College as a Job Advancement Strategy: An Early Report on the New Visions Self-Sufficiency and Lifelong Learning Project. The New Visions Evaluation.

Autor/inn/en	Fein, David J.; Beecroft, Eric; Long, David A.; Catalfamo, Andree Rose
Institution	Abt Associates, Inc., Bethesda, MD.; Administration for Children and Families (DHHS), Washington, DC.
Titel	College as a Job Advancement Strategy: An Early Report on the New Visions Self-Sufficiency and Lifelong Learning Project. The New Visions Evaluation.
Quelle	(2000), (58 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Education; Access to Education; Adult Basic Education; Adult Education; College Preparation; Community Colleges; Economically Disadvantaged; Employment; Job Training; One Parent Family; Two Year Colleges; Welfare Recipients; Welfare Reform; Welfare Services; Working Poor + Suchen Sie Ihr Suchwort? Akademische Bildung; Education; Access; Bildung; Zugang; Bildungszugang; Adult; Adults; Adult education; Erwachsenenbildung; Adult basic education; Adult training; Community college; Community College; Dienstverhältnis; Berufsqualifizierender Bildungsgang; Single parent family; Ein-Eltern-Familie; Sozialhilfeempfänger; Sozialhilfeempfängerin; Fürsorgeeinrichtung
Abstract	Riverside Community College (RCC), in Riverside, California, launched New Visions in 1999, a program designed to help welfare recipients prepare for college and move to better jobs. The program is a partnership between RCC and the Riverside Department of Public Social Services (DPSS). New Visions provides a 24-week program of academic instruction and support services, followed by up to five months of credit-bearing course work in an occupational mini-program. Participants in the program must have a high school diploma or GED and be working at least 20 hours a week. New Visions offers classes in remedial math, English, reading, basic computer skills, and career-life guidance. Class schedules are designed to accommodate students' work, childcare, and transportation needs. After graduation from the core program, students move into an occupational mini-program in jobs such as nursing, medical technology, early childhood education, police dispatching, and others. The study found that 97% of program volunteers were female, 31% were African American, 21% were Hispanic, 48% were earning wages of less than $6.00 per hour, and 66% had been on Temporary Assistance for Needy Families (TANF) for 12 months or longer. In addition, 41% volunteered for the program in order to earn a college degree or certificate. (Contains 27 references.) (Author/NB)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC