Educational Outcomes of I-BEST Washington State Community and Technical College...
Author(s): Jenkins, Davis; Zeidenberg, Matthew; Kienzl, Gregory
Organizational Author(s): Community College Research Center: Teachers College Columbia University
Resource Availability: Publicly available
Using a multivariate analysis to compare the educational outcomes of students, this study found that students participating in the Integrated Basic Education and Skills Training (I-BEST) in Washington State, achieved better educational outcomes than did other basic skills students.
"Under the I-BEST model, basic skills instructors and college-level career- technical faculty jointly design and teach college-level occupational courses for adult basic skills students. Instruction in basic skills is thereby integrated with instruction in college-level career-technical skills. The I-BEST model challenges the conventional notion that basic skills instruction ought to be completed by students prior to starting college-level courses. The approach thus offers the potential to accelerate the transition of adult basic skills students to college programs....[t]he researchers examined data on more than 31,000 basic skills students in Washington State, including nearly 900 I-BEST participants. The analyses controlled for observed differences in background characteristics of students in the sample" (p.2). (Abstractor: Author)
Full publication title: 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
Major Findings & Recommendations
"While the results show that participation in I-BEST is correlated with better educational outcomes over the two-year tracking period, it is important to note that they do not provide definitive evidence that the I-BEST program caused the superior outcomes. It could be that, because of the way students are selected into the program, those who participate have higher motivation or other characteristics not measured in this study that make them more likely to succeed" (p.26).
"The study found that students participating in I-BEST achieved better educational outcomes than did other basic skills students, including those who enrolled in at least one non-I-BEST workforce course. I-BEST students were more likely than others to:
- continue into credit-bearing coursework;
- earn credits that count toward a college credential;
- earn occupational certificates; and,
- make point gains on basic skills tests.
On all the outcomes examined, I-BEST students did moderately or substantially better than non-I-BEST basic skills students in general. The I-BEST group’s comparative advantage relative to non-I-BEST basic skills students who enrolled in at least one workforce course was not as large, but was still significant" (p.3-4). (Abstractor: Author)