AB 86 Objectives 1 & 2: Services and Programs Currently Offered and an Evaluation of Current Needs Conducted for the Sequoias Adult Education Consortium

AB 86 Objectives 1 & 2:

Services and Programs Currently Offered

and an Evaluation of Current NeedsConducted for the Sequoias Adult Education Consortium August 5, 2014

BW ResearchA full-service research firm that specializes in:

• Economic and workforce development research

• Employer and education research, understanding the “World of work”

• Market and public opinion research on businesses, job-seekers, consumers and residents

Part 1AB 86 Overview

RCP: Objective #1(Phase 1)

An evaluation of current levels and types of adult education programs within the region.

RCP: Objective #2 (Phase 1)

An evaluation of current needs for adult education programs within the region.

RCP: Objective #4(Phase 2)

Plans to address the gaps that are identified in the planning process.

AB 86 Plan Objectives

Part 2Description of Regional Area

Poverty and Unemployment Rates

The annualized unemployment rate in 2013 is higher in Kings (14%) and Tulare (14%) Counties than in California (9%).

The percentage of families and people whose income in the past 12 months is below poverty level is higher in both Kings and Tulare Counties than in California.

Sources: American Community Survey (ACS) 2012,California Employment Development Department 2013

Kings Tulare California

All families 17.3% 25.6% 12.9%

With related children under 18 years 23.8% 35.4% 19.3%

Individuals 18 and Over 17.3% 25.1% 15.3%

Demographics

More than half (57%) of the population in Tulare and Kings Counties is under the age of 34.

Source: EMSI QCEW & non-QCEW, 2014.2

19 years old and younger34.1%

20 to 34 years old22.6%



65+ years old9.5%

Educational Attainment in Tulare & Kings Counties

Twenty percent of the population has an Associate’s Degree or higher, while 45 percent have a High School Diploma or Some College.


3.6%

8.4%

8.2%

21.9%

23.0%

16.9%

18.1% Graduate Degree and Higher

Bachelor's Degree

Associate's Degree

Some College

High School Diploma

9th Grade to 12th Grade

Less than 9th Grade

English Speaking Ability

In the region, 85% of the foreign born population speaks English less than very well, compared with 58% of the total state’s immigrant population.

Source: American Community Survey, 2012

Tulare and Kings Counties California

Percent Foreign Born of Total 2-County Population 24% 29%

Percent of Foreign Born Who Speak English Less than Very Well 85% 58%

Percent of 2-County Population Who Speak English Less than Very Well 20% 17%

Kristy

There was a question from one of the task force members on how this data is collected. The american community survey asks people to self rate.

Part 3Economic Profile

Largest Industries and Jobs in 2013

The largest industries in the four county region, by number of employees, include the following:

• Government (175,230)• Agriculture, Forestry, Fishing and Hunting

(149,556)• Retail Trade (81,857)• Health Care and Social Assistance (78,775)• Accommodation and Food Services

(55,965)• Manufacturing (52,307)


Occupational Tiers in the Region

An occupational segmentation technique used to delineate occupations into one of three tiers.

Tier 1 Occupations: Typically the highest-paying, highest-skilled occupations in the economy, that typically require a 4 year degree or more. (Avg. hourly wage $44.21)

Tier 2 Occupations: These occupations have historically provided the majority of employment opportunities and could be referred to as middle-wage, middle-skill positions. (Avg. hourly wage $20.02)

Tier 3 Occupations: These occupations typically represent lower-skilled service positions with lower wages that require little formal training and/or education. (Avg. hourly wage $11.39)


Change in Tier Employment for the Four County Region

Tulare, Kings, Fresno and Kern Counties have seen an increased proportions of Tier 1 and Tier 3 employed workers, while the proportion of Tier 2 jobs has decreased by over one percent (-1.1%) from 2007 to 2013.

Region

% of all Occupations

Tier 1 Tier 2 Tier 3

2007 10.8% 40.6% 40.9%

2013 10.9% 39.5% 42.0%

Change 0.1% -1.1% 1.1%


Part 4Objective 1:Services and Programs Currently Offered

Adult Education Programs

Consortium Operational Costs

The total operational cost for the 2013-14 fiscal year was $15,237,952. Excluding adults with disabilities, up $734,778 from the 2012-13 fiscal year.

Consortium Operational Costs per Student

The total operational cost per student for the 2013-14 fiscal year was highest in the adults with disabilities area.

Elementary and basic skills

Classes and courses for immigrants

Programs for apprentices

Short term CTE

Adults with disabilities

$0 $3,000 $6,000 $9,000 $12,000

$478

$986

$1,000

$2,344

$10,964

Consortium Operational Costs Breakdown

Instructional salaries and employee benefits make up the larger percentage of total operational costs.

Elementary and Basic Skills

Classes and Courses for Immigrants

Adults with Disabilities

Short Term CTE0%

20%

40%

60%

80%

100%

60% 57% 54% 54%

10% 16%

5% 8%

22% 21%

25%25%

5%16%

5%8%

1000's 2000's 3000's 4000's 5000's 6000's 7000's

Consortium Unduplicated Enrollment

Total unduplicated enrollment for the 2012-13 fiscal year was 13,139.



Short term CTE



0 3,000 6,000 9,000

0

555

1,725

2,299

8,560

Consortium Unduplicated Enrollment

Unduplicated enrollment dropped slightly for four of the program areas, totaling 1,002 less students that enrolled for the 2013-14 fiscal year.



Short term CTE



0 3,000 6,000 9,000

20

527

1,554

1,974

8,062

Educator Survey

A survey was conducted of educators who offer adult education programs in the region.

The primary research objective was to capture the needs and priorities of adult education programs in the region.

Educator Survey Sample

The Sequoias Consortium worked with BW Research to determine which contacts in the region would need to complete the online survey.

After taking the survey, educators were sent the appropriate tables, depending on their indication of the organization being a member or partner of the consortium.

Educator Survey

A majority of students were enrolled full time in the 2012-13 school year.

58%

18%

24%

Full-time

Part-time but 2 or more classes

Part-time and only 1 class over a semester

Importance of Priorities for Funding Adult Education

The development and dissemination of curricula

Technical assistance in evaluation and implementation of educa-tion programs

Incentives for program coordination and integration

The creation on new service models

Benchmarks and reward performance

Professional development

The integration of literacy instruction and occupational skills training

The coordination of adult education with existing support services, such as transportation and child care

Programs that connect employers with training and education opportunities

0% 20% 40% 60% 80% 100%

29%

29%

29%

36%

36%

43%

71%

86%

86%

64%

57%

43%

43%

43%

50%

29%

14%

14%

7%

7%

29%

7%

14%

7%

7%

14%

7%

Very important Somewhat important Not important DK/NA

Part 5Objective 2:Evaluation of Current Needs

Employer Survey

A profile of regional businesses was created to better understand adult education needs within the region. Data gathered from the employer survey is from 200 businesses with at least one location in the regional area.

Half of the businesses were sampled from the local area (Tulare and Kings Counties) and half were from the regional area (Tulare, Kings, Kern, and Fresno Counties).

Employer Survey

A third of employers in Tulare, Kings, Fresno, and Kern Counties either “Always”, “Frequently” or “Sometimes” hire workers from outside the four-county area.

9.0%8.0%

15.5%

27.5%37.0%

3.0%

Always (75% to 100% of the time)

Frequently (50% to 74% of the time)

Sometimes (25% to 49% of the time)

Rarely (1% to 24% of the time)

Never (0% of the time)

DK/NA

Employer Survey

Large-sized firms were more likely than medium or small-sized firms to have hired workers from outside the four county region.

Small (1 to 9 employees)

Medium (10 to 24 employees)

Large (25+ employees)

0% 20% 40% 60% 80% 100%

8.9%

12.2%

14.3%

14.3%

17.1%

21.4%

26.8%

32.9%

44.6%

48.2%

24.4%11.0%

Always (75% to 100% of the time) Frequently (50% to 74% of the time)Sometimes (25% to 49% of the time) Rarely (1% to 24% of the time)Never (0% of the time) DK/NA

Difficulty Facing Workforce Needs

Providing training programs so current employees are productive and stay up-to date on changing technology and indus-

try requirements

Replacing retired workers with qualified employees

Recruiting entry-level employees with appropriate training and education

Finding qualified applicants with a cer-tificate in their industry or in their oc-

cupational category or both

Recruiting non-entry level employees with adequate skills and industry expe-

rience

0% 20% 40% 60% 80% 100%

33.5%

30.5%

44.5%

42.0%

47.0%

60.5%

46.0%

44.0%

41.5%

34.5%

13.5%

11.0%

11.5%

13.0%

Great difficulty Some difficulty No difficulty DK/NA

Importance of Qualifications for Entry-Level Positions

A four year college degree or higher

An associates degree

An industry recognized credential or certificate

Technical training and expertise specific to the position they are

applying for

At least one year of industry re-lated work experience

0% 20% 40% 60% 80% 100%

23.5%

25.0%

31.5%

33.5%

36.0%

67.5%

65.0%

34.5%

22.0%

20.0%

33.0%

44.5%

44.0%

Very important Somewhat important Not at all important DK/NA

Reported Deficiencies among Entry-Level Hires

DK/NA

Other

Creative problem-solving skills

Ability to work with different groups or de-partments

Depends on occupation

Have not hired entry-level recently

Common sense

General work experience

Technical writing skills

Work ethic

Interpersonal communication skills

Technical competence specific to the position

0% 5% 10% 15% 20% 25% 30% 35% 40%

15.5%

4.0%

1.5%

3.5%

3.5%

3.5%

3.5%

5.0%

5.5%

11.0%

19.5%

33.5%

Part 6Gaps between Objectives 1 & 2

Initial Gaps Identified in the Region

Centered upon services and programs currently offered, the educator survey, and the employer survey, initial gaps identified in the region are:

Training Programs: Short term CTE and Apprenticeship Programs

Deficiency of Technical or Computer Skills

Sharing of Information and Resources

Students’ Access to Programs

The Lack of Classes at Varying Times and Locations

Training Program Gap

The development and dissemination of curricula

Technical assistance in evaluation and implementation of education programs

Incentives for program coordination and integration

The creation on new service models

Benchmarks and reward performance

Professional development

The integration of literacy instruction and occupational skills training

The coordination of adult education with existing support services, such as transportation and child care

Programs that connect employers with training and educa-tion opportunities

0% 20% 40% 60% 80% 100%

29%

29%

29%

36%

36%

43%

71%

86%

86%

64%

57%

43%

43%

43%

50%

29%

14%

14%

7%

7%

29%

7%

14%

7%

7%

14%

7%

Very important Somewhat important Not important DK/NA


Educators were asked what programs, planning, or improvements they would like to see in the region.

– “I would like to see more CTE/apprenticeship programs”

– “More professional skills training for direct service providers teaching people with disabilities.”

– “Develop entry level career technical programs with basic language and math skills embedded to address the needs of under educated adults.”


When asked to identify the weaknesses of short term CTE programs, educators indicated:

– “Having the resources to get the correct

students into the appropriate classes”

– “Need for more community partners”

– “Finding qualified nursing instructors”

– “Resources for CTE curriculum”

– “Teacher use of technology in instruction”

Difficulty Facing Workforce Needs

Providing training programs so current employees are productive and stay up-to date on changing technology and indus-

try requirements

Replacing retired workers with qualified employees

Recruiting entry-level employees with appropriate training and education

Finding qualified applicants with a cer-tificate in their industry or in their oc-

cupational category or both

Recruiting non-entry level employees with adequate skills and industry expe-

rience

0% 20% 40% 60% 80% 100%

33.5%

30.5%

44.5%

42.0%

47.0%

60.5%

46.0%

44.0%

41.5%

34.5%

13.5%

11.0%

11.5%

13.0%

Great difficulty Some difficulty No difficulty DK/NA

Importance of Qualifications for Entry-Level Positions

A four year college degree or higher

An associates degree

An industry recognized credential or certificate

Technical training and expertise specific to the position they are

applying for

At least one year of industry re-lated work experience

0% 20% 40% 60% 80% 100%

23.5%

25.0%

31.5%

33.5%

36.0%

67.5%

65.0%

34.5%

22.0%

20.0%

33.0%

44.5%

44.0%

Very important Somewhat important Not at all important DK/NA

Deficiency of Technical and Computer Skills

When asked to identify the weaknesses in the program areas they offer education in, educators stated:

– “Increase the use of technology in instruction and student use of technology”

– “Teacher use of technology in instruction”

Reported Deficiencies among Entry-Level Hires

DK/NA

Other

Creative problem-solving skills

Ability to work with different groups or departments

Depends on occupation

Have not hired entry-level recently

Common sense

General work experience

Technical writing skills

Work ethic

Interpersonal communication skills

Technical competence specific to the position

0% 5% 10% 15% 20% 25% 30% 35% 40%

15.5%

4.0%

1.5%

3.5%

3.5%

3.5%

3.5%

5.0%

5.5%

11.0%

19.5%

33.5%

Sharing of Information and Resources

When educators were asked what programs, planning or improvements they would like to see in the region, educators stated:

– “I would like to see better streamlining (sharing of information and resources) between existing providers and adult education”

– “Coordinated efforts that reduce redundancy/duplications of services and include relevant data to support the future services/courses needed”

– “Planning and improvement-work with COS and other adult education providers to avoid duplication of services”

Student Access to Programs

When educators were asked what programs, planning or improvements they would like to see in the region, educators stated:

– “Ensure that all groups have access to the programs and support services they need to advance their literacy skills, transition to higher ed or training and become gainfully employed.”

– “Accessibility to Programs”

Lack of Classes at Varying Times & Locations

When educators were asked what changes they would make in the program(s) they serve, responses included:

–“Increase evening schedule from 3 nights to 4 nights”

–“Increase number of class offerings in GED Spanish”

–“Increase number of High School Diploma elective courses focused on vocational (i.e. Welding)”

–“Offer more classes to get rid of waiting list”

Lack of Classes at Varying Times & Locations

Educators also responded:

“Offering classes at varying times and locations”

“Provide more teachers to increase the number of students served”

“Increase the number of class offerings for ABE and GED prep on campus”

“Increase number of locations off site for GED offerings”

“Increase the number of off-site class offerings in the community”

AB 86 Objectives 1 & 2:

Services and Programs Currently Offered

and an Evaluation of Current NeedsConducted for the Sequoias Adult Education Consortium August 5, 2014

Documents

AB 86 Objectives 1 & 2: Services and Programs Currently Offered and an Evaluation of Current Needs Conducted for the Sequoias Adult Education Consortium