Donna,

Wow -- thanks. Great stuff! That new issue brief on Economic Outcomes 
of High School Completers and Noncompleters 8 Years Later is exactly 
what I've been looking for recently -- longitudinal data that 
distinguishes between outcomes for high school diplomas and 
alternative credentials.

Harriet



At 06:43 PM 11/2/2006, you wrote:

>Colleagues,

>Remember last week when there were only a few resources for me to bring

>to you?  This week is feast rather than famine! I'm sure you will find

>at least one resource that interests you!  The first resource is a

>repeat from last week, but with the URL for the online brochure which

>gives a much better picture of the training than this text only version.

>

>As before, remember that if the URL for a resource is split onto two

>lines, you may have to cut and paste both parts into your address box to

>access the site.

>

>Enjoy!

>

>Donna

>

>Donna Brian, Moderator

>Workplace Literacy Discussion List

>Center for Literacy Studies at The University of Tennessee

>djgbrian at utk.edu

>

>

>

>Equipped for the Future Work Readiness Training

>December 3-4, 2006

>at the University of Tennessee Conference Center

>Knoxville, TN

>Our limited spaces are filling up quickly!  Call or register online

>today to reserve your space

>at this exciting and valuable training!

>To register online, click the following link:

>http://utk-cls.ra.utk.edu/register/register.asp?event_id=EFF0607+++&Subm

>it=Continue+-%3E

>For more information on the training and registration details, please

>refer to the online brochure at

>http://eff.cls.utk.edu/eff_docs/EFF_Work_Readiness_Training.doc)

>or call Anna Bogle at (865) 974-8426.

>

>The EFF Work Readiness Curriculum aligns with the National Work

>Readiness Credential (NWRC) Profile which was developed in collaboration

>with the EFF Assessment Consortium and hundreds of front-line

>supervisors from businesses across the country. The profile uses The EFF

>Worker Role Map and integrates the Secretary's Commission on Achieving

>Basic Skills (SCANS skills) with the EFF Content Standards.  Each of the

>instructional modules that comprise the EFF Work Readiness Curriculum

>take a blended approach, focusing on specific SCANS tasks from the

>credential's profile while highlighting two or three of the EFF

>Standards, reinforcing the acquisition and application of basic skills.

>

>

>Anna Bogle

>Professional Development Coordinator

>Equipped for the Future

>600 Henley Street, Suite 312

>Knoxville, TN 37996 -4135

>(865)974-8426

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From Learning Skills Network (UK) www.lsneducation.org.uk

>The Autumn edition of e-Briefing, the newsletter of the Learning and

>Skills Network, is available online at

>http://www.lsncommunity.org.uk/ebriefing/ .  Included in this edition:

>  Multiculturalism under the microscope

>Offering hope through creative offender learning

>14-19 reforms: an update from the DfES

>Perceptions of learner support funding

>Comprehensive events and listings

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From Workforce3 One (Department of Labor, Employment and Training

>Administration) http://www.workforce3one.org/home.cfm

>

>Now available: October issue of Driven by Demand, Workforce3 One's

>monthly news and information update.

>[Note from Donna: you must register to access the resources below, but

>registration is free.]

>

>In this edition:

>

>Spotlight: 100 Webinars

>This month, Workforce3 One produced its 100th webinar! The webinar

>archive is full of incredibly informative sessions to help you in

>transforming the workforce to meet the needs of high growth industry

>employers. Search the archive on the Workforce3 One web space

>http://www.workforce3one.org/home.cfm for topics specific to your

>organization's needs. New recorded webinars and dates and times of

>upcoming live webinars are posted regularly.

>

>Recent archived webinars:

>Building a 21st Century Long-Term Care Workforce, October 23, 2006

>Competency Model Clearinghouse, October 6, 2006

>Implementing the Salary and Bonus Limitations, September 22, 2006

>

>Inside Workforce3 One: Competitiveness Resources

>What does it mean to be competitive? These resources explore the

>different angles and approaches to developing a competitive workforce

>for the 21st Century economy.

>

>Enhancing Competitiveness: A Review of Recent State Economic Development

>Initiatives?2005: Descriptions of State economic development initiatives

>during the year 2005, divided into categories such as promoting

>innovation, building a skilled workforce, and supporting new businesses

>Innovation and U.S. Competitiveness: Addressing the Talent Gap: Results

>of the Business Roundtable Commission's public opinion survey on the

>U.S.'s ability to compete and the talent gap in American workers

>The Skills Imperative: Talent and U.S. Competitiveness: Addresses the

>competitive issues for the U.S. including workforce challenges and

>increased requirements for skills and training

>Competitive Workforce Alliance: A partnership in greater Charlotte,

>North Carolina focusing efforts regionally to leverage resources and

>maintain and support recent economic growth

>Advancing Technological Education; Keeping America Competitive: Profiles

>the best practice strategies of The Advanced Technological Education

>(ATE) grant projects

>"Changing the Culture of Math and Science Education to Ensure a

>Competitive Workforce": This report investigates the challenges

>confronting math and science education from the perspective of culture

>change and a call to action

>Securing Growth and Jobs: Improving U.S. Prosperity in a Worldwide

>Economy: A CEO's perspective on economic issues facing the U.S.

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From Thirteen Ed Online Bulletin -- November 2006

><ed-online-bulletin-bounces at www.thirteen.org>

>EDVIDEO ONLINE - Offers a new service for Adult Educators

>Currently, EdVideo Online service is provided free to all New York K-12

>students and to adult literacy educators and their students. This

>service provides instant access to over 50,000 multimedia components,

>including 3,200 full length videos, nearly 20,000 curriculum correlated

>video segments, 4,000 audio files, 25,000 photographs, animations and

>illustrations, and podcasting. New York educators and students will also

>have streaming access to landmark PBS content, including THE CIVIL WAR,

>LEWIS & CLARK, JAZZ, FREEDOM: A HISTORY OF US, AMERICAN EXPERIENCE,

>CYBERCHASE, and hundreds of other titles. Use your current EdVideo

>Online log on to access the site or contact us at

>itvrequest at thirteen.org for your school pass code. For more information,

>please visit http://www.thirteen.org/edonline/itv. Additionally, for

>Adult Educators, GED Connection and Workplace Essential Skills are also

>available on EdVideo Online. To access these videos, in the search box,

>type-in "GED," or "Workplace." EdVideo Online also offers hands-on

>Professional Development Training showcasing innovative and creative

>ways to work with students. For more information about EdVideo Online

>for Adult Educators and their students, contact us at

>AdultEd at thirteen.org.

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From WorkforceUSA, October 2006 Newsletter

>http://www.workforceusa.net/news_prv.php?id=87

>WorkforceUSA's October newsletter gathers news articles and library

>resources focused on America's disabled workforce. Several items cover

>new federal regulations designed to reverse the declining number of

>employees with severe disabilities who work in federal agencies.  These

>resources will be useful to anyone fighting for additional policy

>changes among government, public and private businesses.

>

>WorkforceUSA's funding section has grown tremendously over the last

>month. The WorkforceUSA team wants to provide you with the latest

>funding information on grants, contracts and technical assistance funds.

>http://www.workforceusa.net/fund_list.php

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From Public/Private Ventures (P/PV) http://www.ppv.org/

>P/PV is pleased to announce the publication of a new report and

>accompanying policy brief:

>  > Investing in Low-Wage Workers: Lessons from Family Child Care in

>Rhode Island

>While child care is one of the fastest growing occupations in the

>country, most employment in this field is precarious and low-wage.

>Investing in Low-Wage Workers profiles the Day Care Justice Co-op, a

>group of largely Latina and African American women living and working in

>some of Rhode Island's poorest communities. Determined to improve family

>child care, the group sought better wages and benefits for providers

>across the state and developed important resources for its members.

>During the study period, P/PV found a dramatic reduction in poverty

>among Co-op members-from 44 to 15 percent. To read the full report,

>click here.

>http://www.ppv.org/ppv/publications/assets/206_publication.pdf

>  > Policy Brief: Investing in Child Care Brings Gains for Providers and

>Children

>This brief incorporates findings from the report and interviews with

>advocates and providers in Rhode Island, as well as experts around the

>country. The brief argues that investments in family child care

>providers reaped big rewards in Rhode Island-for providers and, by

>extension, the children they serve. Other states may benefit from an

>examination of the Rhode Island experience, as they consider strategies

>to improve family day care (and other employment sectors).

>http://www.ppv.org/ppv/publications/assets/207_publication.pdf

>

>An abbreviated (two-page) executive summary is available here.

>http://www.ppv.org/ppv/pdf_uploads/253_publication.pdf

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From New Zealand Literacy Portal email update for 2006

>http://www.nzliteracyportal.org.nz/

>

>Building Essential Skills in the Construction Industry: Screening Tools

>(UK)

>These are four screening tools available for the construction industry

>in the UK.  One concentrates on language, the remainder target literacy

>and numeracy.  Each tool is simple to use, complete with guidelines to

>help tutors interpret the results.

><http://www.nzliteracyportal.org.nz/imsdirector.php?resid=2643&ruid=2182>

>

>Computer Basics 2000 (Can)

>This Canadian website contains a very comprehensive list of basic

>computer lesson plans for literacy learners.

><http://www.nzliteracyportal.org.nz/imsdirector.php?resid=2675&ruid=2182>

>

>Health Literacy

>Navigating health: The role of health literacy - 2006 (UK)

>This UK document (24 pages) outlines the concepts and role of health

>literacy and how improving health literacy and can lead to better health

>outcomes.

><http://www.nzliteracyportal.org.nz/imsdirector.php?resid=2640&ruid=2182>

>

>NZ Projects

>Foundation learning progressions for listening, speaking, reading,

>writing and numeracy: Draft consultation document  - 2006 (NZ)

>This New Zealand draft consultation document (118 pages) is a guide to

>help tutors identify the next learning steps adult learners need to take

>in order to strengthen their numeracy, literacy and language skills.

><http://www.nzliteracyportal.org.nz/imsdirector.php?resid=2639&ruid=2182>

>

>Pre-employment

>NCSALL - Transitioning adults to college: adult basic education program

>models - 2006 (US)

>This NCSALL Occasional Paper examines the five programme models used in

>the adult transition work being undertaken in New England, USA. The

>report also has a series of themes and recommendations that others

>contemplating adult transition services might find helpful.

><http://www.nzliteracyportal.org.nz/imsdirector.php?resid=2692&ruid=2182>

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~`

>

> >From About Adult/Continuing Education http://www.about.com/

>High School Completion and Economic Success

>Apparently it doesn't make much of a difference whether an individual

>has a high school diploma or equivalency (such as the GED); timing and

>sex are more significant factors...For details, see Economic Outcomes of

>High School Completers and Noncompleters 8 Years Later. National Center

>for Education Statistics

>http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007019

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From NCSALL http://www.ncsall.net/

>

>Research on the Economic Impact of the GED Diploma Panel

>The National Institute for Literacy (Institute) and the National Center

>for the Study of Adult Learning and Literacy (NCSALL) announce the

>Research on the Economic Impact of the GED Diploma Panel, a 30-minute

>video produced by the Institute. This panel discussion focuses on the

>economic benefits that accrue to holders of the General Educational

>Development (GED) credential.  It is based on a review by John Tyler of

>eight recent (published and working) research papers on the GED.

>Several of these papers were authored by John Tyler, Richard Murnane,

>and John Willett, researchers with NCSALL whose work has influenced what

>we know about the economic benefits of the GED.  Presenters include John

>Tyler, Sara Fass, and Sue Snider; the moderator is David Rosen.

>To view in streaming format, go to:

>http://www.nifl.gov/nifl/webcasts/ged/webcast_ged.html

>To order in DVD for $5.00 from NCSALL, go to: www.ncsall.net/?id=675

>To order DVD version from NIFL, send request with mailing address to:

>info at nifl.gov

>

>Transitioning Adults to College: Adult Basic Education Program Models

>by Cynthia Zafft, Silja Kallenbach, and Jessica Spohn

>This NCSALL Occasional Paper describes five models that the staff at the

>New England Literacy Resource Center at World Education, Inc.,

>categorized through a survey of adult education centers with transition

>components from around the United States. This NCSALL Occasional Paper

>describes the five models-Advising, GED-Plus, ESOL, Career Pathways, and

>College Preparatory-and themes and recommendations that others

>contemplating adult transition services might find helpful. It also

>chronicles the experiences of four states (Connecticut, Kentucky, Maine,

>and Oregon) in their efforts to institutionalize transitions for adults.

>To download the paper, go to http://www.ncsall.net/?id=26

>

>Beyond the GED: Making Conscious Choices About the GED and Your Future

>Newly revised to include new data and information on the Internet, this

>guide for GED instructors offers lesson plans and helps teachers develop

>as professionals. It also gives adult learners an opportunity to

>practice writing, use graphs, read charts, and analyze research findings

>on the economic impact of the GED. To download the guide, go to

>http://www.ncsall.net/?id=35.

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From The Change Agent http://www.nelrc.org/changeagent/ : Request for

>Articles

>Theme:  Caring for Our Children

>In today's world there are many stresses on families. Parents,

>especially working parents, are juggling lots of responsibilities, often

>without enough support. How are parents managing? How are kids managing?

>This issue will explore how we care for our children, who is caring for

>our children, how the government helps, and what more it could do. We

>will also explore the existence of different kinds of families, programs

>that help families and kids learn together, and value that society gives

>to raising children today.

>

>Questions for students and teachers to think and write about: (Please

>choose one question.)

>*     What support do you need to take care of your children? What

>support do you have?

>*     What responsibility does the government have to help us take care

>of our children?

>*     How do you help your children to grow and learn?

>*     Who cares for your children? What do you think about child care in

>this country?

>*     What counts as a "family" to you? What do you think about

>different kinds of families?

>*     Are you involved in your children's education? How?

>*     Many people, especially immigrants, are here without any family

>support. How is their parenting affected by immigration and separation?

>*     What differences have you experienced between parenting in your

>home country vs. parenting in the U.S.?

>*     It can be difficult for both kids and parents when kids are asked

>to use their language skills to translate or participate for parents in

>adult interactions. How do kids experience this? How do parents feel

>about it?

>*     Write about how you rely on your community, friends and family to

>help you out when you need support. What can we do to create more

>support among these people in our lives?

>*     How do parents manage the stress of balancing work demands and

>family life? Are their employers supportive of their needs for

>flexibility? Since most parents face similar difficulties in this

>balance, what should be done? How can this problem be solved on a

>societal level

>*     Write about your experiences trying to create better environments

>for your children, what you learned and why it was important to you.

>Examples might include things like clearing empty lots, getting soda out

>of schools, getting community gardens in your neighborhood, and others.

>

>All articles must be received by November 10, 2006.

>All articles will be considered. Suggested length is 500-1,200 words.

>Final decisions are made by The Change Agent editorial board.

>A stipend of $50 will be paid to each adult education student whose work

>is accepted for publication in this issue.

>

>Please send material (preferably by email) to:

>Angela Orlando, Editor

>New England Literacy Resource Center/World Education

>44 Farnsworth St., Boston, MA 02210

>Phone: 617-482-9485 fax: 617-482-0617

>email: aorlando at worlded.org

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From National Dissemination Center for Career and Technical Education

>http://www.nccte.org/

>Webcast Addresses the Manufacturing Skills Gap

>

>The National Dissemination Center for Career and Technical Education

>will present a webcast entitled "Broadening Skills Gap Threatens

>Manufacturing Competitiveness" on Monday, November 6, 2006, from 3:00 to

>4:30 p.m. (EST). This interactive event and previous webcasts can be

>viewed on any computer with Internet access at http://www.nccte.org.

>

>Is there really a skills gap that threatens U.S. industrial

>competitiveness? The findings from a research study by the National

>Association of Manufacturers Center for Workforce Success entitled "2005

>Skills Gap Report-Survey of the American Manufacturing Workforce"

>suggests that the manufacturing sector is not effectively competing for

>highly skilled employees (81% of the large and small manufacturers

>polled reported a "moderate to severe" shortage of qualified workers).

>The webcast panel will discuss the critical shortages and strategies or

>solutions for enabling U.S. manufacturers to compete in the global

>economy.

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

> >From Workforce Week Management  www.workforce.com

>Proper Fit Is Key For Workers with Adult ADHD

>Once considered a mental disorder affecting only children, psychiatrists

>now consider attention deficit hyperactivity disorder to be a lifelong

>condition. Awareness of the disorder will help employers tap into the

>talent associated with ADHD while avoiding the pitfalls.

>http://www.workforce.com/archive/feature/24/42/77/index.php

>

>~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

>

>

>

>

>

>

>

>----------------------------------------------------

>National Institute for Literacy

>Workplace Literacy mailing list

>Workplace at nifl.gov

>To unsubscribe or change your subscription settings, please go to 

>http://www.nifl.gov/mailman/listinfo/workplace


______________________________________
Harriet Vardiman Smith
Clearinghouse Director
Texas Center for the Advancement of Literacy & Learning
State Partner in the National LINCS System
Texas A&M University
800-441-READ
website:  www-tcall.tamu.edu
main office email:  tcall at coe.tamu.edu


Society puts the hardest jobs in the public sector. In the private 
sector, we handle important but easier jobs -- where there are 
reasonably clear signals about the value of the things we make. But 
when we are not satisfied with the outcomes created by the private 
sector -- when something has not been attended to, or has created 
ancillary negative consequences, and so on -- then we ask the public 
sector to intervene. When there are ambiguities about value, or 
conflicts about priorities and values, we ask the government to step 
in. So we shouldn't be surprised to discover that the problems the 
public sector is handling are the most difficult, most confusing, and 
most conflict-ridden -- and, therefore, the hardest to guarantee high 
performance.
--Herman Leonard, (professor) John F. Kennedy School of Government, 
Harvard University
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