Criteria for Determining the Satisfactory Progress of Job Connection Clients: Final Report.

Autor/inn/en	Alamprese, Judith A.; Beaver, Julie
Institution	COSMOS Corp., Washington, DC.
Titel	Criteria for Determining the Satisfactory Progress of Job Connection Clients: Final Report.
Quelle	(1992), (120 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Achievement; Adult Education; Agency Cooperation; Cooperative Planning; English (Second Language); Evaluation Criteria; Evaluation Utilization; High School Equivalency Programs; Higher Education; Job Training; Nontraditional Education; Outcomes of Education; Performance Factors; Staff Development; Standards; Welfare Recipients; Connecticut + Suchen Sie Ihr Suchwort? Performance; Leistung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Hochschulbildung; Hochschulsystem; Hochschulwesen; Berufsqualifizierender Bildungsgang; Non-traditional education; Alternative Erziehung; Lernleistung; Schulerfolg; Leistungsindikator; Personnel development; Personalentwicklung; Standard; Sozialhilfeempfänger; Sozialhilfeempfängerin
Abstract	According to the education and training requirements of the Family Support Act of 1988, the Connecticut Department of Income Maintenance (DIM) is required to approve criteria or standards for determining the satisfactory progress of Aid to Families with Dependent Children (AFDC)/Job Connection clients enrolled in education and skill training programs. This report recommends draft standards for determining clients' satisfactory progress in basic skills, classes in English as a Second Language, high school completion, higher education, and skill training programs; and it provides guidelines for selecting high quality programs. Following a brief introductory chapter, chapter 2 describes current practices in determining satisfactory progress. Chapter 3 proposes the standards and also provides guidelines for selecting quality programs, including how to determine the probationary period during which clients who have not met the standards may be given another opportunity and how to determine whether mitigating circumstances were responsible for a client failing to meet the standards. Chapter 4 addresses factors that affect implementation of the standards (interagency cooperation, staff training, and provision of information about service providers to whom case managers refer clients). Appendices contain the questionnaire used to survey Connecticut's DIM staff prior to the preparation of this report and a list of companies, institutions, and agencies that provider services to Job Connection clients. (CML)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC