Friday marked the two-year anniversary of President Obama signing into law the Workforce Innovation and Opportunity Act (or WIOA for short). Last month, the Departments of Labor and Education, in close collaboration with the Departments of Health and Human Services, Agriculture, and Housing and Urban Development, made publicly available the final rules implementing WIOA. We are excited to continue the conversation around WIOA and we are committed to making sure WIOA works for all job-seekers, workers, and employers as the departments implement the final rules.
Watch this video with U.S. Secretary of Education John King and U.S. Secretary of Labor Tom Perez highlighting a success story resulting from local, state, and federal agencies collaborating under one roof.
Janet Terry, winner of the Pennsylvania Governor’s Achievement Award for the Outstanding Senior Community Service Employment Program Participant.
Steps to Success
In 2012, when Janet Terry stepped into the PA CareerLink, an American Job Center, in Pittsburgh, Penn., she brought with her an extensive criminal background and a history of substance abuse dating back to when she was just 16. Through the American Job Center, Janet connected with the Pennsylvania Office of Vocational Rehabilitation (OVR), where her vocational rehabilitation counselor assisted Janet with enrolling in the Community College of Allegheny County’s Modern Office Systems Training (MOST) program. Before Janet could begin administrative assistant training with MOST, she needed extensive computer training, which she received through the Allegheny County Senior Training and Employment Program (STEP). Janet graduated from STEP six months later certified at 50 words per minute with 98 percent accuracy. Janet also participated in the STEP Monthly Job Club, where she learned successful job search skills, along with how to write an effective resume and cover letter. As a result of the knowledge and skills gained from STEP and MOST, Allegheny County hired Janet in 2015 as an administrative assistant earning $10/hour with health benefits.
Because of her successful reintegration into society, Janet no longer reports weekly to her parole officer and she is in the process of seeking a governor’s pardon. Janet works full-time and recently received a promotion with a raise! Of all her accomplishments, she most values the respect and trust she has earned from her family, friends, and peers. Janet’s success did not go unnoticed by the Pennsylvania Department of Aging, which presented her with the Governor’s Achievement Award for Outstanding Senior Community Service Employment Program participant! And, Janet’s success was also recently highlighted by Secretary of Education John King in a video released by the U.S. departments of Education (ED) and Labor (DOL), in partnership with Health and Human Services (HHS), announcing that the final rules of the Workforce Innovation and Opportunity Act (WIOA) are publicly available.
ED, DOL, and HHS Support
Workers and job seekers, like Janet, can seamlessly access a system of high-quality career services, education, and training through the one-stop service delivery system, known as the American Job Centers, and its partners. Janet’s success through the American Job Center was supported in part by programs in:
ED’s Office of Special Education and Rehabilitative Services’ (OSERS) Rehabilitation Services Administration (RSA)
ED’s Office of Career, Technical, and Adult Education (OCTAE)
DOL’s Employment and Training Administration (ETA)
HHS’ Administration for Children and Families (ACF)
More about WIOA
WIOA, signed by President Obama on July 22, 2014, is the first major reform to federal job training programs in more than 15 years. WIOA is designed to improve the coordination of employment and training services across federal agencies, strengthen collaboration with state and local partners, and provide Americans with increased access to training, education, and other support to succeed in the job market and in their careers. WIOA is aimed at increasing opportunities, particularly for those facing barriers to employment including individuals with disabilities, and invests in the important connection between education and career preparation.
ED and DOL, in partnership with HHS, have collectively issued five rules to implement WIOA and resources such as fact sheets and reference guides. For more information, please visit the following WIOA homepages: RSA, OCTAE, and ETA.
This is a cross post from an
Office of Career, Technical, and Adult Education Blog post
The Office of Career, Technical, and Adult Education (OCTAE) has been shining a spotlight on the challenges faced by disconnected youth and the programming models focused on their challenges for the past several years. These are youth roughly 16 to 24 years of age, who are not engaged in education and not employed. They may be living at home or be homeless. They may be in or may have emancipated from the foster care system. They may be high school non-completers or those who have completed some college courses or received credentials. They may live in urban, rural or suburban communities. They may be in or released from justice-involved facilities. They may be single, married, and/or parents.
With this post, OCTAE kicks off a blog series examining what we know about disconnected youth, promising programming models, and the data used to track progress in reconnecting youth with education, training, employment, community, and their families.
We use the term “disconnected” youth, as this is the term used in the statutes and authorities that allow OCTAE to support disconnected youth. These “disconnected” youth have also been called “opportunity” youth.
Youth Not in Education, Employment or Training (NEET)
If you are like me, you like good news more than bad news. That is why many of us in the youth development and education fields were ecstatic to learn that there are almost 300,000 fewer youth who are disconnected than there were in 2010. That is great news.
Not such great news is that these gains vary a lot—and we would argue, too much—depending on where youth live and their race, gender, ethnicity, and home language. Of equal concern is that there are still more than 5 million disconnected youth in our country.
The new data from the Survey of Adult Skills can inform us about youth in the United States who are Not in Employment, Education, or Training, or NEET youth, as the OECD calls these youth.
The U.S. National Supplement of the Survey of Adult Skills, released on March 10, 2016, reported on an enhanced sample in the U.S. that oversampled the unemployed, young adults (ages 16-34), and older adults (ages 66-74). These data allow us to examine the education and work status of youth, their educational and family backgrounds, skill use at work and in everyday life, and proficiency of directly-assessed foundation skills (literacy, numeracy, and digital problem solving).
As the Survey of Adult Skills data have shown, in the U.S. economy, skills matter – almost as much as a credential. The question then becomes: what skills do NEET youth possess? Do they have the foundation skills they need to re-connect and get ahead?
The U.S. National Supplement found that nearly 5% of 16-24 year olds were in NEET status, that is, not engaged in employment, education or training in the 12 months before responding to the Survey. Many of these NEET youth have very low skills. A quarter of NEET youth perform below Level 2 in literacy, and 45% perform as low in numeracy.
The literacy and numeracy domains of the Survey are reported in five levels; skills below Level 2 are considered “low-skilled” according to the OECD, which means that one’s skills are so basic they may prevent an individual from advancing or being able to take advantage of training opportunities that could lead to advancement.
By contrast, youth (age 16-24) who are engaged in education and/or employment tend to score higher in both domains. Less than 16% of youth who are enrolled in formal education and/or are employed score below Level 2 in literacy, and less than 33% score below Level 2 in numeracy.
We need to better understand who the NEET youth are so that we can provide them with opportunities to raise their skills.
These findings trigger many additional critical questions. How many youth, for instance, are young parents? How many are English language learners? How many have a disability? How many are poor or low income? How many are living on their own? Many more analyses can and must be done. Fortunately, the data are here (note: the U.S. National Supplement data is to be released summer 2016) that facilitate further learning.
I think we are at an important point in time. We know that some of our work is paying off. Having nearly 300,000 fewer disconnected youth in six years is no small feat. We also need to acknowledge, though, that what we are doing is almost like tinkering around the edges. We need a strategy that works for over 5 million youth. We need to supplement what we do with a strategy that is at scale by design. That strategy must have a prevention component to it, as well as components that re-connect youth and involve them as leaders in the effort.
Watch for future posts that will spotlight more data and positive programming models.
 The enhanced sample will also include individuals who were incarcerated. Findings from those data will be released later in 2016. Data from incarcerated individuals are not included in the data cited here.
This is a cross-post from an Office of Career, Technical, and Adult Education (OCTAE) blog post.
Last month, we celebrated the one-year anniversary of Upskill America. There was a lot to celebrate. The employers who made commitments last year at the Upskill America Summit created training for approximately 200,000 frontline workers that could lead to higher-skill jobs. Over 10,000 workers have earned degrees and credentials, and nearly 5,000 workers have already been promoted into higher-paying positions. Over the same period, 532,150 frontline workers participated in adult education programs funded by Title II of the Workforce Innovation and Opportunity Act (WIOA) to strengthen their math, reading, writing, or English skills.
This is great progress. An analysis of recent data on frontline workers, however, shows we must do more. See a fact sheet created by OCTAE for the 2016 Upskill celebration, based on the updated Survey of Adult Skills data. The good news is that WIOA creates opportunities to further extend upskilling efforts for the benefit of America’s workforce.
Let’s look at the data first. There are between 20 and 24 million workers who lack foundation skills for getting ahead, with literacy proficiency below Level 2 on the Survey of Adult Skills. Who are they and where do they work?
Low-skilled frontline workers have different backgrounds and have different language proficiencies and needs.
60% hold one or more jobs in the following industries: retail, health, hospitality/food, manufacturing, and construction
57% are men
50% are younger than age 45
Nearly 80% are parents
20% are Black
Nearly 40% are Hispanic
Nearly 70% have at least a high school diploma
60% make less than $20,000 a year, which is much less than the median earnings for all workers with a high school diploma, not just lower-skilled workers.
These workers have different backgrounds and bring diverse views to their work and workplaces, and a significant number of frontline workers are bilingual or multi-lingual.
It is very encouraging that many frontline workers have taken steps to improve their skills. Fifty percent participated in formal or non-formal education in the year leading up to the Survey and 10 percent participated in distance education. Employers were more likely to have paid for non-formal education and training, in 40 percent of the cases, than formal education, in only 10 percent.
If half of these frontline workers do participate in education and training, then half—or roughly between 10 and 12 million workers—do not. So how do we change that? And specifically, what can the public and private sectors do together to give more frontline workers access to education and training opportunities that will allow them to move up?
WIOA offers specific opportunities to expand access. As States are preparing to compete their WIOA Title II funding, for instance, partnerships between employers and eligible providers can apply for funding to support learning opportunities for frontline workers. Here you can find an example of how Alexandria City Public Schools are working with Dominion Services-Virginia Power to create a powerful upskilling program for work in the electrical and utility industry. But, WIOA can do much more for employers and their employees. See a guide compiled by the Department of Labor on how businesses can engage in the workforce development system.
Employers, WIOA service providers, and partners can collaborate to create that first job opportunity for many of our vulnerable subpopulations, particularly those individuals with significant barriers to employment including job seekers with disabilities, foster youth, returning citizens, and others. This type of upskill-backfill partnership creates a pipeline for firms and pathways for workers. There are no losers in this. Only winners.
 Median annual earnings for all workers with a high school diploma for all skill levels are approximately $30,000 based on 2012 Program for the International Assessment of Adult Competencies data.
I grew up in a small town that lacked a strong educational system. Due to our size and lack of funding, not much was offered in the way of extracurricular activities and programs. However, some of our teachers were nothing short of exceptional. I was fortunate enough to have one of those teachers during my elementary years. Because of her commitment and dedication to education, I grew tremendously as an individual.
After I graduated with my bachelor’s degree in elementary education and master’s degree in special education, I moved back to that same small town to teach at the same elementary school that I attended. Being in this school, I’ve had the opportunity to mentor students and provide the stability and love that many of them do not experience at home.
More than anything, I want my students to know that I care. That’s why I teach.
Education was not always my field of study. I received a Bachelor’s degree in psychology and was enrolled in a Master’s program for school psychology. It was during one of my fieldwork sessions that I realized that teaching was my passion. I was observing in a second grade classroom, gathering data for one of my school psychology assignments. After two hours, I hadn’t collected any data because I was so engaged with the lesson. This is when I realized my calling was teaching children, not testing them as a school psychologist all day. Therefore, I returned to school to obtain my teaching certificates in elementary and special education so I could provide engaging, hands-on lessons that meet every student’s learning needs.
To me, teaching is understanding that each student is unique. It is designing lessons to accommodate students’ different learning styles to provide a quality education in the diverse classroom.
My college president always preached that what you give to others, one day they will give to someone else and if we can keep this chain going we have done our part. Teaching to me is giving knowledge to others in the hopes that one day they will give it to someone else. I teach so that my students will show kindness to a stranger with no expectation of anything in return. I teach so that one day my students will have more than tolerance for all types of people no matter their race, religion, or culture. For many of the kids at my school, new experiences outside of the school walls do not exist. They do not get to create memories or moments that can change the rest of their lives.
I am not just their teacher; I am their chance to see the world from within the walls of our classroom!
I teach for the children—for the people they are and the people they will become. I teach in a vibrant; economically, ethnically, racially and linguistically diverse; Title I school because I believe in the power of education to transform lives. As a teacher, I am an advocate for my students and their families. I strive to understand their needs in the context of equity and diversity, as well as analyze and prepare the curriculum and our institution to meet those needs.
As a Montessori teacher in a public school, I am dedicated to enabling each child to discover who they are and what they love while critically examining the world around them. I design learning experiences so the students will make connections on a personal level, cooperate and communicate effectively with one another, and reflect upon ways to improve and celebrate their own actions, skills, talents and abilities.
I was a career changer. After earning my Master’s degree in Public Policy and International Affairs, I worked on large scale research projects for a few years. During that time, I came to the decision that I wanted to impact the lives of children directly. I took a professional and economic risk to return to school to earn my Master’s degree in Education with dual certification in secondary Special Education and Social Studies at the University of Pittsburgh.
My student teaching experiences were at an urban Middle School in Pittsburgh, where I fell in love with my students and the job of teaching. Currently I am Special Education teacher at a High School in the Federal Way District, near Seattle. My training as a teacher provided me an opportunity to relocate across the country and have a job that brings great personal and professional satisfaction. I am passionate about improving the reading skills of the teenagers in my school.
I became a special education teacher initially because I wanted to make a difference. I wanted to help students in struggling communities who had learning hurdles overcome those barriers and be successful in the classroom. Now in my sixth year of teaching, I’ve realized that my teaching is about filling students with knowledge, exposure, and empowerment. The more I pour into them, the better prepared they are for the next challenges they will face in life. One single educator can impact so many lives.
I teach because I have been blessed to have had so many influential people pour excellence into my cup and I feel the responsibility to do the same for the next generation. My hope is that I can inspire a few to want to keep it going and give back when they have the opportunity to do so.
During middle school service learning, I volunteered at a childcare center that provided service to families typically turned away from centers due to money or the needs of their children. I quickly realized my adoration for helping children “level the playing field”. This adoration, coupled with my passion for social equality, drove my decision to educate students with special needs. Watching students overcome the barriers presented by their exceptionalities is my daily affirmation. Every day, I witness exceptional students strive to take ownership of their lives and their education in the face of perceived limitations and a lack of societal awareness.
I firmly believe that my fundamental job as a special educator is not simply to help students navigate their school career or prepare for postsecondary outcomes but to help them claim/reclaim their lives. This charge serves as my humbling, call-to-action each day and is the reason why I teach.
My interest in education came from a deep appreciation of learning and the opportunities that education provides individuals. It also comes from the realization that not all students are provided with equitable access to these opportunities. As I started to volunteer more in public school systems through local Pittsburgh organizations, I realized that these barriers to quality education, though complex and often intimidating, are not insurmountable. I wanted to do something about those barriers, and felt that teaching was a career in which I could have a tangible impact, connecting students to education so that they could become the best versions of themselves.
I am currently a middle school learning support teacher at Peters Township Middle School [in Washington County]. My favorite aspect of my job is when I can celebrate the varied successes of my students, whether that be their acing a challenging math test, learning how to ask for help, finding deeper meaning in Shakespeare, or earning Hot Cheetos as part of a behavior plan. I find that taking time to appreciate both the large and small gains creates a dynamic atmosphere where learning is exciting for students, and I look forward to being a part of that atmosphere every day.
I have been asked many times the question, “Why do you teach”? There are many reasons why I teach but the most honest response is, to have the ability to improve the future of society. Children today have the ability to make the world a better place, as they become functioning citizens in society. I know that I have been given a very important role in my life and can ultimately improve the quality of life for not only the children I teach, but also for members of society.
As a Special Education teacher in a high poverty area in the South Bronx, I truly understand the struggles that families face each and every day. I am given the responsibility to alleviate some of the stresses by providing quality special education services to those in need.
I dream to see my students sore to their greatest potential and that is the true answer to the question, “why do I teach?”
Why do I teach? That is a question I am often asked, especially when people find out that I teach students with autism spectrum disorders. I will tell you one thing, it is not because “I am a special person” or “I have a lot of patience” like most people say when I tell them my profession. It is because every child has the right to learn. I love reaching the kids that nobody else can reach and seeing them become positive members of the school community.
That is why I teach, students need to know that there is someone there for them no matter what, to advocate for those without a voice, support them when they feel as though no one else can, and to love them unconditionally. I teach for my students, to make their world a better place, even if it is just for the school day.
In second grade I had big goals to go to Harvard to become a dolphin trainer and an Olympic swimmer. Even though I didn’t make it close to Harvard or the Olympics, I realized that having goals is extremely important, so I knew that becoming a teacher would allow me to motivate other children of all races, religions, and backgrounds. Now, I work on a military base where students are constantly moving from base to base and have hectic lives.
I love when each student walks in and sees me and my smile and can relax, feel comfortable, and have a stable environment. It is an amazing feeling when they smile and tell me about their future goals and new adventures. I love being their biggest cheerleader and will always help them achieve whatever goal they set, even if it is becoming valedictorian of Harvard!
Helping students realize their potential and see what they can be… that’s the most rewarding thing in the world. Showing children their value and making them see what I see when I look at them-that’s why I teach. Getting a child that has never wanted to pick up a book become so immersed in the plot—that’s why I teach. Every day I want to give my kids what they need in order to thrive and if I do my job—then they can do theirs. Educating our future creates sustainability and ensures that values that matter like respect and having empathy are carried on.
I feel extremely fortunate that so many parents share their most precious gifts with me, and it is my hope that I can send them out into this world motivated to not only gain educational success but also to understand that nice matters.
This is a cross-post of a Blog from the Office of Elementary and Secondary Education (OESE). Please submit your comments there.
On April 21st, the U.S. Department of Education came together with the White House and numerous public and private partners to announce our shared commitment to improving Science, Technology, Engineering, and Math (STEM) education in early learning (Preschool–3rd Grade). Early engagement in STEM is critical for our youngest learners because opportunity gaps in STEM can begin prior to preschool—and they can continue grow as students progress through school. There are a host of ways that the public and private sectors can partner to better address this STEM opportunity gap in early learning, such as integrating STEM with the arts and literacy, and using education technologies including screen media (e.g., television, computers, videogames, tablets). We believe that the use of technology can be an important tool for closing these gaps when used intentionally and appropriately in conjunction with other forms of pedagogy.
The U.S. Department of Education would like to initiate a discussion with the early learning and STEM communities on how best to engage and support parents, caregivers, educators, researchers and developers on how to eliminate opportunity gaps in early childhood STEM education, especially by leveraging education technologies. This conversation will inform federal policy decisions in the coming months.
Call to Action:
We ask early childhood educators and researchers, in particular, to help address these fundamental questions:
Recommendations for screen media use in early childhood vary. It is difficult for educators, parents and caregivers to make informed decisions about which content is effective and how and when to use it. For example, how can educators, parents and caregivers best determine what content is age-appropriate?
How can we make it easier for educators, parents and caregivers to select applications that are high quality and proven effective? What research gaps do we need to address to inform these types of decisions?
How do we effectively support professional development (PD) for educators to facilitate the effective use of education technologies to close STEM opportunity gaps in early learning settings? How can education technologies help provide effective PD?
How can we help media developers address the needs of diverse students and those with special needs to increase student engagement, and to promote social emotional learning?
How can we bridge the opportunity gaps between STEM education, literacy, and the arts? What, if any, is the role of technology and screen media in these efforts?
Please submit your comments and questions in the open forum of OESE’s original Blog (no comments accepted on this OSERS cross-post) by 5:00 p.m. ET on Friday, May 13, 2016. We seek open and robust discussion of these issues so that we can improve education outcomes for all young children and provide effective guidance for parents, caregivers, and educators.
Note: These resource materials are provided for the user’s convenience. The inclusion of these materials is not intended to reflect its importance, nor is it intended to endorse any views expressed, or products or services offered. These materials may contain the views and recommendations of various subject matter experts as well as hypertext links, contact addresses and websites to information created and maintained by other public and private organizations. The opinions expressed in any of these materials do not necessarily reflect the positions or policies of the U.S. Department of Education. The U.S. Department of Education does not control or guarantee the accuracy, relevance, timeliness, or completeness of any outside information included in these materials.
Dwayne, Julian, Martina and Jared Ballen. Dwayne Ballen was a featured speaker in the Office of Special Education and Rehabilitation Services’ recent Google Hangout on Inclusion in Early Learning Programs. (Photo courtesy of the Ballen family.)
A few years ago my sons Julian and Jared attended tennis camp at the University of North Carolina. During the camp’s awards ceremony, tennis coach Sam Paul announced that counselors and campers unanimously agreed Julian clearly won the category for best attitude.
Coach Paul quickly realized during the camp that Julian, who has autism, was not at the same athletic level as other campers, many of whom were younger and more skilled.At the same time, he had something valuable to contribute.
Coach Paul took the time to not just “look “but “see” Julian, and what he witnessed, he later told me, left an impact. No matter the task facing Julian, it was always carried out with a smile and cheerful readiness. He also noticed the positive effect Julian’s presence had on other youngsters.
A number of the campers began to take attitude cues from Julian. In a couple of instances, a potential tantrum was replaced with a more reflective, and productive reaction. It was the Julian effect in full flower.
What Coach Paul engaged in that week was inclusion. He had no professional training for it, nor was he necessarily pre-disposed to do so. He simply wanted Julian to have the same experience as the other children attending camp. Inclusion should be practiced throughout society and not just confined to those areas where special programs and trained professionals are in place.
My brother Michael provided another clear example of inclusion during our family’s 2013 Thanksgiving gathering at his house. During a post-meal trivia game, Michael announced that he wanted Julian as his partner. The subject of the afternoon was Disney trivia. Michael was acutely aware of Julian’s passion for all things Disney, especially the animated movies and theme parks.
Julian, full of excitement and a staggering amount of Disney knowledge, was the star as he and my brother destroyed a team comprised of five other family members. Michael, a municipal police department official, found a way to bring his nephew out of the corner and to the table of engagement. All it took was recognition and desire. That is inclusion.
My wonderful wife, Martina, and I have always believed that inclusion is a full family endeavor that takes all forms. Julian does the same amount of chores his brother Jared does. If one takes out the trash then the other is expected to roll out the recycle bin. Julian is expected to clear his dinner placement and put the dishes in the washer. He has responsibilities that fit with his capabilities, just like his brother. This too, is inclusion.
I’m hopeful that we all consider opportunities to practice inclusion in everyday life. It begins with the simple idea of, “When you look, make sure you see.” It’s also important to understand that inclusion is not just a one-way street. Those being included often have something to teach us about ourselves and the human community. I’m sure Coach Paul would wholeheartedly agree.
Dwayne Ballen is the author of ‘Journey With Julian’, an autism advocate and speaker, and a network television sportscaster with the CBS Sports Network. Dwayne Ballen was a featured speaker in the Office of Special Education and Rehabilitation Services’ recent Google Hangout on Inclusion in Early Learning Programs.