Regional Review of Finish Line Grant Programs: Impact on Implementation and Outcomes

1. A REGIONAL REVIEW OF FINISH LINE GRANT PROGRAMS: How Program Structure Impacts Implementation and Outcomes By Nathan Arrington

2. Presentation Road Map 1 2 3 4 5 Trends, Differences, Results Local Workforce Boards’ Programs Review Basis of Report State Implementation of FLG Take-aways: Integration Matters Comparative Analysis of Interviews, Surveys, and Analysis Research Scope and Methodology Impacts of State’s Program Structure Local Program Structures Key Findings and Areas for Further Research

3. Research Scope Basis of Research and Key Questions Background Research Key Research Questions Research Limitations • Financial stress is the primary reason that students drop out of programs (Joo, Durband, & Grable, 2009) • Students with financial difficulties are 2.7 times more likely to drop out (Terriquez and Gurantz, 2015) • Financial knowledge increases chances that a student will proactively address financial crises (Lim et. Al, 2014) • How did the Department of Commerce roll the FLG out to Local Boards to implement? • What FLG programs did Local Boards design? • How effective were the implemented programs? • What improvements would help the programs? • Focus on Workforce Boards • No Final Outcome Data for Program Participants • Regional Analysis • Time-constrained Research

4. Research Scope Geographical Coverage of Workforce Boards’ FLG Programs Guilford County Workforce Development Board Piedmont Triad Regional Davidson Works Regional Partnership Alamance Community College Durham Tech Community College (Orange Co.) Montgomery Community College Randolph community College Sandhills Community College Davidson County Community College (Davie Co.) Forsyth County Community College Rockingham County Community College Surry County Community College Davidson County Community College Guilford Technical Community College

5. Research Scope Methodology A B C Surveys Analysis Interviews Staff surveys shared insights into how prepared staff members felt when implementing the FLG programs and their assessment of its rollout Documentation and Expenditure Analyses showed expenditure patterns by area, funding need, and program Interviews with operational managers and directors provided a high-level view of implementation

6. Program Structures

7. State Implementation Local Partnership Driven Model Strengths of Program Rollout • Applications provided clear guidance on developing a partnership agreement among Community Colleges and Workforce Development Boards • Applications left program development flexible enough for local area boards to optimize the program for their conditions • Engaged feedback mechanisms to address local board questions Implementation Rollout of Finish Line Grant Challenges of Program Rollout • Administrative funds not originally available for new program implementation • Interviews revealed important questions at time of rollout • Program initiation time meant programs not fully functioning until approximately December Department of Commerce provided initial application to Boards and directives from Governor’s office. State originally revealed program to Boards via a Directors Meeting and provided application and follow-up guiding documentation that it updated throughout the program year. • State Resources • Staff Representative • FLG Application • Online FAQ • FLG Guide Documents

8. Common Trends: Workforce Development Boards Collect Expenditure Documentation WIOA Enrollment Continuous Case Management Confirm Credential and Employment Provide Continuing Services until Program Completion and Job Placement Collect emergency application, bills for repayment, and W-9 or vendor information for payment Engage participants to provide additional development services and track student’s progress Workforce Development Board Enroll into local WIOA program

9. Common Trends: Community College’s Role Provide Proof of Program Credential Connect FLG Applicant to Local WDB Additional Resources Verification of Academic Standing Check for requirements of good standing and 50% program completion Offer additional emergency assistance resources if necessary Community College

10. Local Program Structures WDB College Workforce Board Funding Model Service Provider Funding Model FLG FLG WIOA FLG WIOA WIOA Payment Payment Service Payment Service Community College Funding Model Service

11. Davidson Works Workforce Board Funding Model Workforce Board’s Role Community College’s Role Participant Procedural Flow • WIOA Enrollment • Expenditure documentation procurement • Vendor Payment • Expenditure Tracking • Continuing Case Management Services • Job Placement Assistance Davidson Works relied on its strong partnership with Davidson Community College’s Single Stop center. The Single Stop determined the best emergency assistance for student with local screening tool. Students applied with electronic FLG application. Davidson Works enrolled the participant, verified expenditure documentation, and paid the vendor. • Suitability Screening • Academic Verification • Initial FLG Application completion • Provide Proof of Credential at Program Completion • Staff Resources • Accountability Specialist • Financial Specialist • 3 Case Managers

12. Davidson Works Program Strengths and Challenges Program Strengths Program Challenges • No additional administrative funds placed a greater burden on existing staff members • Strict 3-day rule put pressure on staff members for expenditure turnaround • Strong initial partnership with Davidson Community College • Electronic Application improved information flow • Existing Participants gained program access due to case manager expertise • Single Stop system engaged existing emergency assistance mechanism

13. Guilford County WDB Community College Funding Model Workforce Board’s Role Community College’s Role Participant Procedural Flow • WIOA Enrollment • Expenditure documentation procurement • Expenditure Tracking (Joint) • Continuing Case Management Services • Job Placement Assistance • Suitability Screening • Academic Verification • Initial FLG Application completion • Vendor Payment • Expenditure Tracking (Joint) • Provide Proof of Credential at Program Completion Guilford Tech’s Titan Link staff members assessed suitability via TitanLink application. Titan Link then helped students complete an FLG application. FLG Case Managers enrolled students into WIOA and helped the students collect financial documentation for payment. Once case manager had the enrollment and payment information, Community College financial department paid vendor. • Staff Resources • Program Manager • Accountability Specialist • 2 FLG Case Managers • Titan Link Team

14. Guilford County WDB Program Strengths and Challenges Program Strengths Program Challenges • More communication required across Community College and Board Staff • Increased administrative burden on Community College • Requires a hand-off mechanism from FLG case managers to other teams for follow-up services • High number of FLG enrollments • One-week turnaround for FLG cases • Strong Board presence on Community College campuses

15. Piedmont Triad Regional Service Provider Funding Model Workforce Board’s Role Community College’s Role Participant Procedural Flow • WIOA Enrollment • Expenditure documentation procurement • Vendor Payment • Expenditure Tracking • Continuing Case Management Services • Job Placement Assistance • Suitability Screening • Academic Verification • Initial FLG Application completion • Provide Proof of Credential at Program Completion • Staff Resources • Accountability Specialist • Goodwill’s Financial Administration • 8 FLG Case Managers Community Colleges determine student suitability and help them complete an FLG application. Forsyth and Davidson send applications directly to Sandra, and PCC, RCC, and Surry send applications to FLG case managers. The FLG case managers conduct a WIOA enrollment and collect expenditure documentation. Goodwill pays the vendor.

16. Piedmont Triad Regional Program Strengths and Challenges Program Strengths Program Challenges • FLG Specialized case managers to implement across multiple counties • Contractor as funding expert created uniform emergency assistance program in region • FLG participants were largely in career clusters • Coordination among multiple community colleges • Collection of vendors’ W-9s to make repayments • Additional case managers needed to implement program • Assisting students with recurring needs

17. Survey/AnalysisResults

18. Survey Results • Staff Suggestions • Need consistent policies across boards to improve fairness of applicationprocess across the state • More outreach for FLG program at Community Colleges • Participants should receive more information about FLG when they apply through the Community College • Remove the 3-day rule to meet realistic turnaround • Increase human resources

19. Expenditure Analysis

20. Key Takeaways Main Findings from Regional Report and Finish Line Grant Experience Finish Line Grant’s Programs have succeeded The primary goal of developing and implementing local Finish Line Grants across the state has succeeded. By the state’s measure of expenditure goals, over $1.1 million have supported 1,700 participants. We now have to look toward program maintenance and participant outcomes. 01 02 On-Site Case Management Structure Starts from the Top Programs Require Staff What is Success? Integration Matters 03 04 Programs must identify and adjust to structural differences Encourage more research to better define and measure program success Strong Partnerships drive success Case managers in the field increase enrollment State’s rollout impacts Board implementation 05

21. Questions? Thanks for attending the session

22. Background Research Sources Goldrick-Rab, Sara. 2010. “Challenges and Opportunities for Improving Community College Student Success.” Review of Educational Research 80(3): 437-69. Joo, So-Hyun, Dorothy Bagwell Durband, and John Grable. 2008. “The Academic Impact of Financial Stress on College Students.” Journal of College Student Retention: Research, Theory & Practice 10(3): 287–305. Pierceall, Emily A., and Marybelle C. Keim. 2007. “Stress and Coping Strategies Among Community College Students.” Community College Journal of Research and Practice 31(9): 703–12. Silva, Meghan R. et al. 2017. “The Relationship Between Food Security, Housing Stability, and School Performance Among College Students in an Urban University.” Journal of College Student Retention: Research, Theory & Practice 19(3): 284–99. Terriquez, Veronica, and Oded Gurantz. 2015. “Financial Challenges in Emerging Adulthood and Students’ Decisions to Stop Out of College.” Emerging Adulthood 3(3): 204–14.

23. Presenter: Nathan Arrington Program Monitor, Guilford County Workforce Development Board, (336)373-3008 nathaniel.arrington@greensboro-nc.gov Template by http://www.free-powerpoint-templatesdesign.com