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By 2050, the number of Americans needing long-term care services and supports will double. They will have more acute and complex care needs than previous generations, and they will be more likely to receive care at home or in a residential setting than in an institution. These factors are driving the increased demand for workers providing home care services and for better training. One of the biggest workforce challenges [the country faces] is how to meet the growing demands for such a critical workforce. One model has emerged in Washington State: The [Service Employees International Union] SEIU Healthcare [North West] NW Training Partnership. Founded in 2007, this nonprofit school is the nation's largest training provider for workers in home care. The Training Partnership has created a statewide training system with comprehensive resources and tools to support home care workers, consumers and employers. This case study provides an overview of the Training Partnership and its history, offerings - including the nation's first Registered Apprenticeship program for home care workers - and outcomes. It also summarizes the model's strengths and challenges

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The authors conducted participant outcomes assessments on students served by nonprofit-community college partnerships. These assessments looked at students' demographics and their education and employment experiences prior to and after their participation in a training or education program. For some programs, students' employment and education data were also captured while students were in training in order to observe interim milestones and progress. The seven outcomes reports include detailed statistics, tables and charts on students' outcomes.

The first report, 'Initial education and employment outcomes findings for students enrolled in healthcare career training 2003-2009', details the initial findings from research on the education and employment outcomes of 991 students who enrolled in the nonprofit Capital IDEA program between 2003 and 2008. Students received extensive supports to prepare for and pursue healthcare career training at Austin Community College. Students enrolled at a range of education levels. The report includes detailed information about participants' education pathways, the education milestones they achieved during the study period, and their employment and earnings experiences.

The second report, 'Initial education and employment outcomes findings for students enrolled in the General Services Technician program 2006-2009', details the initial findings from research on the education and employment outcomes of students who enrolled in the General Services Technician (automobile service and repair) program at Shoreline Community College between 2006 and 2009. A Career Navigator, funded by the Workforce Development Council of Seattle-King County and staffed by Pacific Associates, augmented services provided by college faculty and staff to help students with academic, financial and employment supports. The report includes detailed information about participants' education pathways and their employment and earnings experiences.

The third report, 'Initial education and employment outcomes findings for students enrolled in business and medical office administration training 2007-2010', details the initial findings from longitudinal research on the education and employment outcomes of students who enrolled in Northern Virginia Family Service's Training Futures (business and medical office administration training) program between 2007 and 2010. Training Futures uses an 'imaginal education' model to guide trainees through a six-month curriculum that is accredited by Northern Virginia Community College for up to 17 credits. The report includes detailed information about participants' education, employment and earnings experiences after completing Training Futures.

The fourth report, 'Initial education and employment outcomes findings for students enrolled in the Bus Operator Bridge program (2006-2010)', details initial findings from research on the education and employment outcomes of 651 participants who enrolled in the Metro Bus Operator Bridge Program in Los Angeles between 2006 and February 2010. Successful completers of the two-week bridge program advance to paid temporary on-the-job (OJT) training at the Metropolitan Transit Authority (MTA). Successful OJT graduates are hired for permanent positions by MTA. The report includes detailed information about participants' demographics, their training completion, and their employment and earnings experiences pre- and post- training. The bridge program is provided in partnership by Community Career Development (CCD), Los Angeles Valley College (LAVC), Los Angeles City College (LACC) and LA Metropolitan Transit Authority.

The fifth report, 'Initial education and employment outcomes findings for students enrolled in Carreras en Salud healthcare career training 2005-2009', details the initial findings from research on the education and employment outcomes of 933 students who enrolled in Carreras en Salud (Careers in Health) program between 2005 and 2009. Carreras en Salud, a partnership by Instituto del Progreso Latino and Humboldt Park Vocational Education Center of Wilbur Wright College, provides career paths for nursing and other allied health occupations to students in Chicago's Latino communities. The report includes detailed information about participants' educational pathways and advancement, and their employment and earnings experiences including before and after participants complete training.

The sixth report, 'Initial education and employment outcomes findings for students enrolled in the Logistics/Goods-Movement Training Academy (2008-2009)', details initial findings from research on the education and employment outcomes of 114 participants who enrolled in the Logistics Academy between 2008 and 2009. The Logistics Academy is a six-week training program designed to introduce students to the logistics/goods-movement industry and prepare them for entry-level employment in the industry. The report includes detailed information about participants' demographics, their training completion, educational persistence, and their employment and earnings experiences pre- and post-training. The Logistics Academy is provided in partnership by Community Career Development (CCD), East Los Angeles Community College, Los Angeles Valley College (LAVC) and Los Angeles City College (LACC).

The seventh report, 'Initial education and employment outcomes findings for students enrolled in the Security Officer Training Academy (2009)', details initial findings from research on the education and employment outcomes of 162 students who enrolled in the Security Guard Academy in 2009. The Security Guard Academy is a four-week, full-time training program provided by Community Career Development and East San Gabriel Valley Regional Occupational Program and Technical Center. Participants earn state certifications required to work as security guards in California as well as receive training in areas such as communications, public relations, and application of the law. The program targets military veterans for participation. This report includes detailed information about participants' demographics, training completion and employment and earnings experiences pre- and post-training.

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This issue looks at how Northern Virginia Family Service, a nonprofit organization, and Northern Virginia Community College partner together to provide Training Futures, a six month training program designed to help low-income adults in Northern Virginia start new careers in office administration and advance towards degrees and certificates in college. [The authors] share information about participants and the education and employment outcomes they achieve, program design, recruitment strategies, curriculum, training approach, services provided, employer involvement and funding. [They] also discuss the history of the program and partnership, partners' roles and responsibilities, key staff members, planning processes, data management, and key innovations and lessons learned from the partnership. This case study builds on research done through Courses to Employment, a demonstration project funded by the Charles Stewart Mott Foundation that investigated how community college-nonprofit partnerships can help low-income adults succeed in college and the labor market.

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This publication highlights a business value assessment of a work-based learning project (WBL) conducted at Temple University Hospital-Episcopal Campus. The training, designed and delivered by District 1199C Training and Upgrading Fund in partnership with the University of Medicine and Dentistry of New Jersey, provided training to 21 mental health workers at the hospital from 2008 to 2009. This paper describes the training model and discusses the value of the training to the hospital and employees. Research was based on qualitative and quantitative data collected before, during, and after the WBL project was implemented. The publication also highlights the business value assessment research methodology and the challenges and opportunities addressed in carrying out this type of evaluation.

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This publication summarizes research from [Aspen Institute's Workforce Strategies Initiative] AspenWSI's Courses to Employment project, which studied how six community college-nonprofit partnerships work together to help low-income adults succeed in the classroom and the labor market. The report provides an overview of the approach and strategies these partnerships use, how these partnerships are structured in terms of institutional roles and responsibilities, what factors influence how these partnerships are structured, and describes the education and employment outcomes participating students achieved during the Courses to Employment project. This publication is geared towards policymakers and investors who are interested in supporting models that increase the success rates of adults in community college and to workforce development leaders who are interested in building or sustaining collaborative efforts to support workers in their labor markets as well as learning about innovative approaches to curricula, training and instruction, employer engagement strategies, and support services. This in-depth look at Courses to Employment (C2E) strategies will be useful to those already engaged in this work as well as to newcomers to this field of practice. Courses to Employment was funded by the Charles Stewart Mott Foundation.

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This publication shares research from site visits conducted to construction pre-apprenticeship programs in [the US cities of] Baltimore, Hartford, Milwaukee and Portland [Oregon] (OR). Findings from the site visits, which included interviews and focus groups with pre-apprenticeship program staff, public officials, philanthropic leaders, construction industry leaders and employers, and pre-apprenticeship participants, showed programs in these cities to be of high value to workers, employers and other stakeholders in the their regional construction labor market. The publication reviews how programs target a variety of education and employment outcomes for workers and use industry networks and staff expertise in order to meet a wide range of worker and employer needs in the construction industry. [The authors] also makes several recommendations about how pre-apprenticeship programs could be better supported to help their participants achieve outcomes that are aligned with participants' interests and needs as well as the realities of the labor market. This research was supported by the Annie E. Casey Foundation as part of a project investigating how pre-apprenticeship programs are used to train low-income and disadvantaged adults for careers in construction.

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This publication shares research from interviews with leaders from 25 promising and innovative pre-apprenticeship programs from across the [United States]. The interviews revealed factors that impact how programs are designed and how they might better be utilized as part of a broader workforce development strategy for the construction sector. The publication reviews program leaders' perspectives on factors influencing the design of their programs, opportunities and challenges associated with financing the work, the merits of incorporating green elements into curricula, and other issues. Several recommendations are made, designed to promote workforce development policies that better support and assist these programs as they seek to develop a strong pipeline of employees for the construction industry.

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From 2011 to 2012, Aspen Institute's Workforce Strategies Initiative (AspenWSI) conducted research on the experiences of construction apprentices. As one of the strongest training models, apprenticeship provides individuals the unique opportunity to work and develop their skills at the same time through a mix of paid on-the-job training and classroom instruction. This 'earn and learn' model has helped many working Americans go on to well-paying careers in the construction industry, and helped many businesses obtain the skilled workers they need to succeed. Apprenticeship, however, is a long-term program and some individuals struggle to complete their programs. This report examines completion and cancellation rates in construction apprenticeship, the challenges apprentices experience in completing their programs, and strategies that are being used to support the success of these individuals. The report is based on national and state level analysis of apprenticeship completion rates and dozens of interviews and focus groups with apprentices, journey workers, union representatives, construction contractors, pre-apprenticeship programs leaders, and other stakeholders in the industry.

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This issue looks at the challenges adult learners face as they attempt to enter community college, persist to completing a certificate or degree, and successfully transition to employment. The report shares detailed examples of these challenges including how some adult learners struggle with financial aid and registration processes, inadequate career counseling, insufficient support services and a lack of professional networks they need to get a job after college, among others. The report also offers numerous examples of strategies nonprofit-community college partnerships use to help adult learners overcome hurdles such as these. The publication draws on findings from Courses to Employment, a three year demonstration project funded by the Charles Steward Mott Foundation that [Aspen Institute's Workforce Strategies Initiative] AspenWSI conducted to investigate how six community college-nonprofit partnerships work together to support the success of low-income adults.

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This report describes the educational programming, support services, and industry engagement strategies partnerships implement, the ways the two entities work together, the funding and resources that partnerships use, and the innovative strategies that support their work.

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