Strengthening Working Families Initiatives: $25M Funding Opportunity

This is a cross-posted announcement from the Department of Labor. 

DOL announces $25 million available for partnerships that improve access to education and training and quality, affordable child care for parents looking to expand their skills.

These grants reflect the Obama administration’s commitment to support working families and fuel policies aligned with 21st Century workforce realities.

To help parents obtain affordable, quality child care necessary to pursue education and training opportunities leading to good jobs in growing industries, the U.S. Department of Labor today on December 17 the availability of up to $25 million in grants through the Strengthening Working Families Initiative.

The grants will support public-private partnerships that bridge gaps between local workforce development and child-care systems. In addition to addressing these systemic barriers, funded programs will enable parents to access training and customized supportive services needed for IT, health care, advanced manufacturing jobs, and others. All participants in grant funded programs must be custodial parents, legal guardians, foster parents, or others standing in loco parentis with at least one dependent. Up to 25 percent of the grantees total budget may be used to provide quality, affordable care and other services to support their participation in training.

“For too many working parents, access to quality, affordable child care remains a persistent barrier to getting the training and education they need to move forward on a stronger, more sustainable career path,” said U.S. Secretary of Labor Thomas E. Perez. “Our economy works best when we field a full team. That means doing everything we can to provide flexible training options and streamlined services that can help everyone in America realize their dreams.”

Grants up to $4 million will be awarded to partnerships that include the public workforce system, education and training providers, business entities, and local child-care or human-service providers. In addition, all partnerships must include at least three employers. Grantees will also be required to secure an amount equal to at least 25 percent of the total requested funds through outside leveraged resources.

The department will award grants in spring 2016 with program activities beginning in July 2016. For additional information and to apply, read the full funding opportunity announcement online at Grants.gov.

Minority Serving Community Colleges: Meeting the Future Now

The Office of Career, Technical, and Adult Education (OCTAE) hosted the first Minority Serving Institutions (MSIs) convening for two-year colleges on November 16th and 17th. I want to take this opportunity to acknowledge and thank all the representatives of MSIs, the experts from academia and the philanthropic sector, and the staffs of the White House, Congressional legislative staff and the many federal agencies, including the Department of Education, who collaborated to make this convening such a success.

Photo of Mark Mitsui addressing the audience of MSI leaders

Deputy Assistant Secretary, Mark Mitsui welcomes Minority Serving Institutions (MSI) leaders from across the country.

As our nation becomes more diverse, a growing number of community colleges are designated as, or are eligible to be designated as Minority Serving Institutions. These colleges play a key role in the higher education completion agenda and have a lot of hard-earned wisdom, experience, and knowledge about student success that needs to be shared. Our work on November 16th and 17th was a major step in the right direction. OCTAE hosted over 120 institutions. More than 250 participants in the convening exchanged practices with peers, networked with representatives from 13 federal agencies, and discovered how philanthropy, research, and national student success initiatives intersect with their work. Attendees also had the opportunity to engage in dialogue with several different divisions within the Department of Education and with Congressional staff. A panel of excellent students provided their perspectives.

This conference built on the foundation of work these institutions have already established to help their students to be successful. The energy and enthusiasm at the conference was inspiring and I am looking forward to the work ahead.

Participants agreed to join one of the MSI communities of practice, some of which had been established prior to the convening by volunteer leaders at various community colleges across the country. These communities will continue to exchange promising practices, share invaluable experiences, and connect with federal agencies in an online format.

If you are interested in joining one of the communities of practice or want to discuss other matters with us, please email me at Mark.Mitsui@ed.gov.

With this said, let me once again take the opportunity to thank the attendees for their participation in the convening, for the ideas and aspirations you shared with us, and for your continuing commitment to the well-being and success of your students.

Deputy Assistant Secretary for Community Colleges, Office of Career, Technical, and Adult Education
Posted by
Mark Mitsui OCTAE Deputy Assistant Secretary for Community Colleges 202-245-7812 Mark.Mitsui@ed.gov

Pell Grants for Dual Enrollment: A Promising Model

By Guest Author,  Acting Assistant Secretary Johan E. Uvin.

A college degree or credential is the key to individual and national prosperity. By 2020, economists predict that nearly two thirds of all jobs will require some level of education and training beyond high school. However, less than 60 percent of Americans 25 years and older currently have this level of preparation.

Last week, I had the fortune of engaging with hundreds of adult education practitioners, researchers, and advocates at National College Transition Network (NCTN) conference in Providence, RI. These thought leaders convened to share and identify effective strategies for helping adult learners progress to and through postsecondary education and training to good jobs.

Dual enrollment programs, in which students enroll in postsecondary coursework while working toward a secondary school diploma, was one of the many promising approaches discussed at NCTN. Research has shown that participation in dual enrollment programs can lead to improved academic outcomes for students such as greater secondary school completion, higher GPA, and increased likeliness of enrolling in and completing a postsecondary degree.

Recognizing the promise of dual enrollment, last year Congress amended the Higher Education Act to allow students who do not have a high school diploma or its equivalent to be eligible for Title IV financial aid through a program called Ability to Benefit (ATB). In order to receive Title IV financial aid through ATB, students must be enrolled in an eligible career pathway program.

In an effort to expand access to higher education, on November 3rd the Department of Education published a Federal Register notice inviting postsecondary institutions, in partnership with public secondary schools or local education agencies, to apply to participate in the dual enrollment experiment that will allow students without a secondary school diploma or its recognized equivalent to receive Federal Pell Grants for integrated education programs. This experiment will expand access to college coursework for secondary school students from low-income backgrounds, a group that studies have identified as benefiting immensely from dual enrollment programs. The Department will invest up to $20 million in the 2016-17 award year, benefiting up to 10,000 students from low-income backgrounds across the country.

In addition to helping low-income students currently enrolled in a traditional public secondary school, this experimental program can provide much needed educational and financial support to low-skilled adults. In the U.S., over 30 million adults do not have a high school diploma and 20% of U.S. adults with a high school diploma have low literacy skills. Many of these low skilled adults are actively seeking educational programs and are working to increase skills, educational attainment, and economic outcomes, and say they want to do more. Dual enrollment programs could enable these adults, particularly those from low-income backgrounds, to achieve their goals.

To be considered for participation in the Dual Enrollment experimental site, interested postsecondary institutions must submit a letter of interest to the Department of Education, following the procedures listed in the Federal Register notice.

Photo of Johan Uvin

Johan E. Uvin
Acting Assistant Secretary for the Office of Career, Technical, and Adult Education (OCTAE)

SEED: Coalitions for Community Growth

The following paragraph is excerpted from the Clinton Global Foundation’s announcement:

Girls from the Tampa Public Housing Authority get involved with a project at the Museum of Science and Industry.

The SEED Coalition is inspiring young minds with STEM activities in energy efficiency. Here, girls from the Tampa Public Housing Authority get involved with a project at the Museum of Science and Industry. Photo courtesy of the U.S. Department of Energy.

In 2015, the U.S. Department of Housing and Urban Development, in partnership with the U.S. Departments of Education and Energy, committed to launch SEED (STEM, Energy and Economic Development): Coalitions for Community Growth, a place-based initiative that will connect public housing residents across the United States to STEM education and jobs. Leveraging federal investments and national partnerships, SEED will create local coalitions of public-private partners to launch or expand programs that provide access to energy literacy, STEM learning and workforce development opportunities for public housing residents. These opportunities will prepare them for living wage jobs in the energy and STEM fields, including those created by federal investments in infrastructure upgrades and energy retrofits at Public Housing Authorities (PHAs). In partnership with local PHAs, SEED will be piloted in five communities: Cleveland (Cuyahoga County), Denver, District of Columbia, San Antonio, and Tampa, with the goal of expanding to 20 cities by 2018. Through this initiative, 8,000 youth in public housing will get access to STEM education; 1,000 residents will receive STEM workforce training, and 1,000 will obtain employment. See more at: https://www.clintonfoundation.org/clinton-global-initiative/commitments/seed-coalitions-community-growth#sthash.6PL2Ju3o.dpuf

What does this look like in a community?

Read More

Improved Reentry Education Grantees

OCTAE is proud to be involved in one of the President’s signature efforts: criminal justice reform. A Presidential weekly radio address on October 31, 2015 signaled new attention to this issue and an event in Newark, NJ on November 2, 2015 laid out the many reform efforts being undertaken by federal, state, and local governments and private enterprise. See the fact sheet released with that event.

OCTAE’s Improved Reentry Education (IRE) program, announced in the White House fact sheet, builds upon the success and lessons learned from OCTAE’s previous investment, Promoting Reentry Success through Continuity of Educational Opportunities (PRSCEO) program. PRESCO aimed to address the chronic issue of underemployment for ex-offenders; provide a more constructive use of time for those under community supervision; and, create an education continuum for bridging the gap between prison and community-based education and training programs. The purpose of the IRE program is to support demonstration projects in prisoner reentry education that develop evidence of reentry education’s effectiveness. IRE seeks to demonstrate that high-quality, appropriately designed, integrated, and well-implemented educational and related services—provided in institutional and community settings—are critical in supporting educational attainment and reentry success for previously incarcerated individuals. IRE applicants were instructed to develop their own models or incorporate the revised Reentry Education Model into their project plans.

Read More

Performance Partnership Pilots for Disconnected Youth

We all share the goal of improving education, employment, and other key outcomes for youth, especially those who are disconnected from work, school, or other social supports.  Today, the U.S. Department of Education is pleased to join with the interagency Performance Partnership Pilots for Disconnected Youth (P3) initiative in announcing nine pilots to improve outcomes for this underserved population.  These pilots give state, local, and tribal governments an opportunity to test innovative new strategies to improve such outcomes for low-income disconnected youth ages 14 to 24, including youth who are in foster care, homeless, young parents, involved in the justice system, unemployed, or who have dropped out or are at risk of dropping out of school.

The idea is simple: P3 gives communities greater flexibility to use the federal dollars they already have more effectively, and they agree to be more accountable for concrete outcomes.  This first set of pilots will test flexibility with federal youth-serving funds in diverse environments across America, including urban, rural, and tribal communities.  Pilot sites include:

  • Baton Rouge, Louisiana
  • Broward County, Florida
  • Chicago, Illinois
  • Indianapolis, Indiana
  • Los Angeles, California
  • The State of Oklahoma
  • Seattle, Washington
  • Southeastern Kentucky, including Bell, Clay, Harlan, Knox, Leslie, Letcher, and Perry Counties
  • Ysleta del Sur Pueblo

Pilots will implement solutions that include, for example, helping low-income moms acquire the skills to become better parents while gaining valuable job experience through childcare internships, helping foster youth successfully transition from high school to college or employment, and intervening with the highest-risk youth before they drop out of high school.  In the coming weeks, Federal agencies and these sites will finalize performance agreements that will support the pilot’s work and outline the outcomes these solutions will be measured against.

Led by the Department of Education, P3 brings together six federal agencies including the Departments of Labor, Health and Human Services, and Justice as well as the Corporation for National and Community Service and the Institute for Museum and Library Services to help communities address common barriers.  For example, practitioners and advocates on the front lines of service delivery have let agencies know that better outcomes are hindered sometimes by programmatic and administrative obstacles, such as fragmented data systems and program stovepipes resulting in poor coordination.  P3 pilots can tackle these challenges more effectively by blending together certain federal funds that they already receive from the participating agencies and by acquiring new waivers and flexibility under federal statutes, regulations, and other requirements.

The P3 model emphasizes evidence and learning, both within communities and at a national level.  The P3 competition asked sites to match existing evidence of what works with community challenges identified through a needs assessment and to demonstrate how they will use reliable data to guide decision-making and be accountable for better outcomes.  All nine pilots responded to the competition’s incentive to rigorously evaluate the impact of at least one component of their on-site approach.  Federal agencies will also conduct a national cross-site evaluation of how pilots implement the P3 model, their strategies, challenges, and outcomes. Findings will help strengthen how agencies and the field address disconnected youth needs in the future.

The zip code a young person is born in should never determine his or her outcomes in life. To help prepare for the second P3 competition, which will be held this winter, the Department of Education has released a Notice of Proposed Priorities on behalf of participating agencies to seek ideas from the field on strengthening this important initiative and empowering communities to think big about reconnecting youth.

DACA Youth Resource Guide

In an effort to ensure that all students have access to a world-class education that prepares them for college and careers, the U.S. Department of Education, in collaboration with the U.S. Citizenship and Immigration Services, has released a resource guide to help educators, school leaders, and community organizations better support undocumented youths in secondary and postsecondary schools. Those for whom the guide is intended also include Deferred Action for Childhood Arrivals (DACA) recipients.

The guide includes resources aimed at high school and college students and includes:

  • an overview of the rights of undocumented students;
  • tips for educators on how to support undocumented youths in high school and college;
  • key information on non-citizen access to federal financial aid;
  • a list of private scholarships for which undocumented youths might be eligible;
  • information on federally funded adult education programs at the local level; and
  • guidance for migrant students in accessing their education records for DACA.

The aim of the guide is to help educators and school staff to support the academic success of undocumented youths and debunk misconceptions by clarifying the legal rights of undocumented students. The guide also shares information about financial aid options open to undocumented students, and supports youths applying for DACA consideration or renewal.

More information about resources for immigrants, refugees, asylees, and other new Americans can be found here.

OER: Providing Equitable Access to Education for All Learners

Summary from White House Blog Post: The Federal government is supporting the use of open educational resources (OER) to provide equitable access to quality education.

Everyone has the right to education…Education shall be directed to the full development of the human personality and to the strengthening of respect for human rights and fundamental freedoms. It shall promote understanding, tolerance and friendship among all nations, racial or religious groups, and shall further the activities of the United Nations for the maintenance of peace.Article 26 of the United Nations Declaration of Human Rights

Access to quality education is an essential component of addressing many of our biggest global and societal challenges. Last year, the United Nations surveyed youth around the world about their priorities—what opportunities they want to be offered. More than improvements in electricity and infrastructure, healthcare, and better jobs, what young people asked for was a good education. It’s no surprise that young people value education. World Bank economists estimate that for every year of study, individual income increases by 10-15 percent. These increases don’t just affect individuals; they often generate a “ripple effect” of benefits to families and entire communities. Openly licensed learning resources, also known as open educational resources (OER), can increase access to high-quality education opportunities and reduce the cost of education around the world.

Read the full post on the White House blog.

White House Launches the Building Welcoming Communities Campaign

This article is cross-posted from ED’s Homeroom Blog, in recognition of all the immigrants and refugees and their teachers in our programs celebrating Adult Education and Family Literacy Week. Read the full post here.

On Thursday, Sept. 17, President Obama launched the Building Welcoming Communities Campaign, which invites local communities to commit, collaborate, and act on a set of principles to aid new American integration. These principles focus on building inclusive, welcoming communities that advance efforts in the core areas of civil, economic, and linguistic integration. The campaign recognizes the significance of local efforts given that each community has unique circumstances and opportunities. We ask that communities heed the call to create welcoming environments for new Americans in their own schools, neighborhoods, homes, agencies, and institutions. Encouraging broader participation in civic life, providing hubs where skills and job training can be developed, and supporting English language acquisition are clear steps that communities can take to ensure that new Americans feel accepted and supported in the places they call home. Enabling each other to succeed is the cornerstone of all successful communities.

To support these efforts, we will continue to provide critical resources and information to help schools, communities, state and local education agencies, institutions of higher education, and educators better serve this population and their families. One such resource, a Department-sponsored webinar series, focuses on key areas of the Building Welcoming Communities Campaign.

Learn more about how you can welcome, engage, and enhance the lives of new Americans (pdf).

Read the full blog here.

 

High School Students Receive CDA Credential

The 2015 graduating cohort from Tuba City High School in Arizona gathers for a photo with their Child Development Associate Certificates.

The 2015 graduating cohort from Tuba City High School in Arizona gathers for a photo with their Child Development Associate Certificates.

This year, eight students at Tuba City High School graduated with their Childhood Development Associate (CDA) credentials as part of a dual enrollment program with Coconino Community College.

Tuba City, Arizona, the Navajo Nation’s largest community, received funding for this program through the U.S. Department of Education’s “Promoting Rigorous Career and Technical Education Programs of Study” program. Tuba City High School is the third school in the nation to award this credential to high school students.

Arizona is one of six states that participated in the “Promoting Rigorous Career and Technical Education Programs of Study” initiative, a four-year project that sought to design, implement, and study the effects of rigorous CTE programs that incorporate the 10 key components of OCTAE’s Program of Study Design Framework and compare the results across urban, suburban, and rural settings.

Over the course of the Tuba City program, students are required to complete almost 500 hours of fieldwork, a professional portfolio, an online national assessment, and 24 credit hours of college-level coursework in the Early Childhood Education (ECE) field. Finally, students are observed in the classroom for 3.5 hours by a trained CDA development specialist.

Maria Goatcher–Tuba City High School’s CDA program coordinator–says, “CDA Certification prepares ECE students for college or employment after high school graduation. The program provides students with career choices in postsecondary education and the workplace.”

Jazmin Greyeyes, Sydney Tsinigine, Raini Daw, Sydney Holiday, Ambrielle Begay, Michel Yazzie, Cheynaea Curtis, and Audre Humetewa are the second cohort to graduate from Tuba City High School’s Early Childhood Education Program with their CDA. The CDA is a nationally-recognized credential in the Early Childhood Education field and provides these students with college credit, experience with elevated academic rigor, and the first step in pursuing other credentials, such as a four-year degree and/or teaching licensure.

Posted by
Olivia Wood is a summer intern for the College and Career Transitions branch of the Division of Academic and Technical Education in the U.S. Department of Education's Office of Career, Technical, and Adult Education.