Amid keen interest in helping students, young adults, and low-wage workers build the skills necessary to succeed in a technologically advanced economy, MDRC is studying a range of programs that feature employer involvement, such as career pathways from high school into college and the workforce, work-based learning, apprenticeships, and sectoral training.
Integrating Workforce and College-Readiness Training into California’s Adult Basic Skills Programs
New models for adult education that integrate basic skills education with workforce and college-readiness training are catching on across the country. In this report, MDRC examines the development of these programs in California and suggests ways to expand these integrated models in adult basic skills programs across the state.
Current Policy, Prominent Programs, and Evidence
This paper reviews the available evidence supporting various types of career and technical education programs, touching on both the amount of evidence available in each area and its level of rigor.
This report discusses a pilot project to prepare adult education students in New York City for the new more rigorous GED exam. Revised writing and math curricula were offered to thousands of students, but attendance was erratic. Shorter lesson sequences and support outside the classroom might allow more students to benefit.
Seven Years Later
This paper presents the long-term effects of a learning communities program. The program’s positive effect on credit accumulation was maintained for seven years, and there is some evidence that graduation rates increased. Economic outcomes are examined, and sobering reflections on detecting effects on economic outcomes in higher education interventions are presented.
Two-Year Effects of a Freshmen Learning Community Program at Kingsborough Community College
Freshmen in a “learning community” at Kingsborough Community College in Brooklyn, NY, moved more quickly through developmental English requirements, took and passed more courses, and earned more credits in their first semester than students in a control group. Two years later, they were also somewhat more likely to be enrolled in college.