges, Nation Council for Workforce Education, National College Transition Network

This paper, prepared for the 2011 Fall Research Conference hosted by the Association of Public Policy Analysis and Management, presents an overview of dual-generation strategies, including a conceptual framework and important components, an analysis of the major opportunities and challenges for these strategies, and thoughts on next steps for moving forward with a dual-generation agenda.

Christopher T. King, Tara Smith, Robert C. Glover
Ray Marshall Center, LBJ School of Public Affairs, The University of Texas at Austin

The brief discusses the central role that states play in the delivery of work supports to low-income working families and how policies can be changed to not only increase access to these supports, but to also foster economic family stability and asset building.





John Quinterno
Working Poor Families Project, Annie E. Casey Foundation, Joyce Foundation, Mott Foundation

In 2009, the American Recovery and Reinvestment Act increased vital resources such as food stamps, unemployment insurance, and housing subsidies available to low-income families struggling through the recession. But not all families were able to gain access to and receive the benefits for which they were eligible. This report suggests that there is a need for funders, states, communities and the federal government to create more programs that low-income families can access.

Shelley Waters Boots
The Ford Foundation, the Open Society Institute, the Annie E. Casey Foundation.

Designed to be used by teachers and counselors in ASE, ABE, ESOL, and College Transition programs, this curriculum aims to encourage all students, at all levels, to begin thinking about and articulating short- and long-term career, educational, and life goals. It provides classroom-ready, flexible lessons, handouts, and online resources to prepare instructors and counselors to guide students through a supportive career awareness and planning process.

Martha Oesch and Carol Bower
System for Adult Basic Education Support and the National College Transition Network

Community colleges can increase student success by using placement procedures to assess the academic skills of entering students so they are placed in appropriate courses. This policy brief describes the experiences of three states as they revised their placement assessment policies.

Michael Lawrence Collins
Achieving the Dream and Jobs for the Future

Integration of academic and vocational curricula is missing from most American classrooms because integration that is rigorous, authentic, and sustained is much more difficult than most advocates imagine. The difficulty arises because teachers must do the following: keep integration sharply focused on clear, well-defined educational objectives; find legitimate applications that really excite students; and be able to meet the demands of time, expertise, and resources that are beyond the reach of most teachers. Academic and vocational curriculum should be integrated to increase student achievement, especially for those students who have not fared well in the traditional curriculum, and to benefit all students. Whatever form integration takes, it should begin by clearly specifying the educational goals: clearly targeted, well-defined educational objectives; use of academic and industry skill standards to direct integrated learning; and teachers who remain focused on primary learning objectives, so that any decisions to temporarily diverge from these aims are made consciously, explicitly, and with a better understanding of the costs of the benefits. Requiring increasing degrees of planning, coordination, and commitment, the four different forms of integration for teachers to consider are as follows: course-level integration, cross-curriculum integration, programmatic integration through career clusters and industry majors, and schoolwide integration, such as academies and other models.

Gary Hoachlander
National Center for Research in Vocational Education, University of California, Berkeley

The application for I‑BEST program approval and other materials used by Washington’s colleges are available on the State Board for Community and Technical College web site.

Washington State Board of Community and Technical Colleges