Degree/Diploma/Certificate

This policy brief advocates for the approval of academic credit based on the completion of career and technical education (CTE) courses. The brief argues that students who receive CTE instruction are more engaged and experience deeper learning of content in ideal conditions. The authors also propose a method for evaluating CTE courses for academic content in order to determine if they would meet the requirements for awarding academic credit.

This paper examines the impact of dual enrollment on college degree attainment for low socioeconomic status (SES) students. The author examined data from the National Education Longitudinal Study of 1988, and data from a follow up study completed in 2000 resulting in a sample size of 8,800. The author found dual enrollment increases the probability of attaining a degree within 12-years of completing the 8th grade, and that dual enrollment did not hinder students from low SES backgrounds from attaining a degree.

This presentation to the Maryland Senate Education, Business and Administration Subcommittee and the House Education and Economic Development Subcommittee shows the steady decline in first-time full-time (“FT/FT”) college students as largely due to the rise of transfer students. A series of graphic exhibits illustrates data on transfer students, including rates of graduation, degree and credit transfers, as well as income statistics. The research presented supports state legislation to improve the success rates of transfer students at four-year institutions.

The state of California is considering extending bachelor degree pathways to, and across, community colleges. A study group of constituents across the system of California universities has been assembled to determine the pros and cons of this debated model. This report outlines the agenda of the study group, including the research consulted, topics covered, and summary of recommendations to the Chancellor’s Office and the Board of Governors. 

This report describes the impact that various reform models - such as guided pathways, stackable credentials, and competency-based credentials - have on students' postsecondary outcomes as well as examples of how some states have been implementing these reform models. The report also discusses how technology and human systems in higher education inhibit transformative change while also presenting alternatives and solutions for addressing these barriers to change. Finally, the author presents policy recommendations that could accelerate the acceptance of the various reform models.

Bridge programs aim to close the gap between the basic, initial skills individuals possess and the skills needed to enter and succeed in postsecondary education and careers. This guide provides an overview of the bridge program design in Illinois and serves as a resource for those who want to develop or strengthen an existing bridge program. The guidebook also includes strategies, tips, examples, worksheets, and additional resources to assist with the implementation process.

This manual provides guidance to adult basic education providers who want to integrate their programming and services into career pathways. This manual also offers an overview of career pathways, describes implementation efforts at four Adult Basic Education Career Connections sites to create partnerships and connect basic skills training with career pathways, and presents challenges and solutions associated with integrating adult basic education into career pathways.

This tool was developed to assist in the planning and documentation of activities and milestones in work-based learning projects. This tool can be used as a project management tool for those aiming to educate employers through a work-based learning project. This tool guides the user through several steps of the implementation process: questions to consider with the planning team, creating brief descriptions of present and desired capacities, determining action steps, and stating desired outcomes.