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Network for supporting Adult Basic Education providers

The NCTN supports Adult Basic Education staff, programs and state agencies in establishing and strengthening ABE-to-college transition services through technical assistance, professional development, collegial sharing, advocacy and increased visibility for this critical sector of the adult basic education system.

Transition to College and Careers (TCC) Pilot Project. A "career pathways" model to help adults with limited education enter and succeed in college programs.

Evaluation of the SUN project in the Colorado Community Colleges. Initiative was intended to better prepare and transition adult education students into community college programs.

Web site for the Transitions Mathematics Project at the Washington State Board of Community and Technical Colleges

This brief addresses the current and projected need for skilled workers and the skills immigrants will need to be able to take these positions. These skills are based in academic and higher level thinking skills. The authors provide the rationale and research underlying the need to incorporate these skills into ESL classes, regardless of the level or purpose of the courses (e.g., beginning, life skills). These skills will assist them in transitioning to postsecondary work training, academic settings, or navigating life in general. They address the following skills as being essential to incorporate into the classroom: reading and listening, note taking and organizing information, and critical thinking.

Report from the Mitchell Institute in Maine on how to improve transitions from high school to college for Maine students. Covers college preparation, awareness, career counseling, financial aid.

The report is referenced in a report on remedial education developed by the University of Maine system in 2007.

New blog for Parents, teachers of, and students with LD/ADD online resource for postsecondary transition news

Story from Ed Week on the challenges students with disabilities face when attempting to transition to higher education.

By Jennifer D. Jordan in the Providence Journal, Oct 20 2010. One state (Rhode Island) looks at the transition from high school to college and the steady need for developmental education among nearly 2/3 of its community college students, despite efforts made in K-12.

Memorandum of agreement with the University of Maine System

Washington's Student Achievement Initiative measures student progress for the incremental gains made that lead to college success. These measures, called momentum points, are in four categories: improving preparation for college-level courses, building towards a year of college credit, completing college math, and completing certificates, degrees and apprenticeships. This paper describes the success of basic skills students in transitioning to college-level classes, and the momentum they gain towards college success. (Washington State Board for Community and Technical Colleges, January 2008)

Focuses on where California's K-12 and community college systems meet and explores some of the potential opportunities for building better bridges between them. These include utilizing common approaches to assess student readiness and enabling K-12 and community college educators to jointly plan for the successful transition of students from high school to community college. (EdSource, November 2008)

JFF State Policy Framework from Achieving the Dream. Outlines focus on data, assessment/placement, persistence/completion, incentives, transition/transfer

This is the first year report of a three year longitudinal study by the American Council on Education to understand the effects of obtaining the GED on postsecondary enrollment, persistence, and completion. This study supports transitioning adult learners without a high school diploma to the GED credential and into postsecondary with accelerated learning. This first year study used the information gathered at the National Student Clearinghouse (NSC). The NSC holds 93 percent of postsecondary student enrollment. The study focused on adults who acquired the GED credential in 2003. The pilot study founded credential recipients had a significantly higher enrollment rate into postsecondary than non-passers; females enrolled more than males; there is no significant ethnic difference between enrollees and non-enrollees.

The author describes the experiences of three states that reviewed their placement assessment policies. The report encourages states to consider college placement policies as part of a broader vision of college readiness. (Michael Lawrence Collins, Jobs for the Future, 2008)

It's Not About the Cut Score: Redesigning Placement Assessment Policy to Improve Student Success is an Achieving the Dream Community Colleges Count and Jobs for the Future Policy Brief written by Michael Lawrence Collins, program director for Jobs for the Future's Youth Transitions Cluster, July 2008.

Resource shared at the GPG Workshop on Remedial Education in Nashville, TN on October 5-7, 2010.

In this edition, we feature the Workforce Competitiveness Collection, which covers Workforce Education, English Language Acquisition, and Technology. Each month, Collections News features one of the three LINCS Resource Collections - Basic Skills, Program Management, and Workforce Competitiveness - and introduces research-based resources that you can use in your adult basic education and family literacy programs and classrooms.

When black students reflected on the idea that everybody, regardless of race or ethnicity, initially struggles to adjust to college, their academic performance and longer-term well-being benefited, according to a paper published on Thursday in the journal Science.