- Intentionally design and structure career pathways to enable students to further their education, secure a job, and advance in employment.
- Deliver contextualized or integrated basic skills instruction to accelerate students’ entry into and successful completion of career pathways.
- Offer flexible instructional delivery schedules and models to improve credit accumulation and completion of non-degree credentials along career pathways.
- Provide coordinated comprehensive student supports to improve credit accumulation and completion of non-degree credentials along career pathways.
- Develop and continuously leverage partnerships to prepare students and advance their labor market success.
- There has been little rigorous research on whether particular strategies in adult education improve learner outcomes.
- The rigorous research that has been conducted does not address the full set of outcome areas that federal policy emphasizes. Studies measuring basic skills such as literacy did not measure longer-term outcomes such as credential attainment and earnings. Studies that investigated longer-term outcomes did not measure basic skills.
- The available evidence provides limited support for the use of particular adult education strategies over others, although bridge classes and integrated education and training programs offer some promise.
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Abstract:
From studies meeting WWC Standards and the Postsecondary Career and Technical Education topic area protocol, the report concludes that I-BEST had a range of statistically significant, positive effects on outcomes, such as improved credential attainment and short-term employment and earnings.
Rising employer demand for skilled workers has driven efforts to better align occupational training programs to industry needs. Yet, even as the demand for skilled workers increases, less than half of students who enter occupational training programs receive a credential within six years. Community colleges are working to find faster and more effective ways to train those in need of basic skills instruction in math, reading, or job skills. Traditionally, basic skills courses are offered in a sequence that must be completed before students can begin college-level occupational training. However, most students referred to basic skills training never enroll in college-level courses. As its name implies, Washington State's "Integrated Basic Education Skills and Training (I-BEST)" provides integrated basic skills and occupational training that allows students to complete their training program faster, and provides supports designed to ensure students stay engaged in training. Washington State's "I-BEST" program was developed by the Washington State Board of Community and Technical Colleges (SBCTC) and was first implemented in the 2006-2007 school year. Since its creation, "I-BEST" has been replicated in other locations, sometimes under different names. "Accelerating Opportunity" was launched in four states in 2011 with funding from the Bill & Melinda Gates Foundation. With support from the U.S. Department of Labor's Workforce Innovation Fund (WIF), the "Accelerating Connections to Employment (ACE)" program was implemented in four states in 2013. Both "Accelerating Opportunity" and "ACE" programs note that they are based on the "I-BEST" model, with the same core commitment to integrated basic skills and occupational training. Supports provided by these programs differ slightly, and these differences are described in this report. This What Works Clearinghouse (WWC) report, part of the WWC's Postsecondary Career and Technical Education topic area, explores the effects of "I-BEST" on education and labor market outcomes. The WWC identified 12 studies of "I-BEST." Three of these studies meet WWC standards. The evidence presented in this report is from studies of the impact of "I-BEST" on students in career and technical education programs--including African-American, Hispanic, Asian, Native Hawaiian, and White students--in a variety of school settings, including urban, suburban, and rural community colleges.
Benefits and Uses
The high level of academic rigor makes this resource a valuable one for those engaging in IET program design. The style is academic and research-focused, but charts, bullets, and graphic elements are included to ease readability. It takes into account factors, such as how I-BEST has been implemented, the components of I-BEST, including instructional models, career navigational support for students, financial support (e.g., childcare and transportation assistance), job placement help, and I-BEST costs. Using common standards for gauging student career pathways progress, it supports data-based decision making based on I-BEST models for IET program design.
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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.
Publication Year
2021
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Abstract:
This resource provides a comprehensive set of integrated learning outcomes (a single set of learning objectives, or SSLO) for a variety of career pathways, including those for home health aides, certified nursing assistants, logistics and transportation specialists, and building tradespeople and construction design technologists. Some SSLOs are designed specifically for English for Speakers of Other Languages and General Education Development.
This resource can be used to help create SSLO for a variety of career pathway integrated education and training programs. It offers the objectives, relative skill-development pieces and standards, and curricular ideas for implementation. Educators at different programs throughout Florida developed each SSLO, meaning the examples demonstrate effective SSLOs within a range of contexts.
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
2021
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Abstract:
This resource evaluates the Mississippi Integrated Basic Education and Skills Training initiative, which integrates career and technical education with adult education to help residents without a high school credential or with low incomes gain valuable skills and employment. It provides comprehensive insights into the program’s implementation, outcomes, and return on investment, focusing on policy changes, student support services, and partnerships that enhance the educational and economic opportunities for nontraditional students in Mississippi. The report can be used as a guide for structuring the evaluations of program models and program outcomes as measured against an established theory of change.
This resource benefits educators, policymakers, and program administrators by providing detailed evidence of the positive impacts of the Mississippi Integrated Basic Education and Skills Training initiative on educational and employment outcomes for low-income and nontraditional students. It is useful for designing and refining integrated education and training programs, offering insights into effective policy changes, student support services, and community partnerships that enhance student success and economic mobility.
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.
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Publication Year
2021
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Abstract:
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
Developed by the What Works Clearinghouse™ (WWC) in conjunction with an expert panel, this guide draws upon studies of interventions that include one or more of the career pathways components defined under the WIOA. It focuses on promising interventions where there is evidence of improved educational or labor market outcomes. This guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways
Benefits and Uses
This practice guide provides community colleges with five specific recommendations for supporting occupational skills training through career pathways.
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
2021
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Abstract:
This compendium describes nine innovative practices with a holistic approach to adult education services as selected by the Advancing Innovation in Adult Education project.
This compendium describes nine innovative practices selected by the Advancing Innovation in Adult Education project. The practices featured in this compendium represent AE programs’ efforts to provide core AE program services—learner intake, assessment, and instruction—as well as a range of supportive services to engage, motivate, and enable learners to attain their goals for participating in AE. Although the implementation of supportive services such as referral of learners to community agencies for transportation, childcare, and other resources has been a feature of AE programs, what is innovative about the current efforts of the practices highlighted in the compendium is the range of activities they are conducting to assist AE learners and the assumptions of the AE programs implementing the practices about the necessity to support AE learners as broadly as possible to help ensure their success.
Benefits and Uses
This compendium describes the nine innovative practices selected from the third round of applications that adult education (AE) programs submitted in January 2021. These practices illustrate how AE programs can enhance the likelihood of learners’ success by implementing a holistic approach to adult education services. A variety of stakeholders will find this information useful, including AE state staff; AE program administrators, instructors, and staff; workforce development staff; federal agency staff; and AE researchers.
Required Training
No prior training is required.
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
2021
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Abstract:
This compendium describes five innovative practices in bridge and integrated education and training (IET) programs as selected by the Advancing Innovation in Adult Education project.
This compendium describes five innovative practices selected by the Advancing Innovation in Adult Education project. The adult practices highlighted illustrate innovative and enhanced approaches for providing bridge and integrated education and training (IET) programs that assist adult learners in developing the skills, abilities, and knowledge they need to enroll in postsecondary education or occupational training, earn short-term credentials, and obtain employment.
Benefits and Uses
This compendium provides information about two types of practices: bridge programs and integrated education and training (IET) programs. Adult education bridge programs prepare adults to enroll in postsecondary education and training through occupationally contextualized literacy and numeracy instruction and career and college success activities. IET programs enable adult learners to develop their foundational skills and workforce preparation skills through occupational training that leads to educational and career advancement.
A variety of stakeholders will find this information useful, including AE state staff; AE program administrators, instructors, and staff; workforce development staff; federal agency staff; and AE researchers.
This compendium describes the project’s criteria for the selection of innovative practices, and provides context for the practices that were selected and profiles each of the innovative practices.
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
2021
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Abstract:
A new IES snapshot, Adult Education Strategies: Identifying and Building Evidence of Effectiveness, summarizes a systematic review of existing, rigorous research on the effectiveness of categories of adult education strategies.
Nearly 43 million U.S. adults lack the basic English literacy skills required to succeed in the workforce and achieve economic self-sufficiency. The Workforce Innovation and Opportunity Act (WIOA) is the key federal investment helping adults acquire these and other important skills, as well as to earn a high school equivalency credential. WIOA encourages adult education programs to use evidence-based strategies to improve services and participant success. This systematic research review suggests a need for more rigorous studies, as there is not yet much evidence to guide decision making around instructional and support strategies for adult learners.
The appendices for the Adult Education Strategies: Identifying and Building Evidence of Effectiveness snapshot may be found here: https://ies.ed.gov/ncee/pubs/2021007/pdf/2021007a.pdf.
Benefits and Uses
This IES snapshot, Adult Education Strategies: Identifying and Building Evidence of Effectiveness, summarizes a systematic review of existing, rigorous research on the effectiveness of categories of adult education strategies. Key findings include –
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
2021
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Abstract:
This website provides free contextualized video lessons and resources for adult educators and adult students.
To support adult students who lack just a few skills that could push them ahead of the rest on a job interview, the Texas Center for the Advancement of Literacy & Learning (TCALL), at Texas A&M University developed 20 video lessons in English and 20 in Spanish that included topics identified through a needs assessment from adult education teachers around Texas. These lessons are tied to the Texas Adult Education Content Standards. The entire lesson plan and accompanying resources are provided for teachers to teach the lesson in their own classroom as well.
Benefits and Uses
This resource was designed for adult educators. A comprehensive lesson plan is included for each of the 20 lessons with lesson objectives, assessments, activities, and more. Lesson plans are written at both lower and higher educational functioning levels. These lessons can be used in subject matter classes or as part of an integrated education and training program.
The "About" page of the website clearly states how adult educators can use the resource. The videos can be used to teach the first sections of each lesson: Warm-up, Presentation, Modeling, and Guided Practice. Because the videos and student resources are all online, the resource can be used to support a flipped or blended class as well as for distance learning curriculum. Some of the lesson plans specifically suggest how to use the video. The videos are current and compelling, featuring adult learners from diverse backgrounds and experiences.
The supplemental teacher resources are useful for new and seasoned educators. New educators might like the ability to have the concepts taught in the video and then reinforced in class. Seasoned teachers might get ideas for new approaches to teaching certain topics and skills. Limited preparation would be needed to use this resource effectively with adult learners.
Required Training
No prior training required.
What the experts say
The Adult Ed Med Contextualized Video Lessons provide adult educators with easy-to-use materials that support the delivery of quality lessons that engage adult learners both inside and outside of the classroom. The videos feature adult educators, a set of adult learner personas, and authentic adult scenarios. The use of diverse adult learners in the Meet our Learners videos may help adult learners feel a sense of belongingness and desire to work through the skill videos. Additionally, the complete lesson plans articulated at both lower and higher educational functioning levels make these resources 'plug and play' for math, reading, ELA, and workforce preparation instructors.
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
2021