ABE-to-College Transition

This section is designed as a guide to share the range of policies at the state level related to improving adult learners’ access and success in postsecondary education and training. Some policies are conveyed through Requests for Proposals issued by the State, others are reflected in how the state spends discretionary ABE funds at its disposal, or actively seeks such funds. Yet other policies manifest themselves in memoranda of agreements between the State ABE office and other State agencies, namely those in charge of high education and workforce development.

This guide is intended for state adult education directors to use as a resource and as a place to share their state level policy initiatives. Comments and policy updates may be sent to nctn@worlded.org

PARTNERSHIPS

Do the state offices in charge of postsecondary education and workforce development have policies formalizing communication and coordination?

How is it ensured that ABE programs develop linkages with their local postsecondary programs? What evidence is required to document and assess these linkages?

The Arkansas Career Pathways Initiative and the adult education division of the Arkansas Department of Workforce Education work together to enable two-year colleges to offer career training and college classes to low-income adults.

Connecticut’s Transition to Postsecondary Education and Training
Program Improvement Project Grants fund partnerships between adult education and postsecondary institutions to ensure alignment between adult education/ESL programs and postsecondary education and training. Click here to see recent RFP document.

COMMITMENT

How are transition programming articulated and encouraged in documents that guide the State’s ABE planning? Is the commitment articulated in the State ABE Plan, ABE Strategic Plan, and/or vision and mission statements?

Minnesota’s adult education system invests state funds to increase local capacity of adult education programs to support adult education students’ transition to postsecondary education and training through a three year transition initiative (2007-2010).

Adult Education and Community College Collaborations: Challenges and Next Steps presents an action plan for the seamless and cost-effective transitions between New Mexico’s adult education and post-secondary education systems.

This edition of Maine’s Adult Education Association newsletter (MAEA MEDIA) outlines the history of the 2006 legislation that revised the Department of Education’s enabling legislation and funding guidelines to allow costs associated with transition programs to be included under state funding formulas.

AWARENESS

What polices support ABE programs in instituting strategies that build early awareness about the importance of PSE and career planning? How are programs made aware of PSE opportunities available in the area?

Go Higher Kentucky encourages adults to return to school at al levels and complete a GED, an occupational certificate or a college degree.

The Center for Adult Learning in Louisiana (CALL) makes it easier for adults without a college degree to enroll at a Louisiana public college or university and earn a degree or other college credential. CALL is a joint initiative between the Louisiana Board of Regents, the Consortium for Education Research and Technology of North Louisiana, and the Southern Regional Education Board.

DEFINITION

How is college readiness defined in terms of academic and non-cognitive skills? What funding is available to programs to operationalize this understanding?

ASSESSMENT

How are appropriate assessments of college readiness developed/identified and instituted?

PROGRAM DESIGN

In states with diverse providers, how is it determined in which providers (e.g. colleges, or ABE side) transitions should be situated? What is the rationale for this determination?
How is it articulated which transition program model(s) the state will support and what it costs, e.g., advising, career pathways, GED Plus, generic, additional component?

Transitioning Adults to College: Adult Basic Education Program Models surveys transition programs from across the United States to develop a typology of ABE-to-college transition program models.

CURRICULUM & INSTRUCTION

Are GED English and math or ESOL curriculum and college courses aligned based on gap analysis of skills and knowledge? How is curriculum development for the bridge program funded?
What policies exist to allow and encourage dual enrollment in GED or ESOL and PSE?

Building on the work of Ohio’s Governor and General Assembly, a blueprint (Stackable Certificates) for an integrated system of adult education was developed. http://uso.edu/downloads/documents
/Final_Report_from _State_Advisory.pdf

Washington State’s Integrated Basic Education and Skills Training program (I-BEST) incorporates dual enrollment, in which ABE/ESL and occupational instructors join efforts in the classroom, and in which students earn credits toward certificates or degrees

COUNSELING/ADVISING

Are education and career counseling a required part of the ABE service provision? Can providers secure it either directly with increased funding or through cooperative agreements with PSE providers?

Each adult education program in South Carolina has a transition specialist to guide adult students interested in postsecondary education. http://www.scraetac.org/scraetac%20pages/Statewide
%20Initiatives/Adult%20Education%20Transition%20Specialist.doc

PROFESSIONAL DEVELOPMENT

What professional development is required for ABE staff related to college transitions, including curriculum and partnership development? How is this professional development provided?

Minnesota supports local transition efforts with best practice models, professional development, technical assistance, and a Transition Advisory Committee. http://www.hamline.edu/education/academics
/centers/sltl/atlas/transitions.html

The annual Effective Transitions in Adult Education Conference of the National College Transition Network brings together high quality professional development by presenters from around the country.

OUTCOMES

How are outcome goals for the transition, e.g., in terms of level of entry to PSE, defined?
What is the system instituted to track student outcomes through data sharing across ABE, PSE and workforce development systems?

A priority in Rhode Island’s Call for Investment Proposals is to support adults in getting a high school credential and in the transition to postsecondary education. An “Outcome Management” framework serves as a tool for service improvement.

The Evaluation Report: Maine’s Adult Education to Transition Project - Fiscal Year 2008 highlights the outcomes of the first full year of the statewide implementation of 22 legislature-funded College Transitions programs across the state.

Results from the Workforce Data Report (#2009 – 03R) of Florida’s Department of Education Workforce Education Division indicate that the higher the GED score, the more likely a GED recipient is to enroll in credit coursework in community colleges.

FINANCIAL AID

How is financial aid policy administered to make postsecondary education affordable for adults? What state-level policies provide sufficient resources for students enrolled for part-time and less than part-time study?
How do states leverage new sources of funding to support and promote adult learners?

Low income students in degree or certificate programs only need to take a minimum of 3 credit hours to receive a grant from the Illinois Monetary Award Program. http://www.collegezone.com/studentzone
/416_891.htm

No Worker Left Behind provides displaced or low-wage workers up to two years of free tuition at any Michigan community college, university, or approved training program.

Adult students taking one course each semester may receive financial aid through Rhode Island’s Adult Education Grant Program endowed by the Rhode Island Higher Education Assistance Authority.

Additional Resources:

Breaking Through, a joint initiative from the National Council for Workforce Education and Jobs for the Future,promotes strategies to strengthen postsecondary outcomes for low-income adults by focusing on creating effective pathways into and through pre-college and degree-level programs.

Council for Adult and Experiential learning (CAEL) offers several publications related to adult learning, workforce development and related public policies.

Center for Law and Social Policy (CLASP) publishes reports on public policies on workforce development and adult learning.

Strategies for Transitioning Adult Education Students to Postsecondary Opportunities summarizes the information generated among state directors of adult education through the Office of Vocational and Adult Education sponsored Listserv discussion. (July 21, through August 1, 2008).