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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

“Moving Low-Skill SNAP Recipients Toward Self-Sufficiency,” a publication from the National Skills Coalition, is designed to help the workforce field better understand Supplemental Nutrition Assistance Program Employment & Training (SNAP E&T, formerly the Food Stamp Employment & Training or FSET program).

First established in 1985, SNAP E&T is one of the few federally-supported programs specifically designed to provide employment and training services to extremely low-skilled, low-income adults. Each state is required to operate a SNAP E&T program, though they have considerable discretion in the types of services that may be offered (including job search assistance, work experience, and job training) and the types of SNAP participants to be served.

In recent years, a number of states have begun to recognize the value of SNAP E&T in connecting SNAP recipients with meaningful education and training opportunities leading to industry-recognized degrees and credentials with value in the labor market. States have used SNAP E&T funds to support innovative partnerships with community colleges, community-based organizations and other stakeholders, and have successfully used SNAP E&T funding to leverage additional non-federal public and private resources. However, many states and workforce system partners remain confused about who may be served, and what services can be provided, which has likely limited the growth of SNAP E&T programs on a national level.

By offering a basic overview of the program and highlighting certain issues that are important to consider when designing or implementing an E&T component, this guide is meant to help begin addressing some of these issues for the field. It provides an introduction to the administrative structures, participant eligibility requirements, and funding mechanisms under SNAP E&T, as well as an overview of key program elements that can help ensure SNAP recipients are receiving the full range of training and supportive services necessary for success in the labor market. The guide also highlights examples of how states are using SNAP E&T to help low-skilled individuals find jobs in high-demand industries, and addresses unique issues facing partnerships between state agencies and community colleges. The goal of this publication is to help ensure that SNAP participants have access to high-quality employment and training services that help them gain the necessary skills to obtain stable, family-supporting employment.

National Skills Coalition

Minnesota FastTRAC (Training, Resources, and Credentialing) seeks to make Minnesota more competitive by meeting the common skills needs of businesses and individuals.

FastTRAC’s innovative approach helps educationally underprepared adults succeed in well-paying careers by integrating basic skills education and career-specific training in fields where new skills are in high demand. By focusing on high-demand fields, FastTRAC meets the needs of business while ensuring that students find well-paying jobs with room for advancement.

Minnesota FastTRAC Initiative

This Accelerating Opportunity tool is designed for use in developing and implementing integrated pathways. It uses a model integrated career pathway as the framework for examining the many components of a particular college’s pathways. This tool will help ensure a robust program that is designed around promoting student success.

State implementation teams can use this tool as a guide for ensuring that the pathways colleges design and implement reflect the initiative’s goals and advance its Theory of Change. JFF recommends that state and college implementation teams work through the tool together, using the results of those conversations to assess strengths and gaps both in the model itself and in how it is being implemented.

Jobs for the Future

Developed as a companion piece for More than Rules, this report documents how the City University of New York restructured its College Transition Program (now called the College Transition Initiative) to further integrate it into the college. The paper describes the restructuring process and the changes made in instructional practices, curriculum, staffing, assessment, and advising.

Steven Hinds
The City University of New York

Over 200 people, including Accelerating Opportunity grantees and Breaking Through colleges, attended the first annual National Conference on Integrated Basic Skills Pathways. This website includes a number of materials developed for/shared at the meeting, including PowerPoint presentations and other resources.

Conference Objectives:

  • Introduce I-Best and Breaking Through models that integrate basic skills pathways.
  • Share I-BEST and Breaking Through models Washington SBCTC and other colleges have developed as core models for implementation.
  • Engage in provocative discussions around policy support and innovation to foster scale and sustainability.
  • Learn more about curricular alignment and other re-design aspects.
  • Build networks as 25 states come together as a field and learning community.
Jobs for the Future
Jobs for the Future

Many full-time workers in the United States are unable to make ends meet. Government “work support” policies – benefit programs such as earned income tax credits, public health insurance, child care assistance, and SNAP/food stamps – can help some families close the gap between low earnings and the high cost of basic expenses. While federal government guidelines provide a framework for work support policies in the United States, there is wide variation in how these policies are implemented across states.

This report analyzes the effectiveness of these policies. Findings from this report show that the current patchwork of state policies fails to ensure that workers are able to afford their families’ basic living expenses, leaving a number of low-wage workers and their families without adequate support. A greater federal investment is needed to create a comprehensive work support system that is designed to encourage and reward employment as well as provide workers with enough resources to care for their families. Federal priorities should include addressing the high cost of basic needs with an increased investment in affordable child care, subsidized health insurance, and housing assistance as well as structuring the work support system to better support workers’ advancement toward financial self-sufficiency.

Jessica Purmort
National Center for Children in Poverty, Mailman School of Public Health, Columbia University

This paper describes the City College of New York's College Transition Program, with a focus on its approach to math teaching and learning. The paper also discusses the lack of alignment between GED math content and what students need to know to pass the COMPASS placement test, and how the CUNY program is improving alignment so that students are better prepared for college work.

Steven Hinds
The City University of New York

The mission of MNI is to advance numeracy instruction for ABE learners in Minnesota. MNI emerged from the 2009 ABE Practitioner Survey, which revealed a need for professional development (PD) around numeracy instruction, especially at the advanced and transitions levels.  To make this initiative accessible to all practitioners statewide, distance learning has been incorporated as a major component. This website includes resources for both ABE practitioners and coordinators.

The Scaling Framework was produced by Microsoft's US Partners in Learning initiative. This interactive presentation draws on the work of Cynthia Coburn and Chris Dede and gives users the opportunity to explore the multiple dimensions of scale. Each cell of the table opens to reveal guidance or questions to consider.

Microsoft US Partners in Learning