Donna Brian
Colleagues,

I have been short on time to gather Thursday Resources for a while, and
I apologize for the lapse.  I hope you will find something of interest
below.

It could just be the sources I tapped to find these Thursday Resources,
or it could be that there is a lot of interest in transitioning adult
learners to work and/or higher education, but that topic area covers a
lot of the resources below.  Remember that if the URL is broken by line
breaks, you will need to cut and paste all of the parts into your
browser in order to access the resource.

Best,

Donna

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

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


>From National Research Center for Career and Technical Education

http://www.nrccte.org/   

"Moving Beyond the GED: Low-Skilled Adult Transition to Occupational
Pathways at Community Colleges Leading to Family-Supporting Careers"
	Two-year community and technical colleges are often the gateway
to postsecondary education for low-skilled adult students, and therefore
are often charged with the task of making up the skills gap needed for
success in postsecondary education and job training. This review of
research was a part of a larger project that identified exemplary
community college programs that employ innovative curricular and
instructional practices in order to help low-skilled adults attain a
family-sustainable wage.
http://136.165.122.102/UserFiles/File/Snapshots/Snapshots_GED.pdf  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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


"The Shriver Report: A Woman's Nation Changes Everything"  
	The Shriver Report is a comprehensive study of the American
worker, who today is just as likely to be a woman as a man. For the
first time in our nation's history, women are nearly half of all U.S.
workers and mothers are the primary breadwinners or co-breadwinners in
nearly two-thirds of American families. This is a dramatic shift from
just a generation ago - in 1967 women made up only one-third of all
workers - and a permanent cultural change.  The Report includes research
by the leading authorities in working families and the U.S. labor
market, government, business, media and faith.
http://www.americanprogress.org/issues/2009/10/pdf/awn/a_womans_nation.p
df 

"Working Learners: Educating Our Entire Workforce for Success in the
21st Century"
	Working learners are now served by a system that is overly
focused on crisis intervention at the point of unemployment and getting
people back into jobs, and not focused sufficiently on the need for
training and education. Change is clearly needed.
http://www.americanprogress.org/issues/2009/06/pdf/working_learners.pdf


"Working Learners Need Innovative Education Models"
	A centerpiece of the president's America's Graduation Initiative
is to add an additional 5 million community college graduates to the
nation's workforce by 2020. Meeting this goal will require engaging more
working learners.
http://www.americanprogress.org/issues/2009/10/agi_colleges.html  

"Work and Education Can Go Hand in Hand"
	Many laid-off adults are enrolling in colleges and need a
college education system that matches their busy lives and delivers
tangible career benefits
http://www.americanprogress.org/issues/2009/04/work_and_education.html  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


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



"Earning and Learning: Options under the Workforce Investment Act"
	Adults with limited work experience, low education and skill
levels and other barriers to employment face the greatest challenges,
especially at a time of rising unemployment. Strategies that combine
work and learning are critical to help these individuals to enter or
regain employment. Earning and Learning: Options under the Workforce
Investment Act focuses on two program strategies that combine work and
learning: on-the-job training and paid work experience combined with
skill development.
http://www.clasp.org/admin/site/publications/files/EarnLearn.pdf  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


>From The Joyce Foundation http://shifting-gears.org/  


"Back to Basics: Improving Community College Readiness of Community
College Students"
	In response to the fact that so few students with basic skills
and remedial (or developmental) education needs graduate from community
college, the California Legislative Analyst's Office examined remedial
policies and practices in California and developed recommendations to
promote persistence and completion.  The paper recommends several
relevant options that would address the remedial needs of low-skilled
adults, including community college assessment and mandatory placement
policies and innovative institutional practices.  
http://www.lao.ca.gov/2008/edu/ccc_readiness/ccc_readiness_0608.pdf 

"Connecting Education and Work"
	States are seeking the best ways to encourage young adults and
workers to earn postsecondary credentials that help them advance
economically while also meeting employers' critical skill needs. These
efforts focus on creating more flexible pathways through basic skills,
job training, and college workforce education.
http://www.shifting-gears.org/index.php?option=com_content&view=article&
id=55:creating-college-and-career-pathways&catid=42:building-education-a
nd-training-pathways&Itemid=62 

"Connecting to Employers"
	Employers play a central role in hiring, training and advancing
entry-level and low-wage workers.  Research suggests that employers make
substantial investments in training, but most of this investment is
directed at more educated and experienced employees.
http://www.shifting-gears.org/index.php?option=com_content&view=article&
id=72:connecting-to-employers&catid=46:connecting-to-employers&Itemid=66


"Charting a Path: An Exploration of the Statewide Career Pathway Efforts
in Arkansas, Kentucky, Oregon, Washington and Wisconsin"
	A new joint report by the Seattle Jobs Initiative and The
Working Poor Families Project explores state career pathway programs in
various stages of development. The detailed profiles of these efforts
should serve as a useful resource for states who are trying to implement
a career pathways framework of their own.
http://www.seattlejobsinitiative.com/policy/publications/documents/09May
26_SJI_PolicyBrochure_in-housecopy.pdf  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~


>From Community College Research Center http://ccrc.tc.columbia.edu/ 


"The Landscape of Noncredit Workforce Education: State Policies and
Community College Practices" 
	This report provides detailed findings on state policies and
community college practice on noncredit workforce education, drawn from
interviews with policymakers in all 50 states and case studies of 20
community colleges in ten states. It also offers recommendations for
policy and practice.
http://ccrc.tc.columbia.edu/Publication.asp?UID=572  

"A Cross-Case Analysis of Career Pathway Programs That Link Low-Skilled
Adults to Family-Sustaining Wage Careers"
	This analysis is one of the few studies that focuses on the
design and implementation of career pathways initiatives geared to
low-skilled adults. It provides rich detail on initiatives in three
states and describes implications for policy and practice.
http://136.165.122.102/UserFiles/File/pubs/Career_Pathways.pdf 

"Rethinking Developmental Education in Community College"
	In recent years, a dramatic expansion in experimentation with
new approaches to strengthen student skills has taken place. There is
now a growing commitment to better evaluation and quantitative analysis
of student progression in community colleges that promises a more
systematic and informed process of program and policy development. I
suggest a broad developmental education reform agenda based on a
comprehensive approach to assessment, more rigorous research that
explicitly tracks students with weak academic skills through their early
experiences at community colleges, a blurring of the distinction between
developmental and "college-level" students that could improve pedagogy
for both groups of students, and strategies to streamline developmental
programs and accelerate students' progress toward engagement in
college-level work.
http://ccrc.tc.columbia.edu/Publication.asp?uid=658  

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~