Announcement Details

READ ABOUT CURRENT AND RECENT NIWL PROJECTS!
March 30, 2009

CURRENT AND RECENT NIWL PROJECTS

BRIDGE TO EMPLOYMENT PROGRAM
In 1992, Johnson & Johnson Corporation established the Bridge to Employment program (BTE) in an effort to reform education by communicating to at-risk students that learning can be meaningful, tangible, and relevant. The BTE program helps young people build solid futures by introducing them to a broad array of careers in health care and providing them with real world experiences. Selected by J&J in 2003 to become a partner in the management and evolution of the BTE initiative, NIWL helps BTE: 1) build long-term partnerships among business, educators, community groups and parents to have a meaningful impact on students’ future success in the workplace; 2) prepare at-risk young people to meet the challenges and requirements of the health care industry and today's complex society; 3) reinforce parental involvement as a valuable link between young people and their schools; and 4) recognize and advance community efforts in locations that are exemplary in helping young people to begin building careers. Current BTE sites include: Bogotá, Colombia; Bound Brook, NJ; Inverness, Scotland; Livingston County, NY; Livingston, Scotland; New Brunswick, NJ; St. Louis, MO; Solano County, CA; Silicon Valley, CA and Trenton, NJ.

CAREER AND TECHNICAL EDUCATION (CTE) PROGRAMS OF STUDY
As a partner in the National Research Center for Career and Technical Education, NIWL is conducting a multi-method study of mature CTE programs of study sites around the country. Sponsored by the U.S. Department of Education, this study examines secondary and postsecondary partnerships in CTE that show evidence of academic and technical curriculum integration, a sequence of unduplicated coursework, and opportunities for dual enrollment, leading students to a postsecondary degree or certificate.

CENTRAL EDUCATIONAL CENTER(CEC) REPLICATION, Baton Rouge, LA
Provident Resources Group is taking a proactive sector driven approach to business engagement in school reform in Baton Rouge, LA. Provident Resources Group, the City of Baton Rouge, Parish of East Baton Rouge, represented by its Mayor-President, the State Department of Labor, the East Baton Rouge Parish School System, the Baton Rouge Area Foundation, the Baton Rouge Area Chamber of Commerce, the community college and higher education systems, and business organizations are placing a high priority on improving the school to career transition of students. This includes all aspects of workforce development to accommodate the city’s and state’s economic development needs and need for well-educated, skilled citizens and workforce. Provident Resources Group has contracted with NIWL to assist with replicating the Coweta County, Georgia’s Central Educational Center (CEC) model in Baton Rouge. The CEC concept began in 1997 when a group of county leaders in business, industry, education, and government convened to examine educational and workforce issues and believed that area high school graduates were not adequately prepared for the Atlanta-area high tech labor market. AED will conduct a series of activities related to designing the Capital Education Center in Baton Rouge. This includes working with the employers and community leaders to align key stakeholders, analyze the problems, needs, and opportunities related to workforce and economic development and the preparation of young people for successful transition to college and careers. The energy, commitment and desire for supporting student academic and labor market success are strengths amongst the employers and community leaders in Baton Rouge.

COLLABORATIVE FOR EDUCATION ORGANIZING, COMMUNITY FOUNDATION OF THE NATIONAL CAPITAL REGION
NIWL, in partnership with AED’s Center for Schools and Community Services, is conducting both technical assistance for, and an overall evaluation of, the Collaborative for Education Organizing (CEO), an initiative funded by the Community Foundation of the National Capital Region (CFNCR). Five community organizations in the District of Columbia with a focus on education were awarded grants to increase their capacity to organize the community towards “Doubling the Numbers” of college-ready graduates in D.C. NIWL is working with each of the grantees to help them collect, store, and use data in their work and working with CSSC to conduct an overall evaluation of CEO.

DISTRICT OF COLUMBIA GATEWAYS OF ADVANCED LEARNING SYSTEM (DC GOALS)
NIWL conducted a feasibility study for the University of the District of Columbia (UDC) and the Office of the State Superintendent for Education (OSSE) to determine whether the implementation of a state career and technical education (CTE) plan called "Gateways of Advanced Learning Systems" (GOALS) would be feasible in the District of Columbia. NIWL conducted interviews and focus groups with stakeholders at UDC, OSSE, DC Public Schools, community organizations, and business and industry leaders in D.C. The results were summarized thematically in a final report to OSSE and UDC.

HARTFORD ADULT EDUCATION REDESIGN TASK FORCE
With funding from the Hartford Foundation for Public Giving, Capital Workforce Partners (CWP), the workforce investment board for metropolitan Hartford, CT region, teamed with the Hartford Public Schools (HPS) to convene the Hartford Adult Education Redesign Task Force (the task force). Charged with developing a comprehensive work plan for improving the delivery of adult basic education, English-as-a-second language instruction, and GED programs and the outcomes of the Adult Education Center in Hartford (AECH), the task force included representatives from the City of Hartford, the Connecticut State Department of Education, the Capitol Region Education Council, and Capital Community College, in addition to CWP and HPS administrators. Particular emphasis was placed on the need to prepare adult learners for successful transitions to employment and/or post-secondary education. AED designed the strategic planning process used to guide the work of the task force, facilitated meetings, provided technical assistance to the task force conveners and staff, and developed the final work plan. In the future, AED plans to collaborate with CWP on dissemination of the planning model developed for the task force.

NATIONAL ASSESSMENT OF CAREER AND TECHNICAL EDUCATION (NACTE)
The 2011 NACTE will offer federal policymakers an opportunity to assess the effect of legislative changes enacted in the Carl D. Perkins Career and Technical Education Act of 2006 (Perkins IV). Funded by the U.S. Department of Education, NACTE will focus on state and local implementation of three major components of Perkins IV: 1) accountability systems; programs of study; and finance systems. The study’s research design calls for collecting data through state and local surveys, case studies, web searches, expert panels, interviews, and focus groups. As a member of a broad-based research team led by MPR Associates, Inc., AED is taking the lead on case studies to be conducted in six states and three local communities within each state as well as the analysis of state and local implementation of programs of study. In addition, AED is contributing to the design of instruments for surveys of state and local career and technical education directors at both the secondary and postsecondary levels as well as the development of a logic model that will guide NACTE. Other members of the NACTE team are Research Triangle Institute and Branch Associates. NACTE activities will culminate in the production of interim and final reports that describe the implementation of Perkins IV at the state and local levels.

NATIONAL CTE TECHNICAL ASSISTANCE ACADEMY
The purpose of the technical assistance plan is to respond to the accountability and program needs of states related to improvement of career and technical education for secondary and postsecondary students. The Academy for Educational Development (AED) with its partners MPR Associates, Inc., and the National Association of State Directors of Career Technical Education Consortium (NASDCTEc) is carrying out the plan through an annual National CTE Technical Assistance Academy and follow-up meetings at the NASDCTEc meetings. In year 1 the theme of the academy was nontraditional CTE curriculum and careers. Five states participated in the Academy and follow-up activities, including Pennsylvania. In year 2 the theme will be programs of study with a national competition held to select states to participate in the TA academy. The annual academy focuses on accountability issues and themes identified by states, combining content expert sessions with peer-to-peer discussions.

NATIONAL RESEARCH CENTER FOR CAREER AND TECHNICAL EDUCATION (NRCCTE) TECHNICAL ASSISTANCE AND PROFESSIONAL DEVELOPMENT
With funding from the Office of Vocational and Adult Education through the NRCCTE the technical assistance (TA) plan complements, augments, extends, supports, and reinforces all aspects of the NRCCTE’s agenda. The purpose of the technical assistance plan is to respond to the accountability and program needs of states related to improvement of career and technical education for secondary and postsecondary students. TA serves as the filter through which the NRCCTE identifies program delivery/assessment challenges related to seven central CTE themes as well as the feedback loop through which research finding are translated and applied to improve CTE systems and programs across the country. In Year 1, the Center’s TA focused on nontraditional program participation and completion. The TA Academy combined individual presentations, small group discussions with content experts, and facilitated team breakout sessions. Each participating state developed an action plan for reforming its state systems and information reporting related to preparing underrepresented students for success in nontraditional occupations. In Years 2 and 3 the TA Academy focus is on developing capacity for assisting local education agencies and postsecondary institutions in developing “green-focused” programs of study. The intent of this project is to build a replicable implementation model(s) for bringing programs of study to scale.

NORTHEAST BIOMANUFACTURING CENTER AND COLLABORATIVE PROJECT
This project seeks to advance the effectiveness of technician education offered through the Northeast Biomanufacturing Center and Collaborative by conducting a series of focus groups with graduates (1994-2008) of the biotechnology/biomanufacturing program at Great Bay Community College in New Hampshire. The work will examine the employment outcomes of graduates who have earned a certificate or associates degree in biomanufufacturing/biotechnology for the purposes of improving acccountability, management, and/or program performance of the program.

THE PENNSYLVANIA HIGH SCHOOL COACHING INITIATIVE (PAHSCI) / PENNSYLVANIA INSTITUTE FOR INSTRUCTIONAL COACHING (PIIC)
PAHSCI is a distinctive school reform design – centered on “instructional coaching and mentoring” -- developed to improve student achievement and to spark effective education reform nationwide. PIIC is a statewide vehicle for consistent, high quality professional development and training on coaching that responds to the need for an instructional coaching, mentoring, and professional development model supporting the engagement of schools, districts, and intermediate units across the state. NIWL has developed a coordinated approach to the collection and analysis of data designed to document the impact of PAHSCI on classroom instruction and student engagement and achievement. NIWL led a detailed case study and analysis of mentoring as well as a focus group study of mentors. With MPR Associates, NIWL designed a continuous improvement model to encourage ongoing evaluation and to develop a portfolio of evidence on which to base future program plans. As PAHSCI transitions to PIIC, NIWL, in partnership with MPR, will undertake a number of assessment activities related to the development and implementation of the institute model of service delivery.

TEACHERS FOR A NEW ERA (TNE): TECHNICAL SUPPORT AND CAPACITY BUILDING
This multi-million dollar initiative is designed to strengthen K-12 teaching by developing state-of-the-art teacher education programs in accordance with three design principles: decisions driven by evidence; engagement of arts and science faculty; and teaching as an academically taught clinical practice profession NIWL has provided technical support and capacity-building services to the 11 competitively selected colleges and universities since 2002. These services range from regular visits by a liaison assigned to work with each participating institution to consultant referrals, institutes and workshops, a web site that includes a virtual library, an electronic newsletter, and periodic compilations of the latest research on teacher education reforms and related topics.

TEACHERS FOR A NEW ERA (TNE) LEARNING NETWORK The Learning Network is a forum for higher education institutions seeking to reform teacher education. The Network is funded by the Annenberg Foundation with additional support from Carnegie Corporation of New York and promotes the TNE design principles. The goals of the TNE Learning Network are to enable Learning Network members to share promising practices, emerging lessons, and continuing challenges in implementing meaningful reform of teacher education. Members will gain invitations to teacher education reform events; access to web-based resources, including the Teachers for a New Era virtual library; attend teacher education reform events; participate in regional networks; and compete for mini-grants.

WALLACE FOUNDATION CUSTOMER SURVEYS
The Wallace Foundation (formerly known as the Wallace-Reader's Digest Funds) contracted with the AED from 2003-2005 for a two-part study which included: 1) an assessment of the foundation's effectiveness in the three areas in which it is working: arts participation, education leadership, and out-of-school-time learning; and 2) an assessment of the use and impact of the publications the foundation commissions. Based on the findings from the surveys, two reports were prepared for the foundation: Effectiveness and Knowledge Leadership: Findings from The Wallace Foundation Leadership Survey and Use and Effectiveness of The Wallace Foundation Publications: Findings from The Wallace Foundation Publication Survey. The findings from the studies provided the Wallace staff and Board with information about the foundation’s publications and its progress in establishing itself as a recognized knowledge leader.


FUTURE DIRECTIONS

NIWL is currently working to assemble a new portfolio in the workforce development arena. Projects under development include:

SCIENCE, TECHNOLOGY, ENGINEERING, AND MATH (STEM). STEM has become increasingly central to U.S. economic competitiveness and growth. NIWL is actively pursuing opportunities that will strengthen and expand the STEM workforce pipeline, with a particularly focus on at-risk youth and dislocated workers. NIWL is working to support innovative approaches to education and workforce development that will prepare workers for family–sustaining STEM-related employment as well as working towards strengthening and improving programs that serve these workers. One current NIWL project in this area is work with community colleges that have advanced technical education programs to help them access, review, and analyze data needed to determine the labor market outcomes of their graduates.

GREEN WORKFORCE AND ECONOMIC DEVELOPMENT. The emerging transition to a low-carbon and sustainable economy due to climate change holds great promise for economic growth and prosperity, innovation, and job creation as products, services, and jobs are reoriented toward a greener future. NIWL is currently working with a variety of stakeholders in this emerging area including community colleges, associations, employers, and federal agencies. Recent work includes identifying strategic opportunities in the green economy, such as integrating green skills into existing occupations, creating the framework for new and expanded green career pathways, and aligning and coordinating programs at the federal, state, and local level. An NIWL publication was recently released entitled, “Going Green: The Vital Role of Community Colleges in Building a Sustainable Future and Green Workforce.” This publication examines the growing role of community colleges in a low-carbon, clean energy economy and provides examples of innovative strategies and practices to address climate change, environmental stewardship, and green workforce development. Go to www.aed.org to access the publication.

CRIMINAL JUSTICE AND EDUCATION AND WORKFORCE DEVELOPMENT
Critical to labor market success and a reduction of recidivism rates is the access to quality education and training opportunities for individuals in correctional institutions or those re-entering into the community. NIWL is pursuing a variety of projects and initiatives focused on employment, training, and education of individuals with criminal records, both within prison and at re-entry.