Discussion list members,
Here are your Thursday Resources.  Enjoy!
Donna

Donna Brian
Moderator, LINCS Workplace Literacy Discussion List
Off-list contact djgbrian at utk.edu  

To post a message:
workplace at nifl.gov  

To subscribe/unsubscribe/change options/access archives:
http://www.nifl.gov/mailman/listinfo/workplace  



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From the Center for Law and Social Policy (CLASP) http://www.clasp.org 

"Using Increased Funding under the Workforce Investment Act to Create Multiple Pathways to Marketable Postsecondary Credentials and Middle-Class Employment"
	This paper discusses how the Workforce Investment Act (WIA) system can use new funding and flexibility under the American Recovery and Reinvestment Act (ARRA) to implement cutting-edge workforce education and training strategies that can help low-skill adults and out-of-school youth gain the skills and credentials they need to fill the pipeline of skilled workers for jobs important to local economies.
http://www.clasp.org/publications/arra__careerpathways.pdf  

"Single Mothers in the Era of Welfare Reform"
	The 1990s welfare reform and expansion of work supports caused an historic increase in the share of single mothers who were working. This chapter examines the policy changes of the 1990s and since along with the subsequent employment and earnings outcomes for single mothers.
http://www.clasp.org/publications/singlemotherschap07.pdf 

"Every Door Closed: Facts About Parents with Criminal Records"
	Each year, approximately 400,000 mothers and fathers finish serving prison or jail sentences and return home eager to rebuild their families and their lives. As these parents struggle to make a fresh start, they encounter many legal barriers that will make it very difficult for them to successfully care for their children, find work, get safe housing, go to school, access public benefits, or even, for immigrants, stay in the same country as their children.
http://www.clasp.org/publications/EDC_fact_sheets.pdf  

"Making the Employment Connection: New Opportunities to Support Transitional Jobs Programs Using the TANF Emergency Contingency Fund" 
	This paper highlights new opportunities to develop or expand Transitional Jobs programs using funding from the new Temporary Assistance for Needy Families Emergency Contingency Fund, which was authorized by the American Recovery and Reinvestment Act of 2009.
http://www.clasp.org/publications/newoppcontfund.pdf  

"From Stimulus to System: Using the ARRA to Serve Disadvantaged Jobseekers" 	This paper explores models and mechanisms for connecting low-skilled jobseekers to ARRA-related job opportunities--including community-benefit agreements, job linkage/first source hiring, and goals and standards for job creation and job quality--and for subsequently engaging jobseekers in further skill-building and educational programs.
http://www.clasp.org/publications/fischerreissstimulustosystemfinal.pdf 

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From the National Centre for Vocational Education Research, Australia http://www.ncver.edu.au/  

"What is ‘social capital’ and how can vocational education and training help develop it?"
	Recent research in the vocational education and training (VET) sector shows that students are gaining a range of benefits from their studies, beyond expected course outcomes. Students are developing new networks and are gaining confidence and self esteem. The networks and trust developed by students can also be referred to as 'social capital'. This paper discusses the concept of social capital and examines the link between it and VET. Recent research in the vocational education and training (VET) sector shows that students are gaining a range of benefits from their studies, beyond expected course outcomes. Students are developing new networks and are gaining confidence and self esteem. The networks and trust developed by students can also be referred to as 'social capital'. This paper discusses the concept of social capital and examines the link between it and VET.
http://www.ncver.edu.au/pubs/confs/SocialCapital_Oct08_Priest.pdf   

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From Achieve http://www.achieve.org  

"Closing the Expectations Gap 2009"
	Each year, on the anniversary of the 2005 National Education Summit on High Schools, Achieve releases an annual 50-state progress report on the alignment of high school policies with the demands of college and careers. Closing the Expectations Gap, 2009 is the fourth annual report in this series. The report details state progress implementing the American Diploma Project policy agenda.
http://www.achieve.org/files/50-state-2009.pdf   

"Better Late Than Never: Examining Late High School Graduates"
	The Center for Public Education examines the outcomes experienced by late high school graduates related to postsecondary education, work, civic participation and health, and compares the performance of these students to that of their peers who graduated on time, earned GEDs, or dropped out altogether. The study finds that graduating on time is the best scenario for young people. Nonetheless, young people who take five or six years to earn their high school diploma also consistently perform better than GED recipients and dropouts, showing that the extra effort by students and schools is worth the time and resources.
http://www.centerforpubliceducation.org/site/c.kjJXJ5MPIwE/b.4950685/k.B12B/Better_late_than_never__Examining_late_high_school_graduates.htm  

"Math Works"
	The Math Works advocacy kit provides resources that make the case for why all students - regardless of their plans after graduation - should engage in rigorous math course-taking throughout their high school experiences. The Math Works materials - ranging from fact sheets, PowerPoint presentations, brochures and others - are resources for policymakers, advocates, educators, parents and students alike that highlight the connection between higher-level mathematics course-taking and college access and success, workplace and career readiness, and personal and U.S. competitiveness.
http://www.achieve.org/MathWorks   

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From the Council of Ministers of Education (Canada) (CMEC) http://www.cmec.ca/Pages/Default.aspx   

"Community Based Literacy Planning"
	This module looks at the community-based literacy planning approach as a way to improve literacy levels in Canada. The module is designed for groups, organizations, and institutions interested in learning more about this approach, its benefits and challenges, and what it means to work collaboratively to bring together a continuum of community literacy services for all ages. Upon completing the module, participants should understand how a community-based literacy plan will benefit a community and its literacy level. Participants will also learn what steps to take to establish a plan in their community. The module includes video clips, challenging questions, and group activities.
http://www.forum2008.cmec.ca/en/modules-community.html  

"Community Literacy Planning Guide"
	This planning guide will support communities as they: gather together to talk about literacy; decide to participate in the Literacy Now Communities program; submit an application for planning funds; mobilize local community energy and knowledge; assess the community’s literacy needs; build on existing literacy work and address important gaps; and prepare a community plan.
http://www.2010legaciesnow.com/fileadmin/user_upload/Embrace_Learning/PDF/LiteracyNow_Guide.pdf     
  
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From the United States Department of Labor, Employment & Training Administration http://www.doleta.gov  

"Implementing Workforce Investment Act and Wagner-Peyser Funding under the American Recovery and Reinvestment Act (2009): Frequently Asked Questions"
	The approved initial set of Q's and A's for Implementing Workforce Investment Act and Wagner Peyser Funding under ARRA have now been posted.
http://www.doleta.gov/recovery/TEGL14-08_Change1_FAQs.cfm   

Projects that support the President's commitment to "Green Energy Jobs" and propose a clear strategy for training and employment in the renewable energy economy, are considered unique and innovative and will receive priority consideration. The full Solicitation for Grant Application is posted on www.grants.gov  under U.S. Department of Labor/VETS.

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From the Aspen Institute http://www.aspeninstitute.org / 

"Job Training that Works: Findings from the Sectoral Employment Impact Study"
	Disadvantaged workers who complete job training at high-performing sector-oriented programs do significantly better in the workforce - particularly in terms of wages and benefits - than their counterparts who do not receive such training, according to a just-released random assignment evaluation involving three sector programs and hundreds of participants. The evaluation tracked participants for two years in three sector programs - Jewish Vocational Services (Boston, Mass.), Per Scholas (New York City), and Wisconsin Regional Training Program (Milwaukee, Wisc.). The evaluation, funded by the Charles Stewart Mott Foundation, was conducted by Public/Private Ventures, with assistance from Aspen's Workforce Strategies Initiative. Highlights from the study are presented in a brief, "Job Training that Works: Findings from the Sectoral Employment Impact Study," posted on P/PV's Web site. A more detailed report is expected in the fall.
http://www.ppv.org/ppv/publications/assets/294_publication.pdf   

"Encouraging Entrepreneurship: A Microenterprise Policy Agenda for a New Political Era"
	The start of a new administration and a new Congress bring the opportunity for a new and reinvigorated policy agenda to support microenterprise development. Although the demands on federal and state budgets pose challenges to efforts to promote new policies, in a time of economic crisis policy makers also seek initiatives – such as microenterprise development – that can create jobs and help stabilize family incomes. The guide is based on a policy agenda created by members of the Microenterprise Anti-Poverty Consortium in 2008. It describes some of the philanthropic initiatives that support the underlying policy ideas, and outlines how funders can support policy development.
http://fieldus.org/Publications/FunderGuide13.pdf   

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From the Office of Community College Research and Leadership (OCCRL) http://occrl.illinois.edu/  

"Lessons Learned from Breaking Through"
	The Breaking Through (BT) initiative promotes an expanded and enhanced role for community colleges in providing access to college for low-skilled adults defined as below 8th grade reading and math skills. BT is uniquely important in its systematic integration of adult education, developmental/remedial education, professional-technical education (PTE), and career planning and preparation in community colleges geographically distributed throughout the United States. Through the creation of a variety of models, BT envisions new, sequential curriculum and instruction to assist low-skilled adults to progress through adult basic education (ABE) and/or developmental/remedial education to college credit PTE coursework that leads to family wage-sustaining careers. 
http://occrl.ed.uiuc.edu/Publications/In_Brief/Breaking-Thru4-09.pdf  

"The Adult Learner and the Applied Baccalaureate: Emerging Lessons for State and Local Implementation"
	Expanding postsecondary education for adult learners and those already in the labor force is vital to the United States’ workforce and economy, yet adults struggle to find suitable paths to and through college. Applied baccalaureate degrees have arisen from a number of convergent forces. They provide a bachelor’s degree option for participants in Associate of Applied Science (AAS) degree or applied associate degree programs offered primarily in occupational-technical (or career-technical) education program areas. These degree programs represent a potentially important curriculum path to the baccalaureate for a sizeable number of postsecondary students.
http://occrl.ed.uiuc.edu/Projects/lumina/AppBaccBrief.pdf  

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From HigherEd.org http://highered.org/

"Nontraditional Students in Public Higher Education: A Multi-State, Student Unit Record Study"
	The study examines the impact of student demographics, enrollment behavior, school characteristics, and major on outcomes. The results are broken out by two- and four-year schools and address issues such as transfer, stop outs, co-enrollment, the climate of diversity, adult learner-friendly policies, and the impact of institutional resources.
http://highered.org/docs/Nontraditional%20Students%20in%20Public%20Higher%20Education.pdf  

"Nontraditional Student Success in Public Two-year Colleges"
	While data are available through the IPEDS Graduation Rate Survey about first-time, full-time freshmen, very little is known about the retention and graduation of other types of degree/certificate-seeking students, particularly nontraditional, adult learners. This research provides new insights into the educational experiences of two-year college students.
http://highered.org/docs/Nontraditional%20Student%20Success%20in%20Public%20Two-year%20Colleges.pdf 

"New Measures of Student Success in Public Higher Education"
	This research provides new insights into the typology and success of students in public higher education. Persistence and attainment rates for public, two- and four-year cohorts are explored in terms of majors, dropout, transfer, same school retention, overall retention, and certificate, associate’s, and bachelor’s awards.
http://highered.org/docs/New%20Measures%20of%20Student%20Success%20in%20Public%20Higher%20Education.pdf  

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Brought to our attention by Workbase Literacy Works (NZ) http://www.nzliteracyportal.org.nz   

"Core Skills for Business"
	This booklet provides a starting point for tackling language, literacy and numeracy issues in the workplace, improving communication processes and building your workforce capability.
http://www.ibsa.org.au/downloads/Core_Skills_for_Business.pdf   

"Connecting to Workplaces: Validating Outcomes Demonstrations with Employers"
	When stating the requirements for employment, employers often require a GED. Employers consistently agreed they would consider an applicant without a grade 12 diploma if the applicant could demonstrate their skills in a different way. The purpose of this project was to have employers validate that demonstrations which were developed to assess an adult learner or employee's work-related skills could be used to show job readiness to employers as well as the adult learners or employees. An important component of the project was to determine what skills are most important to employers. Employers who recognize the fundamental importance of basic reading, writing, and numeracy, still believe that self-management and self-direction are prerequisite to developing other job related skills. Although the creation of the demonstration itself cannot ensure an adult learner will be successful in completing it, it is the stepping-stone in proof to employers that the successful completion would be an indication of job readiness.
http://www.nald.ca/library/research/alphaplus/cwvode/cwvode.pdf  

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From the Center for American Progress http://www.americanprogress.org/  

"Seven Questions About Green Jobs: Why the Most Productive Jobs of the Future Will Be Green Jobs" 
	Targeted investments in energy efficiency and renewable energy will produce approximately four times more jobs than spending the same amount of money on mature energy industries such as oil and gas. And these investments will offer substantially better economic stimulus than simply increasing household consumption through rebates or tax giveaways. This report details the kinds of jobs that can be created through building retrofits, public transportation and freight rail, smart grid electrical transmission systems, and renewable energy investments in solar, wind, and biomass.
http://www.americanprogress.org/issues/2009/04/pdf/green_jobs_questions.pdf 
  
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