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About Our Areas of Work
We organize our work into three areas to help low-income youth & adults:

Blog

Wednesday April 6, 2016
Students in a Math classroom
Principle 2: Enrollment in college-level math and English courses or course sequences aligned with the student’s program of study is the default placement for the vast majority of students. In plain English, Principle 2 states that most students should be placed in credit-bearing college courses rather than developmental education course sequences, even when their placement scores indicate that they will need additional supports to succeed in college-level courses. This practice is referred to as acceleration because it shortens or eliminates entirely the time a student spends in...
Tags: Credentials, Developmental Education, Dropout Recovery
Tuesday April 5, 2016
College students taking a test
The first of the Core Principles states: Every student’s postsecondary education begins with an intake process to choose an academic direction and identify the support needed to pass relevant credit-bearing gateway courses in the first-year. This dry, bureaucratic statement conceals a call for radical transformation of the entire intake and advisement process at community colleges across the nation. Historically, the intake process was designed to weed out students deemed “not ready” for college-level work. Such students were directed into developmental education courses that could take...
Tags: Credentials, Developmental Education, Dropout Recovery
Monday April 4, 2016
Two-thirds of students in community colleges are assessed as underprepared to successfully enter and complete college-level programs of study. For too many of these students, especially low-income, first-generation, and students of color, underpreparation stands between them and economic opportunity. Without a college credential, most people born into the lowest quintile of the national income distribution will remain stuck there throughout their lifetimes. For example, half of all black Americans born in the lowest income quintile remain there as adults. Black Americans who earn bachelor’s...
Tags: Credentials, Career Pathways, Developmental Education, Opportunity Youth
Tuesday March 29, 2016
There are startling statistics that we can no longer ignore. A child born into a family in the lowest income quintile has a 4% chance of moving into the top quintile. Half of black Americans are born poor and stay poor. Most black, middle-class children are downwardly mobile. These data points reflect the growing inequality, lack of economic mobility, and increasing numbers of Americans living in poverty and insecurity. Like many of you, Jobs for the Future is doubling our efforts to change this deeply troubling and painful reality in the land of opportunity.  At JFF we are committed to...
Tags: Career Pathways, Credentials, Summit, Economic Mobility
Wednesday March 23, 2016
Lexi Barrett is JFF's new director of national education policy. Over the last few months, the Early College High School design earned remarkable recognition and support from leaders in Congress and the U.S. Department of Education (ED). ED’s experimental sites authority and the passage of the Every Student Succeeds Act (ESSA) opened new federal funding sources to support school districts looking to implement Early College Designs. In October 2015, ED launched an experiment to expand access to college coursework for high school students from low-income backgrounds. Through this pilot program...
Tags: Early College, Dual Enrollment