PATHWAYS TO ECONOMIC OPPORTUNITY

Joel VargasJobs for the Future | September 21, 2016Skills Development Scotland

USING REGIONAL NETWORKS TO INTEGRATE COLLEGE AND CAREER EXPERIENCES INTO HIGH SCHOOL

PHOTOGRAPH © 2008 Jerry Davis

OUR MISSIONJFF works to ensure that all young people and workers

have the skills and credentials needed to succeed in our

economy

OUR VISIONThe promise of education

and economic mobility in America is achieved for

everyone.

ABOUT JOBS FOR THE FUTURE

OUR GOALS

1. PREPARING FOR COLLEGE AND CAREER: All young people graduate high school on a clear path to college completion and career success.

2. EARNING POSTSECONDARY CREDENTIALS: All students gain the skills they need to earn postsecondary credentials with high labor market value.

3. ADVANCING CAREERS AND ECONOMIC GROWTH: All workers obtain the education and training required to move into family-supporting careers with clear paths for advancement.

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ABOUT JOBS FOR THE FUTURE

TRANSLATE RESEARCH INTO ACTION

• Building tools and resources that bring the evidence to life and spark local innovation

PROVIDE IMPLEMENTATION SUPPORT

• Assist partners in the field to apply the evidence to change policy and practice

BUILD THE EVIDENCE BASE

• Pilot, test, evaluate, document, and disseminate the strongest education and workforce development strategies

ACROSS: SECONDARY, POSTSECONDARY, WORKFORCE

HOW WE WORK

PROBLEM OF THE HIGH SCHOOL

Source: National Center for Education Statistics (2016): http://nces.ed.gov/programs/coe/indicator_coi.asp

Gaps in High School Graduation:Adjusted cohort graduation rate (ACGR) for public high school

students, by race/ethnicity: School year 2013–14

PROBLEM OF THE HIGH SCHOOL

Source: National Center for Education Statistics (2016): http://nces.ed.gov/programs/coe/indicator_cpa.asp

High-Income Middle-Income Low-Income0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

81%

64%

52%

Gaps in College Enrollment by Family Income: High school completers who were enrolled in 2- or 4-year col-

leges by the October immediately following high school completion (2014)

PROBLEM OF THE HIGH SCHOOL

PROBLEM OF THE HIGH SCHOOL

White Black Hispanic Asian/Pacific Islander American Indian/Alaska

Native

Two or More Races0%

10%

20%

30%

40%

50%

60%

70%

80%

54%

31%26%

69%

22%

38%

Gaps in Degree Attainment by Race: Percentage of 25- to 29-year-olds who completed an as-

sociate’s or higher degree, by race/ethnicity2015

Source: National Center for Education Statistics (2016): http://nces.ed.gov/programs/coe/indicator_caa.asp

PROBLEM OF THE HIGH SCHOOL

NOTE: Poor is defined to include families below the poverty threshold, and nonpoor is defined to include families at or above the poverty threshold. For information about how the Census Bureau determines who is in poverty, see http://www.census.gov/hhes/www/poverty/about/overview/measure.html.SOURCE: U.S. Department of Commerce, Census Bureau, Current Population Survey (CPS), Annual Social and Economic Supplement, 2015. See Digest of Education Statistics 2015, table 501.30.

Percentage of young adults ages 18 to 24 who were neither enrolled in school nor working, by age group and family poverty status: 2015

National Center for Education Statistics (2016): http://nces.ed.gov/programs/coe/indicator_col.asp

WHAT ARE EARLY COLLEGE HIGH SCHOOLS?

Theory of change:A significant number of college credits earned in high school will ensure underprepared students attain the AA degree and are on the path to the BA.

By changing the structure of high school, compressing the number of years to a college degree, and removing financial and other barriers to college, early college high schools will increase the number of underrepresented youth attaining an AA degree and the opportunity to earn a BA.

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EARLY COLLEGE STUDENT POPULATION NATIONALLY

Source: JFF Student Information System, 2010-2013 Averages

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EARLY COLLEGE OUTCOMES

Source: Garet, M., Knudson, J., & Hoshen, G. (2014). Early college, continued success: Early college high school initiative impact study. Washington, D.C.: American Institutes for Research

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CAREER ACADEMY OUTCOMES

Source: Kemple, J. J., & Willner, C. J. (2008). Career academies: Long-term impacts on labor market outcomes, educational attainment, and transitions to adulthood. New York: MDRC.

PATHWAYS TO PROSPERITY GOAL FOR YOUNG PEOPLE

WORK-BASED LEARNING

http://www.jff.org/sites/default/files/publications/materials/WBL-one-page-061516.pdf

WONDERFUL COMPANY

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• Deciding on and designing together courses, curricular pathways, and support systems, as well as professional development opportunities and data platforms, that impact what and how students learn.

CO-DESIGN

• Sharing and coordinating faculty and staff, facilities, and other resources to carry out the co-designed learning experiences and supports. CO-DELIVERY

• Accepting agreed-upon assessments, successful completion of performance tasks and experiences, and other indicators of learning as evidence of proficiency, including for placement in credit-bearing, college-level courses.

CO-VALIDATION

PRINCIPLES OF PARTNERSHIP

CALIFORNIA REGIONAL NETWORKS

EXAMPLE OF GOVERNANCE STRUCTURE

EXAMPLE OF REGIONAL NETWORK COMMUNICATIONS

EARLY PROGRESS AND CHALLENGES

Early Progress Challenges

Distributed Leadership Capacity and Credibility of Staff

Engagement of Community Leaders, Employers, and Postsecondary Institutions

Activities v. Culture, Strategy, and Capacity Building

Shared Identity Formation and Communication

Competing Regional Coordinating Initiatives

JOEL VARGASjvargas@jff.org

TEL 617.728.4446 FAX 617.728.4857 info@jff.org88 Broad Street, 8th Floor, Boston, MA 02110 (HQ)

122 C Street, NW, Suite 650, Washington, DC 20001505 14th Street, Suite 900, Oakland, CA 94612WWW.JFF.ORG