Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of Washington State's I-BEST Program. CCRC Brief. Number 42

Autor/inn/en	Jenkins, Davis; Zeidenberg, Matthew; Kienzl, Gregory
Institution	Columbia University, Community College Research Center
Titel	Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of Washington State's I-BEST Program. CCRC Brief. Number 42
Quelle	(2009), (4 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISSN	1526-2049
Schlagwörter	Outcomes of Education; Multivariate Analysis; Basic Skills; Community Colleges; Developmental Studies Programs; Transitional Programs; Student Characteristics; Graduate Surveys; Portfolio Assessment; Instructional Effectiveness; Instructional Design; Technical Institutes; Washington + Suchen Sie Ihr Suchwort? Lernleistung; Schulerfolg; Multivariate Analyse; Basic skill; Grundfertigkeit; Community college; Community College; Developmental studies; Developmental psychology; Study; Studies; Entwicklungspsychologie; Studium; Portfoliobeurteilung; Unterrichtserfolg; Lesson concept; Lessonplan; Unterrichtsentwurf; Technische Fakultät
Abstract	Integrated Basic Education and Skills Training (I-BEST) was developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills students enter and succeed in postsecondary occupational education and training. Under the I-BEST model, basic skills instructors and career-technical faculty jointly design and teach college-level occupational courses for adult basic skills students. The model challenges the conventional notion that basic skills instruction should be completed by students prior to starting college-level courses and offers the potential to accelerate the transition of adult basic skills students into college programs. This Brief presents findings from a CCRC study that investigated the outcomes of students who participated in the program. The study compared, over a two-year tracking period, the educational outcomes of I-BEST students with those of other basic skills students, including non-I-BEST basic skills students who enrolled in at least one workforce course during the period of enrollment examined in the study. The analyses controlled for observed differences in background characteristics and enrollment patterns of students in the sample. Data was examined for more than 31,000 basic skills students, including nearly 900 I-BEST participants. Findings indicate that students participating in I-BEST achieved better educational outcomes than did those nonparticipating basic skills students who also enrolled in at least one workforce course in the same academic year. Using regression analysis, I-BEST students were found to be more likely than Non-I-BEST Workforce students to continue into credit-bearing coursework and to earn credits that count toward a college credential. They were more likely to persist into the second year, to earn educational awards, and to show point gains in basic skills testing. (Contains 1 table.) [For the full report, "Educational Outcomes of I-BEST, Washington State Community and Technical College System's Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis. CCRC Working Paper No. 16," see ED505331.] (ERIC).
Anmerkungen	Community College Research Center. Available from: CCRC Publications. Teachers College, Columbia University, 525 West 120th Street Box 174, New York, NY 10027. Tel: 212-678-3091; Fax: 212-678-3699; e-mail: ccrc@columbia.edu; Web site: http://www.tc.columbia.edu/ccrc
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11