BASIC EDUCATION FOR ADULTS

Transcription

1 BASIC EDUCATION FOR ADULTS Pathways to college and careers for Washington s emerging workforce Skills change lives, drive economy The need for adult education is big and the stakes are high. An estimated 650,000 to 700,000 Washington adults lack basic education or English language skills. 1 That s roughly the combined total populations of Spokane, Bellingham, Vancouver, Richland, Everett and Wenatchee. 2 Photo courtesy of Clover Park Technical College Basic skills for a better life Basic Education for Adults (BEdA) programs teach foundational skills reading, writing, math, technology and English language so adults can move through college and into high-demand jobs. Programs are designed to advance students quickly and purposefully toward degrees and certificates. Strategies move the goal line from passing the GED, to graduating from college and starting careers. The programs offer a life-changing opportunity for adults to succeed as students, employees, parents and citizens. BEdA programs differ from precollege (remedial) classes. The major difference is the skill level of the student. BEdA programs take students who have below high school graduate-level skills and prepare them for college. In contrast, precollege classes help people who are just below college level in math and English Language Arts catch up so they can take credit-bearing classes. Meanwhile, the bar to get a living-wage job is gettting higher. By 2021, an estimated 72 percent of available jobs will require at least a postsecondary credential. 3 And, in the future, there simply won t be enough high school graduates to meet the higher education needs of Washington s workforce. Washington will need to fill the gap with older adults a faster growing population that is burgeoning in areas of the state with less educational attainment. 4 Adult education bridges these gaps, creating pathways to college and careers for Washington s emerging workforce. Tapping potential Washington s 34 community and technical colleges and partnering community-based organizations provide the vast majority of adult education in the state. Programs: Serve adults at least 16 years old who have academic skills that are below the level of a high school graduate, or who need English language skills. Teach skills in reading, writing, math, technology and English language. Include GED and high school diploma programs, paving the way to college. Teach employability skills, such as critical thinking, communication, problem solving and decision making November 2015

2 Strategies break barriers Adult education is a mission of Washington s community and technical college system and is mandated under state law. 5 Guided by the Washington State Adult Education Plan, programs are designed to: Connect adult education to college and careers, as required under the Workforce Innovation Opportunity Act. Set a clear destination for students from the very beginning. Provide instruction in job-relevant contexts. Advance students based on competency and skills learned rather than on seat time, accelerating their progress. Innovations I-BEST Washington s nationally renowned Integrated Basic Education and Skills Training program (I-BEST) uses a team-teaching approach to combine adult education classes with regular, credit-bearing academic or job training classes so students get through school and into jobs faster. I-BEST students are nine times more likely to earn a workforce credential than are students in traditional programs who must complete basic skills first, before training for a job. 6 High School 21+ Adults who lack a high school diploma have a new way to get a second chance thanks to High School 21+, a competency-based high school diploma launched in Adults 21 years old and older can go to participating colleges to earn a high school diploma. An advisor will look at transcripts and knowledge gained from life experience, and work with the student to craft an educational plan to fill gaps. High School 21+ is adding more rigorous, high-school level education and training to basic skills classes so students can upgrade their skills while working toward a high school credential. Project I-DEA Washington state has a large and rapidly growing foreign-born population. 7 With I-DEA, English language learners who face the largest language gaps are learning English while gaining skills for college and careers. Like I-BEST, this project uses an integrated, teamteaching approach so students learn English in tandem with college and job skills. Classes are flipped : Students complete online modules to learn, practice and develop knowledge of concepts before coming to class. They then use classroom time to apply and practice what they ve learned. Students receive computers and 24-7 access to complete college coursework. Competency-based education Many adult education courses are competency-based; students move through adult education into pre-college (remedial) or college-level courses based on knowledge gained rather than time spent in a classroom. Students move as quickly through courses as their competencies take them. Student Achievement Initiative Washington s performance-based funding system, known as the Student Achievement Initiative, awards colleges points and funding when students reach key academic milestones that lead to certificates and degrees. Recognizing that adult education students have a more challenging educational journey, the initiative awards extra points for adult education students who reach the milestones. This approach reinforces the importance of adult education among all colleges. Sources: 1. SBCTC calculation from five-year and threeyear American Community Survey estimates U.S. Census, 2013 city estimates. 3. Background analysis conducted by SBCTC, Workforce Training and Education Coordinating Board, and the Washington Student Achievement Council for A Skilled and Educated Workforce 2013 Update published October SBCTC research findings: Washington State Population and Employment Data , Implications for Community and Technical Colleges, presented to House Higher Education Committee Jan. 14, RCW 28B SBCTC calculation from Educational Outcomes of I-BEST, WA State Community and Technical College System s Integrated Basic Education and Skills Training Program, May 2009 by Community College Research Center, Columbia University. 7. Investing in Effective Employment & Training Strategies, Seattle Jobs Initiative, January November 2015

3 INTEGRATED DIGITAL ENGLISH ACCELERATION (I-DEA) How it works Funded with a grant from the Bill and Melinda Gates Foundation, I-DEA features: A better idea for Adult English Language Learners As the world shrinks and global competition grows, the places that attract a world population have a distinct advantage. People born in other countries add a wealth of talent and diverse thinking to the workforce, along with the ability to work with other cultures and countries. 1 Washington state is one of those places. Our state has a large and rapidly growing foreign-born population. In 2013, immigrants made up 17.2 percent of Washington s civilian employed workforce, up from 7.1 percent in These new arrivals create jobs by forming businesses, spending income in local economies and raising employers productivity. Thanks to project I-DEA (Integrated Digital English Acceleration), adult English language learners who face the largest language gaps are learning English while gaining skills for college and careers. Community-based hubs: Groups of 25 adults learn at local hubs, partnerships between community and technical colleges and communitybased organizations. Students participate in 33, week-long instructional modules that blend English language instruction with college and career skills. Topics range from navigating your community and information literacy, to professional communication, job exploration and interview skills. Integrated learning: Unlike traditional approaches in which learners are expected to learn English before pursuing job-training I-DEA teaches English in tandem with college and career skills. Students quickly learn skills relevant to their lives and careers. Flipped classes: Students complete online modules to learn, practice and develop knowledge of concepts before coming to class. They then use classroom time to apply and practice what they ve learned. In-class instructors and peer support guide and enhance skill acquisition. Computer access: Students receive computers and 24-7 internet access to complete coursework that prepares them for college and family-wage jobs. Transition to I-BEST: I-DEA is based on Washington s I-BEST program, which integrates instruction using team-teaching to combine college-readiness classes with job training. I-DEA connects to I-BEST and other programs that lead to certificates, degrees and family-wage jobs. (I-BEST stands for Integrated Basic Education and Skills Training.) January 2016

4 Results that count Now in the third year of the pilot, I-DEA continues to show great promise. Outcomes from the second year of instruction show student learning gains that are 9 percent to 10 percent higher than the gains of English language learners in traditional programs. Additionally, the number of I-DEA students generating student achievement points academic momentum points tracked by the community and technical college system was 16 percent higher than the number of students in traditional English as a Second Language classes. 3 Topics taught Technology Skills Pre-Assessment (given at the beginning of each quarter) Introduction to I-DEA (beginning of each quarter) Computer Skills Study Skills The American Education System Libraries and Library Resources Navigating Your Community Health and Wellness Stress Management Money Management Time Management Personal Inventory Career Exploration Math Basics Budgeting and Consumer Economics Cross Cultural Communications Contemporary World Problems Creating Powerful Presentations Writing Basics Washington State History U.S. History and Citizenship Interpersonal Communications Job Search and Interviewing Work Readiness Environmental Issues Effective Presentations Internet Basics Information Literacy Business Websites Team Collaboration End of Quarter Presentations (given at the end of each quarter) Technology Skills Post-Assessment (given at the end of each quarter) Laying the groundwork for the American journey Community and technical colleges provide the bulk of English-language instruction in Washington. Project I-DEA is transforming instruction statewide. In doing so, it is helping English Language learners pursue their dreams and bring their talents to our communities and economy. This broadens the view along our shared American journey. Sources: 1. Adapted from The Importance of Immigration by Steven Cohen, HuffPost Politics blog, Jan. 28, Migration Policy Institute s Data Hub. See 3. Program year annual data, SBCTC, per I-DEA Program Administrator Jodi Ruback January 2016

5 INTEGRATED DIGITAL ENGLISH ACCELERATION (I-DEA) PARTNERSHIPS Colleges and community-based organizations that partner on the I-DEA program Bates Technical College Tacoma Community House Bellevue College King Country Library Bellingham Technical College Whatcom Literacy Council Big Bend Community College Inspire Development Center (Washington Migrant Council) Cascadia College Hopelink Centralia College Our Literacy Council Clark College Student Learning Center Clover Park Technical College Tacoma Community House Columbia Basin College First Fruits Edmonds Community College Latino Education Training Institute Everett Community College Take the Next Step Grays Harbor College Grays Harbor College Foundation Green River College Seattle Education Access Lake Washington Institute of Technology Hopelink Lower Columbia College Longview Public Library North Seattle College Seattle Goodwill Olympic College Kitsap Adult Center for Education Peninsula College First Step Family Support Center Pierce College Fort Steilacoom Linc NW Pierce College Puyallup Linc NW Renton Technical College YWCA Works Seattle Central College Seattle Education Access Shoreline Community College Seattle Education Access Skagit Valley College Skagit Community Action Community Colleges of Spokane Workforce Development Council South Puget Sound Community College Sound Learning South Seattle College Sound Learning Tacoma Community College Tacoma Community House Walla Walla Community College St. Patrick Catholic Church Wenatchee Valley College SkillSource Worksource Wenatchee Affiliate Whatcom Whatcom Literacy Council Yakima People for People January 2016

6 HIGH SCHOOL 21+ Life experience turned into credits for a high school diploma Never in my wildest of dreams did I ever think that it would be possible to graduate with cap, gown, and a high school diploma. I can t wait to see what the future has in store for me! Shannon Fowler, HS 21+ graduate, Skagit Valley College The benefits High School 21+: Recognizes life competency in addition to classroom time and tests. Opens the door to federal financial aid, vocational training programs or degree programs. Is accepted more readily and consistently by the military because it is an actual high school diploma rather than an equivalency. Austin James, Lower Columbia College A springboard to opportunity Adults who lack a high school diploma now have a another way to get a second chance. It s called High School 21+, a program that turns life experience into credits toward a high school diploma. Program overview Shannon Fowler, Skagit Valley College Students must be at least 21 years old. Advisors assess students education and work readiness. Students can demonstrate their knowledge and receive high school credits in several ways. These include: work, life, and military experience; a traditional placement test; a prior learning portfolio; and high school and college transcripts. Advisors then create a customized plan of action. Students take classes selected especially to fill education gaps, and move ahead as soon as they ve mastered the subject matter. Students pay $25 per quarter and the college issues the Washington state diploma. Students have other ways of earning high school diplomas from community and technical colleges. They can earn an associate degree and ask for a high school diploma after the fact, or work with colleges to complete courses missing from their high school transcripts. Students can also take the GED. A path to college and careers Adults who lack a high school diploma often attend basic skills classes at two-year colleges. Until now, those classes did not count toward a high school diploma. High School 21+ adds more rigorous, high-school level education to basic skills classes so students can update their reading, writing, math and English language skills while working toward a high school diploma. The courses then lead to credit-bearing classes that prepare students for college or careers. Adults with high school diplomas are better prepared to enter college-level programs, earn certificates and degrees, and secure well paying jobs. With High School 21+, adults have a new opportunity to earn a diploma and turn their fortunes around. See the reverse side for a list of participating colleges Jan. 8, 2016

7 High School 21+ colleges Bates Technical College Big Bend Community College Cascadia College Centralia College ext. 383 Clark College Clover Park Technical College Columbia Basin College Edmonds Community College Everett Community College Grays Harbor College Green River College ext Highline College Lake Washington Institute of Technology Lower Columbia College North Seattle College Olympic College Peninsula College Pierce College Fort Steilacoom Pierce College Puyallup Renton Technical College ext Seattle Central College Shoreline Community College Skagit Valley College South Puget Sound Community College South Seattle College Spokane Community College Spokane Falls Community College Tacoma Community College Walla Walla Community College Wenatchee Valley College Whatcom Community College Yakima Valley Community College Jan. 8, 2016

8 INTEGRATED BASIC EDUCATION AND SKILLS TRAINING (I-BEST) The results were staggering, with students enrolled in I-BEST outperforming students who enrolled in the traditional, consecutive course structure of completing basic skills before enrolling in their career training program. Washington I-BEST Program by the national initiative Getting Past Go, Jan. 28, 2010 Building skills, prosperity Washington s Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington s community and technical colleges, I-BEST uses a teamteaching approach. Students work with two teachers in the classroom: one provides job-training and the other teaches basic skills in reading, math or English language. Students get the help they need while studying in the career field of their choice; they learn by doing. The I-BEST model is also used in academic transfer classes so students can brush up their skills as they learn collegelevel content toward a degree. I-BEST challenges the traditional notion that students must move through a set sequence of basic education or pre-college (remedial) courses before they can start working on certificates or degrees. The combined teaching method allows students to work on college-level studies right away, clearing multiple levels with one leap. I-BEST was named a Bright Idea by Harvard s John F. Kennedy School of Government in 2011 and has been designated by the U.S. Department of Education as one of the most significant, national innovations. 1 I-BEST is being replicated across the country. Photo courtesy Walla Walla Community College Economic strength By 2021, an estimated 72 percent of available jobs will require at least a postsecondary credential 2, yet an estimated 650,000 to 700,000 Washingtonians lack the basic math, reading, or English-language skills to succeed in work or college. 3 I-BEST equips students with skills and training to move ahead in college, land family-wage jobs and grow our economy. Dramatic results A total of 3,937 students are enrolled in a wide range of I-BEST programs, 4 including healthcare, early childhood education, automotive, transportation, aeronautics, manufacturing and office technology. I-BEST students: Are three times more likely to earn college credits and nine times more likely to earn a workforce credential than are students in traditional adult basic education programs who must complete basic skills first, before training for a job. 5 Earn an average of $2,675 more per year and receive twice the work hours per week (35 hours versus 15 hours) than similar adults who do not receive basic skills training in any form. 6 According to a December 2012 report by the Community College Research Center, I-BEST programs produce benefits that are worth the cost of providing the programs December 2015

9 1.Martha J. Kanter, U.S. Undersecretary of Education, opinion editorial, American Higher Education: First in the World featured in May-June 2011 Change magazine. 2. Background analysis conducted by SBCTC, Workforce Training and Education Coordinating Board, and the Washington Student Achievement Council for A Skilled and Educated Workforce 2013 Update published October SBCTC calculation from five-year and three-year American Community Survey estimates. 4. SBCTC Academic Year Report. 5. SBCTC research calculations from Educational Outcomes of I-BEST, WA State Community and Technical College System s Integrated Basic Education and Skills Training Program, May 2009 by Community College Research Center, Columbia University Workforce Training Results, Workforce Training and Education Coordinating Board. 7. Community College Research Center report, Learning from Washington State s I-BEST Program, December December 2015

10 Washington s Community and Technical Colleges Investments in I-BEST Programs: A Cost Benefit to Students and Society The January 2013 Return on Investment Study analysis of the nationally recognized Integrated Basic Education and Skills Training (I-BEST) programs found that the investment of time and money returns a good fiscal yield. The study looked at the return on investment (ROI) from a purely cost/benefit analysis and focused on the annual rate of return (ARR). It did not attempt to compare I-BEST to traditional basic skills or any other program or investment. It is a pure look at whether this investment of time and money returns a good yield. The study used net present value for final calculations that allowed analysis in today s dollars. (In other words, it discounted future earnings by an inflation index.) This is the most conservative approach. The analysis concluded: I-BEST Tipping Point Completers* gain an annual return on investment of 12.4% per year, more than 3 times greater than a traditional investment, reflecting substantial increases in students earnings. Cost to the Student Completer Tuition (minus weighted average aid package) $1,117 Books $1,000 Fees $300 Foregone Wages $16,197 Total Student Costs $18,614 Benefits to the Student Completer Wage Gains $2,310 Income years at a higher wage 35 Total Lifetime Wage Gains (Net Present Value**) $79,833 Return on Investment (ROI) 329% Annual Rate of Return (ARR) 12.4% Pay Back Period (in years) 8.1 Financial benefits to taxpayers are equal to traditional investments and reflect higher tax receipts and lower social costs. Cost to the State Taxpayer per I-BEST Completer Enrollment Support (direct and indirect state costs of Instruction) $4,396 Financial Aid Support (state sources only) $2,883 Total State Taxpayer Costs $7,279 Benefit to the State Taxpayer Annual Tax Receipts from Higher Net Wage $289 Lower Annual Social Costs (health, criminal justice, etc.) 12% Years at Higher Net Wage and Lower Social costs 35 Total Lifetime Taxpayer Benefits (Net Present Value) $10,374 Return on Investment (ROI) 42.5% Annual Rate of Return (ARR) 4.1% Pay Back Period (in years) 24.2 Since the Integrated Basic and Skills Training (I-BEST) program was created by Washington s community and technical college system in 2005, it has demonstrated powerful results for I-BEST students, who gain the skills that meet the demands of local employers and move families into the middle class. *The model assumes a Tipping Point completer within two years of starting, who is receiving state-funded financial aid. ** Includes deflation calculation. February 2013

11 Washington s Community and Technical Colleges Learning from Washington State s I-BEST Program Model Summary of Community College Research Center December 2012 Report The December 2012 CCRC Learning from Washington State s I-BEST Program report is the final phase of a multi-year evaluation of the I-BEST model began in 2009 in collaboration with the Washington State Board for Community and Technical Colleges. The results of the study found... that I-BEST programs, on average, provide benefits that justify the costs of the programs. Key findings center on the following: Program Structure: Highly structured I-BEST Programs focus complex decisions for students and support retention Clear pathways after I-BEST completions incorporating functional transitions and adequate student supports are needed On-ramp programs are instrumental to preparing low-level students for I-BEST Instruction: The structure provided by the I-BEST instructional model is strong Cohort models had higher rates of performance Greater emphasis should be placed on incorporating contextualized basic skills instruction and integrated instruction than on team-teaching per se Some faculty reported more overlap in teaching was needed; others wanted more flexibility in the % of overlap. They reported the lower the overlap in teaching - the more planning time needed Student Experience: Students universally responded positively to the structural components of the program design and instructional approach Contextualization of basic skills was beneficial because of the connection to the content area Students benefited from having two instructors Students expressed increased confidence and ability to succeed Cost-Benefit Analysis: The cost-benefit analysis provided information on whether I-BEST yields resource savings (expressed in money terms) that justify the cost from a social perspective. The report found that the program benefits justify the cost. It looked closely at credits earned and found: On average I-BEST students earned 18 college credits Non-I-BEST Workforce students earned 9 college credits (ABE students who take at least one Workforce course) Non-I-BEST non-workforce students earned 11 college credits (ABE students taking no Workforce courses) o This difference in accumulated credits has economic value There are not extraordinary expenses colleges/states would have to undertake to move the I-BEST initiative to scale The benefits of I-BEST approximately equal the additional costs incurred by the program. I-BEST requires additional resources, but society gains. While colleges incur the direct expenses, I-BEST programs provide benefits to students and society that justify the cost. Programs are sustainable because of the benefit to colleges of retaining and transitioning low-skilled students. A CCRC Recommendation: Substantial improvements in completion occur only with large scale innovations and reforms to programs and policies. The full report can be found at: January 2013

12 I-BEST AT WORK: WORKFORCE TRAINING FOR INCUMBENT WORKERS Definition Washington s I-BEST at Work program quickly teaches incumbent employees workplace, English Language, and academic skills so they can advance in their career and develop the skills needed to pursue higher education. Modeled after Washington s nationally recognized I-BEST program, I-BEST at Work uses a team-teaching approach specifically designed to meet the needs of Washington employers and workers in their place of employment. Model Building upon the success and key components of I-BEST, the I-BEST at Work model is a partnership venture between an adult education provider and an employer with training delivered in a team-teaching environment. The basic skills instructor provides training in the development of reading, writing, numeracy, English language, employability, and technology skills and the trainer/manager/supervisor from the company provides training focused on content specific to their workplace (e.g., safety, processes, managerial skills, etc.). Key pilot elements Team-teaching of at least 50 percent of the reading, writing, numeracy, English language, employability, and technology skills contextualized around the specific work-related skills of the company. A minimum of 50 hours per quarter of instruction delivered in a face-to-face, flipped, online, or hybrid model that meets the need of the worker and employer. Education provider responsibilities Identify and support the Basic Education for Adults instructor and students. Work in partnership with the employer to design and deliver instruction that accelerates learner progress in gaining skills necessary for advancement in the workplace and/or along a guided college and career pathway with the goal of moving each individual into living-wage position. Design and support the integration of technology that makes workers more productive and accelerates employability, academic, and technology skills acquisition. Assess student progress in accordance with the Washington State Assessment Policy. For more information, contact: William Durden, I-BEST policy associate , wdurden@sbctc.edu

13 Employer partner responsibilities Identify and support key workplace partners, including the co-teacher and others necessary to engaging and supporting workers in Basic and workplace skills acquisition. Lead efforts to identify and support participants in the project. Provide appropriate learning spaces and schedules as well as workplace materials that will be the basis of course materials. Provide paid release time or incentives to workers participating in the class. Identify in-house options for progress of workers as they improve their academic and workplace skills. For more information, contact: William Durden, I-BEST policy associate ,

14 I-BEST FOR APPRENTICESHIP Definition Washington s nationally replicated Integrated Basic Education and Skills Training (I-BEST) initiative has been expanded to support America s unique Registered Apprenticeship programs. I-BEST was named a Bright Idea by Harvard s John F. Kennedy School of Government in 2011 and has been designated by the U.S. Department of Education as one of the most significant national innovations. I-BEST s team-teaching method allows students to work on college/industry-level studies and basic skills/language acquisition at the same time, greatly accelerating preparation of workers to meet the needs of our nation s workforce. Model I-BEST for Apprenticeship contextualizes work-based academic instruction to a specific apprenticeship area, providing jobseekers with a pathway to a highly skilled career while meeting the needs of employers. I-BEST for Apprenticeship combines classroom studies with on-the-job training supervised by a journey-level craft person or trade professional. Students work with two teachers: one provides job training and the other teaches basic skills in reading, math, technology, employability and English language acquisition. Navigators provide wraparound support services as needed. Background In 2008, Integrated English as a Second Language and Apprenticeship Program (Pierce County), United Union of Roofers, Local 153, Clover Park Technical College and Pierce College pooled their resources and expertise to help Spanishspeaking apprentices overcome language barriers to completing the roofer apprenticeship program. The collaboration created an instructional program that integrated technical and language skills. Retention rates in this program were at 100 percent, helping it to earn a Governor s Best Practices Award in Key elements I-BEST methodology must be delivered in combination with a registered Apprenticeship program approved through the Washington State Department of Labor & Industries. The integrated training and education elements must be delivered through the community and technical college system. Team-teaching of at least 50 percent of the basic reading, writing, numeracy, English language, employability, and technology skills contextualized around the specific work-related skills of the apprenticeship program. For more information, contact: William Durden, I-BEST policy associate , wdurden@sbctc.edu

15 Key responsibilties Identify and support the Basic Education for Adults instructor. Work in partnership to design and deliver instruction that accelerates learner progress in gaining skills necessary for the workplace and advancement along both apprenticeship and education and career pathways that lead to self-sufficiency. Design and support the integration of technology that makes workers more productive and accelerates basic and technology skills acquisition. Assess student progress in accordance with the Washington State Assessment Policy and the needs of the apprenticeship program. For more information, contact: William Durden, I-BEST policy associate ,

16 WASHINGTON S COLLEGE IN PRISONS PROGRAM I thought of myself as nothing but a street monger and did not believe that I was worth more than anything other than to die a statistic. I know that (education) has changed my life and it gave me a purpose. 1 Gina McConnell, former Purdy inmate and past Seattle Central College student. McConnell travels throughout the prison system encouraging inmates to pursue education. A smart investment On average, inmates who participate in correction education programs have 43 percent lower odds of returning to prison than inmates who do not, according to a 2014 study by the RAND Corporation. 4 Improving lives and public safety The Department of Corrections contracts with community colleges to provide basic education and job training at each of the state s 12 adult prisons so upon release, individuals are more likely to get jobs and less likely to return. Most offenders entering the prison system lack the education to find work and succeed in society. The average Washington offender scores at an eighth-grade level or lower in basic literacy skills, such as reading and math. Sixty percent are unemployed, and 75 percent lack job skills and vocational training. 2 Community colleges build a bridge for offenders to successfully re-enter communities. In , 9,194 incarcerated offenders participated in community college programs. These students earned: 240 GED certificates. 2,043 vocational certificates. 36 associate degrees. (No state funds were used.) 3 The return to taxpayers and society is substantial. A 2014 update by the Washington State Institute for Public Policy found that there is a benefit to cost ratio of $13.22 to $ This means that for every dollar invested in these programs up to $19.70 is saved from fewer new crimes and costly incarcerations. 5 Instead of paying for prison beds, money is freed for public education, infrastructure, job creation and other priorities that impact the lives of everyday Washingtonians. Prison education programs also give students hope, focus, goals and a new way of thinking even before they leave the prison walls. 6 Every year, anywhere from 7,000 to 8,000 inmates are released from Washington prisons. 7 Corrections education helps ensure they don t come back. In doing so, it gives prisoners a fresh chance to be successful community members and gives residents a safeguard from crime. Legislative request: AA degrees The Washington State Board for Community and Technical Colleges and the Washington State Department of Corrections are seeking to broaden educational pathways available to prisoners. Senate Bill 6260 and House Bill 2619 would authorize the Department of Corrections to use existing public funds for associate degrees along with the standard basic education and job training programs. The department would set criteria for selecting prisoners for the degree programs January 2016

17 College and prison partnerships Airway Heights Corrections Center Community Colleges of Spokane Cedar Creek Corrections Center Centralia College Clallam Bay Corrections Center Peninsula College Coyote Ridge Corrections Center Walla Walla Community College Larch Corrections Center Clark College Mission Creek Corrections Center for Women Tacoma Community College Monroe Correctional Complex Edmonds Community College Olympic Corrections Center Peninsula College Stafford Creek Corrections Center Grays Harbor College Washington Corrections Center Centralia College Washington Corrections Center for Women Tacoma Community College Washington State Penitentiary Walla Walla Community College Sources: 1. Gina McConnell testimony before House Higher Education Committee, Feb. 21, (Oct. 30, 2014). Washington Community Colleges Correctional Education Annual Report Olympia: SBCTC. 3. Washington Community Colleges Correctional Education Annual Report FY Olympia: SBCTC. 4. RAND Corporation and Bureau of Justice Assistance, U.S. Department of Justice (2014). How Effective Is Correctional Education and Where Do We Go from Here? 5. Washington State Institute for Public Policy (WSIPP). (Data last updated December 2014). Inventory of Evidence-Based and Research-Based programs for Adult Corrections. WSIPP. 6. Washington Department of Corrections testimony before Senate Human Services and Corrections Committee, Feb. 6, Washington State Department of Corrections (DOC). (Aug. 4, 2015). Number of Prison Releases by County of Release. Olympia: DOC. Programs offered Every prison offers adult basic education programs, which provide a foundational education in reading, writing, math and English language. This includes GED preparation programs. Several also offer High School 21+, a competency-based high school diploma program. With High School 21+, students can earn high school credits by proving they have mastered required subjects through past education or life experience. They then take classes to fill in the gaps and earn a high school diploma. Job-search and anger management courses are also available at every prison. Workforce programs vary by institution and include: Automotive Mechanics Technology Automotive Rebuilding and Refinishing Automotive Services Building Maintenance Business Management and Entrepreneurship Business Technology Carpentry Computer Numerical Controlled Manufacturing (CNC) Computer Programming Diesel Mechanics Drywall, Roofing and Siding Graphic Design Green Building Horticulture HVAC Technology I-BEST Automotive* I-BEST Carpentry* I-BEST HVAC Technology* I-BEST Material Composites* Institutional Sanitation Pastry and Artisan Baking Technical Design and Computer Aided Design (CAD) Upholstery Welding * Washington s nationally recognized I-BEST (Integrated Basic Education and Skills Training) program pairs basic education with hands-on job experience so students learn in real-world settings January 2016

18 STUDENT ACHIEVEMENT INITIATIVE Moving students up in the world Washington s nationally recognized Student Achievement Initiative rewards community and technical colleges for moving students further and faster in college and improving student success. Colleges earn a portion of their funding based on results, not just enrollments. They earn points and funding when students reach key academic momentum points, such as finishing college-level math, completing the first year of college, and earning a degree or certificate. The goal is to propel students to and through the tipping point the level of education that means the difference between struggling in a low-wage job and having a career that leads to a better life. The Student Achievement Initiative was launched in Improvements in the school year placed new emphasis on student retention and completion, as illustrated below. How are momentum points calculated? Points are awarded each time a college student reaches one of the following momentum points. Financial awards are distributed each fall. In addition to individual momentum points, colleges are awarded for how far a student moves through college, with greater rewards for students who move the furthest. *If the student reaching this momentum point started in basic skills, an additional point is awarded. January 2015

19 Summary of improvements in school year Moving students past basic skills and into college: The new approach recognizes that students who have below high-school level math, reading and English language skills have a more challenging educational journey. Under the new approach, basic skills students who reach academic milestones are awarded one point more than other students who reach the same levels. Developmental education emphasizes college readiness: Points are awarded after students complete the highest level of pre-college (remedial) classes in reading and math, rather than when they complete each individual class in a sequence. This shifts the focus from the number of classes taken, to the highest level of knowledge gained. It also allows colleges to blend courses or advance students to the next level when the students are ready, without fear of losing points. An extra point is awarded if a student completes a college-level math or English class within the same year as completing a pre-college class. Getting students to a second year: The new system adds another momentum point: achieving one year of college (45 credits) in a professional-technical field or for university transfer. Showing steady progress: Students who increase their achievement from one year to the next qualify for an additional point. Completions: College completion is emphasized in the awarding of performance funds. January 2015

20 Washington State Adult Education 5-year Plan Pathways to College and Careers for Washington s Emerging Workforce Building on the Best Thinking across Key Systems 1. Adult Education Advisory Council (AEAC) - In RCW, appt. by Governor; Represents key systems 2. Governor s Results Washington initiative, 3. Student Achievement Council s Strategic Master Plan for Higher Education 4. SBCTC System Direction and Mission Study, and Policy Focus and Dashboard 5. Workforce Training and Education Coordinating Board s High Skills High Wages plan. Vision All adult Washingtonians will have access to innovative, high quality education programs that provide the knowledge, skills and credentials necessary for securing family sustaining employment that strengthens the state and local economies. Mission The adult education system will provide research-proven instruction and college and career readiness pathways that allow adults to master academic and technical skills to attain their career and educational goals and successfully navigate education and employment opportunities. Goals Implement and scale comprehensive, innovative college and career pathways to accelerate student completion and foster economic growth. Guide and support transformational instructional practices that accelerate student completion to certificates, the Tipping Point, and AA/BA degrees leading to family sustaining employment. Contextualize adult education courses to support transition to high school completion & equivalency certification, postsecondary education, and employment. Strengthen and maintain a culture of rigorous instruction and evidence of increased performance. Create and maintain strategic alliances to leverage local resources and increase navigational support to students. Foster student self-efficacy.

21 Washington s Community and Technical Colleges Academic Year Report: I-BEST OVERVIEW: ,940 students enrolled in I-BEST programs in 33 Community and Technical Colleges, generating 2,178 FTES for the system. I-BEST students accounted for 8% of all students enrolled in Basic Education for Adults in Washington State, and generated 11% of the FTES. Headcount, Basic Education for Adults: FTES, Basic Education for Adults: % Non I-BEST (45,208) 11% Non I-BEST (17,270.5) 92% I-BEST (3,940) 89% I-BEST (2,177.7) PERFORMANCE: ,744 Degrees and Certificates 1,619 Significant Gains 958 Federal Level Gains Generated an average of 5.2 SAI per student 2000 BEdA Metrics: SAI Points Per Student: I-BEST I-DEA HS 21+ Certificates & Degrees Significant Gains Federal Level Gains April 2016

22 Gender: DEMOGRAPHICS: % 60% Female Male I-BEST students are 60% Female 80% of I-BEST students are years of age 48% of I-BEST students are students of color Age: % 3% 15% 32% 48% % 4% 10% 52% Race: % 10% 21% Black Native American Hispanic White Asian Native Hawaiian Two or More Races 3-YEAR TRENDS I-BEST continues a three-year growth trend in both headcount and FTES I-BEST students generated 46, 452 SAI points over the past three academic years SAI Points FTE & Headcount , ,000 3, , ,500 2, , , Headcount FTES April 2016

23 I-BEST IN THE HIGH SCHOOL The results were staggering, with students enrolled in I-BEST outperforming students who enrolled in the traditional, consecutive course structure of completing basic skills before enrolling in their career training program. 1 I-BEST overview and successes Washington s Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington s community and technical colleges, I-BEST uses a team-teaching approach. Students work with two teachers in the classroom: one provides job-training and the other teaches basic skills in reading, math or English language. Students get the help they need while studying in the career field of their choice; they learn by doing. I-BEST students are three times more likely to earn college credits and nine times more likely to earn a workforce credential than are students in traditional adult basic education programs who must complete basic skills first, before training for a job. 2 I-BEST students also earn an average of $2,675 more per year and receive twice the work hours per week (35 hours versus 15 hours) compared to similar adults who do not receive basic skills training in any form. 3 I-BEST in the High School I-BEST in the High School is a delivery model within the College in the High School program targeting youth on the threshold of dropping out of high school. I-BEST in the High School provides for out-of-school youth to re-engage in the secondary system in a new way. I-BEST in the High School brings to high school the three essential components of traditional I-BEST: Contextualization of high school graduation course requirements and employability skills to a career pathway; Integration of instruction through team teaching; Wraparound support services to retain students and guide them to completion. While students earn high school credits required for a diploma, they also earn college credit in career and technical education (CTE) courses. Students with junior standing interested in a professional-technical career track enroll in dual credit courses at their high school or local skills center. With I-BEST in the High School, participating students are able to attend fully in the Skills Center/CTE environment to complete their high school diploma and earn a postsecondary credential with labor market value without having to return to the traditional high school environment. Students learn high school English, math, science, etc. content within the context of their chosen career pathway. Instruction in these disciplines is contextualized to the pathway and meets high school graduation requirements for credit at the same time. High school courses and curriculum are aligned to the state s established standards for graduation. Professional-technical content is aligned to the outcomes of the corresponding program at the local community or technical college. Certificate options would be the same as those offered by the college. Student performance is competency based for both sets of standards. For more information, contact: William Durden, I-BEST policy associate , wdurden@sbctc.edu June 20, 2016

24 Making I-BEST in the High School a reality Funds would be needed to: Provide stipends to K-12 and community and technical college faculty and staff for planning Provide stipends to community and technical college faculty trainers for team-teaching/shared outcomes training Provide funding to cover dual credit fees per credit charged by the participating institution of higher learning for the award of the college credit Participating institutions of higher education would require that: I-BEST in the High School courses be catalogued courses with the same departmental designations, course descriptions, numbers, titles, and credits as sections offered on campus. I-BEST in the High School courses reflect the pedagogical, theoretical and philosophical orientation of the participating institution of higher education departments. Faculty site visits ensure that courses offered through the I-BEST in the High School program are the same as the courses offered on campus. Students be held to the same standards of achievement as those expected of students in on-campus sections. Students be held to the same grading standards as those expected of students in on-campus sections. Participating institutions of higher education are recommended as critical partners to ensure students are assessed using the same methods (examples: papers, portfolios, quizzes, labs, etc.) as students in on-campus sections. Sources: 1. Washington I-BEST Program by the National Initiative Getting Past Go, January 28, SBCTC research calculations from Educational Outcomes of I-BEST, WA State Community and Technical College System s Integrated Basic Education and Skills Training Program, May 2009 by Community College Research Center, Columbia University Workforce Training Results, Workforce Training and Education Coordinating Board. For more information, contact: William Durden, I-BEST policy associate , wdurden@sbctc.edu June 20, 2016