© 2007 SRI International Workforce Creation and Adult Education Transition Council SRI Research Update October 7, 2008

© 2007 SRI International

Workforce Creation and Adult Education Transition CouncilSRI Research Update

October 7, 2008October 7, 2008

2© 2007 SRI International

Adult Learning System Goals

Expand access to adult learning servicesExpand access to adult learning services– Provide more service options, make programs more flexible, improve

technology, provide support services, and other supports for adults to access learning pathways.

Enhance professional developmentEnhance professional development – Enhance professional development for adult education providers and

improve program capacity to serve adults most in need (for example, adults with disabilities).

Link adult education to workforce opportunitiesLink adult education to workforce opportunities– Improve transitions from adult education to postsecondary education

and training and smooth transitions to high-demand career pathways.


Expand Access to Adult Learning

WIA Title II target population includes individuals --(A) Who have attained 16 years of age;(B) Who are not enrolled or required to be enrolled in secondary school

under State law; and(C) who –

i. Lack sufficient mastery of basic educational skills to function effectively in society

ii. Do not have a secondary school diploma iii. Are unable to speak, read, or write the English language.

Definition of Target PopulationsDefinition of Target Populations



• According to the 2003 Maryland State Assessment of Adult Literacy (SAAL) – more than 360,000 adults have Below Basic prose and document

literacy skills, –more than 760,000 adults have Below Basic quantitative literacy

skills.• Each year, less than 10% of adults with Below Basic prose Each year, less than 10% of adults with Below Basic prose

and document literacy skills and less than 5% of adults and document literacy skills and less than 5% of adults with Below Basic quantitative skills participate in adult with Below Basic quantitative skills participate in adult basic education (ABE, ASE, ESL) services.basic education (ABE, ASE, ESL) services.

Participation by Adults with Low SkillsParticipation by Adults with Low Skills



The 2006 American Community Survey estimated that more than 500,000 adults (18 and over) in Maryland lacked a high school diploma, among these –

– More than 320,000 were working age adults (18 to 64)– More than 20,000 were young adults (18-24).

Maryland is just below the national average in the rate of Maryland is just below the national average in the rate of participation in adult education (ABE, ASE, and ESL) by adults participation in adult education (ABE, ASE, and ESL) by adults lacking a high school diploma.lacking a high school diploma.

– During the 2005-2006 school year, states ranged from a high of 22.7% (Florida) to a low of 4.2% (Texas) participation in adult education among working age adults without a HS diploma.

– Maryland was in the middle at 9.2% (26th among the 50 states).

Participation by Adults with Less than High SchoolParticipation by Adults with Less than High School



The 2005 American Community Survey estimated that more than 115,000 working age adults in Maryland (3.1%) speak English poorly or not at all.

– National estimate is 5.5% of the working age adult population.

Maryland is below the national average in the rate of participation in Maryland is below the national average in the rate of participation in adult education by adults with limited English proficiency.adult education by adults with limited English proficiency.

– During the 2004-2005 school year, states ranged from a high of 41.1% (Minnesota) to a low of 4.4% (Arizona) participation of adults with limited English proficiency.

– Maryland’s rate of participation for limited English adults was 9% of the target population (35th among the 50 states).

Participation by Adults with Limited EnglishParticipation by Adults with Limited English



GoHigher KentuckyGoHigher Kentucky http://www.gohigherky.org/– Website-based campaign to provide information and resources to all

students looking to attend college. – Includes strategies to increase adult learner transitions to

postsecondary education.– In 2004, 22% of GED completers went on to postsecondary education

(10% increase). – In 2005, 78% of adult students entered postsecondary education and

training. – In 2008, GoHigher website received >6,000 new accounts, 3,595

requests for more information, and 1,210 people using the admissions application.

Lessons Learned/ Best PracticesLessons Learned/ Best Practices


Enhance Professional Development

Adult education programs funded with WIA Title II funding in Maryland in 2007 included:

– 11 community colleges (17,508 participants) – 16 public school districts (8,071 participants)– 6 community-based organizations, 2 government agencies, 1 county library

(combined total of 3,235 participants)– 17 correctional facilities (4,624 participants)

The diversity of current adult education programs and program staff in The diversity of current adult education programs and program staff in Maryland presents challenges as well as opportunities for enhanced Maryland presents challenges as well as opportunities for enhanced professional development and program improvement.professional development and program improvement.– Low levels of funding and preponderance of part-time staff are major challenges.– Diversity of programs and of staff qualifications are strengths in face of need to

provide services to adults with a wide range of learning needs.

Program Scope and DiversityProgram Scope and Diversity



Maryland’s funding per adult education participant is relatively low compared to other states and varies widely across programs:

– During the 2005-06 school year, state funding per participant ranged from a high of $1,955 (Vermont) to a low of $282 (South Carolina).

– Maryland’s average rate of funding per participant was $433 (39th out of 50 states – US average was $823 per participant).

However, the relationship of funding to learning outcomes is difficult However, the relationship of funding to learning outcomes is difficult to determine.to determine.– Compared to other states, reported rates of NRS level gains in Maryland are above

the national average. In 2006-07, Maryland reported an overall NRS level completion rate of 47.4% (14th out of 50 states, median for all states is 39.5%).

– Current measures do not provide sufficient evidence to evaluate and compare adult learning and outcomes across programs.

Funding and OutcomesFunding and Outcomes



Tennessee Adult Education Professional Development Framework and Tennessee Adult Education Professional Development Framework and Tracking SystemTracking System

• Allows practitioners to document their professional development experiences and accumulate professional development points towards level designations and incentives.

• Levels 1-3 include training and required activities: lesson plans, evaluation/ observations, case studies, and portfolios

• Online professional development tools and worksheets

http://aeonline.coe.utk.edu/pd_framework_docs.htm



Link Adult Education to Workforce Opportunity

The Education Needs Index (ENI) uses census data to estimate levels of educational need based on a combination of education factors, economic factors, market demand factors, and population factors. According to the ENI 2.0 (based on 2005 Public Use Microdata Samples) :

– The areas of Maryland that have the “most critical” level of educational need are in Baltimore City and County and Prince George’s County.

– The areas of Maryland that have the “least critical” level of educational need include all of Carroll, Frederick, and Howard Counties and parts of Baltimore, Anne Arundel, Hartford, and Montgomery Counties.

An index such as the ENI (or a modified version of the ENI) that An index such as the ENI (or a modified version of the ENI) that combines education, economic, market demand, and population combines education, economic, market demand, and population factors can provide a valuable baseline and progress monitor for an factors can provide a valuable baseline and progress monitor for an integrated adult learning and workforce development system.integrated adult learning and workforce development system.

Educational Needs IndexEducational Needs Index



Washington Integrated Basic Education and Skills TrainingWashington Integrated Basic Education and Skills Training (I-BEST)(I-BEST)– Pairs ABE/ESL instructors with professional/technical instructors in the classroom to co-teach

half of the time and teach the same students contextualized basic skills and job training separately the other half of the time.

– Creates a clear pathway for students to obtain a credential and enter a career– Provides financial aid for non-traditional students.– Shortens the length of time it takes to earn a credential by integrating basic skills into technical

and higher education and providing dual credit.– Provides guidance and support for students.– Creates open entry/open exit options.– Engages businesses and focuses on high-demand jobs.




Ohio: Career-Technical Transitions InitiativeOhio: Career-Technical Transitions InitiativeProgram and system alignments between the adult education and higher education to

create a more seamless system for adult learners to transition to postsecondary education.

– Career-Technical to Credit Project Approach: articulation agreements between adult/secondary career technical courses and state supported institutions of higher education.

– Learning outcomes based on industry standards (focus on Nursing, Electrical and Mechanical Engineering Technology, Information Technology – Networking, Medical Assisting, and Automotive Technology)

– Four “Stackable Certificates”: Prep program – below 8th grade math and/or English; Entry level certificate – between 8th grade and GED level; Intermediate certificate – two levels of developmental education with college credit; and Advanced certificate – one level of developmental education with one year of college credit)


Documents

© 2007 SRI International Workforce Creation and Adult Education Transition Council SRI Research Update October 7, 2008