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ERIC Number: ED505705
Record Type: Non-Journal
Publication Date: 2009-May
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-1526-2049
Building Bridges to Postsecondary Training for Low-Skill Adults: Outcomes of Washington State's I-BEST Program. CCRC Brief. Number 42
Jenkins, Davis; Zeidenberg, Matthew; Kienzl, Gregory
Community College Research Center, Columbia University
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 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.
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
Publication Type: Reports - Descriptive
Education Level: Adult Basic Education; Higher Education; Two Year Colleges
Audience: N/A
Language: English
Sponsor: Ford Foundation
Authoring Institution: Columbia University, Community College Research Center
Identifiers - Location: Washington
What Works Clearinghouse Reviewed: Meets Evidence Standards with Reservations