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Preparing Youth for the World of Work: A National Perspective

Liann Seiter and Simon Gonsoulin, NDTAC

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Overview

• Overview of youth of transition age

• Discussion of preparing youth for the world of work : A national perspective

• Q&A with John Linton, Simon Gonsoulin, and Liann Seiter

• Discussion of upcoming Topical Calls in this series

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Important Human Development During Transition Age

Transition age refers to the period from 16–25 years old

Transition from adolescence to adulthood is a unique developmental period where youth usually:• Make long term decisions about their career

– Complete schooling/vocational training– Obtain and maintain gainful employment

• Establish their future family relationships• Move away from family of origin to more

independent living situationsSource: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

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Federal Offenders that are Youth of Transition Age

18-25 year olds

26-35 year olds

36-45 year olds

46-55 year olds

56-65 year olds 66 year olds +

According to the Bureau of Prisons,

7.4% of Federal offenders in

institutions are youth of transition age (18–25 year olds)

Data provided by Bureau of Prisons from October 2013

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Youth of Transition Age in Title I, Part D, Subpart 1 Programs in SY 2011–12

Neglect

Juve

nile Detention

Juve

nile Corre

ctions

Adult Corre

ctions

Other P

rogra

ms0%

20%

40%

60%

80%

100%

2,527 10,497 7,486 453

2,696 17,019 31,064

25,533 1,116

3-15 year olds 16-21 year olds

51.6% 61.9%

80.6% 99.6%

71.1%

48.4% 28.9%

19.4% 38.1%

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Youth of Transition Age in the Juvenile Justice System

Youth of transition age in the justice system face barriers to successful development: • High likelihood of mental health disorders• High rates of comorbidity (multiple diagnosable

mental disorders) • Greater likelihood of coming from economically

disadvantaged, single-parent households• High rates of learning disabilities and/or history of

school failure• High likelihood of child welfare system involvement

Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the

juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

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Justice-Involved Youth of Transition Age with Mental Health Problems

Justice-involved youth of transition age with mental health problems often involved with the following systems:• Child Welfare• Special Education• Mental Health Services• Vocational Rehabilitation• Independent Housing

Interplay between these systems can be counterproductive and prevent youth’s needs from being met

When these youth age out of child systems into adult systems, they face barriers to access

Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

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Polling Question

Does your State use Title I, Part D, Subpart 1 funds to support eligible students in adult corrections?• Yes• No• I’m not sure

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Polling Question

Does your State use Title I, Part D funds currently to support career/technical training (in any type of program or facility)?• Yes• No• I’m not sure

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Polling Question

Does your State use Carl D. Perkins Vocational and Technical Education Act funds to support programs offered in either juvenile justice or adult correctional facilities? • Yes• No• I’m not sure

“Discussion of Preparing Youth for the World of Work” A National Perspective

NDTAC Webinar; December 18, 2013

John Linton, Director, Office of Correctional Education, OVAE, U.S. Department of Education

john.linton@ed.gov

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• Current re-entry emphasis in the executive branch of the federal government

• Youth in this context

• Re-entry and employment

• In facility programming – challenges and opportunities

• A few resources for your consideration

What I plan to discuss…

Reentry as An Administration Priority

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• Reentry presents a major opportunity to improve public safety, public health, workforce, education, family, and community outcomes.

Multiple goals in different arenas can be addressed by effective re-entry policies and programs.

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• Consistent positive effect sizes with wide variety of education services, advanced and basic, academic and occupational.

• A broad spectrum of prisoners benefit – unlike other “correctional treatment” services.

“When you put this in perspective, and couple these effect sizes with a significant number of

offenders who are released each year who could benefit from correctional education, this elevates

correctional education to one of the most productive and important reentry services.”*

*Gerald G. Gaes; “The Impact of Prison Education Programs on Post-Release Outcomes”

Education while incarcerated has been shown to reduce recidivism

Education and Justice Departments Announce New Research Showing Prison Education Reduces Recidivism, Saves Money, Improves EmploymentAUGUST 22, 2013

Attorney General Eric Holder and Secretary of Education Arne Duncan today announced research findings showing that, on average, inmates who participated in correctional education programs had 43 percent lower odds of returning to prison than inmates who did not. Each year approximately 700,000 individuals leave federal and state prisons; about half of them will be reincarcerated within three years. The research, funded by the Justice Department's Bureau of Justice Assistance, was released today by the RAND Corporation.

Department of ED and DOJ joint press release

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• Currently in clearance, late February release

• Different context for correctional education research in juvenile justice

• Some interventions shown to boost academic achievement, diploma completion and employment

• “Recidivism” benefit more elusive within the juvenile justice population

• Computer assisted reading instruction, “personalized instruction,” and CTE were the promising correctional ed interventions in juvenile justice.

Study web page at RAND

RAND juvenile justice chapter

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Prisoners recognize their educational needs

Mor

e ed

ucat

ion

Fina

ncial a

ssist

ance

Driver

's lic

ense

Job

t

raining

Employ

men

t

94%

86%83% 82%

80%

Serious and Violent Offender Program Multi-site Evaluation

Needs individuals recognize for self

• Recent Indiana study.

• State prisoners released in 2006, 41% known to be in the workforce sometime over the following year.

• That number fell to 25% for those released in 2009.

• Of those who did gain employment, half made less than $5,000 in a year’s time.

• Most were employed as temporary workers.

• Thin labor market attachment!

From the adult offender literature, post release employment realities…

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• Employability challenge – per a recent Australian

Lack of job skills

Educational disadvantage/low literacy skills

Employer resistance – fear of crime, racism

Lack of job contacts

Behavioral problems

Lack of qualifications

Low self-esteem, confidence, and motivation

Absent or poor work experience history

Difficulty adjusting to the routine of work

Why so poor?

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• Both criminal record and arrest records are hugely significant to employers.

• Administrative actions ongoing, including EEOC

• One of the main concerns with the “school to prison” pipeline…

• Prevention much more potent than any remedial action

• State variation in access to juvenile records.

• New DOL youth offender grant program, includes support for “expungement” as a core related service.

“Employer Resistance…”

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• Career Technology Education (CTE), explicit job skills development, plus credential attainment

• According to our CTE “Reform Blueprint,” high quality CTE is…

Aligned with college and career ready standards Aligned with general and specific labor market needs Integrates academic and technical content and also

employability skills Offers work based learning opportunities Completers hold industry recognized credentials

Huge challenge, dissected

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• April 2012, ED, DOL and HHS – public commitment to a connected system integrating…

• Education, training and support services to Secure industry relevant certifications Obtain employment in an “occupational area” Advance to higher levels of “future education” and

employment in that area.

• “Key components” and “guiding principles” identified

• Collaborative management allows constructive employer engagement.

“Career Pathways,” joint commitment letter

Reentry Education Model…

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• Resources! (Space, equipment, materials, instructors, and etc.)

• Time! (Length of program, students cycling in and out)

• Range of offerings! Is there a large enough student body in a facility to support multiple CTE programs?

Challenges of CTE in institutions

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• Basic skills, Job skills, “Soft skills”

• Challenge to identify, to measure and to develop

• OVAE Employability Skills Framework Project Defining, validating, and measuring employability

skills

• PA project… PACTT Alliance Project includes “Rubrics” and “Checklists” Provides guidance on individual portfolio

development Specific to the juvenile justice context

Employability development

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• Emerging work on reentry and employment by the Council of State Governments Justice Policy Center.

• This publication, plus a tool kit

On the cutting edge…

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Question and Answer

If you have a question for the presenter please ask your question over

the phone

If you are in “listen only” mode, type your question into the

Chat Pod

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Preparing Youth for the World of Work Topical Call Series

• Running more effective career/technical education (CTE) programs in your facilities – Common CTE programs and ways they can be improved – Needs/challenges of youth in adult correctional facilities – Successful programs that work

• Transitioning youth to career technical schools or meaningful employment during reentry– Connecting youth to programs that provide career assistance

in their communities– Preparing youth to enter two-year colleges or trade schools – Organizational partnerships between facilities, schools, and

employers

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Polling Question

What would you like to learn more about on future topical calls related to preparing youth for the world of work?