Home   |  Overview




 Helping Low-Skilled Adults Enter and Succeed in College and Careers

Rationale

A postsecondary credential is key to jobs and careers that pay family-sustaining wages, yet almost 90 million adults in the United States lack the academic skills needed for admission to community college occupational/technical degree programs. Moreover, relatively few adults enroll in programs whose purpose is to increase academic skills, and very few of those who participate in these programs ever advance through the steps essential for postsecondary credentials. For example, each year, about 2.5 million adults enroll in Adult Education, the major federal program geared to low-skilled adults. A study in one state reports only 2 percent of adult education/ESL students 25 years and older obtained the GED, and only 3 percent of the GED completers earned a two-year college degree.

In 2004, Breaking Through research, funded by the C.S. Mott Foundation, identified four barriers that account for the lack of success among low-skilled adult students, as well as recommendations for overcoming those barriers:

•    Education and training programs for adults discourage all but the most determined from completing a path to college.
Breaking Through recommended strategy: Reorganize colleges to establish links among programs so that low-income students can easily navigate them for advancement.

•    Most adult remedial programs proceed at a slow pace, without considering the sense of urgency that many adults need to move quickly.
Breaking Through recommended strategy: Accelerate the pace of learning so that students complete programs more quickly.
•    Many adults with low literacy skills face multiple barriers to success, yet few pre-college programs provide support to overcome those barriers.
Breaking Through recommended strategy: Provide comprehensive supports that help students develop realistic plans and remain enrolled in and attending school, particularly through difficult transition points.

•    There are almost no financial incentives for low-skilled adults to invest the time needed to become eligible for college.
Breaking Through recommended strategy: Assure a labor-market payoff by offering students intermediate credentials, jobs, and other quick economic rewards.

Through visits to dozens of colleges and adult programs across the United States, Breaking Through researchers learned that a small number of community colleges are committed to advancing low-skilled adults and have many of the program elements in place for clear pathways. A larger number of community colleges have implemented one or more of the program elements needed to support the advancement of low-skilled adults. However, no college had yet achieved full pathways, and all acknowledged that they lacked expertise in one or more key areas. Moreover, most community colleges demonstrated little to no interest in serving low-skilled adults.

Finally, the research phase suggested that the primary source for expertise in advancing low-skilled adults was practitioners from the innovating colleges. Yet practitioners knew of no national forums in which they could exchange learning.

The Breaking Through Demonstration Initiative, 2005-08

To build upon the research findings, the C.S. Mott Foundation funded a three-year national demonstration initiative, led by JFF and NCWE. It had four elements:

•    A framework of the four high-leverage strategies built upon the research recommendations;
•    Multiyear grants to six Leadership Colleges to implement full pathways to college-level professional/technical programs for low-skill adults;
•    Funds to support peer learning meetings of leading-edge practitioners;
•    Funds to support Learning Colleges to participate in these peer learning meetings.

Breaking Through Today

In 2009, Breaking Through entered a new phase that combines documenting best practices at participating community colleges, documenting evidence that those practices make a difference in the lives of students, and scaling up the work in several sites.

Seven colleges play leadership roles. Each Leadership College has demonstrated a strong commitment to—and significant progress toward—the goal of advancing low-skilled adults. These colleges receive funding and technical support to expand and institutionalize their approaches.

The Leadership Colleges are:

Twenty-five institutions are designated as Learning Colleges. These colleges have begun to restructure their offerings to support the advancement of low-literacy students to degree programs, and they have demonstrated their commitment to doing more. They benefit from opportunities to learn from one another and receive technical assistance from NCWE and JFF.

The Learning Colleges are:

Cerritos College, Norwalk, California

Charles Stewart Mott Community College, Flint, Michigan

City College of San Francisco, San Francisco, California

Davidson County Community College, Lexington, North Carolina

Forsyth Technical Community College, Winston-Salem, North Carolina

Grand Rapids Community College, Grand Rapids, Michigan

Henry Ford Community College, Dearborn, Michigan

Houston Community College, Houston, Texas

LaGuardia Community College, New York City, New York

Lake Michigan College, Benton Harbor, Michigan

Macomb Community College, Warren, Michigan

North Shore Community College, Danvers/Lynn, Massachusetts

Northampton Community College, Bethlehem, Pennsylvania

Pamlico Community College, Grantsboro, North Carolina

Piedmont Virginia Community College, Charlottesville, Virgina

Pitt Community College, Winterville, North Carolina

South Piedmont Community College, Polkton, North Carolina

South Seattle Community College, Seattle, WA

South Texas College, McAllen, Texas

St. Clair County Community College, Port Huron, Michigan

St. Philip’s County Community College, San Antonio, Texas

Tacoma Community College, Tacoma, Washington

Tallahassee Community College, Tallahassee, Florida

Washtenaw Community College, Ann Arbor, Michigan

York County Community College, Wells, Maine
 

Expanding Awareness: The initiative is reaching out to community college leaders about the growing need to serve low-literacy adults. It is also enhancing expertise about promising strategies for helping these students enter and succeed in postsecondary education.

State Policy: The initiative identifies and disseminates information about state-level policies that support the advancement of low-literacy adults into and through college degree programs.

Scale-Up Projects: In Denver and Portland, Oregon, Breaking Through is scaling up proven projects and spreading proven models and policies. Breaking Through is also expanding its Michigan Network, enabling colleges throughout the state to share information and innovations, support one another’s research, and collaborate on state policy projects.

State-Level Networks of Colleges: A network of colleges in Michigan focuses on dislocated workers and innovative strategies to connect them with postsecondary training programs. In North Carolina, a network of colleges funded by the U.S. Department of Education’s Ready for College initiative focuses on out-of-school youth and innovative strategies to connect them to GEDs and college.

Michigan Colleges:

Charles Stewart Mott Community College, Flint

Grand Rapids Community College, Grand Rapids

Henry Ford Community College, Dearborn

Lake Michigan College, Benton Harbor

Macomb Community College, Warren

St. Clair County Community College, Port Huron

Washtenaw Community College, Ann Arbor

North Carolina Colleges:

Davidson County Community College, Lexington

Forsyth Technical Community College, Winston-Salem

Pamlico Community College, Grantsboro

Pitt Community College, Winterville

South Piedmont Community College, Polkton

Evaluation: Third-party evaluators have followed Breaking Through from its inception, investigating outcomes for both students and for the institutions reshaping their programs to promote student progress. Equally important, the evaluation is analyzing the process of implementing Breaking Through projects to help understand the impact of policies and practices at colleges and in the initiative as a whole.

Funders

Grants from the Charles Stewart Mott Foundation and the North Carolina GlaxoSmithKline Foundation support efforts to promote the implementation of strategies and programs that help low-literacy adults prepare for and succeed in community college occupational and technical degree programs.

The Ford Foundation supports Breaking Through’s state policy efforts. This work focuses on researching, documenting, and testing state policies that help more low-skilled adults succeed in college and careers.

The Bill & Melinda Gates Foundation funds data collection, documentation, scale-up efforts for successful projects at five Breaking Through community colleges, and peer learning activities across the initiative.

For More Information, Contact:

Maria Flynn, 617.728.4446
Jim Jacobs at NCWE, jacobsj@macomb.edu, 586.445.7987