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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

The second annual National Conference on Integrated Basic Skills Pathways took place in Seattle, Washington on May 8th and 9th, 2012. There were nearly 200 participants representing over 20 states. 

Conference Objectives:

  • To provide content and support as teams and states continue to implement integrated career pathways
  • To come together as a national learning community committed to providing program re-design fostering student attainment of credentials and family supporting employment
  • For each team and state to gain clear guidance and strategic direction toward the implementation of policies to support the implementation of integrated career pathways
Jobs for the Future

To improve the employment rates and earnings of Americans workers, we need to create more-coherent and more-effective education and workforce development systems, focusing primarily (though not exclusively) on disadvantaged youth and adults, and with education and training more clearly targeted towards firms and sectors that provide good-paying jobs. This paper proposes a new set of competitive grants from the federal government to states that would fund training partnerships between employers in key industries, education providers, workforce agencies, and intermediaries at the state level, plus a range of other supports and services. The grants would especially reward the expansion of programs that appear successful when evaluated with randomized controlled trial (RCT) techniques. The evidence suggests that these grants could generate benefits that are several times larger than their costs, including higher earnings and lower unemployment rates among the disadvantaged.

Harry J. Holzer
The Hamilton Project

As part of the Emerging Pathways project funded by Lumina Foundation, this paper focuses on the need to recognize adult learners as a diverse and complex set of individuals with widely divergent aspirations, levels of preparation, and degrees of risk.

Brian Pusser, David W. Breneman, Bruce M. Gansneder, Kay J. Kohl, John S. Levin, John H. Milam and Sarah E. Turner
Lumina Foundation for Education

The issue of “scale” is a key challenge for school reform, yet it re- mains undertheorized in the literature. Definitions of scale have tra- ditionally restricted its scope, focusing on the expanding number of schools reached by a reform. Such definitions mask the complex challenges of reaching out broadly while simultaneously cultivating the depth of change necessary to support and sustain consequential change. This article draws on a review of theoretical and empirical literature on scale, relevant research on reform implementation, and original research to synthesize and articulate a more multi- dimensional conceptualization. I develop a conception of scale that has four interrelated dimensions: depth, sustainability, spread, and shift in reform ownership. I then suggest implications of this con- ceptualization for reform strategy and research design.

Cynthia E. Coburn

The annual Fall Technical Institute is an opportunity for Breaking Through and Accelerating Opportunity state teams to receive targeted TA on a variety of topics. For this meeting, JFF recruited 18 subject matter experts from across the country to help state teams work through complex issues such as sustainability planning, employer engagement, and building comprehensive support services. Nine state teams attended this year's Institute.

Meeting Objectives 

  • Provide state teams with targeted technical assistance designed to strengthen solutions, advance the work, and meet outcomes through structured interactions with subject matter experts.
  • Enable teams to exchange effective practices and understand how other states or colleges are addressing key issues through peer sharing opportunities.
  • Ensure that teams leave the Institute with specific actions and plans to further their implementation and sustainability efforts.
Jobs for the Future