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Federal investments in job training at community colleges

Individuals with credentials beyond a high school diploma are generally more successful in the workforce, working a ... Show more
Individuals with credentials beyond a high school diploma are generally more successful in the workforce, working and earning more than those with no postsecondary education and training. Higher education is seen as a productive path to a good job, but earning a four-year degree isn’t always necessary. Community colleges offer training for in-demand jobs through programs of study that take two years or less to complete. Recent federal investments in community colleges support the development of education and training programs that meet adult learners’ needs to gain skills and credentials that employers seek. In this brief the authors first provide an overview of community colleges and the challenges they face in providing workforce education and training programs. Then the authors describe some of the workforce innovations community colleges are developing to build their capacity and better serve students. Finally, they discuss the federal grants that invest in community colleges’ workforce education and training efforts and what can be learned from these experiences to shape future workforce and community college policy and practice.
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Authors: Eyster, Lauren; Durham, Christin; Anderson, Theresa

Date: 2016

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Series name: Urban Institute brief

Subjects: Finance; Providers of education and training; Teaching and learning ... [+] Show more
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Online career and technical education programs during the pandemic and after: a summary of college survey findings

Nearly all students who were enrolled in postsecondary career and technical education (CTE) programs in 2020 are li ... Show more
Nearly all students who were enrolled in postsecondary career and technical education (CTE) programs in 2020 are likely to have taken at least one course online after the outbreak of the [Coronavirus Disease 2019] COVID-19 pandemic in the United States in March of that year. To understand how the pandemic has accelerated the transition of CTE programs online, Urban Institute researchers administered a rapid-response survey in partnership with the CTE CoLab coalition in December 2020 to community and technical colleges across the country. In this brief, we explore how the pandemic has prompted these colleges to change the delivery of for-credit CTE programs and provide considerations for institutions transitioning programs online.
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Authors: Briggs, Amanda; Lopez, Daniel; Anderson, Theresa

Date: 2021

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Subjects: Teaching and learning; Technology; Vocational education and training ... [+] Show more
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Innovations and future directions for workforce development in the post-recession era

In February 2013, the Urban Institute held a half-day roundtable focusing on the three key areas of: (1) collaborat ... Show more
In February 2013, the Urban Institute held a half-day roundtable focusing on the three key areas of: (1) collaborative efforts that better connect employers with workforce programs and services; (2) approaches that help build the education and work experience of under-skilled and unemployed workers; and (3) advances in business practices and technology. This paper provides highlights from facilitated discussions in each key area to inform the development of a broader research agenda for workforce development policies. Each section begins with a discussion of the emerging trends in the topic area and then summarises the promising ideas, practices, and innovations that the roundtable attendees discussed. The paper concludes with a discussion of how these ideas, practices, and innovations could be scaled or replicated and how policy could better support their broader implementation.
Excerpts from publication. Show less

Authors: Eyster, Lauren; Anderson, Theresa; Durham, Christin

Date: 2013

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: Urban Institute working paper

Subjects: Workforce development; Employment; Industry ... [+] Show more
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Considerations for postsecondary data on student parenting status: with recommendations for the field

Parenting students make up a substantial portion of US college students, representing nearly a quarter of undergrad ... Show more
Parenting students make up a substantial portion of US college students, representing nearly a quarter of undergraduate students and nearly a third of graduate students, totaling at least 5.4 million students. Despite juggling school with caregiving responsibilities and oftentimes employment, student parents have been shown to academically equal or outperform their nonparenting counterparts in the first semester of college. However, parenting students graduate at lower rates and would benefit from additional supports, whether financial, logistical, or academic. These supports are often undersupplied, largely because colleges and other supportive service providers struggle to characterize the extent of student-parent need. This issue could be remediated with improved student data, but very few sources of student data allow parents to identify themselves or be counted at the college, state, or federal level.
Few institutions of higher education are required to collect or report on their students' parenting status. Without a way of identifying or counting parents at postsecondary institutions, the burden is on parenting students themselves to identify and seek out available (and often limited) supports. A few states have passed laws or implemented rules to capture students' parenting status, but many issues in the field are not settled. Quality data can help student parents be designated as a priority service population who can receive sufficiently resourced, allocated, and targeted supports to meet their academic and career goals while supporting their families. This brief examines the current state of data collection relating to parenting students. We also discuss limitations in the questions that have been used to ask students to identify their parenting status or to flag these students in data systems. The goal of this brief is to take stock of the changing landscape and to lay the groundwork for upcoming efforts to help higher-education stakeholders identify, track, and better serve parenting students.
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Authors: Sick, Nathan; Anderson, Theresa; Green, Autumn; Adu-Gyamfi, Afia ... [+] Show more

Date: 2023

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Subjects: Demographics; Students; Statistics ... [+] Show more
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Racial and ethnic equity gaps in postsecondary career and technical education: considerations for online learning

High-quality career and technical education [CTE] programs offered by community and technical colleges can offer st ... Show more
High-quality career and technical education [CTE] programs offered by community and technical colleges can offer students a path to well-paying careers. Many of these programs shifted online because of the coronavirus [Coronavirus Disease 2019] pandemic, and many will remain online. Structural racism and other systemic inequalities can limit access to and success in online career and technical education programs for students of color, especially Black, Latinx, and Indigenous students. This brief describes equity gaps for students of color in CTE programs and offers a framework for improving outcomes at the course, program, and institutional levels. Infusing equity consciousness, disaggregating and examining data, and considering student technology access and instructor preparation to promote success in online learning are some important strategies for creating better opportunities for success.
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Authors: Anderson, Theresa; Briggs, Amanda; Spaulding, Shayne; Zamani-Gallaher, Eboni M. ... [+] Show more

Date: 2021

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Subjects: Equity; Vocational education and training; Disadvantaged ... [+] Show more
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Findings from the Mississippi Integrated Basic Education and Skills Training program

The Mississippi Integrated Basic Education and Skills Training (MIBEST) initiative is a statewide workforce and eco ... Show more
The Mississippi Integrated Basic Education and Skills Training (MIBEST) initiative is a statewide workforce and economic development effort led by the Mississippi Community College Board and implemented in partnership with the state's 15 community colleges. MIBEST concurrently delivers career and technical education and adult education, targeting residents without a high school credential, individuals with low incomes, and other nontraditional students. This evaluation assesses the implementation of MIBEST and program outcomes, including academic and earnings impacts and the program's return on investment between January 2016 and December 2019. Overall, we find positive impacts of participation in the MIBEST program as measured by completion of credits, credential attainment, and earnings impacts. Findings vary by field of study, race and ethnicity, and gender. Earnings impacts are initially negative while students are enrolled in the MIBEST program but improve one year after enrollment. During the second year after enrollment, student quarterly earnings were between $500 and $750 higher than they would have been without MIBEST. We find a positive return on investment, meaning the estimated growth in students' earnings exceeds the philanthropic and government investments in MIBEST.
Summary from publisher's website. Show less

Authors: Briggs, Amanda; Kuehn, Daniel; Sick, Nathan; Durham, Christin ... [+] Show more

Date: 2022

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Subjects: Providers of education and training; Workforce development; Vocational education and training ... [+] Show more
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The first year of Accelerating Opportunity: implementation findings from the states and colleges

Beginning in 2012, the Accelerating Opportunity (AO) initiative provided $1.6 million in grants to five US states [ ... Show more
Beginning in 2012, the Accelerating Opportunity (AO) initiative provided $1.6 million in grants to five US states [Illinois, Kansas, Kentucky, North Carolina, and Louisiana]. The grants were to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve their educational and employment outcomes. A rigorous and comprehensive evaluation of AO includes a non-experimental impact study, an implementation study, and a cost-benefit analysis. This first report provides key findings on the pathways, students, resources, partnerships, culture shifts, and policy developments from the first year of implementation of the initiative.
Summary from publisher's website. Show less

Authors: Anderson, Theresa; Eyster, Lauren; Lerman, Robert I.; Clymer, Carol ... [+] Show more

Date: 2014

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: Accelerating Opportunity

Subjects: Providers of education and training; Higher education; Skills and knowledge ... [+] Show more
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Implementation of Accelerating Opportunity: final implementation findings with lessons for the field

[The] Accelerating Opportunity (AO) [initiative] combined integrated career pathways at two-year colleges with team ... Show more
[The] Accelerating Opportunity (AO) [initiative] combined integrated career pathways at two-year colleges with team teaching, acceleration strategies, supportive services, and policy changes. It aimed to help low-skilled adults earn occupational credentials, obtain well-paying jobs, and sustain rewarding careers. This final implementation report documents activities and outcomes for AO states and colleges in Illinois, Kansas, Kentucky, and Louisiana. Ingredients for successful implementation included receiving state leadership support, remedying policy barriers, considering college institutional factors, investing in team teaching, utilizing partnerships within and outside the colleges, and providing student supports.
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Authors: Anderson, Theresa; Eyster, Lauren; Lerman, Robert I.; Conway, Maureen ... [+] Show more

Date: 2016

Geographic subjects: North America; United States

Resource type: Report, paper or authored book

Series name: Accelerating Opportunity

Subjects: Evaluation; Providers of education and training; Pathways ... [+] Show more
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The second year of Accelerating Opportunity: implementation findings from the states and colleges

Accelerating Opportunity (AO) provides grants to help community colleges create career pathway programs to enroll s ... Show more
Accelerating Opportunity (AO) provides grants to help community colleges create career pathway programs to enroll students with low basic skills into for-credit career and technical education courses to improve educational and employment outcomes. The second annual implementation report for the AO initiative in four states (Illinois, Kansas, Kentucky, and North Carolina) finds that: colleges aligned pathways and supports with local needs; students were satisfied with AO; AO instructors grew more adept at team teaching; colleges struggled to recruit adult education students; states and colleges sought new financial support and developed partnerships; colleges served more students with fewer resources; and states changed policies to support and sustain AO.
Edited excerpt from publisher's website. Show less

Authors: Anderson, Theresa; Eyster, Lauren; Lerman, Robert I.; O'Brien, Carolyn ... [+] Show more

Date: 2015

Geographic subjects: United States; North America

Resource type: Report, paper or authored book

Series name: Accelerating Opportunity

Subjects: Equity; Finance; Providers of education and training ... [+] Show more

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