Better Together: Title I & II Serving Low-Skilled Adults
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Better Together: Title I & II Serving Low-Skilled Adults

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This slide show was presented at the New York Coalition for Adult Literacy (NYCAL) meeting on February 4th, 2010, by Amy Ellen Duke-Benfield and Neil Ridley,...

This slide show was presented at the New York Coalition for Adult Literacy (NYCAL) meeting on February 4th, 2010, by Amy Ellen Duke-Benfield and Neil Ridley,
senior policy analysts from CLASP. It reviews how WIA Title I and Title II could work together ti improve service to adults.

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Better Together: Title I & II Serving Low-Skilled Adults Better Together: Title I & II Serving Low-Skilled Adults Presentation Transcript

  • Amy Ellen Duke-Benfield Senior Policy Analyst Neil Ridley Senior Policy Analyst Better Together: Title I & II Serving Low-Skilled Adults New York Coalition for Adult Literacy February 4, 2010 www.clasp.org
  • • Authorized in 1998 • Reformed federal employment, adult education, and vocational rehabilitation programs to create an integrated “one-stop” system of workforce investment and education activities for adults and youth • Five titles Title I: Adult, Dislocated Workers, Youth Title II: Adult Education and Family Literacy Act Title III: Workforce Investment-related activities Title IV: Vocational Rehabilitation Title V: incentive grants, unified plans, etc. www.clasp.org 2
  • • Grants to states and local areas for employment and training services • State and local workforce investment boards— responsible for planning, partnerships and oversight • One-stop career centers—provide access to services provided by WIA and partner programs www.clasp.org 3
  • Funding Stream PY 2009 Allocation to New York City Adults (age 18 and over) $26.5 million administered by SBS Dislocated Workers (laid off workers, $15.8 million administered by SBS UI claimants, displaced homemakers) Youth (low-income youth, out-of- $25 million administered by DYCD school youth) www.clasp.org 4
  • • Adults and Dislocated Workers follow a sequence of services (core, intensive and training). • Training services include a range of options, including adult education and literacy in combination with skills training. • Individual Training Accounts (ITAs) are the main vehicle for training. www.clasp.org 5
  • • Strongly encourages career pathways for adults and youth and alignment of adult education, training and postsecondary education with jobs and industries • Allows for training contracts with colleges and training providers, provided that customer choice is not limited • Gives priority to low-income individuals www.clasp.org 6
  • • Grants provided to states to fund local programs providing adult education and literacy services, including workplace literacy services, family literacy services, English literacy, and GED prep. • For adults and out-of-school youth age 16 and older • Multiple goals for the program including gaining knowledge and skills necessary for self-sufficiency www.clasp.org 7
  • • WA state survey—86% of adult ed students have employment goals. • For low skilled adults, the largest economic payoffs are in postsecondary. 1 year of college = 10% increase in earnings (as true for GED grads as for h.s. grads) Getting a GED alone does increase earnings but by less than a high school diploma. (Only pays off significantly for dropouts with lowest skills and for immigrants.) Vocational certificates and degrees pay off more than academic ones at the Associate level and below • Up until now, assumption by programs and by adult ed. students has been that GED is the best route to good jobs and to postsecondary education www.clasp.org
  • www.clasp.org 9
  • www.clasp.org 10
  • • Adult ed. focused on GED but majority do not earn one, and few GED grads. ever complete postsecondary credentials. Most adult ed. students stay for 30 to 80 hours of instruction. (100-150=1 grade level) Only 12% complete > 1 year of college in first decade after earning GED, 3% earn at least AA degree. Bottom line: Over several decades, of 100 adult ed. students, about 8 go on to postsecondary and 2 get a BA. Very few English Language Learners transition. www.clasp.org 11
  • • Access to occupational and job training Also covers costs related to training • Career counseling, job search assistance, case management • Support services Child care, transportation Needs-related payments • Connections to employers, in some cases organized by sectors www.clasp.org 12
  • • Partnering with One-Stop Center to provide labor market information and career information to adult education providers • Partner with One-Stop to provide adult education services at One-Stop • Referral arrangement to One-Stop and from One-Stop to adult ed providers • Contextualizing basic skills/literacy content to occupations/sectors • Co-enrolling individuals in Title I and II • Integrated basic skills/literacy and training www.clasp.org 13
  • • Linked education and training services that – “enable students, often while they are working, to advance over time to successively higher levels of education and employment in a given industry or occupational sector. Each step on a career pathway is designed explicitly to prepare students to progress to the next level of employment and education.” (Oregon Career Pathways initiative) • Greater alignment: Ideally career pathways are not a separate program but a framework for weaving together adult education, training, and college programs that are currently siloed and connecting those services to employers’ workforce needs. www.clasp.org 14
  • • Career pathway bridge programs typically cover “soft skills,” pre-college academic skills, and specific job skills, ideally one that is part of a career pathway. • Career pathway bridges tailor and contextualize the adult ed/ELL content to general workplace needs and to the knowledge and skills needed in a specific occupation. E.g. bridge programs in manufacturing cover blueprint reading, statistical process control. Those in health care cover intro. to human biology, vocab. and math for health careers. • Partners in bridge programs can be employers, unions, community-based organizations, community colleges, and others. www.clasp.org
  • • ESL in Health Careers Context 16-week ESL course contextualized to health careers Entry quals: Grade level equiv of 6.0 or higher TABE Completers can go on to next rung of career ladder (VESL) Funding sources: Adult ed ESL, WIA Title I • Vocational ESL in a Certified Nursing Assistant Context 16-week VESL course contextualized to CNA Entry quals: Grade level equiv of 7.0 or higher on TABE Completers can go on to the CNA component or pre-LPN module Funding sources: Adult ed ESL, WIA Title I www.clasp.org 16
  • • WA state goal: Increase number of adult ed/ELL students who reach “tipping point” of one-year postsecondary & credentials • 135 programs in the 34 community and technical colleges • I-BEST pairs ABE/ELL instructors with prof./tech instructors in the classroom to provide integrated basic skills and job training. • Goal is to earn a for-credit occupational certificate AND raise basic skills/English to level needed to take next career and educational step. Both high and lower skill level options. • Instructors co-teach 50% of the time, other half of the time teach the same students contextualized basic skills and occupational skills separately. Programs typically range from 1-3 quarters. www.clasp.org 17
  • • Administration’s Workforce Investment Act reauthorization recommendations emphasize closer alignment Maintain focus on educational goals in adult ed, yet greater focus on moving all students along a trajectory ending with postsecondary and career success Establish consistent performance measures and definitions • Career pathways movement • American Graduation Initiative www.clasp.org 18
  • • Introduced by President Obama at Macomb Community College (Detroit), July 14 • Goal: An additional 5 million community college graduates by 2020 (degrees and certificates) • Reflects emerging themes of Administration and Congress: Focus on community colleges Emphasis on persistence and completion Integration of education and workforce needs through career pathways including adult education Evidence-based innovation www.clasp.org 19
  • • For more information about WIA reauthorization proposals visit: www.clasp.org www.clasp.org 20