How can educators provide more customized support to engage all students and get them college and career-ready? The answer, according to a growing body of research, is student-centered learning approaches. Anytime, Anywhere: Student-Centered Learning for Schools and Teachers (Harvard Education Press), edited by Rebecca E. Wolfe, Adria Steinberg, and Nancy Hoffman, helps educators apply what we know about how the human brain learns, find ways to motivate and engage all students, and use digital tools to help them learn, assess, and express what they have learned in powerful new ways.

Anytime, Anywhere was produced by Students at the Center, which is funded by the Nellie Mae Education Foundation. Read more . . .

Almost 7 million young Americans (age 16-24) are insufficiently attached to school or work. Based on conservative estimates, we can generate over $1 billion just by helping a mere 0.1 percent earn a high school credential and complete their first year of college through Back on Track Designs. What It Costs lays out the cost of setting up these GED- and diploma-granting schools and programs, and how districts, colleges, and community-based organizations can partner to sustain them. Read more . . .

The early college movement keeps on growing, with hundreds of schools nationwide—246 in JFF’s network alone. Tens of thousands of early college students are completing college coursework in high school, saving time and money toward earning college credentials—particularly minority and low-income youth. We invite educators, administrators, policymakers, and thought leaders to our Early College Conference on October 29-30 in Raleigh, NC, to learn how Early College Designs can prepare your students for college by leveraging proven classroom strategies, emerging technology, and partnerships with colleges and employers. 

Register by June 30 to pay our “Early Bird” rate. And contact us about presenting!

JFF applauded President Obama for highlighting P-TECH Early College High School in Brooklyn, NY, and its corporate partner IBM in his fifth State of the Union address last week. P-TECH and IBM’s unique grade 9-14 partnership helps its students graduate within six years with both a high school diploma and an Associate’s degree, equipped with the skills and knowledge that employers are demanding. P-TECH—like 240 other schools nationwide—is based on the early college model that enables more than 75,000 students a year to earn free college credit in high school. Most students are from minority and low-income families. Read more . . . 

Increasingly, schools and districts are incorporating technology into their instruction to engage young people who have fallen off track to graduating from high school on time. In a new practice brief, JFF’s Clare Bertrand details three essential processes for integrating tech-based tools into curricula. For each, she highlights a pioneering school that serves off-track and out-of-school youth, pointing to what its experience reveals. Read more . . . 

States with NCLB waivers are developing new K-12 accountability systems that have the potential to encourage college and career readiness. However, states must not reduce the importance of graduation rates within these systems. JFF Education Policy Director Kathryn Young offers five questions that each state should ask to ensure that grad rates remain a central indicator of school success. Good news: The states already have the data they need to answer these questions. Read more . . . 

Increased K-12 accountability can improve student outcomes if it is coupled with the expansion of innovations proven to accelerate the skills of low-income youth. That’s the main message of Joel Vargas and Janet Santos’ chapter in Sage Publications’ new book, Standards and Accountability in Schools. The book, composed of point-counterpoint essays, is designed to be a primer on education issues. Its editor, Thomas J. Lasley, II, is a former dean of education at Dayton University and co-founder of Dayton Early College Academy. Read more . . . 

It was time to renew the charter of Boston Day and Evening Academy, a school that uses a competency-based approach to educate high school-age students for whom the traditional education model has not worked. The re-charter team asked a group of BDEA students a pointed question: “Who is in charge here?” After brief discussion, one student proclaimed: “We are!” The others agreed. 

And according to BDEA Director of Instruction Alison Hramiec, they’re right. 

Hramiec’s guest JFF blog entry details how BDEA students are encouraged to guide their own learning and that of their classmates, with teachers serving as guides and competencies serving as the milestones they reach for. BDEA has over 300 benchmarks across core subjects, all aligned with the Common Core State Standards. Read more . . . 

The U.S. Department of Education has awarded JFF $15 million to scale up Early College Designs in Denver, CO, and two school districts in South Texas, Brownsville and Pharr-San Juan-Alamo. The grant, part of the DOE’s Investing in Innovation “i3” program, will help roughly 30,000 students across the three districts to prepare for college success and earn free college credits by the time they graduate from high school. The DOE selected JFF and 19 other nonprofits and school districts from among 727 applicants. Read more . . . 

Most high school dropouts in America end up in low-paying jobs with little opportunity for advancement. But at 19, Doralee Ortez is already a certified nursing assistant and soon-to-be dental assistant, thanks to her own hard work and dedication, as well as a fast-track certification program at Northwest Indian College, supported in part by Breaking Through, a national adult ed initiative. While Doralee, a former high school dropout, was preparing to earn her GED, her older sister Jessica, an aspiring RN, was in an accelerated, 1.5-semester nursing assistant program at NWIC, and urged Doralee to join her. Read more . . . 

There are four specific ways that state funding can help adult students complete basic skills training and move onto credit-bearing college coursework. Michigan has successfully put these strategies to work, benefiting students at six community colleges, according to Forging New Pathways, a Breaking Through report. The practices are: 

• Scale up successful programs instead of creating many small, “boutique” efforts. 
• Fund the creation of clear career pathways that start as early as noncredit coursework, advance through credit-bearing workforce training, and lead to valuable postsecondary credentials. 
• Invest in upfront program elements that are essential to determining students’ eligibility for financial aid, ascertaining their academic skill levels, and evaluating their technical aptitude and skills. 
• Invest in spreading these strategies throughout a college. Read more . . . 

In a joint statement, JFF and three other leading education groups address the need for a much more effective and efficient way to raise community college students’ pre-college academic skills. In Core Principles for Transforming Remedial Education, JFF, the Charles A. Dana Center, Complete College America, and the Education Commission of the States outline seven principles for “creating a fundamentally new approach for ensuring that all students are ready for and can successfully complete college-level work that leads to a postsecondary credential of value.” Principles include enrolling students in “meta-majors” upon enrollment to maximize their chances of earning a college degree, enrolling more students in gateway courses as a default placement, and providing developmental education as a co-requisite with college-level courses, not as a prerequisite. Read more . . . 

Well-defined career pathways offer one of the best ways to connect unemployed and underemployed adults with high-skill job opportunities. Portable, Stackable Credentialshighlights the most innovative efforts—across the country and the world—to develop pathways leading to jobs with family-sustaining wages. It also describes what skills and credentials are needed to obtain those jobs and how to guide students on how to begin. JFF CEO Marlene B. Seltzer coauthored the McGraw-Hill Research Foundation report along with JFF board member and LaGuardia Community College President Gail O. Mellow and others. Read more . . . 

States have an essential role to play as colleges develop structured pathways to guide students to college credentials and transfer. JFF’s Lara Couturier has 10 recommendations for state policies that can support and sustain these pathways. State priorities should include: faculty-led curricular alignment, accelerated developmental ed, heightened college advising, and real-time labor market information. Read more . . .

Less than 25 percent of community college students who take a developmental education course earn a postsecondary credential within eight years. Over the past three years, the six states in the Developmental Education Initiative have made unprecedented changes in policy and practice in an effort to improve these dismal outcomes. Ahead of the Curve is their success story: The reform agendas of Connecticut, Florida, North Carolina, Ohio, Texas, and Virginia are designed to accelerate the advancement of students from developmental education into credit-bearing college courses—and to continue their momentum through to credentials with value. Read more . . . 

College can be intimidating—especially if you’re 42 years old. 

“I was nervous, mainly scared,” says Patrick Cofield, a Houston native who hadn’t been in a classroom in 20 years. “I’ve worked in construction for a long time. I felt stuck and wanted to train myself for better jobs. But I didn’t want to go sit in a classroom—and with a bunch of kids.” 

But Patrick has learned that college is not just for kids anymore. When his wife Jessica enrolled in Lone Star College to get a nursing credential, she convinced him to look into the school’s building trade programs. He found a very unusual welding class: a 3-month, 80- hour course that integrates basic math with trade skills. 

Lone Star’s course—like 18 other Accelerate TEXAS programs statewide—moves adult students quickly through Adult Basic Ed as well as college and career training and into better jobs. Read more . . . 

Over the past year, Accelerate TEXAS has helped more than 2,000 ABE students like Patrick to earn college credentials. From November 12-16, the community colleges in this initiative are celebrating their students’ achievements during Accelerate TEXAS Week. 

Colleges are offering receptions for the public to explain and promote their Accelerate TEXAS programs, free forums for students to help them apply for internships and apprenticeships, and more. Follow Accelerate TEXAS Week on Facebook to see what’s happening. Read more . . 

Students who take college courses while in high school are significantly more likely to attend college and earn college degrees, according to a JFF study of more than 30,000 Texas high school graduates. In Taking College Courses in High School, JFF’s Ben Struhl and Joel Vargas report that 54 percent of graduates who were dually enrolled earned a college degree, compared with 36 percent of non-DE grads. These benefits held for all racial groups and for students from low-income families. 

This report adds to the mounting evidence that dual enrollment is a powerful strategy for enhancing college readiness, especially for low-income students and others underrepresented in college. Read more . . .

State policymakers have become increasingly interested in expanding participation in dual enrollment to include low-income students and others underrepresented in higher education, given the research about how it can improve their high school and college success rates. With the right policies in place, states can support high school-college partnerships that create on ramps to college. 

JFF closely analyzed dual enrollment policies in each of the 50 states to determine progress in creating conditions that support the delivery of these strategies, particularly for low-income youth. Our new 50-state policy tool shows how well each state supports dual enrollment, based on six specific policy elements. Read more . . .

Since 2002, early college high schools have been central to JFF’s and our partners’ work in increasing high school graduation and college readiness rates. JFF’s Early College Design Services takes these successful school designs to a district level to help every student prepare for college—especially low-income populations and others underrepresented in college. 

The Common Core State Standards make Early College Design Services especially valuable: They require schools to encourage all students to master critical skills like problem solving while gaining a deep understanding of subject matter. Early College Design Services helps schools and districts achieve all of this with strategies that prepare students to succeed in college-level courses while still in high school. Read more . . . 

State-level policy is key to enacting higher ed reforms that raise student achievement across college systems. But what are states with decentralized systems and autonomous campuses to do? That is why Michigan—a quintessential “non-system” state—is of such great interest. 

Autonomy and Innovation describes how the Michigan Community College Association created a Student Success Center that is promoting and supporting a culture of student success across the state’s community colleges. The report’s author, higher education and workforce development expert Tom Hilliard, explains how the center supports their reforms while respecting their autonomy. Read more . . . 

Craig Furtick was teaching English as a second language at Elgin Community College in Illinois when the dean of Adult Basic Education told him about Accelerating Opportunity and its team teaching model. After teaching ESL for four years, Craig was ready for a new approach to the challenges of ABE. He wasn’t sure how team teaching would work, but it sounded intriguing. 

In January, Craig dove into teaching an integrated program on Computer Numerical Control, joining his ESL teaching skills with those of four CNC instructors. “It’s been challenging and intense,” he says, “but I’m enjoying this new teaching model, and I’m glad I got in on the ground level of a rewarding, exciting initiative.” Read more about the experience of Craig and his students with Accelerating Opportunity . . . 

Illinois, Kansas, Kentucky, Louisiana, and North Carolina have received $1.6 million each to ensure that more low-skilled adults enroll in and complete education programs that link directly to valuable college credentials. The grants come from Accelerating Opportunity, a four-year, $18.5 million effort to help our nation’s 26 million adults who lack a high school diploma quickly obtain the necessary skills for and enter into clear pathways to family-supporting careers. 

The announcement of the grants took place during the 2012 Opportunity Nation Summit, described below, when JFF officially launched Accelerating Opportunity and JFF Vice President of Building Economic Opportunity Maria Flynn spoke about the initiative. 

“By breaking down the barriers to educational attainment, Accelerating Opportunity is responding to the new economy by helping community and technical colleges produce more employable graduates,” says Steve Patrick of the Bill & Melinda Gates Foundation, which co-funds the initiative. Read more . . . 

This year’s Opportunity Nation Summit (September 19) focused on strengthening the ladder of opportunity for young adults. A Summit Youth Partner, JFF co-sponsored the Gathering of the National Council of Young Leaders and Allies. The council led the youth voice at the summit, issuing advice on federal policy in “Recommendations to Increase Opportunity and Decrease Poverty in America.” 

JFF also participated in visits to congressional offices by youth from programs successfully serving low-income and disconnected youth. And JFF and the Philadelphia Youth Network nominated Ramean Clowney to serve on the youth council. After years of misfortune, this honors graduate of One Bright Ray Community High School just entered Community College of Philadelphia. 

Robert Schwartz, co-leader of the Pathways to Prosperity Network, spoke at the summit about “Bright Spots of Opportunity Generators.” He introduced the Pathways to Prosperity Network of six states, a collaboration of JFF and the Harvard Graduate School of Education to ensure that many more young people complete high school and attain postsecondary credentials. 

JFF has partnered with other national organizations on two studies around reengaging disconnected youth: 

• FSG has published Collective Impact for Opportunity Youth, by JFF’s Back on Track leader Adria Steinberg and others, which points to “the net gain for the nation . . . if young people with a lifetime of earning ahead of them can gain the education and support they need to become productive adults who contribute to the economic, civic, and social vitality of their communities.” 
• Bridge to Reconnection: A Review of Federal Funding Streams Reconnecting America’s Opportunity Youth, by John Bridgeland and Tess Mason-Elder of Civic Enterprises, in collaboration with JFF, YouthBuild USA, and the Forum for Youth Investment, outlines a path for recovering and reconnecting youth. 

Rigorous instruction. Postsecondary bridging. First-year support. Programs built around these three essential elements can help dropouts and other disengaged youth reconnect with education, catch up on time lost, and propel themselves toward college and career success. In a five-minute video from JFF’s Back on Track team, students and educators across the nation tell how the model works. To date, 57 percent of the former dropouts in Back on Track programs have graduated from high school and entered some form of postsecondary ed.

JFF and the National Wildlife Federation invite you to attend Advancing Greener Careers and Campuses—A Virtual Summit on Friday, November 2, 2012, noon– 4:00 p.m. EST. The summit, sponsored by the Greenforce Initiative, a national program of JFF and the NWF, will showcase successes across the country. It’s open to everyone, and we encourage college faculty and administrators, employers, and community leaders to attend. Sessions include: Linking Climate Change Science and STEM Careers, Creating Successful College-Employer Partnerships, and much more. 

Aaron Dale is a full-time paralegal in his mid-20s and pursuing a Bachelor’s degree. His success thus far, though, is actually a comeback story that begins with a run-in with the law at age 17. His path from prison back into education and on to a career was fraught with obstacles. But he persisted and excelled, thanks in part to X-Cel Adult Education, a program that puts disconnected youth back on track to college success.

After serving 14 months in prison for assault, Aaron couldn’t reenroll in high school because he had a criminal record and was too old. He couldn’t save for college because he needed to work just to make ends meet. Still, Aaron never lost sight of his goal. He earned his GED and a career certificate and entered a program supported by JFF and others that gave him the tools to navigate college. 

Learn how X-Cel Adult Education is helping Aaron pursue his degree. Plus read how the use of JFF’s three-phase Back on Track through College model—enriched prep, postsecondary bridging, and first-year supports—in dozens of similar programs nationwide helps thousands of young people. Read more . . .

As school districts embrace student-centered learning, the movement’s leaders share their thoughts on implementation and priorities. Watch these 2- to 4-minute interviews in which leading researchers and funders, all affiliated with JFF’s Students at the Center initiative, relate how students’ individual needs can help shape the design and delivery of curricula. More interviews are coming later this year. Also, read all nine research papers on what’s known about student-centered learning to date. Read more . . . 

For years, colleges have used placement exams to determine whether to deem incoming students “college ready” or assign them to developmental education. But emerging information reveals the tests have little correlation to students’ future success, casting doubt on their use even as the high stakes for students of taking remedial courses become clear. In response, states are exploring reforms ranging from deemphasizing test scores to adopting or developing new tests. JFF’s brief Where to Begin? lays out various state responses and alternatives to placement exams, as well as next questions for researchers. Read more . . . 

Brittany Williams is on her way to earning $43 per hour as a union ironworker. But she has taken a very long and hard road to get there. That road weaves through homeless shelters and even prison before she noticed an unusual flyer. Apprenticeship & Non-Traditional Employment for Women (ANEW) was looking for women who wanted to learn construction trades. On top of specific job skills, ANEW has taught Brittany and her classmates basic education and life skills to help propel them along their new career paths. 

ANEW has trained women for nontraditional jobs for 30 years. It is part of Washington State’s GreenForce Initiative, one of eight programs nationwide that receives funding from JFF’s GreenWays initiative. 

Read Brittany’s story and learn more about this exciting program. Read more . . .

While the emerging green economy promises to add well-paid, career-track jobs, many green jobs are still considered nontraditional occupations for women. JFF’s GreenWays initiative has produced a new toolkit, written by Wider Opportunities for Women, to help training programs enlist women as well as men, and break through age-old patterns of occupational segregation. Tools are now available that help workforce development providers improve their outreach and recruitment of women; assessment and case management for women; and critical skills training for job readiness. JFF will release additional tools later this year. Read more . . . 

Workforce partnerships can benefit greatly from real-time labor market information, which draws on current information and signals from the labor market to help improve the understanding of hiring trends and employer demand. Myriam Milfort and Jeremy Kelley demonstrate the power of real-time LMI in JFF’s latest action brief, which was developed for JFF’s GreenWays initiative as a resource for green jobs training programs. The brief shows how job developers can use LMI resources to better understand local economies and help prepare workers for and connect them to jobs in high-demand industries. Read more . . .

People need postsecondary credentials to earn enough to support their families. But how much is "enough"? Preparing for the BEST is a guide to understanding what families need to be economically secure, what jobs and wages would help them reach those levels, and consequently what credentials and training are necessary to get these jobs. The core of this guide is the Basic Economic Security Tables, developed since 1995 by Wider Opportunities for Women, which prepared this guide for JFF's GreenWays initiative. Geared toward helping women identify best green career paths, the guide and its tools are invaluable for all workforce development organizations that help low-income workers plan careers. Read more . . .

In a real-time labor market brief from Credentials that Work, JFF forecasts an 8 percent increase in IT job opportunities by 2016. By combining real-time labor market data with projections from traditional employment sources, JFF gauges how many jobs are available today across 17 IT occupations, how much they pay, which employers are hiring the most, and what skills and certifications they are looking for. 

Skill and certification requirements are most relevant for postsecondary institutions: They can respond by offering the courses and degrees that lead to jobs in these occupations. This helps their students to land jobs after graduation and employers to meet skill demands. Read more . . .

 Financial aid is critical to helping many low-income Americans access and succeed in higher education. But federal financial aid rules frequently constrain the ability of institutions to innovate to improve the odds of student success. A recent JFF convening brought together policy and financial aid experts to identify federal financial aid rules and regulations that act as barriers to innovation—and to vet potential strategies for removing these barriers without creating significant unintended consequences. Aid and Innovation by Katrina Reichert captures these experts’ recommendations and provides further analysis of recent research. Read more . . .

Since the financial crisis of 2008, occupations with growing demand have been few and far between. One category of jobs that has seen significant growth in advertised positions is the field of health care informatics—the collection, handling, and processing of clinical and medical information. Job postings in health care informatics increased by 36 percent from 2007 to 2011, compared with 9 percent growth for health care postings and 6 percent for all U.S. jobs. These trends were brought to light not by traditional federal employment data but by real-time labor market research highlighted in a June 2012 report written by Burning Glass Technologies and published by JFF. 

Real-time labor market tools have the ability to reveal how many jobs are available today and to sort them by city, region, or state; by skills required; and by credentials required or preferred. Community colleges can use real-time labor market data to better prepare students for those jobs. Read more . . .

In recent years, career pathways have gained prominence as a promising strategy for helping individuals move into long-term, family-sustaining employment. Career pathways align education, training, and workforce development programs to meet not only the skill needs of students, jobseekers, and workers but also the skill requirements of employers in high-demand industries and occupations. For workforce systems and Workforce Investment Boards, career pathways provide a valuable way to organize and improve the effectiveness of education and training. 

In a brief written for the U.S. Labor Department, JFF workforce policy director Mary Clagett discusses the pivotal role that local and state workforce investment systems can play in building and implementing career pathways. Her recommendations come out of best practices nationwide and expert forums of the Labor Department’s Employment and Training Administration and the U.S. Education Department’s Office of Adult and Vocational Education. Read more . . .

With only 15 states graduating at least 60 percent of black male high school students, Mamadou Ndiaye of JFF’s Back on Track team proscribes three steps for recovering those who drop out of high school and helping those in school succeed and transition smoothly into college and careers. “There are pockets of excellence… around the country with schools where young black males actually graduate high school and go on to college at exceptionally higher rates,” Ndiaye writes in his blog entry “The Great Letdown.” “Rather than the exception, they ought to be the norm.” Read more . . .

Also from the Back on Track team, Clare Bertrand discusses how do-it-yourself instructional technology strategies are spreading into classrooms serving formerly off-track students. In these technology-enriched classrooms, Bertrand observes that “elements of the edupunk movement are springing up in classrooms where teachers and school leaders are continually disappointed by the packaged curricula offered by big education vendors.” She also shows how embracing an edupunk approach to teaching and learning goes hand in hand with the Common Core State Standards, as well as what free tools teachers and students are using to make it work for them. Read more . . .

The latest in student-centered learning research is now available free on your iPad, iPhone, or Kindle. JFF’s free e-book includes the executive summaries of all nine research papers written for Students at the Center. This book follows an April symposium at which 150 education, foundation, and thought leaders took a fresh look at teaching and learning practices that benefit all students. The approaches they discussed align with how the brain functions and how best to motivate students; take advantage of the full range of learning experiences at all times of the day, week, and year; and can help bridge our nation’s persistent racial and economic achievement gaps. 

“For a long time, society has benefited from having some of our learners move on to higher levels of education. Today that’s no longer tenable,” said Nicholas Donohue, president and CEO of the Nellie Mae Education Foundation, which funds Students at the Center. “We need more people to succeed at much higher levels. . . . There’s a strong argument to be made for thinking differently about how we engage learners.” 

The nine full reports are available HERE.

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Lisa Cortes had scraped thousands of breakfast, lunch, and dinner trays at a Youngstown, Ohio, hospital when a supervisor recommended her for a training program that could lead to full-time employment and benefits. 

“It was hard to get back on the bike and pedal it,” Cortes, 42, said about returning to the classroom decades after quitting school, pregnant, at 17. But, she added: “I was on a mission. I haven’t reached my max.” 

Thanks to Humility of Mary’s training programs, Cortes became a certified unit clerk—and later a heart monitor technician. She’s now on the path to becoming a nurse. Each time a health care worker like Lisa learns new skills and earns credentials for career advancement, our nation becomes better off, our economy strengthens, and patients receive better care. 

JFF has developed work-based learning models that help Lisa and others like her gain training on the job and in the classroom at little or no cost to themselves. This Newswire features lessons learned from Jobs to Careers, a $15.8 million national initiative to implement these models in Youngstown and 16 other communities. It also highlights our next step: helping more hospitals adopt these training models. Read Lisa’s full story HERE. 

Jobs to Careers culminated this year. A new report, Better Care, Better Careers, summarizes its quantitative and qualitative impacts, and discusses how other health care providers can replicate its successes. Jobs to Careers was sponsored by the Robert Wood Johnson Foundation in collaboration with The Hitachi Foundation and the U.S. Department of Labor. Read more . . .

With hospitals struggling to train and retain qualified health care workers, a new guide explains why and how they should invest in on-the-job training and other education opportunities for frontline staff.

Through the CareerSTAT project, nearly 30 hospitals nationwide have committed to investing more time and resources in the education and career advancement of frontline health care workers—and more will join in the coming years. 

CareerSTAT, a collaboration of JFF and the National Fund for Workforce Solutions, promotes the same work-based learning programs that helped health care workers gain skills and college credit through Jobs to Careers. Read more . . .

The U.S. Department of Labor has announced a new online tool for current and aspiring health care workers, making it easy for them to search among more than 80 different occupations, access information about available jobs, and find local education programs that will prepare them for those jobs. Through the Virtual Career Network (VCN), jobseekers also can learn about free online courses, seek financial aid, and even learn how to count previous experience—such as military service—toward a career in health care.

JFF is proud to be a partner in the VCN, which is sponsored by the U.S. Department of Labor’s Employment and Training Administration under the leadership of the American Association of Community Colleges. Read more . . .

In recent years, private, for-profit companies have developed tools for harvesting and analyzing real-time labor market information. Up-to-the-minute data on job postings can help jobseekers and education institutions understand local hiring trends, as well as the certification and skill prerequisities for available jobs.

As part of Credentials that Work, an initiative that promotes the use of real-time LMI to align investments in education and training with the needs of the economy, JFF has reviewed the products of six leading vendors of real-time LMI to help colleges and others decide which ones would provide the best fit for them. Read more . . .