By 2012, provide funds to coordinate and expand the delivery of adult education services into every community college district and public technical institution in the state.

The key to increasing adult education alignment to postsecondary training programs is to ensure that adult education programs with an emphasis on transition services are available at every community college district and technical institution. By providing funds to these institutions and a focus on community partnerships, adult education cooperatives and other community-based service providers can connect adult students to postsecondary institutions from the outset. Adult students enrolled in ABE classes at a community college have an opportunity to better establish long-term educative goals, while gaining familiarity with learning in a postsecondary environment. Institutions have greater access to students to promote postsecondary training programs and can leverage resources to provide advising, intensive English for academic purposes, intensive bridge programs, dual-enrollment programs, and other critical support services to students enrolled in adult education programs. The funds for expansion of services should be tied to broadening partnerships (including establishing outreach programs) with community-based and faith-based organizations providing services to adults in the community. Currently, 24 community colleges districts serve as fiscal agents for AEFLA funds. An additional 6 community college districts serve as AEFLA-affiliate providers or subcontractors. THECB will administer a comprehensive survey of community colleges in 2010 to determine the extent of adult basic education programs offered and the funding sources. Postsecondary institutions need strong partnerships with LEAs, and community-based and faith-based organizations to market programs and services to adults in the community. Through this recommendation, community college districts can help community-based and faith-based providers to:

Figure I

Integrated Adult Education Career Path Model

1.1 Integrate adult education delivery into workforce training such as vocational certificate programs, continuing education training programs, and customized training programs requested by employers. The current delivery system for adult education emphasizes acquisition of basic skills prior to entering workforce training programs. Integrated adult education delivery embeds basic skills instruction into workforce training programs. Vocational ESL (VESL) and Vocational ABE (VABE) programs are designed to prepare non- native as well as native speakers of English to enter the workforce training programs or entry-level jobs. Adult students are concurrently enrolled in VESL/VABE classes which emphasize the listening, speaking, reading, writing, and math skills necessary for successful completion of targeted vocational programs. Students learn career-specific terminology to help them succeed in a vocational program or entry-level job. VESL and VABE classes can be contextualized to the needs of high-demand occupations and regional employer demand. VESL/VABE curricula may be integrated into a traditional ESL or ABE classroom. VESL/VABE training may be provided through certificate, technical, continuing education, and customized training classes. Examples of VESL/VABE classes include: certified nursing assistant/home health aide, child care providers, welding, auto mechanics, retail, food service, landscaping/horticulture, floral design, office assistant, and hospitality and tourism. Figure 1 below shows an integrated career path model for ABE. This model embeds basic skill instruction into the postsecondary education and training programs. ABE students concurrently enrolled in basic skills classes are exempt from the Texas Success Initiative (TSI).

1.2 Coordinate outreach and marketing campaigns to inform, educate and encourage adult students to transition into postsecondary education and training programs. Institutions of higher education allocate staff and resources for outreach campaigns for first-time-in- college students. Admissions counselors regularly participate in college fairs around the state. Input from AEFLA and non-AEFLA providers indicates that adult students require targeted marketing and outreach campaigns, as well. Marketing to adult students must focus on using communication tools appropriate for the literacy level of the students. Outreach programs which focus on vocational certificates and continuing education programs that can be completed in less than 12 months are the most effective. Service providers reported concern that current outreach materials from postsecondary institutions lack relevance and are written at a level that is not accessible for low-literate students. Thus, outreach and marketing plans, using print and online media, need to be developed to undergird the implementation of the overall action plan.

1.3 Establish robust partnerships with local workforce boards. Local workforce boards are the vital connection to understanding employer hiring needs at the local level. Community and technical institutions maintain relationships with workforce boards when recommending new certificate and degree programs. Guidance from the LWBs is critical to the successful integration of basic skills instruction and workforce training This guidance is especially important for programs targeting intermediate ABE students concurrently enrolled in Level

Figure 1

Integrated Adult Education Career Path Model

Developmental Education* Less Than 1 year

College Ready

Level 2 Certificate Associate’s Degree Bachelor’s Degree

Less Than High School Diploma High School Graduate or Equivalent TSI-EXEMPT PROGRAMS ADULT STUDENT Basic Skills Instruction TSI COMPLETE

Figure 1

Integrated Adult Education Career Path Model

1.4 Increase access to intensive counseling and advising services for adult students in transition. The goal of the advising model of postsecondary transition is to raise students’ awareness of postsecondary education options and admissions processes. Key features of this model include: (1) dissemination of information through presentations and workshops that students may attend; (2) individual advising, rather than class or cohort advising; and (3) wide variation in the intensity of services from program to program. This model of individual advising coupled with optional presentations and workshops is similar to the admissions services offered by many colleges to prospective students. Applicants may integrate advising services into ASE and ESOL programs. Services under this component should go beyond information sharing and provide students with hands-on assistance with completing enrollment, admissions, and federal financial aid paperwork. Activities under this model include college-for-a-day and student opportunities to shadow a career professional on the job.

Recommendation 2: By 2012, increase the number of GED graduates who participate in college