No Matter What Obstacle is Thrown My Way

By National College Transition Network, World Education

No Matter What Obstacle is Thrown My Way is the report from the Single Mothers’ Career Readiness and Success Project, funded by ECMC Foundation. The report documents program models and service strategies, and, to a lesser extent, institutional and public policies, implemented specifically in community college settings to support single mothers and increase their rates of persistence and completion, leading to greater career and economic opportunities and success for themselves and their families.

With this investigation, we hope to contribute to the field’s understanding of the landscape and illuminate the strengths and gaps in the support systems available to single mother students, with a focus on community colleges. Our ultimate goal is to share the insights and best practices we have gleaned with educators, funders and investors, and policymakers so that, together, we can increase the opportunities and supports available to single mother students.

READ THE REPORT

Executive Summary: No Matter What Obstacle is Thrown My Way

Full Report: No Matter What Obstacle is Thrown My Way

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Adult English Literacy in the United States – NCES Data Point

Of the 43 million adults in the U.S. with low English literacy skills, two-thirds of them were born in the U.S.” — National Center for Education Statistics Data Point. (Download the full 2019 document at the above link.)

Infographic of the number of adults with low English literacy skills

U.S.-Born adults make up the largest percentage of those with low English literacy skills

The Data Point was written by AIR, using data from the Program for the International Assessment of Adult Competencies. It only considered literacy in the English language, not adults’ overall literacy.

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Data Gems – Census Data

The U.S. Census Bureau page states these new video features best:

Our team of experts is excited to share with you their favorite tips and tricks about how to access and use Census Bureau Data.

So we created the Data Gems:  a series of “how-to” videos available for data users who are looking for an easy and quick way to enhance their knowledge of Census data.

They will introduce you to various concepts and techniques to improve your ability to navigate our website and use our data-access tools.

We hope you find these Gems valuable! Drop us a line at census.academy@census.gov and let us know what you think!

The image below lists all but one video on the site. To access them click on Data Gems.

Images of 20 videos available on Data Gems - U.S. Census

Twenty of twenty-one videos available to learn how to access data specific to your region.

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Learner Variability Survey

learner variabilityExcerpt from Learner Variability Is the Rule, Not the Exception by Barbara Pape,” Digital Promis Global, May 21, 2019:

Learner variability is the young person who lives in poverty, or is learning to speak
English and may not yet have the background knowledge to enable comprehension of a reading passage. Or, the student who already has the skills to excel at a pace beyond the curriculum and is bored because traditional methods of instruction do not engage her or meet her needs. It is the student who has experienced trauma in a single event or on a day-to-day basis. Learner variability is the learner whose learning difference, color, ethnicity, or gender makes them susceptible to stereotype threat and low expectations. It’s the learner with working memory, decoding, or
attention challenges who retreats into silence or acts unruly out of fear they will be asked a question they are not yet ready to answer…p. 3

Digital Promise is currently developing a follow-up survey that will provide an even deeper understanding and more context on Learning in the 21st Century.

For more information on learner variability:

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COABE Journal – Prison Literacy: The key that opens doors to opportunities

Cover image of COABE journal special edition of prison literacyThis Prison Literacy edition of the COABE Journal highlights programs, approaches, and professionals who work with adults currently serving or who have served time in correctional settings. These contributions are intended to generate ideas for effectively providing quality and relevant learning opportunities to those who are “behind the walls” and help them improve their experiences once they transition to life “outside the walls.”

Click on this link to read the 132 p. PDF document: 2019 Spring Prison Edition COABE Journal: Prison Literacy Edition

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Fact Sheet: Immigrant-Origin Adult without Postsecondary Credentials, Migration Policy Institute

The following information about Immigrant-Origin Adults without Postsecondary Credentials: A Virginia-State Profile – (MPI_USandStateProfiles_AdultsPSCredentials-Virginia)  includes excerpts from a memo from the new Migration Policy Institute (Michelle Mittelstadt, Director of Communications and Public Affairs):

MPI-Virginia

To see full Virginia Excell spreadsheet, click on this document: MPI_USandStateProfiles_AdultsPSCredentials

New Migration Policy Institute (MPI) profiles of adults, immigrant-origin and otherwise, without postsecondary credentials for the United States, all 50 states, and the District of Columbia reflect differing realities as policymakers consider investments in improving the skills of workers.

Immigrant-origin adults made up 30 percent of all U.S. adults without postsecondary credentials in 2017. Their concentrations, however, were far higher in some states: 58 percent of all adults in California, 43 percent in Nevada and Massachusetts, and 40 percent in Texas and Connecticut.

In all but two states—New Hampshire and Maine—the overall number of immigrant-origin adults has grown faster than the number of adults with only U.S.-born parents since 2000

The MPI fact sheet, Immigrant-Origin Adults without Postsecondary Credentials: A 50-State Profile, and accompanying data snapshots offer a profile of the 100 million U.S. adults without postsecondary credentials, including the 30 million of immigrant origin, focusing on key characteristics that should be taken into account by public and private credentialing initiatives.

“For state and national economies to fully benefit from the untapped potential of immigrant-origin workers, credentialing initiatives will need to be capable of helping participants overcome a range of labor-market challenges, including by building English proficiency and filling gaps in prior education, as well as honing skills in demand in key sectors,” write researchers Jeanne Batalova and Michael Fix.

The state-level data follows the recent release of a national-level report, Credentials for the Future: Mapping the Potential for Immigrant-Origin Adults in the United States, part of a research project funded through a grant from the Lumina Foundation.

You can access the fact sheet here: www.migrationpolicy.org/research/immigrant-origin-adults-postsecondary-credentials-50-states.

And the state-level data snapshots here: www.migrationpolicy.org/sites/default/files/datahub/MPI_USandStateProfiles_AdultsPSCredentials.xlsx

Thank you VAACE (Virginia Association for Adult Continuing Eduction) and Jacqueline Chavez, Catholic Charities Diocese of Arlington for forwarding this information

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Workplace Readiness: Can It Lead to Better Employment and Earnings for Low-Income Adults?

This brief discusses 19 interventions identified by the Employment Strategies for Low-Income Adults Evidence Review (ESER) that featured workreadiness services as their primary employment or training strategy.2 This brief describes work-readiness interventions and their impact on employment and earnings. It also profiles six promising interventions and their impacts in more detail.This brief,by Jacob Hartog, Sarah Wissel, Annalisa Mastri, and Kelley Borradaile discusses 19 interventions identified by the Employment Strategies for Low-Income
Adults Evidence Review (ESER) that featured workreadiness services as their primary employment or
training strategy.2 This brief describes work-readiness
interventions and their impact on employment and
earnings. It also profiles six promising interventions
and their impacts in more detail.

To read this 2016 brief, click on this link:  https://www.acf.hhs.gov/sites/default/files/opre/eser_ib_workreadiness_111116_b508.pdf

The Employment Strategies for Low-Income Adults Evidence Review (ESER) is a systematic review of the literature on the impacts of employment and training programs and policies for low-income people. Sponsored by the Office of Planning, Research and Evaluation (OPRE) in the Administration for Children and Families, ESER provides practitioners, policymakers, researchers, and the public with a transparent, systematic assessment of the quality of research evidence supporting approaches to improve the employment-related outcomes of low-income adults.

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