Resources

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).

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State Vision

Resources to aid states and colleges in conceiving and elaborating a redesign plan that will enable more adult learners to earn marketable credentials.

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

Monday, September 12th, 3:00 PM EDT

Jobs for the Future hosted a Bidders' Webinar to help design states develop their implementation proposals. The goals of this webinar were to:

  • Create a common understanding of the goals for the Three-year Implementation Phase;
  • Reinforce the high level expectations of states that will be selected to participate; and
  • Address questions about the Request for Proposal.

Presenters:

Maria Flynn, Vice President, Jobs for the Future
Barbara Endel, Program Director, Accelerating Opportunity, Jobs for the Future
Nate Anderson, Senior Project Manager, Jobs for the Future
Randy Wilson, Senior Project Manager, Jobs for the Future
Rachel Pleasants, Project Manger, Jobs for the Future

Streaming recording link:
https://jff.webex.com/jff/ldr.php?AT=pb&SP=MC&rID=21926947&rKey=703e3fe49b159d4e

Download recording link:
https://jff.webex.com/jff/lsr.php?AT=dw&SP=MC&rID=21926947&rKey=578648b274f4b68b

2011
Jobs for the Future
Jobs for the Future

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.

Presenters:

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:
https://jff.webex.com/jff/ldr.php?AT=pb&SP=MC&rID=22842732&rKey=b6c35890621c95f

Download recording link
https://jff.webex.com/jff/lsr.php?AT=dw&SP=MC&rID=22842732&rKey=afe144308acdd249

Download PowerPoint

2012
Jobs for the Future, Washington State Board for Community & Technical Colleges, Nation Council for Workforce Education, National College Transition Network

For nearly 15 years, the public workforce system has been governed by the Workforce Investment Act (WIA) of 1998. Designed to knit together fragmented programs established during the previous 60 years, WIA was regarded as a necessary and legitimate next step in creating a system that would “consolidate, coordinate and improve employment, training, literacy and vocational rehabilitation programs in the United States” (WIA, 1998).

The intention of this report is to start a conversation about a different question, one that is bigger and more appropriate for the times. Rather than tinkering around the edges, wondering how we can become more efficient or more productive, we want to ask something bigger and bolder: What would a 21st Century workforce system look like if we built it for today’s economy, using today’s tools and processes? More to the point, In the new economy, where and how can the public workforce system add true and targeted value?

2012
Kathy Krepcio and Michele M. Martin
John J. Heldrich Center for Workforce Development

Integrated Basic Education and Skills Training (I-BEST) integrates the teaching of basic skills and technical content in order to accelerate basic skills students’ transition into and through a college-level occupational field of study.

The study reported on here represents the final phase of a multi-year evaluation of the I-BEST model that began in 2009, conducted by CCRC in collaboration with MPR Associates and the Washington State Board for Community and Technical Colleges. Based on fieldwork undertaken in spring 2011 on 16 I-BEST programs at eight colleges, this report builds on CCRC’s earlier qualitative and quantitative research by seeking to understand those aspects of I-BEST that best support student learning, progression, and completion.

In addition, the report considers the I-BEST student experience and presents the results of a cost-benefit analysis of the program. The findings and recommendations highlighted in the report will be of interest to funders, policymakers, and practitioners in other states who are considering transition interventions similar to the I-BEST model.

2012
John Wachen, Davis Jenkins, Clive Belfield, and Michelle Van Noy with Amanda Richards and Kristen Kulongoski
The Community Collge Research Center, Teachers College, Columbia University

As a result of new research and promising practice, we have more clarity than ever about how we can fundamentally transform our developmental education system to improve success for all students. To propel the movement forward, this statement offers a set of clear and actionable principles that, although not the final word on dev ed reform, sets a new course that can dramatically improve the postsecondary success of millions of students across the nation. 

To be clear: The principles that guide this statement advocate changing current dev ed systems so that all students, no matter their skill levels or background, have a real opportunity to earn a college credential. Some may see this statement as supporting changes that discourage or divert students from their pursuit of a college credential. Nothing is further from the truth. Rather, we believe the systemic changes we propose, all of which can be found in some colleges and state systems around the country, are much more likely than current practice to provide a clear path that all students can follow to achieve their academic and career goals.

In the end, the strategies we propose increase overall college completion rates, particularly among students who have traditionally been underserved by our postsecondary institutions.

2012
Charles A. Dana Center, Complete College America, Inc., Education Commission of the States, & Jobs for the Future

The Policy to Performance Toolkit is designed to provide state adult education staff and key stakeholders with guidance and tools to use in developing, implementing, and monitoring state policies and their associated practices that support effective state ABE to postsecondary transition systems. The Policy to Performance Toolkit is based on the processes and findings from the Policy to Performance Project. The tools and practices utilized in the project were compiled into a comprehensive and interactive Toolkit that provides users with guidance and strategies for strengthening existing or developing new ABE state transition (STET) The Policy to Performance Toolkit offers users downloadable resources and writable tools, as well as provides examples of how participating states applied the tools and processes discussed in the Toolkit.

2012
Judith A. Alamprese & Chrys Limardo
Kratos Learning and Abt Associates Inc.

The Michigan Center for Student Success commissioned this study to determine whether strategies employed to improve adult students' success at 41 Breaking Through colleges nationwide have taken root at Michigan's original colleges and spread beyond them. A statewide survey revisited four of the colleges profiled in previous publications, and the research looked more closely at two additional colleges that have experimented with Breaking Through-type programs. 

In this research, some themes emerged to guide future state investments: 

  • The importance of scaling up from “boutique” programs to serve more students; 
  • The need to create clear pathways between noncredit workforce training and credit programs leading to Associate’s degrees in occupational disciplines; 
  • The significance of investment in upfront program features such as skill assessments and career guidance; and 
  • The role of workforce training programs in incubating student success strategies. 

Based on this research, the Center for Student Success has created a new initiative, Michigan Pathways to Credentials, to broaden the impact of Breaking Through strategies and support the development of career pathways across the state. Supported by a grant from the Kresge Foundation, six colleges will scale up their efforts to support adult students in obtaining credentials leading to family-sustaining careers.

2012
Jennifer B. Schanker & Judith C. Taylor
Jobs for the Future

The Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV) calls for states to offer programs of study (POS), which local educational agencies and postsecondary
institutions may adopt as an option for students participating in career and technical education (CTE). Each local recipient of Perkins IV funds must offer at least one
POS that, at a minimum:
• Incorporates and aligns secondary and postsecondary education elements;
• Includes academic and CTE content in a coordinated, non-duplicative progression of courses;
• Offers the opportunity, where appropriate, for secondary students to acquire postsecondary credits; and
• Leads to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

The intent of this guidance is to clarify and offer suggested criteria for states to consider as they identify and certify whether a local POS provider is ready and has sufficient capacity
for full POS implementation. Implementation of the intentional POS structure that incorporates the statutory requirements will be confronted with a need to develop
a number of supporting elements. These supporting elements will aid and support POS implementation by addressing the system elements that comprise a fully developed
program of study. A self-assessment of these supporting elements makes up the content contained in this POS readiness and capacity review guide. Each of the elements are addressed individually, but work in concert with each other to help support full implementation of a program of study.

2010
MPR Associates, Inc.
MPR Associates, Inc.

The Virginia Career Pathways Initiative has taken hold in the Commonwealth. The initiative has shown results with respect to putting the framework in place to meet the changing needs of the Commonwealth's businesses and residents.

The process for developing a career pathways system in Virginia offers a window into an effective set of strategies for pursuing statewide and regional workforce development policies and practices that work. By using a career pathways framework, the Commonwealth has begun a systemic and ambitious process of alignment at the state level, and is rolling out that alignment to regions across the state.

Taking Root: The Virginia Career Pathways System provides a national context for Virginia's efforts, documents the Commonwealth's work, and suggests how Virginia's successes and lessons learned may be applied to other states.

2012
Melissa Goldberg and Julian Alssid
Workforce Strategy Center