Updating WIA Title II to Help More Adult Education Students Gain Postsecondary Credentials and Move up to Better Jobs

Autor/inn/en	Strawn, Julie; Duke, Amy-Ellen
Institution	Center for Law and Social Policy
Titel	Updating WIA Title II to Help More Adult Education Students Gain Postsecondary Credentials and Move up to Better Jobs
Quelle	(2007), (6 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Credentials; Student Financial Aid; Adult Education; Job Training; Remedial Instruction; Labor Market; Education Work Relationship; Adult Students; Postsecondary Education; Basic Skills; Compensation (Remuneration); High School Equivalency Programs; English (Second Language); Second Language Instruction; Dual Enrollment; Alignment (Education); Accountability; Federal Legislation; Kentucky; Washington; General Educational Development Tests + Suchen Sie Ihr Suchwort? Studienbuch; Finanzielle Beihilfe; Studienfinanzierung; Studienförderung; Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Berufsqualifizierender Bildungsgang; Förderkurs; Labour market; Arbeitsmarkt; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Post-secondary education; Tertiäre Bildung; Basic skill; Grundfertigkeit; Abfindung; Kompensation; Lohnausgleich; English as second language; English; Second Language; Englisch als Zweitsprache; Fremdsprachenunterricht; Doppelstudium; Verantwortung; Bundesrecht
Abstract	Two facts have become clear since passage of the Workforce Investment Act in 1998. First, when low-skilled individuals increase their basic skills, these higher skills pay off in the labor market in the form of higher employment and earnings. Second, these earnings increases are typically modest and fall short of what people need to become self-sufficient, even for adult education participants that earn a GED. These facts have led a number of states and localities to focus on increasing transitions from adult education to postsecondary education and training. The early results are quite promising: (1) The Integrated Basic Education and Skills Training initiative (I-BEST) in Washington State pairs adult education/ESL instructors with vocational instructors to integrate contextualized remediation and English language services with occupational training; and (2) Kentucky has encouraged and supported local efforts to dual enroll students in adult education and college remediation, enabling them to work toward their GED and complete college coursework at the same time. Adult education students benefit greatly from programs such as those in Washington and Kentucky because they can earn marketable postsecondary credentials more quickly and avoid using up their limited student aid and personal resources on tuition for college remediation, accessing free adult education remediation for their coursework below college level. Many more states and localities could follow their example, but some are hesitant to do so without clearer guidance in this area from Congress. Currently Title II does not reflect this new consensus on the importance of postsecondary transitions for adult education students, and in fact there is much confusion in the field as to whether services that promote transitions are encouraged or even allowed under WIA. The recommendations offered in this paper are intended to update Title II to support state and local innovations in this critical area, which in turn will increase persistence in adult education, increase transitions to postsecondary programs, and help low-income adults attain marketable postsecondary credentials. (Contains 4 footnotes.) (ERIC).
Anmerkungen	Center for Law and Social Policy. 1015 15th Street NW Suite 400, Washington, DC 20005. Tel: 202-906-8000; Fax: 202-842-2885; Web site: http://www.clasp.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10