- Multiple entry points are needed so that adults with skills gaps and lower levels of education can enroll in career pathways classes. Providers should consider what entry requirements are needed for students to understand the course material, complete the program, and prepare for postsecondary education or employment. Similarly, programs should track how entry-level students are advancing through the course sequence, from ESL, ABE, or GED® classes to occupational or career and technical education (CTE) classes.
- Programs should ensure that counselors, coaches, case workers, and other support staff have manageable caseloads. Funders and policy makers should consider increasing the funding for support services that address students’ non-academic concerns. These supports should help increase persistence and program completion.
- For careeer pathways to be effective, organizations need measures that capture interim outcomes toward longer-term goals such as completing a degree or obtaining a job. Interim outcomes are especially important for showing the achievements of students with greater barriers to education or employment. Policymakers and funders should support the development and use of interim outcome measures.
- To minimize problems such as gaps in services, duplication, and competition for students, funders and policy makers should support the creation of groups, events, or initiatives that help career pathways providers coordinate their efforts. Funders and policy makers can play a key role in helping workforce and adult education entities collaborate in providing career pathways programs.
- College readiness assessments
- Assessment cut scores
- Multiple measures for course placement
- Innovative course models
- Reporting requirements
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Abstract:
The Reasoning Through Language Arts Instructional Framework enumerates language arts standards, standards descriptions and resources related to teaching to those standards.
Publication Year
2018
The Kentucky Skills U Instructional Framework Series was designed to provide a common instructional foundation for all of Kentucky’s adult education providers. Local adult educators provided the impetus for this project. The Reasoning Through Language Arts Instructional Framework enumerates language arts standards, standards descriptions and resources related to teaching to those standards. Many of the resources are Kentucky-based, but users from any state can create an account to have access to full lesson plans and materials. There are many links to a range of resource materials.
What the experts say
Reasoning Through Language Arts (RLA) Instructional Framework is a comprehensive resource which provides instructors with significant reference material, professional development support, lesson and skills banks, teaching resources and materials for learners. Instructors can work independently, and might also benefit from cohort work in exploring the resource, sharing materials used and developing their own adaptations as necessary. The team of adult educators who created the RLA Frameworks are to be commended for creating a readable set of standards and directly linking those standards to practice in one document. The document is well-designed, clear, and easy to use. And, the resources are well-matched to the standards as well as potentially interesting and engaging for adult learners.
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This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
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Abstract:
Nucleos presents, "One Person. One Plan. Many Partners." Every individual on a second-chance journey has a different story, different challenges, and different goals. A one-size-fits-all approach simply doesn’t work. In this webinar, we’ll explore how personalized learning and support pathways can help individuals identify their strengths, address their needs, and build a meaningful path forward. Through the Nucleos platform, education, career development, mental health resources, reentry support, and essential soft skills can come together to form a coordinated strategy for success. When these services are connected through trusted partners, organizations can move beyond separate programs and create a support system tailored to each person. Because real progress happens when we focus on one person, create one plan, and bring together many partners. Original webinar date: April 21, 2026 Webinar recording link: https://youtu.be/xP7LMUcKJNk
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Abstract:
This mathematics content framework provides comprehensive, assessment-aligned support to adult educators and identifies instructional materials that have been aligned with the Data Recognition Corporation TABE 11/12 Blueprints and the GED Testing Service GED High Impact Indicators.
The Kentucky Skills U Instructional Framework Series was designed to provide a common instructional foundation for all of Kentucky’s adult education providers. This resource was developed by a state-level team and was informed by local providers and is intended to align with the LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data Recognition Corporation TABE 11/12 Blueprints, the GED® Testing Service High Impact Indicators (HIIs), and the College and Career Readiness Standards. The framework has four components: The Student Framework; The Mathematics Instructional Framework; The Reasoning Through Language Arts Instructional Framework; The Instructional Technology Framework.
This resource focuses on The Mathematics Instructional Framework and provides instructional resources that are accompanied by links, descriptions, screenshots and video tutorials. The resources are aligned with the Data Recognition Corporation TABE 11/12 Blueprints, the GED® Testing Service High Impact Indicators (HIIs), and the College and Career Readiness Standards domains. While the resources are designed for the K-12 setting, they can be used as is or revised to meet the needs of adult learners.
What the experts say
This resource contains an enormous amount of material in the lesson plans and the links for instructional video clips. To Kentucky’s credit, the Kentucky Skills U Instructional Framework series is relevant for all adult educators. They have designed a useful tool that provides a common instructional foundation. In developing this resource, they aligned instruction with college and career readiness standards, student assessment criteria, and program performance metrics. It also utilized the LINCS Professional Development Center State Leadership Self-Assessment Tool, the LINCS Adult Education Teacher Competencies, the Data Recognition Corporation TABE 11/12 Blueprints, and the GED® Testing Service High Impact Indicators (HIIs). That makes it significant and pertinent to teachers in other states.
One concern is the overemphasis on procedural mathematics in both the lesson plans and the video resources. Many lessons have an "I do--you do--we do" structure, representing a transmission model of instruction. The resource is limited in its usefulness for developing conceptual understanding, problem solving skills and real-world applications, which are also promoted by the CCRS. These important goals are less amenable to short, single day, self-contained, teacher-focused lessons.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This report presents findings from a research project that examines how adult education providers in three cities designed and implemented career pathways programming for adults who are immigrants or have barriers to employment and education.
This research project examined how adult education providers in Chicago, Houston, and Miami designed and implemented career pathways programming, especially for adults who are immigrants or have barriers to employment and education. The project consisted of three research phases: (1) a survey of all known adult basic education providers (ABE) in the three cities, (2) focus groups with adult education providers in those cities, and (3) case studies of six programs (two per city). The authors offer the following implications based on the findings.
What the experts say
This research provides critical insights into ways that community literacy providers, adult schools, community colleges, skill trainers, workforce development, and human service providers can find their place in developing a career pathway system that is responsive to all adult learners. Adult education programs will find the report useful in developing comprehensive strategic plans and operational pathways for individuals with barriers to employment.
Providers will find a wealth of information about the challenges ABE providers face when adding career pathways to their offerings and promising responses. For example, supportive services are a core element of career pathways but often are not part of the adult education mix of services. The IES research identified two models – bundled and voluntary. They found two national bundled models, the Center for Working Families, and the Financial Opportunity Center. Both bundled models require participation in two or more integrated support services, including financial coaching, employment coaching, and/or access to income supports. Voluntary models, on the other hand, give students access to one or more services, but participation is voluntary, and rarely offer financial literacy or counseling.
Another example is access for lower-skilled students and students with barriers to employment. The IES survey data showed that there are minimum test score, language, or other entry requirements for more than one-half of all the career pathways services or classes in their research. The case studies confirm that overall, lower-level students had less access to career pathways programs. The researchers did identify some promising models for addressing these barriers for lower-skilled students. For example, a Miami-based provider, Lindsey Hopkins Technical College, had, “per Florida state policy, an exit requirement for all but one of its CTE courses. This model enabled lower-level students to enroll and then demonstrate their academic or practice-based competence – a minimum TABE score or industry certifications, respectively – upon program completion.”
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
An evaluation of the two-year Transition to College and Careers demonstration project, which addressed academic and non-academic barriers to college for adult learners in six adult education centers across New England.
Transition to College and Careers (TCC) was a two-year demonstration project that addressed the academic and non-academic barriers to college experienced by many adult learners. The programs were designed to foster college and career readiness skills in four areas: personal readiness, career readiness, academic readiness, and college readiness and knowledge. One innovative program feature was an online "Introduction to Health Science" course that students from all programs took as a cohort.
Of the 397 adult learners who enrolled in one of the six participating TCC programs, 66% completed the progam, 69% attained college level reading skills, and a majority enrolled in college afterwards. Participants reported that the main reasons for non-completion of the program were a lack of reliable transportation and health issues. These findings support a program design that emphasizes students’ personal readiness, math, online learning, pro-active counseling and advising, and engagement with career centers and employers.
This article appears in an issue of the COABE journal. This article begins on page 4.
What the experts say
The ideas in this article will be helpful to ABE programs and colleges in designing or evaluating college transition or bridge programs. It describes a holistic college transitions project that considers academic readiness as one of the components for success along with personal readiness, career readiness, and college readiness and knowledge. The key elements for student success are laid out with the importance of each component and strategy clearly described. Project findings identify elements that promote student success and provide concrete suggestions for building or evaluating a college transitions program as well as challenges to be overcome. Consequently, the article could be used as a blueprint or discussion points by a staff, advisory board, or planning committee.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2018
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Abstract:
This webinar recording defines and describes the Integrated Education and Training (IET) model and aligns it to the Illinois Integrated Career and Academic Preparation System (ICAPS). This webinar recording provides a deep dive into the various workforce training models. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. Benefits and Uses The resource helps to define the components of the Illinois ICAPS/IET (Integrated Career and Academic Preparation System/Integrated Education and Training) Model One and Model Two in Illinois. Although it is specific to Illinois program requirements, the two ICAPS models both align to WIOA requirements, and the webinar includes pertinent WIOA definitions that are applicable to all states. A PDF of the webinar slides is available to view and download. Resource Notice This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites. Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.Resource URL
Publication Year
2019
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Abstract:
This policy brief identifies common elements of developmental education policies at the system and state levels: college readiness assessments, assessment cut scores, multiple measures for course placement, innovative course models and reporting systems.
For many students, developmental education is the largest obstacle to college success, hindering progress before they ever enroll in a college-level course. Research shows that less than 10 percent of students placed in developmental education at community colleges complete their degree within three years, and only 35 percent of four-year college students in developmental education go on to graduate within six years. These outcomes can leave students with mounting educational debt and no degree to show for their work.
As a result, postsecondary practitioners and researchers have been re-examining and challenging many traditional elements of developmental education from placement strategies to the sequence of courses that students must take. Policymakers are taking note of the research and considering new policies at the institutional, system, and state levels.
This policy brief aims to help state policymakers and postsecondary leaders learn about policies that shape developmental education and how changes become codified. The policy examples reviewed demonstrate how states and postsecondary systems guide student assessment and placement into either college-level courses or developmental courses, encourage best practices with new instructional methods and establish accountability. Across the states, these policies address:
What the experts say
This policy brief identifies common elements of developmental education policies at the state and systems levels. It is a well-structured, easy to understand view of important elements, poses useful questions for educators to consider, and provides a cross section of approaches from fifteen other states on how they are dealing with the same issues. The brief is a functional and practical resource for those adult educators currently involved or planning to be involved in developmental education.
The authors deserve credit for a concise, well-organized, and clearly-written article. Together with its embedded links, the article provides useful information and questions to help teachers and administrators evaluate and revise practice in the areas of assessment, placement, and course offerings. It also offers ABE and ASE teachers a quick overview of new developments in community college education that are relevant to them and their learners.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Publication Year
2019
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Abstract:
This webinar provides viewers with an overview of Integrated Education and Training (IET) through the lens of Integrated English Literacy and Civics Education (IELCE) in California.
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The resource also includes this worksheet, designed to help instructors and curriculum designers develop SSLOs for their curricula.
Benefits and Uses
The informational video resource provides background knowledge for those new to IET, IELCE, and the process of creating a SSLO. The video includes strategies for successful collaboration between IELCE/IET programming and industry and focuses on the features of effective SSLO. The time stamp feature of the YouTube video allows the viewer to advance the video to the content desired. The context of the video is focused on ABE programs in California; however, the strategies and suggestions presented can be used by ABE professionals in other states. This resource also includes a worksheet template for developing your own SSLO.
Resource Notice
This site includes links to information created by other public and private organizations. These links are provided for the user’s convenience. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of this non-ED information. The inclusion of these links is not intended to reflect their importance, nor is it intended to endorse views expressed, or products or services offered, on these non-ED sites.
Please note that privacy policies on non-ED sites may differ from ED’s privacy policy. When you visit lincs.ed.gov, no personal information is collected unless you choose to provide that information to us. We do not give, share, sell, or transfer any personal information to a third party. We recommend that you read the privacy policy of non-ED websites that you visit. We invite you to read our privacy policy.
Resource URL
Publication Year
2019