THE BREAKING THROUGH PRACTICE GUIDE
Labor Market Payoffs
PREFACE V
INTRODUCTION 4.3
PROVIDECAREEREXPLORATIONOPPORTUNITIES 4.4
CareerAssessmentandExploration 4.5
Career-PathwaysRoadMaps 4.7
ESTABLISHCONNECTIONSWITHKEYLABORMARKETACTORS 4.7
EngagewithLaborMarketActorsinHigh-DemandFields 4.8
Vignette:LakeMichiganCommunityCollege 4.11
CHUNKTRAININGTOCREATECAREERPATHWAYS 4.12
“Stacking”TowardMoreComprehensiveCertificationsandDegrees 4.13
TheRoleofCertificatesandCredentials 4.14
PARTICIPATEINREGIONALEFFORTSTORETAINANDRECRUITBUSINESSESANDINDUSTRIES 4.15
ParticipationinRegionalEconomicDevelopment 4.15
SCALINGUPLABORMARKETPAYOFFS:CASESTUDYOFMOTTCOMMUNITYCOLLEGE 4.16
REFERENCES 4.18
TABLE OF CONTENTS
4.3BreakingThrough
LABOR MARKET PAYOFFSIntroductionAsignificantbarriertoimprovingthecareerprospectsoflow-skilledadults(botholderandyounger)revealed
duringthe2004Breaking Throughresearchisthelackof“labormarketpayoffs”forthoseseekingtoupgrade
theirmarketableskills.Toraisetheiracademicskillstothelevelneededtoqualifyforpostsecondaryoccupational
credentials,theymustinvestsignificanttimeandresources—butthereisnoeconomicrewardforskillimprovement
untiloneearnsafullcredential.Withfewincentivesandmanyobstaclesalongtheway,itisfartooeasyforadult
students,especiallythosejugglingwork,family,andschool,togetsidetracked.Nowondersofewadultsentering
remedialprogramseverearncollegecertificatesordegrees.
TheonlypotentialearlypayoffbuiltintotheU.S.educationsystemforlow-skilledadultscomeswithearningthe
GED,intendedforthosewhodidnotcompletehighschoolbuthavethemotivationtodeveloptheirbasicskillsto
ahigh-schoollevel.TheGEDwasintroducedin1942togiveWorldWarIIveteranswithoutahighschooldiploma
awaytotakeadvantageofGIBillbenefits(Tyler&NationalBureauofEconomicResearch2001).Today,theGED
ismostusefulasa“gatekeeper”:anumberofcommunitycollegesrequireadiplomaoraGEDformatriculation,
andresearchsuggeststhatthepayoffofpostsecondarytrainingforGEDholdersisjustashighasforregularhigh
schoolgraduates(Tyler&NationalBureauofEconomicResearch2001).
AGEDalone,though,isfarfromaguaranteethatitsholdercansucceedinpostsecondaryeducation,letalone
earnenoughtosupportafamily.TheGEDwasassociatedwithhigherwageswhenitwasfirstintroduced,but
currentresearchintothetruelabormarketvalueoftheGEDshowsnoclear-cutwageadvantage(Murnane,Willet
&Boudett1995;Heckman&LaFontaine2006;Tyler,Murnane&Willet,2000;Tyler&NationalBureauofEconomic
Research2001).
WhilesomeemployersmayrequireadiplomaoraGED,receivingthatcredentialwhileemployeddoesnotentitle
theworkertoapayraise.Inaddition,GEDprogramsfailtoaddresstheneedsofadultswhoalreadyhaveahigh
schooldiplomayetstillhavelowacademicskills.The2003NationalAssessmentofAdultLiteracyfoundthatforall
threetypesofliteracyitsurveys—prose,document,andquantitative—about10percentoftheadultssampledwith
aGEDorhighschooldiplomaastheirhighestcredentialtestedatbelowbasic,“nomorethanthemostsimpleand
concreteliteracyskills”(Kutneret.al.2007,Kaestleetal.2001).
Fourissuesconcerninglabormarketpayoffshaveemerged:
> Mostlow-skilledadultsalsohavelittleknowledgeofthemodernlabormarket—whatkindsofjobsareavailable,
whattheypay,whatacademicortechnicalskillsareneeded.Asaresult,theycanwastetimeintraining
programsforwhichtheylackaptitudeandinterest.
> Thedesignersandoperatorsofmanyremedialprogramslackknowledgeofthemodernlabormarket—aboutjob
availabilityandvalueandaboutemployersandtheirskillneeds.Asaresult,remedialprogramsarefrequently
taughtwithlittleornoreferencetoconcreteinformationaboutthelabormarket(e.g.,whatjobsareinthe
region,andwhatskillsandcredentialsemployersrequireforthesejobs).
> College-basedtechnicalprogramsoftentakemonthsoryearstocompleteandaredisconnectedfromone
another.Asaresult,manylow-skilledstudentsdropoutinresponsetolifechallenges,andtheydonotbuildon
entry-leveltrainingorcertificationtowardmoreadvancedcertifications.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.4
> Attemptstocreatecareerpathwaysforlow-skilledadultsdependonhavingindustriesintheregionthatoffer
decententry-leveljobsandaprogressionofjobstowardhigherpayandbetterworkingconditions—butmany
regionslackabaseofsuchindustries.
Consequently,theBreaking Throughreportproposedthissolution:createlabormarketpayoffsforlow-skilled
adults(Liebowitz&Taylor2004).Duringthedemonstrationphase,Breaking Throughcollegesinnovatedinfour
areas:
> Providingcareer-explorationopportunitiesthatenablelow-skilledadultstomakesoundcareerchoices.
> Establishingconnectionswithlocalemployersandotherkeylabormarketactorstodevelopandmaintainup-to-
dateinformationaboutjobsandadvancementopportunitiesintheregion.
> Creatingcareerpathwaysby“chunking”trainingprogramsintosectionsthatrespondtoidentifiedemployer
needs,awardingcredentialsthatarerecognizedintheregionallabormarketandarestackabletowardmore
comprehensivecertificationsanddegrees,andeliminatingskillgapsbetween“chunks.”
> Participatingactivelyinregionaleffortstoretainandrecruitbusinessesandindustriesthatmeetthe
advancementneedsoflow-skilledadults.
Provide Career Exploration OpportunitiesTraditionally,programsforlow-skilledadultsdidlittletohelpstudentslearnabouttheworldofemploymentor
abouthowtheiraptitudes,interests,andexperiencesalignwithlocaljobs,trainingactivities,andadvancement
opportunities.Programsthatprovideacademicremediation—adulteducationanddevelopmentaleducation—
generallyconsidertheseeconomicissuestobeoutsidetheirmandate.
Publiclyfundedtrainingprogramsalltoooftenfocusonafewtypesoftraining,andtheychannelthepeoplewho
presentthemselvesintothetrainingslotsavailableatthetime.Suchprogramshavepaidlittleattentiontohowwell
jobsmatchindividuals,whetheractualjobsareavailableforthosewhocompletetheprogram,orwhatpotential
theyofferforcareeradvancement.Institutionsthatoffertrainingforafee—usuallycolleges,whetherpublicor
private—relyontheirstudentstochooseprogramsthatmatchtheirskillsandinterestsbythetimetheywalk
throughthedoor.
Unfortunately,manytraineessubsequentlydiscoverthattheyeitherdonotlikeorcannotfunctioneffectivelyin
theoccupationorindustryforwhichtheyarepreparingthemselves.Examplesabound:nomatterhowwellpaid
theymaybe,peoplewhobecomeillatthesightofbloodbelatedlyacknowledgethatnursingisapoorcareer
choice;peoplewhodonotlikeworkingoutdoorsinbadweatherrealizethatconstructionisnotforthem;people
withchronicbacktroublediscoverthattheycannotstandalldaytooperatemachinery.
Opportunitiesforcareerexplorationearlyineducationprogramsarecritical:theygivepeoplethechanceto
experimentwithavarietyoffieldsandtolearnwhattheylikeanddonotlike,aswellaswhattheirabilitiesare.
Therootsofcareerexplorationgobacktothebeginningofthetwentiethcenturyandthemovementtoprovide
vocationalguidance,whichprimarilyfocusedonteensandyoungadultstransitioningfromschooltowork.Asthe
movementmatured,itfocusedmoreandmoreontheneedsoftheindividual,andonhelpingtheindividualmake
careerchoicesbasedonunderstandingboththelabormarketandoneself.Vocationalguidancehasembracedthe
useoftests(increasinglycomputerized)toidentifyindividualskillsandinterests,andithasbroadenedinresponse
tothecivilrights,women’s,anddisabilitiesmovements(Agnew2000;Shahnasarian&Herr2001).
4.5BreakingThrough
Federallawsandregulationshavereflected,andattimespromoted,theseadvancesinthevocationaleducation
movement.Asearlyas1917,theSmith-HughesActprovidedstateswithfundingforsecondary-levelprograms,
andthe1929George-ReedActincreasedthefundingforvocationalguidanceactivities.Today,theCarlD.Perkins
CareerandTechnicalEducationActfundscareerguidanceatthesecondaryandpostsecondarylevels(Moraru&
Neilsonn.d.;Pattersonn.d).
TheU.S.DepartmentofLaborhascontributedtothequestforbetterwaystomakecareerchoices.Itresearches
andanalyzesoccupations(publishingthefirstDictionary of Occupational Titlesin1939),supportsthedevelopment
ofaptitudetestsforuseinemploymentoffices(introducingthefirstGeneralAptitudeTestBatteryin1945),and
fundscareerguidanceforyouthsandadults(currentlythroughtheWorkforceInvestmentAct)(Shahnasarian
&Herr2001).Inrecentyears,thedepartmenthasmoveditsconsiderableportfolioofcareer-assessmentand
informationtoolstotheInternet.O*NETistheupdated,on-lineversionoftheDictionary of Occupational Titles.Itis
describedas“thenation’sprimarysourceofoccupationalinformation,providingcomprehensiveinformationonkey
attributesandcharacteristicsofworkersandoccupations.TheO*NETdatabasehousesthisdataandO*NETOnLine
provideseasyaccesstothatinformation.”(FormoreinformationonO*NET,see:http://online.onetcenter.org/;see
alsocareeronestop.org.)
Adulteducatorsarealsorethinkingtheirroleinhelpingstudentsunderstandtheworldofworkasitrelatestotheir
goals.Duringthe1980s,Congressbegantolookmorecloselyatthequestionwhetheradulteducation(underthe
AdultEducationAct,asitwasthencalled)wasimprovingoutcomesforstudentsinareassuchasemployment.
TheresultingNationalLiteracyActof1991includedstrongeraccountabilityprovisionsandalsoestablishedthe
NationalInstituteforLiteracy,withresponsibilityforidentifyingandmonitoringprogresstowardgoals.Inresponse,
NIFLimplementedEquippedfortheFuture,aninitiativethatidentifiedthreeessentialadultroles,oneofwhich
is“worker,”andresearched“rolemaps”(whatworkersdo)andcompetenciesassociatedwiththeroles.During
subsequentyears,severalstateshavefurtherimplementedtheEFFframework,butmaterialsassociatedwith
implementation,suchaslessonplansandcurricula,havenotemerged,andimplementationofthe2009Framework
isspotty.(Stein1999;CenterforLiteracyStudies,n.d.)
Duringthedemonstrationphase,Breaking Throughcollegesbuiltonexistingmodelsofvocationalguidanceto
developcareerexplorationandnavigationtools,resources,andsupports,withafocusontwopractices:
> Career assessment and exploration:Thisincludesinterestandskillassessments,college-andcareer-success
courses,shortcoursesoncareerexplorationandskillbuilding,andthedevelopmentofcareerandeducation
plans.Somecollegesbuildcareer-explorationactivitiesintobasicskillsandremedialtraining,offering
opportunitiesforadultstoinvestigatecareeroptionswhileimprovingreading,writing,andresearchskills.
> Career pathways road maps:Collegesprovideinformationonoccupations,relatededucationandtraining
opportunities,credentialsandcertificates,industryinformation,andemploymentopportunities,often
presentedgraphicallyasmapsillustratingthestepstofindingacertainjoborenteringacertaincareer.
CAREER ASSESSMENT AND EXPLORATION
CommunityCollegeofDenver’sFastStart@CCDprogramseestheidentificationofcareerandeducationalgoalsas
akeycomponentinstudentsuccess.Career-explorationactivitiesareinfusedintoclassactivitiesandassignments
inacademiccoursesandinaone-creditcollegeandcareer-successcourse.Participantsidentifyandinvestigate
theircareerintereststhroughresearch,interviewswiththoseinthefield,andvisitstoworksites.Theyalsowrite
an“ISearch”paperontheresultsoftheircareerexploration,includinganactionplanthatlaysoutthecourses
theyneedtotaketoachievetheirgoals.Throughtheseactivities,participantsalsobuildtheirreading,writing,and
researchskills.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.6
Thecollegeandcareersuccesscoursegivesstudentsanopportunitytofurtherinvestigatetheircareerinterests
throughinformationalinterviews,jobshadowing,andlabormarketresearch,culminatinginanindividualeducation
plan.Inaddition,atcareer-majorsfairsstudentsmeetwithemployers,college-programadvisors,andformer
programgraduateswhoworkinthefield.
CuyahogaCommunityCollege,aspartofitshealthcarecareerpathway,helpslow-skilledadultsassessand
exploretheircareeroptions.Opportunitiesincludeassessmentsofcareerinterests,aswellasactivitiesdesigned
tohelpstudentsexplorecareers,relatedjobs,careerpathways,andthecollege’scareereducationandtraining
programs.Therearealsoone-hourworkshopsontopicssuchascareerplanning,academics,andfinancialaid;the
programincludesjobsearchandplacementassistanceaswell.
PortlandCommunityCollegeoffersseveralcareerexplorationandnavigationtools,resources,andsupports
tolow-skilledadultsinitscareerpathwaysprograms.Studentsparticipateininterestassessmentsandreceive
assistanceindevelopingcareerandeducationplansandselectingacareermajor.Studentsalsowritean“ISearch”
paper,whichrequiresthemtointerviewoneormorepeopleworkingincareersthatinterestthem.Inaddition,
studentsreceiveadviceandassistancewiththeirjobsearch.
SoutheastArkansasCollege,aspartofitsnursingandalliedhealthcareerpathway,provideslow-skilledadults
withinterestandskillinventoriestoensurethatthefieldisagoodfit.Acollege-successcourseincludestours,
jobshadowing,andinformationalinterviewswithworkersinthehealthcarefield,anditculminatesinacareer-
readinesscertificate.(For information on MECA, see “Definitions” in the Practice Guide Supplementary Materials.)
DavidsonCountyCommunityCollegeofferslow-skilledadultsathree-dayorientationthatcoversbasicskills,
thecollege,andcareerexploration.Careerexplorationincludesanassessmenttooltohelpstudentsidentifytheir
careerinterestsandaptitudes,plusatoolthatshowswhichcertificateanddegreeprogramsatthecollegealign
withtheirinterests.
Thecollegethenplacesstudentsinthebasicskillsclasstheyneed—ABE,GED,ESL,orcollegereview.Instructionis
contextualizedtotheircareerinterestsandaptitudesandselectedcareer-pathwaysareas.
Anothercareer-explorationtoolistheMicrocomputerEvaluationofCareersandAcademics—MECA.This“virtual
reality”programforcareerexplorationandplanningincludescomputer-guidedtrainingandinteractivekits
thatofferhands-onexperienceinafield.(For information on MECA, see “Definitions” in the Practice Guide
Supplementary Materials.)
MottCommunityCollege’scareer-pathwaysprogramsprovide
comprehensiveintakeandskillassessments,careerpathwayroadmaps,
andskillenhancement.ThisincludesOperationFastBreak,anintensive,
eight-week,thirty-hour-a-weekprogramtoprepareparticipantstoenter
careertracksorcollege.FastBreakhelpsparticipantsbuildtheirmath,
reading,writing,computer,andemployabilityskills.ItusesWorkKeys
toassessindividualabilitiesandKeyTraintohelpthemimprovetheir
skillstoWorkKeysLevel4,whichistheskilllevelemployersgenerally
requireforentry-leveljobs.FastBreakalsoincludescollegeandcareer
exploration.Participantsearnacertificateofcompletion,endorsedbythe
localworkforceboard.(For information on WorkKeys and KeyTrain, see the
Practice Guide Supplementary Materials.)
Tip:Make sure students
have opportunities to explore
career options before they
enroll in a career pathway.
4.7BreakingThrough
AtSouthPiedmontCommunityCollege,HumanResourceDevelopment—partofastatewideprogram—provides
arangeofshortcoursesoncareerexplorationandskillbuilding.Thesearefreeofchargetotheunemployed,
underemployed,andthosewithincomesbelowthefederalpovertylevel,withthestateprovidingtuitionwaivers,
althoughtheystillgeneratefundingforthecollege.Topicsincludecareerinterestandaptitudetests,career
planningandassessment,careerreadinessandexplorationofspecificoccupationalareas,computerskills,
workplacecommunicationskills,customerservice,andjobsearch.Theprogramservesasthefrontdoorforthe
college,wherestudentscancontinuetheireducationandtrainingintheoccupationalareastheyhaveexplored.
ParticipantsarerecruitedthroughcommunitypartnershipsandthelocalJobLinkCenter.
TacomaCommunityCollegeoffersathree-creditcollege-successcourseaspartofitsIntegratedBasicEducation
andSkillsTraining(I-BEST)program.Thecoursecoverssuchtopicsascareerexploration,academicplanning,goal
setting,studyskills,test-takingtechniques,timemanagement,communication,collegeandcommunityresources,
respectingdiversity,andmoneymanagement.Aspartofthecourse,studentsdevelopaneducationalandcareer
actionplan.ThecollegealsoprovidesI-BESTstudentswithasupportspecialist,whoservesasasinglepointof
contactandhelpsthemnavigatethecollegeandemploymentsystems.
CAREER-PATHWAYS ROAD MAPS
PortlandCommunityCollegeprovidesthelow-skilledadultsinitscareer-pathwaysprogramswith“roadmaps.”
Studentsreceiveguidanceontherequirementsforenteringtheprogram,industryinformation,employment
opportunities,andrelatededucationandtrainingopportunities(rangingfromprecollege“bridge”programsto
three-tosix-monthprograms,certificateandAssociate’sdegreeprograms,andfurthereducationopportunities).
ForanexampleofPCC’scareermaps,seepage4.12.
AtSoutheastArkansasCollege,thenursingandalliedhealthdepartmenthasdevelopedcareer-pathwaysroad
mapsthatincludeinformationonoccupations,credentialsrequired,andcertificatesthatcanbeearnedalongthe
way.
Thecareer-pathwaysprogramsatMottCommunityCollegeprovideroadmapsinfourhigh-demandindustries:
business,engineering/manufacturing,humanservices,andhealth.Studentscaneasilyseehowtheyprogressfrom
onestageofthepathwaytothenext,aswellasthecredentialsassociatedwitheachofthosestages.Anexampleof
Mott’sroadmapscanbeseenonPage14.
Establish Connections with Key Labor Market ActorsToooftencommunitycollegesandadulteducationprogramshave
weakornonexistentconnectionswithemployment-relatedinstitutions,
particularlyemployers,businessassociations,andworkforce-development
agencies.Thisisprimarilybecausethecollegesdonotviewsuch
connectionsaspartoftheirmission.Asaresult,attemptstodevelop
pathwaystocareersforadultscanbeabstractratherthangroundedin
therealitiesoftheregionallabormarket.Collegesmayteachtechnical
skillsnolongerneededintheworkplace,neglectcritical“work-readiness
skills,”orfailtoconnectstudentswithactualemployersandjobs.Low-
skilledadultssufferdisproportionatelyfromprogramsandpathwaysdisconnectedfromemployersandexistingjobs
becausetheytendtolacktheirownpersonalconnectionstoandknowledgeofthelabormarket.
Tip:Connect students’
academic learning with their
career paths and long-term
goals whenever possible.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.8
Thischallengehasbeenclearforsometime,butlittlehasemergedtoaddressit.OneexceptionistheNIFL
EquippedfortheFutureFramework,andseveralstateshavebeguntoactontheirown.TexasLEARNS,theTexas
AdultEducationandFamilyLiteracyCollaboration,hasemergedasaprojectofthestateagencyadministering
adulteducationthatiscommittedtodevelopingworkplaceliteracyandlanguagedevelopment.Itdeveloped
theTexasIndustrySpecificEnglishasaSecondLanguageCurricula(TISESL)forthreesectors:healthcare,
manufacturing,andretail.
Nocomparableinitiativeshaveconnecteddevelopmentaleducationwithlabormarketgoals.Therefore,Breaking
Throughinnovationstoconnectcareer-pathwaysprogramswiththelabormarketwillbeofpotentialinteresttoa
widearrayofprogramsworkingwithlow-skilledadults.
Breaking Throughcommunitycollegeshavedevelopedavarietyofcareerpathwaysthatresultinhigh-demandjobs
andcareers.Keyfeaturesinclude:
> Afocusonhigh-demandoccupations:Pathwaysleadtojobsthatareindemandinthelocalorregionallabor
market,andtheyprovidefamily-supportingwagesandopportunitiesforadvancement.Thesejobsareusuallyin
constructionandbuildingtrades,manufacturing,healthcare,andearly-childhoodeducation.
> Activeengagementoflabormarketactors:Thecollegesmakeamajorefforttoinvolveemployersandunions
indevelopingandimplementingtheirprograms,invitingcollaborationinsuchareasascurriculumdevelopment
andprogramdelivery.Theyalsoarrangeforjobplacementforstudentswhocompleteprograms.
> Structuresthataccommodatestudentswhowork:Instructionisofferedatavarietyoftimesandlocationsthat
aremostlikelytobeconvenientforadultswhobothworkandattendschool.Somecoursesinvolvework-based
learning,whichtakesplaceatthestudents’workplaces.On-linecoursesarefrequentlyavailable.
ENGAGE WITH LABOR MARKET ACTORS IN HIGH-DEMAND FIELDS
CentralNewMexicoCommunityCollegeoffersanumberofcertificateanddegreeprogramsintheconstruction
andbuildingtrades,suchas:two-termcertificateprogramsincarpentry,plumbing,andwelding;three-term
certificateprogramsinairconditioning,heating,andrefrigerationandelectricaltrades;andatwo-yearAssociate’s
degreeinconstructiontechnology.
Unliketheworkforce-developmentdepartment,theAdultEducation/basicskillssideofthecollege(wherethe
Breaking Throughprogramwasdeveloped)hadweaktiestoindustry.TheBreaking Throughteamusedthe
workforcedepartment’smodel,whichincludesadvisorymeetingswithbusinessandindustryrepresentatives,to
developitsprogramandassessbothlocallaborneedsandtheassociatedskillsthatstudentsneededtodevelop.
CentralNewMexicoCommunityCollegetargetedtheconstructionandbuildingtradesforseveralreasons.First,
itknewfromacritical-needssurveyconductedthroughtheregion’sU.S.DepartmentofLaborWIREDgrantthat
theconstructionfieldwasgrowing.Second,CNMwascommittedtoworkingwithlow-skilledadults,especially
vulnerablepopulations.Forexample,theconstructionindustrywantedtoexpandrecruitmentandwasopento
hiringthosepreviouslyincarcerated.Therewasalsointerestinincreasingthenumberofparticipantsinregistered
apprenticeships—acommonelementinconstructionpathways.Manylow-incomeadultsneedtoearnwhilethey
learn,andthisisakeyfeatureofapprenticeshipprograms.Studentsalsocanearncollegecreditwhileinthe
apprenticeshipprogram.
4.9BreakingThrough
CNMworkswithindustrypartnerstohireinstructorsforclassesoffered
throughtheapprenticeshipprograms,andadvisorymeetingshelpensure
thatprogramsmeetlocallabormarketneeds.Industrypartnerswho
hireprogramgraduatesareasourceofvaluablefeedbackonstudents’
careerreadinessandjobskills,whichcanfurtherhelpwithprogram
development.Forexample,industrysuggestionsledtoanincreasedfocus
onsoftskills—communication,timeliness,andcriticalthinking—aswellas
anemphasisonreadingandmathdevelopmentthroughcontextualized
curricula.
NorthShoreCommunityCollege’searly-childhoodeducationcareer
pathwayisdesignedforchildcareworkerswhoareEnglishlanguage
learners.ItprovidesthemwithapathwaytoChildDevelopmentAssociate(CDA)trainingandtothecollege’s
Associate’sdegreeprograminearlychildhoodeducation.ContextualizedESLenablestheparticipantstostarton
theearly-childhoodeducationpathwaybytakingnoncreditworkshopsinEnglishasasecondlanguageandcourses
contextualizedforearly-childhoodeducation.
Aleadershipteam,withrepresentativesfromavarietyofcollegedepartmentsaswellascommunity-based
organizationsandthelocalWIB,helpedNorthShoredevelopitsfocusonchildcarepathways.Therewasalocal
needtoincreasetheskilllevelofchildcareworkers,andthecollegealreadyhadastrongCDAprogramthatcould
beadaptedfortheneedsofnon-nativeEnglishspeakers.
Thecollegecountsemployersascrucialpartnersinthiseffortaswell.Employerssendincumbentworkersfor
trainingandoffertheirchildcarecentersastrainingsites.Thosehostingonsitecoursesreceivevouchersthat
enabletheirincumbentworkerstotakeadditionalcoursesfreeofcharge.
TheCDAtrainingassistschildcareworkersintheprocessofobtainingtheirCDAcredential,whichisrequiredfor
certificationforchildcareteachersinMassachusetts,andisthefirststeptowardearninghigherwagesforchild
carework.Massachusettsencouragesmoreeducationandtrainingforthoseworkinginearlychildhoodeducation
andhasplanstoraiserequirementsinthefuture.Suchrequirementsprovideemployersandcommunitycolleges
withanincentivetodevelopeducationandtrainingprogramsforincumbentchildcareworkers.
Aspartofthetraining,participantstakecoursesinearly-childhood
education,coveringsuchtopicsaschildgrowthanddevelopmentand
developmentallyappropriateearly-childhoodeducationpractices.They
alsodofieldworkwithchildrenanddevelopportfoliosdemonstratingwhat
theylearn.
NorthShoreCommunityCollegealsooffersatwo-yearAssociate’sdegree
programinearly-childhoodeducation.ThosewhoobtainaCDAcredential
canapplyforsixadditionalcredits—asemester’sworthofcredittoward
theAssociate’sdegree.
Tip:Identify and stay in
touch with employers in
targeted industries and
occupations. This is key to
ensuring that the technical
aspects of the curriculum
meet employers’ needs and
help students prepare for
jobs.
Tip:Develop students’
general employability skills.
These can carry over to new
industries when local labor
markets change.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.10
CuyahogaCommunityCollege’shealthcarecareerpathwayoffersapipelineintocareersforlow-skilledadultsand
increasestheskillsandcredentialsofthosealreadyinthefieldtohelpthemadvance.OnekeyfeatureisPre-State
TestedNursingAssistant(Pre-STNA)training,whichprovidesanonrampintohealthcaretrainingforstudentswith
verylowskilllevels.Forthosewhoneedit,thecollegealsooffersapathtocompletingtheGED,whichisnecessary
foradvancingintohigher-leveltrainingprograms.Thiscontextualizedbasicskillstrainingisdesignedtoprepare
participantsforthenextlevel,STNAtraining.STNAtrainingprovidesover100hoursofinstruction,including
clinicalexperiences,andusuallytakesfourtonineweekstocomplete.
Cuyahoga’sWorkforceandEconomicDevelopmentdivisioncollaborateswithemployerstocreateincentivesfor
enrollingandpersistingintrainingprograms,suchaspaidworkreleasetimeorflexiblescheduling.Thecollegealso
reliesonindustryadvisorycommitteessothatstudentsgaintheskillstheyneedtosucceedintheworkplace.
Ofthesixty-sixstudentsenrolledinthefirsteightcohorts,79percentcompletedtheSTNAtraining,and75percent
ofthecompleterspassedtheSTNAexam.Thesenumbersincludetheverylowskilledstudentswhoenrolledinthe
Pre-STNAprogrambeforebeginningtheSTNAtraining.Ofthestudentswhostartedtheprogram,whetheratthe
STNAorPre-STNAlevel,24percentwereattendingcollegeasoflate2009.
SoutheastArkansasCollegehasconductedlabormarketstudiestoidentifyhigh-growthfieldsintheirservice
area,oneofwhichisnursingandalliedhealth.Thecollegeoffersanumberofcertificateanddegreeprograms
inthisfield,includingone-semestercertificateprograms(e.g.,emergencymedicaltechnology,nursingassistant,
andphlebotomy);one-yearcertificateprograms(e.g.,practicalnursingandsurgicaltechnology);andtwo-year
Associate’sdegreeprograms(e.g.,LPN-to-RNnursingtransition,radiologictechnology,andrespiratorycare).Low-
skilledadultsstartnursingandalliedhealthcareerpathwaysbytakingFastTrackdevelopmentaleducation,which
offersbasicskillstraininginreading,writing,andmath,allcontextualizedfornursingandalliedhealthoccupations.
Employersarekeyandactivepartnersinthenursingandalliedhealthcarecareerpathway.Forexample,health
careemployersprovidesitesforclinicalexperiencesinthepractical-nursingtrainingprogram.Theyhave
alsocollaboratedwiththecollegetocreatecareer-pathwaysroadmapstoinformincumbentworkersabout
advancementopportunitiesandrelatededucationandtrainingprograms.
Asofspring2008,SEARKhadenrolledthreecohortsofstudentsinto
FastTrackdevelopmentaleducationandacceleratedalliedhealth.Ofthe
studentsenrolledinFastTrack,93percentcompletedthesequence.By
comparison,thetraditionaldevelopmentaleducationcompletionratesat
SEARKrangedfrom50to60percent.Two-thirds(66percent)ofstudents
enrolledintheacceleratedalliedhealthpathwayshavecompletedtheir
programs.
Tip:Stay informed about
state and local job markets.
This is critical to helping
students make informed
choices and to guiding the
college’s decisions about
program offerings.
4.11BreakingThrough
Avarietyoffactorsledthecollegetowarddevelopmentof
theirBreaking Throughinitiative:
> Localemployershadidentifiedtheneedforliteracy
trainingfortheirincumbentworkers.
> MichiganWorks(thestateWorkforceInvestmentBoard)
hadfoundthatmanyadultsinthecollege’scommunity
wereineligiblefortheNoWorkerLeftBehindprogram
becausetheywerenotcollegeready.
> Thechairoftransitionalstudieswasconcerned
thatLMCC’sdevelopmentaleducationprogramwas
discouragingforstudentsandfeltthatadultstudents
neededflexibleprogrammingoptions.
Arequestfromthedeanofbusinessservices(whohassince
becomethepresidentofthecollege)todevelopcoursesfor
alocalhealthcarefacilitywasthestartofLMCC’sefforts
todevelopnew, Breaking Through-orientedprogramming.
LMCCfoundthatcross-collegecollaborationwaskeyto
gettingtheprojectstarted.
55 Developaleadershipteamwithinthecollege:At
LMCC,theBreaking Throughteamincludeshigh-
leveladministratorsfromdevelopmentaleducation,
workforcedevelopment,businessservices,career
education,andWorkKeys.
55 StrengthenconnectionstothelocalWorkforce
InvestmentBoard:LMCCisplanningcombinedtraining
foradvisorsfromthecollegeandtheWIBsothat
twostakeholdersinthelabormarket—educationand
employment—cangettoknoweachother.Thetraining
willbefollowedbyongoingmeetings.
55 Workwithcredit-sideinstructionalfaculty:LMCCstaff
areexaminingthecontentandtextbooksofcourseson
thefor-creditandnoncreditsidestocreateladdersfor
studentadvancement.
LMCCstartedbyaddingBreaking Throughcomponents
tothreenoncreditworkforcetrainingcourses(welding,
hospitality,andpharmacytech).TheBreaking Through
componentsincludedremediationthroughKeyTrainaswell
astheCareerandCollegeEssentialscourse,whichcoversa
varietyoftopicsaimedatadvancingstudents’educationand
careers:
> Howtoefficientlyandseamlesslytransitionfrom
noncredittocreditcourses;
> Opportunitiesforcareer-interestexploration;
> Anintroductiontoavailabletrainingcoursesandtheir
requirements;
> Advicetostudentsoncollegeexpectationsandthe
resourcesavailabletothem;and
> Discussionsoftheadvantagesofpostsecondary
education.AtLMCC,thisdiscussionisledbyTRIO
supportstaff.
LMCCisusingdatafromthefirstBreaking Throughcohort
toevaluatethesuccessofthesecourses,butitisalready
movingtoincorporatetheinitiative’scomponentsintomore
courses.Itsadviceforpractitionersseekingtoimprovetheir
workforcedevelopmentofferingsisto:
55 WorkwiththeWIBandlocalemployers.
55 Startbyadaptingexistingprogramsandaddnew
programsasneeded.
55 Usedatatolookathowstudentstransitiontocollege-
levelprograms.
55 Workcloselywithfor-creditinstructionalfacultyand
administrators.
Lake Michigan Community College, Michigan
ENHANCING WORKFORCE DEVELOPMENT PROGRAMS
LakeMichiganCommunityCollege’sBreaking Throughprojectfocusedonenhancingthecollege’sexistingworkforce-
developmentprograms.LMCCaddedseveralelementsthatenhanceditsBreaking Throughportfolio,including
remediationthroughKeyTrain,theopportunitytoearnaNationalCareerReadinessCertificate,andaCareerandCollege
Essentialscourse.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.12
Chunk Training to Create Career PathwaysBreaking Throughcollegeslearnedaboutvariousapproachestocreatingcareerpathwaysintheseriesofnational
meetingsheldbetween2005and2008.MostinfluentialtothevisionofseamlesspathwayswasPortland
CommunityCollege’sCareerPathwaysprogram,which“chunks”two-yearoccupationalandtechnicaldegree
programsintounitsthat:
> Areoneyearorshorter(12to44credits);
> Representthemasteryofskillsindemandbylocalemployers,and;
> Buildonpriorcourseworkandcredentialstowardtwo-yearandfour-yeardegrees.
Figure1showsPCC’saccounting/bookkeepingpathway.
Figure 1. Portland Community College’s Pathway Map for Accounting/Bookkeeping
In2004-05,PCC’spathwayswereonlyopentocollege-readystudents;low-skilledadultswerenoteligible,so
thecollegehassinceadded“bridges”toseveralpathwaysforstudentswithloweracademicskills.Thesebridge
programsincludecoinstruction,withbasic-skillsinstructorsjoiningcontentinstructorsintheclassroom.
(For more information on Portland Community College’s fourteen career pathways and six vocational English as a
second language pathways, see www.pcc.edu/pavtec/pathways.)
AnumberofBreaking ThroughcollegeshavegraspedPCC’sessentialnotionof“chunking”andadaptedittocreate
acontinuumofprogramsforstudentsstartingatlowskilllevels.Forexample,MottCommunityCollegehascreated
pathwaysconnectingnoncreditworkforcestudentstofor-credittechnicalprogramsinfourindustrysectors.Figure
2showshowthepathwaylooksinhealthsciences.
Career Path
ways Train
ing
: http
://ww
w.p
cc.edu
/career/path
ways/
Offered
in p
artnersh
ip w
ith M
t Ho
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Co
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un
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llege an
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Wo
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Option to continue education in pursuit of a Bachelors degree at a 4-year institution
Entrance Considerations
Accounting ClerkEntry-Level
Accounting Clerk
Accounting Clerk
• Account Collector
• Billing Clerk
• Credit Authorizer
• Information Clerk
• Loan Interviewer
• Office Worker
• Office Clerk
• Payroll Clerk
• Teller
• Location: PCC Cascade • Location: PCC Rock Creek• Admission to the College
• Placement into: - Math 60• Placemen - Writing 121• Placement into: - Reading 115
Employment
• Executive Assistant
• Bookkeeping Clerk
• Brokerage Clerk
• Business Operations Specialist
• Mgr of Admin Support Workers
• New Accounts Clerk
• Tax Preparer
14 credits - Certificate• Course Information• Costs
51 credits 1 - year Certificate• Course Information• Costs
92 - 93 credits Associate of Applied Science• Course Information• Costs
Por
tland
Com
mun
ity C
olle
ge Accounting ClerkEntry-Level 27 credits• Course Information• Costs
Career Pathways Training
Career Pathways Training
Employment
Employment
Acco
un
ting
- Bo
okkeep
ing
Tip:Divide technical
curriculum into shorter
“chunked” modules that
yield credentials, enabling
students to get jobs (or
promotions) more quickly.
This also makes it easier for
students to “stop out” for
life emergencies without
losing credit for work they’ve
accomplished.
4.13BreakingThrough
Figure 2. Mott Community College’s Pathway Map for Health Science
“STACKING” TOWARD MORE COMPREHENSIVE CERTIFICATIONS AND DEGREES
Themapsofchunkedprogramspresentedherealsoillustrate“stacking”—thatis,sequentialbuildingtowardhigher
credentialslinkedtobetterjobs.Moreover,chunkingandstackingcreatespathwaysthatare“seamless”—thatis,
withoutskillgaps.ManyBreaking Throughcollegeshavetakentheirunderstandingofseamlesspathwaysfroma
metaphorusedbyDavidPrinceoftheWashingtonStateBoardforCommunityandTechnicalColleges.Hesuggests
thinkingaboutcareerpathwaysasbeinglikesubwaysystems,wheretheexitpointfromthesystemistheentry
pointforthenextsegmentofthesystem.ThemapfromNorthShoreCommunityCollegetakesthismetaphorto
heart(seeFigure3).Attheentrylevel,thepathwayaccommodatesstudents—mostlywomen—workingforlowwages
indaycarecentersandadvancestheirEnglishandtechnicalskillsintoandthroughatwo-yeardegreeprogramthat
articulatestoafour-yearprogram.
Figure 3. North Shore Community College’s map for Early Childhood Education
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.14
AsomewhatdifferentapproachtoseamlessstackingcomesfromOwensboroCommunity&TechnicalCollegeand
theKentuckyCommunity&TechnicalCollegeSystem.Unliketheprecedingexamples,createdinsideasingle
college,andlimitedpotentialforexpansionbeyondthatcollege,OCTCfunctionsinastatewidesystemwiththe
potentialtobuildcareerpathwaysacrossthesystem.Thispotentialwasbuiltintoastatewidecoursecatalogue
developedbyKCTCSexplicitlytosupportthedevelopmentofcareerpathways.
TheKCTCScoursecataloguepresentscareerpathwaysin108technicalareas,fromAdvancedImaginginRadiology
toZooAnimalTechnology,withnotesindicatingwhichofKentucky’s16communityandtechnicalcollegesoffer
whichcoursesineachprogram.Thecataloguewasdevelopedusingan“embeddedcredentials”approachthat
makesexplicitthecompetenciestaughtineachcourseandalignsthemacrosscourses.Thus,studentscanmapout
asequenceofcoursesthatadduptocredentialsanddegrees.(To access the KCTCS catalogue, go to http://stage.
kctcs.edu/catalog/curric/index.cfm?action=s.)
Aninnovativefeatureofthecatalogueistopresentcoursesandcertificationsavailableattheprecollegelevelfora
numberoftheprograms.“Welderhelper,”forexample,isopentopeoplewhotestattheninth-gradelevel.Various
coursesareofferedatthenextlevelup,andastudentcanbuildonthewelderhelpercertificatetowhatKCTCS
callsa“diploma”(lessthanatwo-yeardegree),andthentoacollegedegree.
OCTCstartedoffbyofferingdislocatedworkersandothersaccesstopathwaysinseveralindustryareasthatbegin
withprecollegecertificatesandbuildtowardcollege-levelcoursesanddegrees.OCTCisworkingtoincorporate
anotherinnovationbasedoncrucialobservationsmadebyprogramstaff:theacademic(KCTCSusestheterm
“foundational”)skillsofmanystudentsintheseprecollegecertificateprogramsarewellbelowcollegelevel,
andthecertificateprogramsdonotincludeinstructioninfoundational
skills.Asaresult,studentscancompletetherequirementsofprecollege
technicalcertificatesbutbeunabletoadvancefurtherbecausethey
cannotpasscollege-entranceexamsorfunctionatthereadingand
mathlevelsrequiredforthecollege-leveltechnicalcourses.OCTC
willexperimentwithseveralapproachestobuildingtheseskills,using
contextualizedmaterials.Thegoalistoadvancestudents’foundational
skilllevelsalongsidetechnical-skilldevelopment,seekingtoensurethat
thosewhowantcollege-levelcertificationscanmatriculateintocollege
andenrollinthecoursestheyneed.
THE ROLE OF CERTIFICATES AND CREDENTIALS
Onethemecuttingacrossdiscussionsofchunkedpathwaysistheessentialroleofcertificatesandother
credentials.Thesearefundamentaltotheabilityoflow-skilledadultstoadvanceinthelabormarket.Ifcredentials
aredevelopedcorrectly,theymatchasetofskillsthatemployersidentifyasneeded,andtheyattestthatthe
holderofthecredentialhasmasteredthoseskills.Breaking Throughcollegeshaveusedthisprincipletoconstruct
andstrengthencareerpathwaysinseveralways:
> Incorporatingnationallyorstate-recognizedcertificatesintotheearlystagesofacareerpathway,giving
participantsalabormarketadvantageevenbeforemasteringtechnicalmaterial;
> Usingthedesignprocesstoensurethatcertificatesforaparticularoccupationorindustrystack,withthe
competenciestobemasteredinahigher-levelcertificatebuildingoncompetencieslearnedatthepreceding
level;and
> Designingcertificatesthatensureaseamlesssequence—thatis,allthecompetenciesneededforthenexthigher
levelofcertificationarepresentedintheprecedingone.
Tip:Stack “chunked”
curriculum modules so
students can advance toward
further credentials and
degrees.
4.15BreakingThrough
ThePractice Guide Supplemental Materialsincludeataxonomyof
certificates,whichfallintofourtypes:careerreadiness,short-term,
occupationspecific,andcommunitycollegebased.Theyalsodescribe
eachtypeofcertificate,illustratedwithexamplesofhowBreaking
Throughcollegeshaveusedthem.
Participate in Regional Efforts to Retain and Recruit Businesses and IndustriesForsometimenationalorganizations,andalsostateandmunicipal
governments,havepromotedthegoalofintegratingeconomic
developmentwithworkforcedevelopment.Inpractice,integrationfocusesonthehighendofthelabormarket
andneglectsthelow-skilledadultstargetedbyBreaking Through.Forexample,statesoftenseektoattract
biotechnologyfirms,whilepromotingtrainingthatoffersemployersasupplyofhighlyskilledlabor.Nevertheless,
publicagenciescanincludeworkersatthelower-skilledendofthespectrumineconomic-developmentefforts,
especiallytoattractandretainindustriesandfirmsthatofferbothfamily-supportingjobsattheentryleveland
formalopportunitiestoincreaseskillsandadvancetojobswithhigherpayandresponsibilities.
Breaking Throughhasnurturedseveraleffortstopromoteregionaleconomicdevelopmentintendedtobenefitlow-
skilledadults.Participatingcommunitycollegesareexpandingopportunitiesforlow-skilledadultsbyinfluencing
thedirectionofregionaleconomicdevelopmentinseveralways,including:
> Targetingindustrysectorsthatprovidelow-income,low-skilledadultsgoodjobsattheentrylevelandoffer
opportunitiesforskillbuildingandadvancement,andinwhichthereishighdemand;
> Partneringwiththepublicandprivatesectorsonregionaleconomicandworkforce-developmentefforts;
> Addressingtheeducationandtrainingneedsoffirms’incumbentworkerstohelpthemadvance;and
> Makingtargeted,short-termtrainingpartoflonger-termcertificatesanddegreestopromoteadvancementand
furthereduationandtraining.
PARTICIPATION IN REGIONAL ECONOMIC DEVELOPMENT
PortlandCommunityCollegeisakeypartnerinitsregion’seconomicandworkforcedevelopmentefforts.One
wayitdoesthisisbyjoiningineffortstorecruitbiotech,microelectronics,solar,andothernewindustries.By
collaboratingwithnewindustriesandfirms,thecollegeisinvolvedwiththemfromtheoutset.Forexample,after
helpingrecruitbiotechfirms,PCCthenengagedthesefirmsindevelopinga13-creditbiosciencetechniciancareer-
pathwayscertificateprogram.Thegoalwastomeetemployers’workforceneedswhileprovidinglow-income,low-
skilledadultswithemploymentopportunities.
PCC’scareer-pathwayscertificateprogramsarealignedwiththeregionaleconomyandhigh-demandindustry
areas,andthecollegecollaborateswithexistingindustriestohelpthemgrow.Whenfirmsexperiencelaborandskill
shortages,theyaremoreopentoworkingwiththecommunitycollegeandprovidingemploymentopportunitiesto
jobcandidatestheymighthavepreviouslyoverlooked.
Tip:Work with local
and regional employers
to connect training for
incumbent workers with
related certificates and/
or degrees at the college.
Then, develop pathways that
enable students to build on
employer-sponsored training
to earn college certificates
and degrees.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.16
PCCensuresthattrainingnotonlymeetstheneedsofspecificfirmsbutalsoalignswithcertificateanddegree
programs:trainingispartofacareerpathway.Forexample,PCCcollaboratedwithasolarenergyemployer
todevelopashort-termtrainingpackagedesignedtoprovidetheskillsrequiredforentry-leveljobs.Students
completingthetrainingearncredits—andastackablecredential—thatcanbeappliedtoPCC’sone-yearcertificate
andtwo-yeardegreeprograms.
Bothexternalandinternalpartnershipsarecritical.Externalpartners
includeeconomicdevelopers,employers,andindustry;internalpartners
includeacollege’screditandnoncreditsides.
OwensboroCommunity&TechnicalCollegecollaboratesextensively
withitsregion’seconomic-developmentstakeholders—includinglocal
government,theeconomic-developmentcorporation,andunionsand
employerorganizations—toimprovethevitalityofkeysectorsinthe
regionaleconomyandprovidelow-income,low-skilledadultsgoodjobs
andadvancementopportunities.OCTCistheworkforcearmofregional
economicdevelopment.
OCTC’stargetedsectorsincludemanufacturingandhealthcare.Inmanufacturing,thefocusisonhelpingthe
regionretainitslocalmanufacturingbaseandattractnewfirms.Sucheffortshaveincludedprovidingincumbent
workerswiththetrainingrequiredtomaintainnewindustrialmachinery,and,morerecently,providingdislocated
workerswithretraining.Inhealthcare,thefocusisonhelpingthelocalhospitalsystemmeetitsneedforhundreds
ofadditionalnurses.OCTCprovidesthehospital’sentry-levelworkerswiththeeducationandtrainingrequiredto
moveintothesejobs.
OCTCstructurestrainingaspartofapathway,withshort-termtrainingandcredentialsembeddedinlonger-
termcertificatesanddegrees.Thecollege’sactivitiesrelatedtoeconomicdevelopmenthavehelpeditpromote
institutionalchange,bringinganewfocusonwhoisserved,andonhowandwheretrainingisprovided.
Scaling Up Labor Market Payoffs: Case Study of Mott Community CollegeInscalingupsuccessfulpracticesMottCommunityCollegeprovidesmultipleopportunitiesforstudentstogain
labormarketpayoffsfromtheireducationintheformofbothnoncreditoccupationalcertificatesandcollege
credits.Mottdoesthisbyconnectingitsnoncreditworkforce-trainingprogramswithitsfor-creditside.
Forstudents,theconnectionmakesthebestofbothworldsavailable:studentsgetopportunitiestoquicklyearn
employmentcredentialsvaluedbyemployers,whilealsoaccumulatingcollegecreditsthattheycanlaterapply
towardmoreadvancedcertificatesanddegrees.Motthasinstituteditsinnovativelinkageprocessinallfourofits
high-demandindustry/occupationalprogramareas:healthsciences,humanservicesandpublicadministration;
business,management,marketingandtechnology;andengineering/manufacturing.Motthasrestructureditself
toprovidefullpathwaysintothecollegeforlow-skilledadults,withsequentialcertificatesanddegreesinallfour
industryareas.
Tip:To improve job
opportunities for low-
skilled adults, community
colleges must partner with
state or regional economic-
development organizations
to attract or retain firms
and industries with entry-
level positions and genuine
advancement opportunities.
4.17BreakingThrough
MottCommunityCollegeislocatedinFlint,Michigan,wheretheautoindustrydominatedtheeconomyformostof
thetwentiethcentury.Thedeclineoftheindustryhasmeanthugejoblosses;by2006,thenumberofemployees
atGeneralMotorshaddecreasedby90percentfromitspeak.Withhighnumbersofunemployedworkers,many
ofwhomlackpostsecondarycredentials,thecommunitycollegehasanimportantroletoplayinFlint’seconomic
revitalization.
BeforeMottjoinedBreaking Through,career-advancementopportunitiesforstudentsatitsWorkforceEducation
Centerwerelimited,astheyareatthenoncreditcentersofmostcommunitycolleges.Theconnectionsbetween
academicremediationandworkforcetrainingwereweak,andstudentswhoenteredwithlowacademicskillshad
fewopportunitiestoadvanceintechnicaltraining.Evenmoreimportant,studentshadnowaytobuildontechnical
trainingtheyhadreceivedandtoearncollege-levelcertificatesanddegrees.Whilenoncreditstudentswithpoor
basicskillscouldenrollinthecollege,theyhadtostartindevelopmentaleducation.Then,oncetheyformally
matriculated,theywouldhavetostarttechnicaltrainingbackattheentrylevel.
WhileanumberofBreaking Throughcollegesdeveloped“demonstrationprograms”thattheynowseektoscale
up,MottCommunityCollegetookadifferentapproach:movingfromhavingnoconnectionsbetweennoncreditand
creditprogramstosystematicallydevelopingpathwaysinfourmajorindustry/occupationalareasthattogether
accommodatetheneedsofmoststudents.Torolloutthesepathways,Mottdevelopedseveralprocessesthatcreate
opportunitiesforstudentstoearnseamlesssequencesofnoncreditandcredit-levellabormarketcredentials:
> Articulation:Traditionally,“articulation”hasreferredtotheprocessofformalizingagreementsaboutsuch
mattersasthetransferabilityofcoursecreditsacrossseparateinstitutions.Mottadaptedarticulationtoalign
contentbetweenitsownnoncreditandcreditsides.SeethePractice Guide Supplemental Materialsfortheitems
Mottdevelopedtosupportthisprocess.
> Industry/occupationalprogramareas:Facultyandotherstaffcametogethertorestructurethecurriculum.
Now,bothnoncreditandcreditfacultyteachsegmentsofsomecertificateprograms,andstudentscanreceive
collegecreditalongwithanindustrycertificate.
> Writtenprogramsofstudy:Foreachstudent,awrittenprogramofstudydetailsthesequenceofcourses
requiredtoearnatwo-yeardegreeinthechosenfield.Ittookseveralyearstohammeroutthisprocess:many
collegestaffandadministratorshadtobeconvincedthatnoncreditstudentswerecapableofcollege-levelwork.
Nowstudentscanadvancethroughaclearsequenceofcertifications,eachdevelopedwithregionalemployerinput,
andeachconnectingtoajobinthechosenindustry.Forexample,astudentcanacquireaCorrectionsPreparation
Certificate,preparinghimorherforajobearning$12.98to$14.23perhour,followedbyaone-yearCriminalJustice
Certificate,forajobearning$12to$16.23perhour.Thiscareerpathwaythenleadstotwo-yearCriminalJustice
Associate’sdegree,whichprovidesaccesstojobspayingupto$24perhour.
TheBreakingThroughPracticeGuide/ LaborMarketPayoffs4.18
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