I-BEST April 21, 2009

1. I-BESTApril 21, 2009 Israel David Mendoza Director of Adult Basic Education State Board for Community & Technical Colleges

2. Washington State’s Perfect Storm • Drivers for Change • Research • Data • Policy • Program Design • Practice

3. Demographic Imperative • Non-English Speaking Adult Population • High School Drop Out Rates • Workforce, …. grow or shrink?

4. Economic Imperative • 1990’s Growth • 2000 Neck-n-Neck • 2001-2003 Recovery, BUT….

5. The “Tipping Point” Research • Create a better understanding of low-income students • Identify the state-level policy implications

6. Demographic Imperative is growing • 1 out of every 4 persons 18-24 has no high school diploma. • More than 1/3 of the working age population in WA (25-49 years old) has a high school education or less. • Nearly half of all Hispanics 25 or older have less than high school education. Two-thirds have, at best, a high school diploma.

7. Demographic Imperative grows Total working age adults with high school education or less and younger people (18-24) with less than high school diploma (Census 2000) All high school graduating classes added together between 2000-2011 = Working age adults with less than high school education or non-English speaking 1 in every 5 labor force participants through 2030 =

8. Role of community and technical colleges • Community and technical colleges are key entry points to higher education for adults with no previous college experience • Adults between 25 and 64 represent 35 percent of full-time equivalent enrollments at two-year public colleges compared to 15 percent of FTE undergraduate enrollments at four-year public institutions (IPEDS Fall National Enrollment Survey, Fall 2002)

9. Economic attainment: 1 year of college level credits + a credentialis the tipping pointfor students needing to find career pathways Study tracked 35,000 working age adult students who came to CTC’s with high school education or less, or non-English-speaking 6 years after college start, the highest value-added for work success • 1 year + credential gives future earnings bump: • = $7,000 more per year for ESL students • = $8,500 more per year for an ABE student • = $2,700 and $1,700 more per year (respectively) for workforce students entering with a GED or HSD only • Jobs that need 1 year college level credit + credential are among those in greatest demand

10. To get more to the tipping point requires aligning policies that fix… • Adults with low skills need pathways to greater educational attainment and higher skill jobs. • Financial aid designed for traditional students going straight from high school to a college or university doesn’t suit working-age adults needing to stop in and out as they follow a path. • Educational steps today aren’t always additive and for non-English speakers or those with less than high school education, the first steps to “become ready” take too long- with little immediate benefits.

11. Up and down the Educational Pipeline, the 2-yr system is hemorrhaging working age adults with high school education or less, or ESL • 8 out of 10 ABE/ESL = modest skills gains, at best earn a GED … but go no further • 7 out of 10 workforce and transfer students who enter with GED – leave with less (many, a lot less) than 1 year of college and no credential • 2 out of 3 who enter with high school diploma – also leave with less (some, a lot less) than 1 year of college and no credential Entering Classes: Almost 1/3 of every new entering class is made up of prime working age (25-49) - with HSDs or less or non-English speaking.

12. A Deliberate Strategy for Systemic Innovation for Change • A Gathering of Leaders – National, State and Local • Research & Data – Integrated Models • Demonstration Projects – Integrated Adult Basic Education & Workforce Training OR Integrated Basic Education & Skills Training (I-BEST)

13. Build the pathways for commuters.Run it on their schedules, accommodate lots of on and off traffic, facilitate good connections to long-term destinations. • Provide a full mapclearly in view for stops that really exist. • Provide guidance and support so people don’t get lost. • Anticipate different types of traffic - Who is already waiting at the 2nd stop; how many from the first stop will go to the 2nd? • Measure success in terms of a transport - lots of riders, lots of trips, all stops meaningful, many short trips but always set up to go further and faster.

14. What is I-BEST ? • Pairs a basic skills instructor with a professional-technical instructor in the same classroom at the same time • Provides academic and workforce skills that lead to a living wage job on a viable career path

15. What is I-BEST ? Comprehensive design • Education/career pathway • Match to the labor market • Integrated outcomes & assessment • Success and transition plan • Business engagement • Partnerships

16. What is I-BEST ? • Right level of education in the right amount for students to succeed in current and “next step” workforce training • Basic skills curriculum contextualized to skills needed for success along a particular job and career path • Strategy that results in a much faster rate of skill attainment than sequencing basic skills and workforce training

17. What is I-BEST ? • Contradiction to ideas of pre-requisite skills or certifications • Approach to non-traditional students/workers that assumes ABE and technical instructors will fundamentally change how they teach students all along career pathways and into the foreseeable future

18. What have we learned from I-BEST ? In the demonstration projects, students: • Increased ABE attainment beyond those in other classes • Earned 5 times more college credits • Were 15 times more likely to complete workforce training

19. Faculty Compatibility • Challenges • Benefits

20. Challenges • Different teaching styles and strategies • Different personalities and communication styles • Unfamiliar with the other subject area • Unfamiliar with different student populations • Time • Chain of authority

21. Benefits • Learn about a different field • Learn about different student populations • Learn new teaching strategies and styles • Learn to work collaboratively • More effective in helping students to meet their educational goals • Higher retention rate and better results • Positive feedback from students

22. From Innovation to Systemic Change

23. Who’s delivering I-BEST ? 34 of 34 colleges • 138 students in ‘05-’06 • 901 students in ‘06-’07 • 1,542 students in ’07-’08 • 140 programs

24. Tailored Curriculum An Example from the Corrections/Protection Officers Program: Speaking: is focused on the skills needed to do things such as communicate clearly andeffectively with correctional officers, inmates and/or juvenile offenders and to promote correctional facility safety Listening: is focused on the skills needed to do things such as understand directions, offenders’ requests and explanations, and follow safety warnings Writing: is focused on the skills needed to do things such as write observation, infraction, and incident reports; entries into daily logbooks; memos; resumes; and security management plans Reading: is focused on the skills needed to do things such as comprehend the correction specific text books, policies and procedures, and technical reports Math: is focused on the skills needed to do things such as read graphs and charts and perform basic math operations to include percentages and fractions used on the job in Corrections Adapted from PC COABE presentation

25. Integrated Basic Skills & Corrections/Protection Officers (CPO) and Corrections Careers Program In 14 weeks, students are prepared to be licensed and work as Corrections/Protection Officers, and • Earn a Pierce College Corrections/Protection Officer Certificate • Earn 20 credits towards a Certificate in Criminal Justice • Earn 10 credits towards a Certificate in Homeland Security • Earn 20 credits transferable to an Associate Degree in Criminal Justice • Corrections Officers earn $22,000-$35,000 per year with excellent benefits I-BEST Approved Adapted from PC COABE presentation

26. CPO Cohort #1 Results Spring 2006 • 1 ESL student & 13 ABE students enrolled • 64% program completion rate • 52 quarterly FTE generated • 180 college credits earned • CASAS Progression • 4 Federal Reading gains • 16 State Reading gains • 3 Federal Math gains • 11 State Math gains • 3.2 Average GPA • Grades: 16 A’s, 17 B’s, 6 C’s, 3 Z’s, 1 I • 1 Working as Corrections Officer • 1 Working as Protection Officer Adapted from PC COABE presentation

27. Pierce College Integrated ESL & The United Union of Roofers Apprenticeship Program • Pierce College & Local 153 Roofers Union • Students begin work at $15.00 per hour • 4 hours of theory daily • 4 hours of on-the-roof practical application daily • Upon completion of this 2-year program students are journey union roofers earning $25.00 per hour Adapted from PC COABE presentation

28. Integrated Success! Enrollment/Retention: • 9 students enrolled fall 2005 • 10 students enrolled winter 2006 • 100% retention from fall 2005 to winter 2006 • 80% completion rate for the two-quarter program with Pierce College • 100% retention of students in the Apprenticeship program (2 moved to other cities) CASAS Progression: • 7 Federal Reading level progressions achieved • 60% of the students progressed 1 or more federal reading levels • 6 Federal Listening level progressions achieved • 40% of the students progressed 1 or more federal listening levels • 20 State Reading level progressions achieved • 60% of the students progressed 1 or more State reading levels • 10 State Listening level progressions achieved • 60% of the students progressed 1 or more State listening levels Adapted from PC COABE presentation

29. Retention Rate Comparison – IBEST vs. Non-I-BEST students Accounting 110, Winter 2007Tacoma Community College Retention Rate

30. Grade Comparison – IBEST vs. Non-I-BEST students Accounting 110, Winter 2007Tacoma Community College 3.5 I-BEST 1.7 Grade Comparison Adapted from TCC COABE presentation

31. Passing Rate Comparison – I-BEST vs. Non-I-BEST students Accounting 110, Winter 2007Tacoma Community College 100% I-BEST 47% Passing Rate Comparison Adapted from TCC COABE presentation

32. Completions I-BEST completions were 44%, in contrast to three percent of the comparison group of ESL students who concurrently completed Workforce training in the same time period. Many of these completions were in short certificate programs that provided employment opportunities or educational progression. In 2 year AAAS degrees and longer certificated programs the drop out rate has been reduced significantly and 93% of the I-BEST students at Walla Walla Community College have graduated.

33. Renton Technical CollegeI-BEST Licensed Practical Nurse Degree Renton Technical College ran a blended LPN cohort of half traditional students and half I-BEST students.

35. What is Washington still learning from the I-BEST program ? Students who combine college content with basic skills through I-BEST and other ways increase their basic skills at higher rates than students enrolled exclusively in basic skills

36. How is I-BEST Funded ? • 10 Pilots • $50,000 - $75,000 • WIA Title II Leadership • Carl Perkins Leadership • State $ • 1.75 Funding Formulae • $5 million state FTE • $7.5 million ABE FTE • $4 million ABE tuition • $8 million I-BEST

37. How does I-BEST fit with other initiatives for low-income workers ? • Opportunity Grants program • Out of School Youth I-BEST • Workplace Basics I-BEST • Student Achievement Initiative

38. Opportunity Grants • Opportunity Grant program is to help low-income adults reach the educational “tipping point” and beyond in high wage, high demand careers • 2006, the Washington State Legislature appropriated $4 million • (10) pilot programs • 73 percent retention rate • Low-income students in high wage, high demand career pathways • 2007, the Legislature increased the appropriation to 10.6 million • All 34 community and technical colleges • Approximately 4,000 full-time and part-time students

39. Student Achievement Initiative A research-based initiative among Washington’s colleges will document and reward student performance at defined “momentum” points across the system’s three mission areas. The initiative is based on the principles of equal rewards for efforts all along the educational continuum and greatest return on investment to colleges that support students who travel the farthest.

40. Student Achievement