Accurate Collection and Reporting of Student Barriers to Employment
Submitted By: Bethany Ely
Capital Adult Education Regional Consortium
Type of Practice: Program Evaluation
Program Area(s): ABE / ASE, ESL / EL Civics / Citizenship
Region: Northern California
Consortia Involved: Capital Adult Education Regional Consortium
Program Overview
CAERC members use program areas and other clues to identify barriers to employment and AEP barriers to employment report for data cleanup
The Challenge
The Capital Adult Education Regional Consortium (CAERC) found that barriers to employment were not being collected uniformly across the consortium and needed to find a way to address the issue.
The Solution
To address the issue, consortium members created and now follow a uniform process for identifying barriers to employment: 1) Members use the program area to identify certain barriers to employment. All students enrolled in English as a second language (ESL)/English Language Learner (ELL) are marked English language learners. All students enrolled in ABE are marked as having low levels of literacy; 2) Members look for clues in other sections of the registration form. Students who mark any of the following are marked low income: CalWORKS/TANF, Cal Fresh/Food Stamps/SNAP, General Assistance, Refugee Cash Aid, SSI and Other Public Assistance. The CAEP barrier to employment report is used during data cleanup to confirm that all ESL and ABE students have been identified as having at least one barrier to employment.
The Outcome
The CAEP barriers to employment reports for all CAERC members show a small percentage of learners with zero barriers to employment.
The Data
The CAEP barriers to employment reports for all CAERC members show a small percentage of learners with zero barriers to employment.