Presented to: Idaho Workforce Development Council Educational Attainment Taskforce Presented by: Amy Loyd

1. Pathways to prosperity network Presented to: Idaho Workforce Development Council Educational Attainment Taskforce Presented by: Amy Loyd Jobs for the Future &Harvard Graduate School of Education

2. The Harvard Graduate School of Education released the Pathways to Prosperity report in February 2011, asking: • Why haven’t we made more progress in improving education in the United States? • To what extent are we preparing young people to lead successful lives as adults? At the end of the day, do they have sustainable careers? • What could we do differently to better develop students’ college AND career readiness and success? • BOTTOM LINE: (at least) 50% OF 25 YEAR OLDS ARE NOT PREPARED FOR THE WORKFORCE Background on Pathways to Prosperity

3. Math proficiency in ID, US, and Internationally We know we could do much better in our K-12 outcomes Source: Globally Challenged: Are U.S. Students Ready to Compete? (Peterson, Woessmann, Hanushek, Lastra-Anadón, 2011) http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG11-03_GloballyChallenged.pdf

4. Money is not always the answer: Spending more does not necessarily lift test scores We’re spending money and not always achieving our goals Source: Achievement Growth: International & U.S. State Trends in Student Performance (Hanushek, Peterson, Woessmann, 2012) http://www.hks.harvard.edu/pepg/PDF/Papers/PEPG12-03_CatchingUp.pdf

5. Low postsecondary completion rates The U.S. has the highest college dropout rate in the industrialized world Those who do make it to postsecondary often don’t finish Note: Two-year schools have a three year graduation window. Four-year schools have a six-year windowSource: Higher Ed info-NCES/IPEDS Graduation Survey

6. Jobs in U.S. increasingly requiring some college We need postsecondary education to succeed in the workforce Source: March CPS data, various years; Center on Education and the Workforce.

7. Shrinking employment rates & opportunities Teens and young adults have been hit the hardest by the recession Our young people aren’t gaining workforce skills through working Source: Center for Labor Market Studies; U.S. Bureau of Labor Statistics, “CPS Labor Force Statistics”

8. States recognize the urgency to to change this We know we can and must do much better We know we must work across sectors to do so We know we have some examples of success, but we want to move to systems of success

9. Pathways: Key implementation levers

10. Our Theory of action:BENEFITS TO EMPLOYERS AND THE HEALTH OF THE ECONOMY

11. Organizing around an Intermediary Essential Roles Plan: Awareness; asset Mapping; data Convene: Set vision; align education and employer goals Broker: Foster and support partnerships Evaluate: Define benchmarks and standards; evaluate outcomes Source: Learning for Jobs, OECD Reviews of Vocational Education and Training

12. Illinois: Governor, Illinois Pathways Interagency Committee Maine: Governor, Employer community Massachusetts: Secretaries of Education, Housing and Economic Development, and Labor and Workforce Development Missouri: Commissioner and Associate Commissioner of Education North Carolina: State Superintendent of Education, state CTE director, North Carolina New Schools (nonprofit intermediary) Tennessee: Commissioner of Education, state CTE director California(three targeted regions): James Irvine Foundation (state membership under consideration) Georgia: Joining Network, phasing in entry Not a new program or an add-on reform for states, but a strategic alignment and bolstering of existing initiatives PATHWAYS INITIATED differently ACROSS THE NETWORK

13. Metro region with anchor city: • IL:Chicago • MA: Boston and Metro West; Springfield and Hampden County • CA: Sacramento &San Bernardino/Riverside Counties • MO: St. Louis and surrounding counties • Smaller cities: • CA: Long Beach • IL: Aurora • ME: Portland/Lewiston • NC: Southwest Region • Rural with multiple counties: • TN: Upper Cumberland • NC: Northeast Region • Regions are a starting place for demonstrating success, with a focus on scaling Pathways statewide: the ultimate goal is systemic and scaled improvement, not (just) creating local programs. REGIONAL SPECTRUM from URBAN to SUBURBAN to RURAL

14. Group and individual interviews with key stakeholders • State and local government leaders • Educators (K-12 and postsecondary) • Employers, industry, chambers of commerce, labor • Community based organizations • Workforce and economic development leaders • Intermediaries • Over 700 stakeholders and 300 interviews across 14 regions • Identifying strengths, gaps, and opportunities to: • Integrate PTE and academics • Bridge secondary and postsecondary into seamless continuum • Engage employers in curricula design and work based learning Asset mapping process

15. REGIONAL INDUSTRY FOCUS AREAS identified by states

16. MOST PREVALENT CAREER AREAS OF FOCUS AND GREATEST PIPELINE DEVELOPMENT NEED • Information Technology • Cross-cutting and key to all 21st century careers, not just in IT fields • Health Careers • Growing field, career paths must be carefully chosen • AdvancedManufacturing • Few know the opportunities and salaries, stigma attached

17. 9-14 Pathways • Few 9-14 pathways align and integrate high school with community college, and/or provide an accompanying sequence of advising linked to a continuum of work based learning experiences • Community colleges’ “high demand” career programs are often not easily accessible to young entrants • Employer Engagement • Greater interest in engagement when building pipeline to specific career areas, not general “please engage with schools” • Understandable sentiment: “School reform is not our job;” motivation must be “self interest” and a grain of altruism • Intermediaries • All recognize that high schools, community colleges and employers can’t develop work based learning opportunities one by one- and coherent, systematized, sequenced work based learning is key • Some candidate organizations, few currently have capacity or aligned core mission Asset Mapping Observations across the five levers

18. Career Information and Advising • Regions lack strong and consistent connections: • between career advising software programs, live human advisors, and the curriculum • between career advising and a consistently available sequence of opportunities to learn about and experience workplaces • State Leadership and Policy • Acknowledge public will-building needed to combat stigma and garner regional support for professional technical pathways • Willing to work with and beyond PTE to reach the 50% who arrive in mid-20s without credentials • Employers at table with education, labor, workforce development, commerce departments, but need single “driver” Asset Mapping Observations across the five levers

19. State and regional work plans • One- and three-year implementation metrics and goals • Place-based strategies with practices and principles that can be scaled statewide • Intensive 9-14 pathways school design consultations • Individualized, ongoing TA, support, and resources from JFF, Harvard, and other expert consultants • Based on work plan needs • Capacity-building focus • Community of Practice and Network collaboration • Phasing in Georgia, potentially other interested states Next steps for the network

20. New model legislation in some states, such as: • Career and College Promise, NC • AB 790 (Linked Learning Pilot) and SB 1070 (CTE Pathways), CA • New resources at state level, such as: • Learning Exchanges, IL • Innovation Campuses, MO • Employers driving interest in STEM fields, such as: • Volkswagen and Wacker in TN • Maine Manufacturing Association • Regional integrated 9-14 models • P-Tech in NYC, Chicago • Early colleges across NC, nation EXEMPLARY POLICIES, RESOURCES, AND INITIATIVES in network:

21. Early college high schools blend high school and college in a rigorous yet supportive program, compressing the time it takes to complete a high school diploma and the first two years of college while in high school at no cost to students. 240 communities, 28 states +DC, 75,000+ students Small schools (≤100 students per grade), 9-14 pathways Flexible use of time: 29% have extended day, 12% have extended year, 10% have both 76% of students are students of color 57% of students are low-income 45% of students are first-generation college goers A note on early college high schools

22. Benefits of early college design Students Schools Colleges Districts Communities Families

23. Early college: by the numbers 2010 study of 5,414 students graduating from 109 early colleges: Average ECHS: 86%, Average District: 74% For more information, see www.earlycolleges.org

24. JOBS FOR THE FUTURE: Bridging EDUCATION AND WORKFORCE The Education to Economic Opportunity Pipeline: Attain Credentials or Degree with Value in the Labor Market Enter Postsecondary Pass or By-Pass Developmental Ed / Remediation Achieve College Readiness Enter High School Only 21% of low income young people and 14% of low skilled adults attain a post-secondary credential or degree Leaks in the Pipeline: Education Loss Points 30% of low income young people drop out of high school 77% of low incomehigh school grads are not college ready 38% of low income high school grads do not enter college Only 3% of ABE students obtain apost- secondary credential 57% of traditional aged students drop out of PS 86% of adults needing remediation drop out

25. Jobs for the future: Solutions Ensuring Underprepared Youth (and Adults) Have Postsecondary Credentials with Labor Market Value COLLEGE READY: Accelerate college readiness through proficiency based pathways (early colleges, dual enrollment, STEM) COLLEGE SUCCESS:Redesign and integrate community college systems and academic and technical on-ramps COLLEGE SUCCESS:Redesign and integrate community college systems and academic and technical on-ramps CAREER ADVANCEMENT:Accelerate pathways to careers and credentials that have value in the local labor market

26. jff: making a difference across the country • Our Reach: • Over 100 communities in 43 states • Our Focus: • College and career readiness • Postsecondary attainment and career advancement • Integrated and aligned education, workforce, and career systems • Our Work: • Develop evidence-based innovations • Build field capacity for implementation & scale • Advocate and influence state and federal policy

27. “Idaho's unemployment rate isn't the lowest in the country, but this state is known for low wages and low levels of educational achievement.  We have many low-skilled, low-income adults - including a growing number of  Latinos, and Shoshone-Bannock tribal members - in need of help.  We do not have many TAA-eligible workers as Idaho has not had the type of economy directly affected by foreign trade.  In my opinion, our issues are related to both economic development and workforce development. We need to work on bothdeveloping the job opportunities AND developing a skilled workforce.    We have many, many good connections across sectors in Idaho, and strong connections with state government agencies.” From a recent email to jff, from Rural IDaho

28. Amy Loyd Program Director, PtP Network aloyd@jff.org Amy_Loyd@mail.harvard.edu BOB SCHWARTZ • Harvard Lead, PtPNetwork Robert_Schwartz@gse.harvard.edu NANCYHOFFMAN JFF Lead, PtP Network nhoffman@jff.org TEL 617.728.4446 FAX 617.728.4857 info@jff.org 88 Broad Street, 8th Floor, Boston, MA 02110 • 122 C Street, NW, Suite 650, Washington, DC 20001 WWW.JFF.ORG Appian Way Cambridge, MA 02148 www.gse.harvard.edu