In April 2020, the U.S. Department of Education expanded the Second Chance Pell Experimental Sites Initiative to include 67 new higher education institutions in the program, beyond the 63 colleges that had already been providing postsecondary education programs in prisons. This initiative and its expansion offer unique challenges for colleges responding to this nontraditional student population. This guide offers examples and practical operational support to both colleges and corrections departments for establishing postsecondary education programs in the prison environment. These programs strive to balance affirming the dignity of these nontraditional students with delivering comparable in-person educational quality to traditional classroom settings.

This webpage provides information on City College of San Francisco’s noncredit Vocational English as a Second Language classes which introduce students to work-related vocabulary and help with employment-related language skills. Also provided is a link to I-BEST/Supported Instruction classes, as well as information about the college’s Adult Education Program and a link to the current schedule of classes.

This Lumina Foundation brief offers a synthesis of third-party evaluations that measure and assess the impact of strategies used by two-year colleges to improve adult completion of non-degree credential programs. Strategies include the use of academic and non-academic student supports, the creation and implementation of career pathways, and the deployment of prior learning assessments. The brief also offers data pointing to the limited labor market opportunities for the more than half of Americans ages 25 to 64 who do not hold a postsecondary credential.

This Urban Institute brief presents findings of the Accelerating Opportunity (AO) initiative evaluation as a model and practice of integrated career pathways for adult basic education and skills training. The evaluation covers ways that programs in Illinois, Kansas, Kentucky, and Louisiana aimed to help adults with basic skills deficiencies earn occupational credentials. The evaluation identifies impacts on earnings and job opportunities for AO initiative participants.

Over 36 million adults in the United States cannot read, write, or do basic math above a third grade level. Further, 43 percent of adults with the lowest literacy levels live in poverty, and 70 percent of adult welfare recipients have low literacy rates. The Office of Family Assistance hosted a webinar on December 12, 2019 from 1:00-2:30 p.m. ET exploring how programs are addressing these challenges and providing an overview of the current state of adult literacy and education in the United States. The webinar featured successful program strategies for improving literacy levels and preparing adults for sustainable employment. 

Speakers included:

Cheryl Keenan, Director, Division of Adult Education and Literacy, Office of Career, Technical, and Adult Education (OCTAE), U.S. Department of Education

Daphne Greenberg, Distinguished University Professor and Principal Investigator, Center of the Study of Adult Literacy, College of Education & Human Development, Georgia State University

William Durden, Policy Associate, Basic Education for Adults, Washington State Board for Community and Technical Colleges (SBCTC)

Stacey Wedlake, Research Coordinator and Analyst, Technology and Social Change Group, University of Washington Information School

 

This National Skills Coalition report identifies the role of non-degree credentials as a means to expand economic and educational opportunities for underserved workers. The report offers a proposed set of quality assurance systems for these non-degree credentials, developed in consultation with 12 states, so that policy makers can support these training programs with public resources. Students can enroll in high-quality programs, and employers can validate the connection between the credential and industry needs.

This National Skills Coalition blogpost summarizes the Coalition’s work on non-degree credentials and how to define quality non-degree credentials that are valid, reliable, and transparent. The blogpost also explores how states could support industry partnerships, expand apprenticeships and work-based learning, and increase financial aid and non-tuition supportive services for persons seeking non-degree credentials.

This case statement highlights the American Job Center in Central Pennsylvania (PA CareerLink®), which provides employment services to TANF (through the Employment Advancement Retention Network or EARN) and WIOA clients. With support from specialized staff at each step of the job seeking process, clients can access Job Connections workshops, assistance from job developers, and employer engagement opportunities. This PA CareerLink® also offers adult basic education services and a designated van to provide transportation assistance, among other services, for EARN clients.

Sections of the brief discuss joint service delivery, resource sharing, shared learning, and managing collaborative activities. Readers may also access links to the state TANF plan and funding information for more context and resources. This brief is part of the TANF Works! TANF/WIOA Collaboration Series, through which the Office of Family Assistance’s Integrating Innovative Employment and Economic Stability Strategies (IIEESS) initiative seeks to highlight innovative coordination strategies of TANF and WIOA programs to serve low-income or vulnerable populations.

This Lumina Foundation issue paper looks at how community colleges are moving towards emphasizing workforce education for underserved populations and ways that colleges build partnerships with employers. The issue paper also looks at the adoption of shorter, stackable credentials and the value of credentials in the labor market as workers enter and progress through career pathways.

ASCEND at the Aspen Institute will host a webinar on August 28, 2019 from 4:00 p.m. to 5:00 p.m. ET to discuss the implementation of the Restoring Education and Learning (REAL) Act. The REAL Act restores Pell Grant eligibility for incarcerated individuals, so that they can pursue postsecondary education. ASCEND representatives will moderate this webinar, which will feature presentations by representatives from the College and Community Fellowship, Vera Institute of Justice, and New York City Housing Authority.