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

Blog

Tuesday July 12, 2016
Critical Findings of the Accelerating Opportunity Initiative Jobs for the Future’s Accelerating Opportunity (AO) initiative was launched over four years ago, with the goal of helping the nation’s large numbers of adults with low basic skills earn higher-wage jobs faster by combining the Adult Basic Education (ABE) and career and technical training they need into one integrated program. The numbers speak for themselves: in the first three years of the initiative, 8,287 students enrolled in AO pathways across 54 colleges in four of our participating states: Illinois, Kansas, Kentucky, and...
Tags: Career Pathways, Credentials, Career and Technical Education, Adult Basic Education
Tuesday May 10, 2016
If the U.S. is to live up to its history as a land of equality and mobility, we must ensure that our educational systems help the poorest and most disadvantaged students instead of standing in their way. Jobs for the Future’s new inclusive policy framework helps practitioners, policymakers, and advocates identify opportunities to make educational policy inclusive of students who have long been overlooked. Please join us at Voices for Opportunity and Economic Mobility: A Jobs for the Future Summit in New Orleans in June to explore with us how policy and culture shifts can improve outcomes for...
Tags: Career Pathways, Credentials, Opportunity Youth, Federal Higher Education Policy, Summit, Economic Mobility
Thursday May 5, 2016
By: Jaime Fall and Kathy Mannes One year later, it’s nice to see progress being made. Last year, the Obama Administration launched an UpSkill movement to encourage employers and others to invest in frontline workers. Last week, Lumina Foundation, Aspen’s UpSkill America, and CAEL’s Business Champions hosted an event to celebrate the progress toward this goal, which is reflected in commitments from companies as well as labor, community colleges, workforce providers, and other public and private partners. There was a lot of good news. Companies reported on innovative and practical solutions...
Tags: Addressing Employer Needs, Employer Engagement, Credentials, Work-Based Learning
Thursday April 7, 2016
A professor is helping two students in a classroom
Principle 4. Additional academic support should be integrated with gateway college-level course content — as a co-requisite, not a pre-requisite. Principle Four opens the question of what needs to be done for students who enter college with skills so low that it is not likely they can benefit from default placement in a college-level course. The honest answer is that we don’t know. Whatever the eventual solutions, student supports will need to be a central feature. Principle Four focuses on “additional academic support,” but I argue that “additional support” needs to go far beyond the...
Tags: Credentials, Developmental Education, Dropout Recovery, Opportunity Youth
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