Learning More About English Learner Youth

This post joins an ongoing series, examining trends in needs and services for disconnected youth. (See the first post, 5 Million Reasons to Care About Youth.) This post welcomes Libia Gil, Assistant Deputy Secretary and Director of the Office of English Language Acquisition (OELA), as a co-author, with Johan Uvin, Acting Assistant Secretary of OCTAE.

OCTAE and OELA have teamed up to learn more about the demographic characteristics, educational attainment, and employment status of older adolescent and young adult English learners (ELs), ages 14 – 21. Many of these learners are unable to complete high school within the traditional time frame and may enroll in adult education programs to earn a high school credential, improve their English language skills, and acquire job skills.
25-million-els-nationwide

This Executive Summary and Infographic, Older Adolescent and Young Adult English Learners: A Study of Demographics, Policies, and Programs,summarizes an extensive analysis of the relevant data from the American Community Survey (ACS) and Current Population Survey (CPS) data.

Key findings about older adolescents and young adult ELs, compared to their non-EL peers, summarized on the infographic include:

  • ELs are more likely to not complete high school, especially in the older 19-21 year old cohort with 22% of ELs vs. 6% of non-ELs without a high school credential;
  • ELs are less likely to be enrolled in formal education, especially in the older 19-21 year old cohort with 44% of ELs vs. 60% non-ELs enrolled; and
  • For those not enrolled, ELs are more likely to be employed.

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Student Voices Kick Off Adult Education and Family Literacy Week 2016

“I wasn’t just signed up for a course, I was asked “What pathway do you want to go on?”  I was given options and I didn’t know I had those options, and it opened up another whole door of opportunity for me. Since then I’ve transitioned from the workforce development program…to the community college…and now I’m at the 4-year campus. ..I didn’t know I had those options until someone asked me, “What’s your purpose?” Asking the right questions is how I’m here and thriving in an environment that’s very competitive.”

“Someone came by my [auto repair] garage and asked me about going back to school. I said I have a job, I don’t have time for education, I’m looking for a career path. But she left me the information anyway…This program has done so much for me. I now have a career, I can provide for my family, and…this program has opened my eyes.”

“Academy of Hope has given me the confidence that I need to go on and further my education and to get that certification so that I can go out and help other people.”

These stories of hope, struggle, and inspiration came from a panel of former and current students addressing the annual adult education meeting for state directors and staff.  Their experiences captivated the audience and reinforced the importance of these programs.

These adult students attend or completed a range of programs, including Academy of Hope, a public adult charter school in DC; the University of DC; and a career pathway program partnership with Alexandria, VA Public Schools and VA Dominion Power. The students shared their stories of challenges to get started on an educational path that supported their needs, and their strategies for completing their programs and setting new, higher goals.

During Adult Education and Family Literacy Week and every week, we salute all the youth and adults who are working on their education and thank their teachers and program staff. We are proud of our contribution in ensuring these programs are offered in communities around the country.

Learn more about Adult Education and Family Literacy Week and follow along on social media at #AEFL.

Opportunity Across America Back-to-School Bus Tour

Join OCTAE this week as we hit the road for the Opportunity Across America Tour—the final back-to-school bus tour of the Obama Administration.

School bus with overlaid map of bus tour route DC to New Orleans.

2016 Opportunity Bus Tour

The tour kicks off in Washington, DC and continues across six states to highlight and celebrate the progress that we’ve made as a nation in education over the past seven years.

From rural towns to big cities, educators, schools, families, and communities share a belief that a quality education can expand opportunity and ensure our nation’s fundamental promise: that with hard work and determination, each of us can fulfill our great potential.

Working together, we can ensure that all students have access to an education that helps them achieve their dreams; that all students encounter school as a safe, nurturing, and joyful place to learn and grow; and that teachers are supported and lifted up in the vital work they do each day. Together, we can give every student and family the opportunity to succeed.

That’s what the Opportunity Across America Tour is all about. We hope you’ll follow along the journey and visit the OCTAE blog everyday to read about the programs, students and communities we meet throughout the week.

Join @usedgov on the tour and tell us what opportunity means to you by tagging your Tweet and Facebook post with #OpportunityTour

Monday – Capital City Public Charter School, Washington, D.C.

Today, on the first day of the 2016 Bus Tour: 8 Years of Expanding Opportunity Across America, Acting Assistant Secretary Johan Uvin visited Capital City Public Charter School to emphasize the Administration’s commitment to Computer Science for All and recognize the significant accomplishments of Capital City, its faculty, and its students. Capital City is an outstanding example of a school committed to the Administration’s efforts to ensure that all students reap the fruits of the new technologies and hands-on learning that are transforming public education.

Photo of Johan Uvin with two students and a school staff member in school hallway.

Johan Uvin and OCTAE staff are led on a tour by students of the Capital City Public Charter School.

Capital City Public Charter School continues to demonstrate the ability to educate its students at a high level of success. Since its first graduating class in 2012, 100 percent of Capital City’s graduating seniors have been accepted to college! Of these graduates, seven were POSSE scholars, two were Trachtenberg Scholars, and one was a Milken Scholar.

Capital City was one of ten CTE Makeover Challenge winners in 2016, earning a $20,000 cash prize and almost $35,000 in equipment and software to help Capital City continue to provide high-quality, robust career and technical education experiences through “making” and computer science and enable students to succeed in the twenty-first century.

We were led by students on a tour of the winning makerspace and Johan Uvin led a roundtable discussion with students and faculty who shared their vision for “making” as well as work-based learning experiences with local public and private partnerships.

Photo of Johan Uvin seated in the cneter with two female students seated on either side of him.

Johan Uvin is flanked by two students of Capital City Public Charter School during the roundtable session.

These are just some of the accomplishments that led First Lady Michelle Obama to say: “Every young person in this country should have a team of teachers, counselors, and school leaders pushing them and supporting them like you [students] all have here at Capital City” during her visit in 2014.

Tuesday – West Kentucky Community and Technical College, Paducah, Kentucky

photo of Kim Ford sitting across a work table from a student

Students demonstrate their projects to Deputy Assistant Secretary Ford during her visit to WKCTC.

Deputy Assistant Secretary Kim R. Ford visited the state of Kentucky beginning the day at West Kentucky Community and Technical College (WKCTC) in Paducah, Kentucky where she toured the Allied Health and the Emerging Technology buildings, while professors and students shared their experiences at WKCTC. Students talked about the integral role career coaches play in their academic success. The coaches support students with mandatory college paperwork, establishing educational and career goals, and other requests. It is this type of mentorship that helps sustain WKCTC’s 48 percent graduation/transfer rate, a rate eight points higher than the national average.

The visit ended with a roundtable discussion on college affordability efforts, student support systems on and off campus, innovation in postsecondary education, and strategic work-based learning partnerships in the community. Reflecting on the visit Deputy Assistant Secretary Ford said, “The level of innovation at WKCTC and the overall excitement from students and staff were very impressive. This was an incredibly exciting and informative visit.”

Photo of Student using an automobile body part to describe his skills to Deputy Assistant Secretary Kim Ford, standing to his right.

Student Jason McGregory describes his skills to Deputy Assistant Secretary Kim Ford.

The day continued with a visit to Graves County Restricted Custody Center (GCRCC) in Mayfield, KY, a male correctional facility where the adult correctional education classes and the Skilled Craft Training Center is administered by WKCTC. Deputy Assistant Secretary Ford got an inside look at GCRCC and its unique commitment to ensure that all incarcerated individuals hold a basic education. If individuals come to GCRCC without a high school diploma, GCRCC requires them to work towards their General Education Development (GED) certificate during their time there. Additionally, the program leverages technology and the Internet to advance student outcomes in adult basic education and English as a second language and increase the employability of incarcerated individuals when they reintegrate into society.

Deputy Assistant Secretary Ford heard from students on how the classes at GCRCC are helping them prepare for their future by exploring ideas and increasing their competencies in new technology. More than 10 community leaders joined the tour and expressed their view of adult correctional education programs as a larger effort to assist incarcerated individuals develop the skills needed for reintegration into society, not just as residents, but as leaders equipped to succeed. “It is great to see incarcerated individuals be given the opportunity to not only gain their GED, but also remain connected with technology while having the potential of their future contributions to our communities and their families be recognized by instructors and correctional facility staff,” said Deputy Assistant Secretary Ford.

Local television station WPSD featured the visit in their evening newscast. You can view their story here.

Thursday – Eastside Promise Neighborhood, San Antonio, Texas

Acting Assistant Secretary, Johan Uvin, and Chief of Staff, Carmen Drummond, visited the Eastside Promise Neighborhood (EPN) in San Antonio, Texas, a 2011 recipient of the U.S. Department of Education’s Promise Neighborhoods five year implementation grant. The vision of the program is that all children and youth growing up in Promise Neighborhoods have access to great schools and strong systems of family and community support that will prepare them to attain an excellent education and successfully transition to college and a career.

Photo of students gather around Johan Uvin, seated, demonstrating their enginieering project.

Acting Assistant Secretary Johan Uvin watches as Bowden Elementary School 5th grade Science, Technology, Engineering and Mathematics students work on a knee brace. The students were from left, Sariya Jackson, Jade Cavazos, Jade White, and Cithaly Cerna.

The EPN’s school and community-based programs led by United Way of San Antonio and Bexar County are helping to reinforce the idea that children do well when their parents do well. Specifically, their Dual Generation Program offers families and parents access to job-readiness programs, support to further their education and family literacy workshops. Additionally, EPN supports San Antonio Independent School District initiatives that aim to increase STEM instruction in the six EPN schools. During the visit Assistant Secretary Uvin visited classrooms implementing STEM curriculum where students talked about their projects and the fun they have learning engineering.
Photo of Johan Uvin being led on a tour of the facility.

Director of the Eastside Promise Neighborhood Tony Leverett, left, gives a tour of the Ella Austin Child Care Center to Acting Assistant Secretary Johan Uvin

The visit included an insightful round table discussion with EPN partners and San Antonio stakeholders. The group discussed the achievements seen at the EPN schools by creating cradle-to-career solutions of both educational programs and family and community supports, and how to maintain this momentum far into the future. Assistant Secretary Uvin congratulated the EPN and community partners by saying, “It is wonderful to learn about the great collaboration San Antonio has achieved with the mayor’s office, the school system and local philanthropic organizations. I look forward to seeing these partnerships sustain the great programming at EPN schools.”

After the EPN visit, Assistant Secretary Uvin met with the San Antonio Chamber of Commerce and toured the Health Magnet Program at Fox Tech High School. Fox Tech students talked about the projects and work-based learning opportunities offered by the magnet program. Assistant Secretary Uvin also participated in a roundtable conversation with the Chamber and other community partners where he learned how the Chamber is integrating a friendly business climate through work-based learning models for students, teacher pipeline structures for future educators, and career navigating programs for the community.

The visit was featured in the San Antonio Express-News and a television newscast.

Friday – Performance Partnership Pilot, Baton Rouge, Louisiana

Photo of Johan Uvin standing at podium speaking to a group of students and staff

Acting Assistant Secretary Johan Uvin shares remarks with students and staff of the Greenville Superintendent’s Academy

On the last day of the #OpportunityTour, Acting Assistant Secretary Johan Uvin and Deputy Under Secretary Kim Hunter Reed visited Greenville Superintendent’s Academy in Baton Rouge, Louisiana to highlight the Administration’s commitment to make significant improvements for disconnected youth in educational, employment, and other key outcomes. The Baton Rouge Performance Partnership Pilot (P3) for Disconnected Youth program is a collaborative effort between the city and school district that focuses on disconnected youth ages 14-24 by offering catered programming at two schools in the East Baton Rouge Parish School System (EBRPSS).

During the visit, Acting Assistant Secretary Uvin and Deputy Under Secretary Reed engaged students in a dialogue during a roundtable discussion about the services that the P3 program will provide and how it will address the needs of youth living in Baton Rouge. Students talked about their dreams and aspirations, but also about the obstacles to success they had to overcome. Other important issues discussed were the impact of the flooding, the recent unrest over racial issues and challenges with law enforcement, and the need to find solutions to end the gun violence and killings. Students made several suggestions to the Mayor and Superintendent to improve their schools and community.

The day ended with a community partnership roundtable where Deputy Under Secretary Reed led a broader discussion on current issues in her hometown of Baton Rouge, including many of the concerns the students raised. Ms. Gail Grover from the Mayor’s Office and Student Ambassador Benjamin Jenkins helped facilitate the discussions during the student and community roundtables.

Reflecting on the visit Acting Assistant Secretary Uvin said, “The students care so deeply about their community and called on all adults in the room to help find solutions to end violence in the community and expand education opportunities.” The U.S. Department of Education, in partnership with the Mayor’s Office, has formed a group to share information and coordinate a response to issues related to the Louisiana flooding.

Southern New Hampshire University, Manchester, New Hampshire

Also on Friday, Deputy Assistant Secretary Kim R. Ford and Senior Policy Advisor David Soo visited College for America at Southern New Hampshire University (SNHU), a leader in competency based education, distance learning, and employer engagement.

SNHU is also one of 44 institutions selected by the Department for the Federal Student Aid Dual Enrollment Pell Experiment. This three-year experiment will allow students taking college-credit courses to access Federal Pell Grants as early as high school. These programs can improve academic outcomes, lower costs and increase access to colleges and universities, especially for low-income students. Through the experiment, SNHU will offer its competency-based Associate of Arts in General Studies and will partner with several high schools.
 

Research consistently has shown that individuals with college degrees are more likely to live healthier lives, be more civically engaged in their communities, have good-paying jobs, and experience greater job security. SNHU and College for America are helping make more Americans enter and complete college by offering a wide range of degrees at an affordable price.

During the visit, Deputy Assistant Ford toured the traditional campus, which serves 3,000 students, and their online center serving 70,000 students across the country. College for America collaborates with over 100 businesses, nonprofits and governments to offer accredited associate and bachelor degrees that students earn online by mastering competencies through real-world projects.

Photo of tables arranged in a square with staff seated around the table

Deputy Assistant Secretary Kim R. Ford and Senior Policy Advisor David Soo held a roundtable discussion on the College for America at Southern New Hampshire University

In the morning, a group of SNHU student ambassadors joined Deputy Assistant Ford for coffee and talked about why they chose to attend the traditional campus. Later in the day, Deputy Assistant Ford met with College for America students and learned how the competency-based programs are helping them gain college credits or workforce training to complete a degree at their own pace.

During a roundtable discussion with University and College administrators Deputy Assistant Ford said, “It is great to see how the innovative models at SNHU, such as online and competency-based programs, provide traditional and non-traditional students the opportunity to complete a college degree at a fraction of the typical cost. These models are allowing thousands of Americans the ability to pursue a college degree for the first time, as well as also complete a degree they might have started years before.”

OCTAE concludes its series of visits on the Opportunity Across America Tour—the seventh and final back-to-school bus tour of the Obama Administration that celebrated progress in education in communities and states across the country.

Mapping Upward Technical Assistance Institute

Mapping Upward Logo with an arrow made of dots

The Mapping Upward project, a national activity led by OCTAE’s Division of Academic and Technical Education, selected four sector-focused networks representing twelve colleges to receive technical assistance to support the embedding of stackable, industry-recognized credentials within technical associate degree programs. The four college networks selected to participate in the project include:

  • Bakersfield College, Shasta College, and Reedley College (California, Horticulture focus)
  • Forsyth Technical Community College, Catawba Valley Community College, Isothermal Community College, and Piedmont Community College (North Carolina, Advanced Manufacturing focus)
  • Luzerne County Community College, Lehigh Carbon Community College, and Northampton Community College (Pennsylvania, Advanced Manufacturing focus)
  • Rowan-Cabarrus Community College and Mitchell Community College (North Carolina, Advanced Manufacturing focus)

Thirty-one individuals representing the college teams participated in the Mapping Upward Technical Assistance Institute, July 21-22 at Gateway Technical College in Kenosha/Racine, Wisconsin. The teams were immersed in sessions with content experts on topics ranging from employer engagement strategies and program design to credit issues and work-based learning experiences. Teams also met in small groups to work on action plans that will be the focus of their technical assistance activities for the next year. College teams will tackle institutional issues as well as collaborate with their in-state partners on the broader goals of their network. All twelve colleges are engaged in an online community of practice for resource sharing and exchange of promising practices. Each network is receiving dedicated technical assistance from a coach as well as support from subject matter experts on targeted topics.

For more information on the project, please visit the Mapping Upward: Stackable Credentials that Lead to Careers page on PCRN or email Erin Berg, erin.berg@ed.gov.

Supporting Student Success: Discussions about Adult Education and Developmental Education Reform in Community Colleges

Earning a postsecondary degree or credential has become a prerequisite for the growing jobs of the new economy.  President Obama has challenged every American to commit to at least one year of higher education or postsecondary training to better prepare themselves for the challenges they will face in the ever-evolving workforce.  OCTAE is committed to supporting community college students and, in turn, strengthening the coordination and alignment between adult education and developmental education programs at community college campuses to better prepare students for the 21st century job market.  The Supporting Student Success: Adult Education and Remedial Education Reform in Community Colleges initiative is a technical assistance activity, funded by OCTAE to support the President and the Department’s goals.

As part of Supporting Student Success, OCTAE, through the support of the Manhattan Strategy Group is hosting three Community of Practice (CoP) discussions this fall.  The CoPs will be hosted on the LINCS online platform.  To comment in the discussions, free membership to LINCS is required, but no membership is necessary to read the discussion. Make sure you are subscribed to Postsecondary Completion LINCS Community of Practice group for more information. Learn more about LINCS here. We highly encourage you to join the CoPs by signing up prior to the start of the discussion.

Get involved! The CoP discussion of best practices listed below will be led by current practitioners of adult education and developmental education programming.

  • Building Bridges Between Adult Basic Education and Developmental Education: October 17-21, 2016
    • This discussion is designed to present strategies and models for collaboration and communication between Adult Basic Education (ABE) and Developmental Education (Dev Ed) programs based on work being done at Amarillo (TX) College and Gateway (CT) Community College.
  • Intensive Skill and College Readiness Programs at Community Colleges: November 7-11, 2016
    • This discussion will lead with the presentation of two programs, St. Louis (MO) Community College’s Academic Academy and Gateway Community College’s Academic Bootcamp. They will provide information about their opportunities surrounding skill development, college and work readiness competency development, and career guidance.
  • Re-Visioning Student Instruction and Support: December 1-8, 2016
    • This discussion is designed to present national programming which incorporates intensive support services. Individuals from St. Louis Community College and Amarillo College will begin by sharing some of their practices which include, but is not limited to: face-to-face advising, online media instruction, and community based supports integrated into training.Erin Berg

Guest blogger: Erin Berg, OCTAE Community College Program Specialist

Hearing the Student Voice – Why Work-Based Learning Matters

Dequan Wilkins poses with Deputy Assistant Secretary for Career, Technical, and Adult Education Johan Uvin and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.

Dequan Wilkins poses with OCTAE’s Deputy Assistant Secretary, Johan Uvin, and his mentors, Natasha Muhammad and Stephanie Amponsah, from the Baltimore-based Urban Alliance.

Dequan Wilkins, graduate of Friendship Academy of Engineering and Technology in Baltimore, Maryland, provided opening remarks for the U.S. Department of Education’s Strengthening Work-Based Learning in Education and Transition to Careers Workshop, co-hosted with the Organisation for Co-operative Economic Development (OECD) in Baltimore, Maryland, from July 26-27, 2016.  As a child and young adult growing up in Baltimore’s foster care system, Dequan recounted his “once-in-a-lifetime opportunity” to obtain an internship at the Episcopal Community Services of Maryland (ECSM) Culinary Arts program and how this work-based learning experience transformed his pathway from school to work.  He connected with a workplace mentor, learned the requisite technical and employability skills, obtained an industry-recognized certification (ServSafe), and was ultimately hired as a Sous Chef.  Dequan is passionate about culinary arts and is looking forward to creating his own bakery.

Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by Director John Ladd, Office of Apprenticeship, U.S. Department of Labor.

Maalik Groves, Shanelle Lockhart, Chloe Starcher, and Dequan Wilkins served as panelists for Youth Voices session moderated by John Ladd, Administrator, Office of Apprenticeship, U.S. Department of Labor.

Three other students—Maalik Groves and Shanelle Lockhart from the Urban Technology Project in Philadelphia, Pennsylvania, and Chloe Starcher, an apprentice at Joint Apprenticeship and Training Committee (JATC) 24 in Baltimore, Maryland—provided similar stories of how work-based learning, as part of their career and technical education programs, enabled them to connect their academic and technical learning and test out their career interests in real life work settings.  Each told of the importance of a caring adult who mentored them, guided them, and helped them master critical employability skills that would help them navigate and excel in the world of work.

These student stories set a perfect context for the two-day meeting that featured international policies and practices for developing and scaling up work-based learning opportunities in the U.S. and abroad.  The full agenda, discussion papers, and speaker bios are available for review at sites.ed.gov/OCTAE/WBL2016.  A U.S. report on work-based learning will be available early Winter 2016 and an international report on work-based learning will be available in 2017.  Stay tuned to the Perkins Collaborative Resource Network (PCRN) at cte.ed.gov for these reports.

Posted by
Robin A. Utz, Branch Chief College and Career Transitions, Division of Academic and Technical Education (DATE)
Posted by
Director, Division of Academic and Technical Education

Equity in Apprenticeship Request for Proposals Announced

The Department of Labor (DOL) announced the Equity in Apprenticeship Request for Proposals (RFP) to increase apprenticeship opportunities for underrepresented populations.  This RFP seeks to award multiple contracts to national intermediaries to develop national or regional “Opportunity” partnerships.  These “Opportunity” partnerships will work to increase gender, racial, ethnic and other demographic diversity and inclusion in apprenticeships.

Links to the announcement and the DOL news release on this effort are below:

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Call to Action: Make Disability Visible in Everything We Do

Today, July 26, is the anniversary of the signing in 1990 of the Americans with Disabilities Act. In recognition of the spirit of the Act, we are pleased to recommit to the important work of making our programs inclusive and accessible to all.

Disability is part of the human experience, and one of the variables that contribute to the rich diversity of our nation.  Disability is not a static condition—people can experience a disability from birth, or develop a disability as a result of genetics, aging, or trauma.  Disability does not discriminate—anyone can acquire a disability, at any time.  Individuals with disabilities are neighbors, teachers, community leaders, and parents. They are workers, managers, corporate CEOs, and healthcare providers. Individuals with disabilities can and do participate in all realms of work, and their strong participation is vital to our economic growth.

According to the American Community Survey, in 2014, the resident population in the United States was estimated to be approximately 319.9 million individuals; and of this, approximately 31.9 million individuals have some kind of disability, including both apparent and non-apparent disabilities. Yet individuals with disabilities still face barriers to full, family-sustaining employment.

On June 21, 2016, the Bureau of Labor Statistics released the Persons with a Disability: Labor Force Characteristics. The data on persons with a disability are collected as part of the Current Population Survey (CPS), a monthly sample survey of about 60,000 households that provides statistics on employment and unemployment in the United States.  Based on this report, in 2015, 17.5 percent of persons with a disability were employed. The unemployment rate for persons with a disability was 10.7 percent in 2015, compared to 5.1 percent for those without a disability. Some key findings (and where to find them in the report) include:

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Summer: A Great Time to Talk about College

As we approach the end of summer, it is important to reflect on ways that we can all support students and families preparing to attend college next year. For the first time this fall, students are able to complete the Free Application for Federal Student Aid (FAFSA) beginning on October 1st. This earlier date allows students to explore further financial aid options before most college’s deadlines. As a result, students will have more college options than in the past.

On average there are 482 high school students for every college counselor, each looking for their own set of advice in regards to the college application process. In addition to those students who have overworked counselors there are many youth and adults who are deciding to return to school and who lack access to free college counseling. For these reasons, in September 2015, the U.S. Department of Education redesigned the College Scorecard to provide the clearest, most accessible, and most reliable national data on college cost, graduation, debt, and post-college earnings. This tool was improved with feedback from students, families, and counselors to help ensure that families and future postsecondary students make the most informed decisions when choosing a college.

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