At the National Youth Employment Coalition, we work primarily with youth
workforce programs and alternative education schools and programs who
aim to re-engage out-of-school youth and struggling students (primarily
youth and young adults, ages 16 to 24) in education and training that
will result in employment that earns a living wage. 

Recently, we've been working on a research study funded by the Lumina
Foundation for Education on "Transition to Higher Education" among
out-of-school youth and struggling students who participate in these
youth workforce and alternative education programs. Our study involved
examining the program practices and experiences of youth participants in
11 youth workforce and education programs, including four alternative
high schools. The programs and schools included in the study had to be
intentionally providing postsecondary preparation and transition support
in addition to opportunities to complete a GED or high school diploma. 

We found that the GED providers (typically youth workforce programs) and
alternative high schools alike build strong relationships and coordinate
services and support with the local community colleges in order to
create an accessible and affordable bridge into postsecondary education
for these educationally disadvantaged students. Many of the students
need to complete remedial courses at the community college before they
are ready for college level work but the youth programs and schools
encourage them to do so when needed and some try to subsidize the
remedial course work when possible. The programs also provide lots of
personal counseling, guidance and comprehensive support services for the
students as they begin their postsecondary experience. 

Training for employment and job placement is also an essential component
of these programs as most of the youth and young adults have immediate
goals of obtaining employment. While they come looking for the fastest
avenue to a job and a pay check, the programs' counselors and case
managers work with the young people to identify their career interests
and life goals and to educate them on what education and training they
will need to reach their goals. The programs usually help the youth
obtain a short term or initial job placement that is as related to their
interests as possible while simultaneously continuing their education
(some programs require participation in education in order to receive
job placement assistance or internships). 

Whether the young person is steered toward opportunities to obtain a GED
or to complete their high school diploma in an alternative
school/program setting depends on what education options are most
accessible for the young person both in terms of how far behind in high
school credits they may be, how many years out of school they may be and
what scheduling obstacles they may have due to work and family
commitments. Some young people inevitably want to obtain the GED instead
of a diploma because they view it as quicker and perhaps easier to
obtain. The counselors/case managers counsel the young person on what
the options are and what the advantages and limitations of each pathway
are and they also encourage them to look at the diploma or GED as a
stepping stone toward postsecondary education and training that will
prepare them for the career they want to pursue. For some young people,
the immediate work experience gives them a reality check about what
types of jobs they can get with limited education and what these jobs
are really like (many not as desirable as they may have thought,
especially when they are stuck at the bottom of the totem pole) and they
become more reflective about career options and motivated to more
seriously pursue postsecondary education and training so they can get on
track to the more desirable jobs. 

The programs that were involved in our research study that had a GED
option and partnership with community colleges include:

- Arbor E & T Youth Services (Formerly ACS), Fort Pierce, FL (partners
with Indian River CC); 
- California Family Life Center Empower Youth and Planet Youth Programs,
Hemet, CA (partners with Mt. San Jacinto CC)
- Center for Career Alternatives, Snohomish County Youth Programs,
Everett, WA (operated within Everett Community College)
- CUNY Preparatory Transitional High School, Bronx, NY
- EASTCONN Out of School Youth Program, Danielson, CT 
- Larkin Street Youth Services, San Francisco, CA (partners with City
College of San Francisco)
- Olympic Education Services District 114 Pathways to Success Program,
Bremerton, WA (partners with Olympic College)
- Open Meadow Alternative Schools, Inc., Portland, OR (partners with
Portland Community College)
- Our Piece of the Pie, Hartford, CT  (partners with Capital Community
College)

Because we have not yet published a report that I can direct others to
if interested, I have pasted below rather lengthy descriptions of the
partnerships between the youth programs/schools and postsecondary
institutions in case anyone wants to look at some of the ways they are
partnering. 

Despite our best efforts to collect data from the youth programs/schools
on youth participants' postsecondary participation, persistence and
completion outcomes, we found that the programs/schools had very
incomplete data on participants' postsecondary experiences so we can not
report any findings about the impact of these programs but we hope to
share some lessons learned about the young people's transition needs,
common barriers and best program practices as well as recommend some
policy actions. Anyone who would like to receive our final report (most
likely to be completed by Dec. 2007) can contact me at md at nyec.org or
keep an eye on our website at www.nyec.org.  

Mindy Detzler
Project Manager
National Youth Employment Coalition 
ph: 202-659-1064 
md at nyec.org 

****************************************
Descriptions of how some youth workforce programs and alternative
schools are partnering with community colleges and other postsecondary
institutions to help young people make the transition into postsecondary
education:

California Family Life Center (CFLC)'s Empower Youth Program, in Hemet,
CA, and Planet Youth Program, in Lake Elsinore, CA
Primary Postsecondary Partner: Mt. San Jacinto Community College

CFLC has a formal partnership with Mt. San Jacinto Community College
(MSJC). The community college offers several non-credit courses at each
of CFLC's youth centers during the fall and spring semesters. The
non-credit courses include: 
Intermediate Algebra/Beginning Geometry (3 weeks, 2 days per week)
Introduction to Microsoft Word (4 weeks)
"Build Me, Keep Me" course (5 weeks, 40 hours total) - students build a
computer over several weeks and take it home at the end of the course.
Introduction to Digital Photography (6 weeks)
Guidance Class - Orientation to College Success/Career Search, includes
on-campus tour
Introduction to College workshop - Mt. San Jacinto Community College's
(MSJC) student life director and college mentors present a workshop for
CFLC youth participants at the youth centers which includes information
about financial aid. 

CFLC staff often accompany youth participants during their first visit
to the MSJC campus where they connect them with the MSJC student life
department. The department pairs prospective and incoming students with
student mentors who assist them with the process of finding their way
around the campus, completing on-line assessments for the college,
scheduling courses and find answers to their questions and available
resources.



Our Piece of the Pie (OPP), Hartford, CT
Primary Postsecondary Partner: Capital Community College (CCC)

OPP has been working with Capital Community College (CCC) since 2003.
The CCC Dean of Education and Economic Development, the Assistant
Director of Admissions, and the Director of CCC's Welcome Center all
work with OPP staff and its youth participants to assist with the
application process. 

OPP has a formal contract with CCC's Welcome Center, which assists
prospective and new students by providing pre-enrollment advising and
retention strategies. The Welcome Center's staff perform a core set of
assessment, advising, career counseling, admissions, registration, and
financial aid assistance services for new and future students.

CCC's Assistant Director of admissions periodically conducts workshops
at OPP to assist youth with CCC's application process. 

CCC's Dean of Continuing Education and Economic Development works with
OPP and HPS Adult Education Centers to ensure that youth are
academically prepared for college. These organizations are currently
working together to develop a bridge program to help bridge the gap
between courses that the Adult Education Centers are providing and CCC's
core curriculum. 



EASTCONN, Danielson, CT, and Willimantic, CT
Primary Postsecondary Partner: Quinebaug Valley Community College

EASTCONN's primary postsecondary partner is Quinebaug Valley Community
College (QVCC). QVCC have a long standing relationship that predates WIA
and the establishment of the OPTIONS program. Quinebaug Valley Community
College (QVCC), with branches in both Danielson and Willimantic, is the
primary provider of postsecondary education for youth participants in
EASTCONN's OPTIONS program.  

QVCC has obtained permanent state funding for Opportunity for Success
(OFS), a program designed to assist "high risk" youth (including
out-of-school youth) aged 17-21 to attend college.  The program provides
support to assist these students including counseling, and assistance
with admissions and obtaining financial aide, assistance finding jobs
(either on- or off-campus). In addition, the program director offers
incoming OSF students a personalized orientation which provides an
opportunity to new students to meet staff members, meet faculty, meet
each other, buy their books without waiting in line, obtain student IDs,
and  have lunch. To be accepted into the program, students must meet an
"ability to benefit" benchmark on a placement test.  According to the
director of the OFS program, most students referred by EASTCONN meet
this standard because of the high quality of the agency's adult
education services.

EASTCONN's case managers work closely with QVCC personnel, particularly
the director of the OFS program.  According to the OFS director at the
Danielson campus, he talks to the Danielson case manager on a weekly
basis.

Typically, the postsecondary institutions that program participants
attend do not provide updated credits or progress reports. Because the
EASTCONN case manager at the Danielson site has a good relationship with
QVCC, she is able to get updates on students as needed.   



Center for Career Alternatives (CCA), Youth Re-Engagement
Program(U3),Everett, WA
Primary Postsecondary Partner: Everett Community College

CCA established the Youth Re-Engagement Program (U3) in 2000 in
partnership with Everett Community College and the Monroe School
District to provide secondary and postsecondary educational
opportunities as well as career development and job training services
for out-of-school youth age 16-21. All services associated with U3 are
provided at Everett Community College. The college administers the
program, CCA provides the program's case management, and Monroe Public
Schools serves as the fiscal agent for the program. 

All youth interested in enrolling in the Youth Re-Engagement Program are
required to attend a one-and-a-half hour meeting during which they learn
more about the program and obtain the Youth Re-Engagement packet of
pre-enrollment instructions. In addition to completing the application
form, youth are required to request an inter-district transfer from
their home school district in order to enroll in the Monroe School
District for the purpose of participating in the U3 Program (students
living in the Monroe School District are not required to complete this
form). Youth are also required to obtain an official transcript from
their high school; a letter of recommendation; and complete and sign a
release of information, which permits U3 to talk to the Monroe School
District, CCA, and Everett Community College staff about participants'
progress in school.

Students are required to participate in a 3-day orientation during which
they complete the Test of Adult Basic Education (TABE), writing
assignments, group and individual experiences and listen to
presentations by guest speakers. Youth who perform below an 8th grade
reading level on the TABE are not eligible to participate in U3.  They
are referred to CCA's GED preparation course. If after completing their
GEDs these youth are under 20 years of age they are referred to U3 to
pursue opportunities in post-secondary education.

During their first quarter in U3, youth are required to enroll in and
complete four courses-Math, Introduction to Computers, Communications
(an English course with a research component), and Career
Development-with a 2.0 grade point average or better. Youth receive dual
credit for the courses they successfully complete at Everett Community
College. If students fail any of these courses, they are withdrawn from
the program for one year. 

During their second quarter in U3, youth are encouraged to move from the
intensive support provided during the first quarter to greater
independence. U3 personnel work with youth to help them find faculty
mentors and advisors. Youth are required to take a course that focuses
on strategies for success in school and life during their second quarter
in U3.

After their second quarter in the program, youth are required to meet
with either the case manager or program manager in order to obtain the
vouchers to pay for their books. This meeting provides U3 personnel with
an opportunity to discuss with youth their progress at Everett Community
College. 

As students at Everett Community College U3 participants can participate
in all campus activities and receive the same services available to
other college students including e-mail accounts, child care, and
academic advisors.

As long as youth enrolled in U3 are in class or engaged in educational
activities for 25 hours each week, Monroe School District receives the
funding for each student from the state of Washington.  Everett
Community College bills the Monroe School District for the tuition and
books of students served through U3. The quarterly cost per participant
was estimated as $1,000 per student. Students enrolled in U3 receive
dual-credit for courses completed at Everett Community College. This
provides youth the opportunity to complete their high school diploma and
a postsecondary credential (that is, certification, licensure, or
associate's degree) simultaneously. 

Representatives of each organization attribute the success of the
partnership to the fact that it is small, the staff turnover in each
organization has been low, and the members of the partnership trust each
other. 

As part of their admissions applications, youth sign a release of
information that gives Everett Community College permission to release
information regarding their grades and academic progress to U3 partners.
The case manager and program manager are located at Everett Community
College and have access to students' data electronically and can contact
their instructors when necessary.
 


Larkin Street Youth Services, San Francisco, CA
Primary Postsecondary Partner: City College of San Francisco

City College of San Francisco (CCSF), which offers a wide variety of
certificate and associate's degree programs, is HIRE UP's main partner
for postsecondary education.  The partnership was established about two
years ago, although a relationship between the two entities was already
in place at that time.  Although there is a formal MOU in place between
Larkin Street and CCSF regarding the TEFFC-funded scholarships (which
covers information sharing about scholarship amount and financial aid
status), there is no written agreement to cover most of the work being
done.  Through the partnership, HIRE UP participants have direct contact
with the Financial Aid office and student support services at CCSF.
HIRE UP staff help youth enroll in classes online and travel with them
to CCSF to fill out the financial aid forms (or call ahead to their
contact in the financial aid office to give them a heads up).  In
addition to Larkin Street referring youth to CCSF, City College also
refers youth to Larkin Street when they identify a student who could
benefit from the services LSYS provides.  Cross-referrals have increased
substantially in the past six months according to the CCSF respondent,
due in part to increased need as well as active involvement of the
Independent Living Program (ILP) .  

The two organizations have worked together to streamline the financial
aid process for youth participants, particularly as it relates to
dependency overrides.  Because the Free Application for Federal Student
Aid (FAFSA) is based on parents' financial information, it is very
difficult (if not impossible) for youth who are not in contact with
their family to complete it.  Although foster care youth are
automatically considered for overrides, homeless youth must meet certain
requirements to be eligible for the override.  Through the partnership,
Larkin Street staff are now authorized by City College to serve as a
third party provider to verify a youth's independence. Staff from the
financial aid office have conducted training sessions with Larkin Street
staff to let them know what is needed for an override.  To further
streamline the process, City College has provided the override form to
Larkin Street (typically it is only given to the student).  In this way,
HIRE UP participants can bring a completed dependency override form with
them on their initial visit to the financial aid office.  Streamlining
the financial aid process has been very valuable to Larkin Street's
youth participants who face serious obstacles documenting family income
since most have had no contact with their families in some time. 

 

Arbor E & T Youth Services, Fort Pierce, FL
Primary Postsecondary Partner: Indian River Community College

Arbor and the Indian River Community College (IRCC) began a formal
partnership in 2003. IRCC is the only postsecondary institution that is
accessible to Arbor's youth.  In addition to its main campus in Fort
Pierce, IRCC has satellite campuses in each of the four counties that
Arbor services. Initially, IRCC and Arbor formed a partner to provide a
summer program for in-school youth that would leverage both
organizations' funds. Once the in-school youth summer program was
established with IRCC, Arbor suggested having its Passport program, a
two-week training program for out-of-school youth, at IRCC. Before being
eligible for any of Arbor's programs or services, out-of-school youth
are required to participate in a 50 hour, two week job readiness
training program. This training program, which is offered once every
month at IRCC campus, includes training on job readiness skills, social
skills, and life management skills. Recently, Arbor has incorporated an
IRCC-led financial aid workshop into its two-week training program for
out-of-school youth. The financial aid workshop is beneficial for Arbor
youth who are interested in college but do not know how to access
financial aid. 

The IRCC and Arbor staff help interested youth with the college
application process during the training program. IRCC will also enroll
youth in available classes at the college. The two-week training is
required for youth to be eligible for Arbor's financial aid for college
or to be eligible for any job placement services. Once youth finish the
training program, they receive $250 and are then able to choose the
educational or employment activity in which they want to participate.
Arbor pays for tuition, fees, and books for its students' first semester
of college; however, to receive this money, the youth must also apply
for a Pell Grant. 

 

Open Meadow Alternative Schools, Portland, OR
Primary Postsecondary Partner: Portland Community College

In 2005, as part of a year-and-a-half demonstration project funded
through WIA, Open Meadow began a partnership with Portland Community
College (PCC)'s Career Pathways program. As part of Open Meadow's
program to help students make the transition from secondary to
postsecondary education, Career Pathways offers Open Meadow students
high-growth industry training with paid tuition. 

PCC's Career Pathways program provides a series of "educational stepping
stones" to help students employed in entry-level jobs advance in a
specific occupation or industry. The three to six-month short-term
training provided through Career Pathways provides students with the
knowledge and skills necessary to enter various occupations including
licensed practical nurse, project coordinator, medical office billing
clerk, 9-1-1 operator, or semiconductor manufacturing technologist
earning at least $10 per hour.  Career Pathway's short-term training is
scheduled to allow students to attend classes in one location at the
same time everyday. Students enrolled in this program also receive over
30 hours of instruction related to career development and are eligible
for two-months of job search assistance once they complete their
training program. When possible Career Pathways also helps students
obtain internships where they can apply what they have learned in the
classroom. 

In addition to this demonstration project, Open Meadow encourages all
its students to explore and consider postsecondary options before they
enter their senior year of high school. A the end of their junior year,
all students meet with Open Meadow's Pathways/Transition specialists to
decide whether they want to take the college-bound or work experience
pathway. During their senior year, students in both programs enroll in
the Transition Crew where they embark on their chosen pathway. Once they
have completed the Certificates of Initial Mastery (CIM) requirements
(state standards for high school graduation), students who choose the
college-bound pathway complete a college course at Portland Community
College that is paid for by Open Meadow. Regardless of which pathway
students choose, all are required to complete a senior project in which
they explore their postsecondary options, set goals, participate in job
shadowing opportunities in career related occupations, begin the college
admissions process, update their resumes, and prepare to live
independently. In addition to their senior project, students in the
Transition Crew also write a 12 to 15 page autobiography, learn work
readiness and college success skills, and explore various careers and
colleges.

 

CUNY Preparatory Transitional High School, Bronx, NY
Primary Postsecondary Partner: The City University of New York

CUNY Preparatory Transitional High School Program was founded in 2003 as
a collaborative effort of the New York City Department of Education, the
New York City Department of Youth and Community Development, and the
City University of New York (CUNY). Students who complete their GED at
CUNY Prep are automatically eligible to enroll in a CUNY System School.
If their GED score is 3000 or higher, they are eligible to attend a
four-year college.  If they pass the test but score below 3000, they can
attend one of the CUNY community colleges. 
Students are linked to postsecondary services through their college
access counselors and learn about postsecondary opportunities and
requirements through the College Survival course, which meets three
times weekly.  Students are followed for one year during which they can
receive transportation assistance, stipends for books, and monthly
alumni meetings.  The school has hired its graduates enrolled in college
to serve as ambassadors for new CUNY Prep graduates attending their
respective colleges.

CUNY Prep is "embedded" in the CUNY system and CUNY Prep's principal
reports to CUNY's Director of Collaborative Program, who has oversight
responsibility for the school. The CUNY System consists of 11 senior
colleges, six community colleges, the CUNY Honors College, the Graduate
School and University Center, the Graduate School of Journalism, the Law
School and the Sophie Davis School of Biomedical Education. 

According to the CUNY's director of collaborative programs, beginning in
Spring 2007, CUNY Prep students will have the opportunity to take dual
credit courses at the Hostos Community College campus in the Bronx. 

CUNY institutions also waive application fees and tuition for CUNY Prep
students.  In addition, because it is affiliated with the university,
CUNY Prep can obtain special assistance for students when needed.  For
example, if a student encounters a problem, such as a missed application
deadline, the school can call the central office to intervene on the
student's behalf.