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

Blog

Tuesday September 19, 2017
Recently, I read an employer profile for the Kentucky-based materials manufacturer Universal Woods, written by Steven Dawson. Universal Woods is a manufacturer of hard surface panels and flooring headquartered in Louisville, KY, with 200 employees, and operations in Ohio, Australia, and Belgium. To many, Universal Woods embodies the idea of a  “good employer” – the type of employer that sees the worker as a trusted partner and creator of value for the business – and Dawson describes the work environment as one that nurtures the practice of learning from mistakes and working collaboratively,...
Tags: Student-Centered Learning, Deeper Learning, Future of Work, Developmental Education
Thursday September 14, 2017
By guest
The technological advances of the past 40 years have fueled the Fourth Industrial Revolution which has greatly impacted the modern workplace. The First Industrial Revolution used water and steam power to mechanize production; the Fourth Industrial Revolution will use robotics, automation, computing, and the internet to transform the nature of work forever. While technology has made us more productive, it has changed many of the types of jobs we do, and how we do them. What does this mean for K-12 educators? How can this inform how we define getting our students “college and career ready”?...
Tags: Deeper Learning, Developmental Education, Work-Based Learning, Future of Work
Tuesday May 9, 2017
Q&A with John Kerr, Washington state director for Basic Education for Adults
This is the first in a series of periodic conversations with members of the Policy Leadership Trust for Student Success. At the winter 2017 meeting of Jobs for the Future’s Postsecondary State Policy Network, JFF Vice President Michael Lawrence Collins sat down with Jon Kerr, the Washington State Director for Basic Education for Adults, to discuss why community colleges should be more intentional in connecting adult basic education to guided pathways and how federal and state policy could help forge greater ties. Kerr is a member of the Policy Leadership Trust for Student Success, which JFF...
Tags: Developmental Education
Friday April 21, 2017
When we think about college in this country, top-tier institutions like Harvard, Yale, and Stanford come to mind, in part because there is no shortage of media coverage of college rankings and admissions at the top. In the last couple weeks alone there were two separate stories about high school students who got accepted to all eight Ivy League schools. On April 5, 2017, CBS News reported “17-year-old New Jersey teen accepted into all 8 Ivy League schools,” and CNN posted “North Dakota teen gets accepted by all 8 Ivy League schools.” On the same day, news outlets posted a story about four...
Tags: Credentials, Federal Higher Education Policy, Developmental Education
Thursday September 8, 2016
Originally posted on Completion By Design's blog on September 7, 2016. The completion agenda has been effective in shifting the national conversation on postsecondary attainment from access to completion, as reflected in the measurable completion goals set to be achieved by Lumina Foundation, The Bill & Melinda Gates Foundation, the Obama Administration, and numerous states. This is tremendous progress, but for low-income Americans who seek postsecondary credentials to secure employment and advance in our economy, it is not enough to simply complete. Several recent studies from the...
Tags: Credentials, Labor Market Information, Federal Higher Education Policy, Developmental Education