Identifies exemplary community college programs that employ innovative curriculum and instructional practices in order to help low-skilled adults attain a family sustainable wage.

“This review of research is part of a larger project which identified exemplary community college programs that employ innovative curriculum and instructional practices in order to help low-skilled adults attain a family sustainable wage. The project goal was to identify best practices that are replicable at other community colleges. These programs and models combine Adult Basic Education (ABE), General Educational Diploma (GED), and sometimes English as a Second Language (ESL) programs with the opportunity to attain postsecondary credentials leading to gainful employment at a family sustainable wage. The project involved three universities and was part the National Research Center for Career and Technical Education (NRCCTE) funded by the Office of Adult and Vocational Education, U.S. Department of Education. This review of the research was a first step in that project and summarizes what is currently known about low-skilled adults and programs for them. Appendices include: (1) Career Pathways; and (2) Family Sustainable Wage. (Contains 2 tables and 3 footnotes.)” (NRC CTE Abstract). (Abstractor: Author).

Full publication title: Moving Beyond the GED: Low-Skilled Adult Transition to Occupational Pathways at Community Colleges Leading to Family-Supporting Careers


Major Findings & Recommendations

"Recommendations to the academic and policy community include: 1) further development, support, diffusion, and study of the small number of programs in order to spread them within and beyond institutional boundaries; 2) targeting programs toward the two identified populations of low-skilled adults; and 3) focusing efforts on colleges where programs are sustained when funding ends or leaders leave. Specific community college programs were identified that exhibited long-term commitment, perseverance, integrated leadership, and sustainability. Barriers to progress in the innovative programs were also identified. Examples of barriers to progress include federal and state adult education policies requiring minimum seat time, set curriculum, and separation of workplace skills from curriculum" (p.15). (Abstractor: Author)