Moving learners along in educational, career, or other paths is one measure of how we determine success. Programs aligned to this area may focus on college and career pathways, transition supports, or counseling and support services. Some examples include short-term CTE, integrated education and training, pre-apprenticeship, bridges and boot camps, and mirrored courses.
In Fall 2020, Jennie Mollica and Peter Simon of High Road Alliance were commissioned to conduct a research study to gain a better understanding of CAEP best practices and identify regional peer experts in the area of Transition. With the increased emphasis on learner transition to postsecondary and employment, the CAEP Office is increasingly interested in highlighting innovative practices across the state and creating opportunities for CAEP practitioners to share their creative solutions in these two areas. The purpose of this brief was to identify a range of ways that CAEP adult education consortia and their partners are supporting student transition. The brief is intended to inform CAEP practitioners about creative solutions developed by their peers and inspire further innovation and collaboration to better serve students transitioning to postsecondary education and employment.
This brief provides an in-depth overview of the AB 2098 Immigrant Integration Framework (IIF) developed by the CAEP AB 2098 workgroup in 2019. Addressing individual and community goals across the ten elements of the IIF is nothing new to adult education. Adult education practitioners say it’s what we have always done. As a result, this brief highlights the important work already underway to serve immigrants through CAEP programming and the effective practices that can be shared and scaled to benefit greater numbers of Californians.
SB 68 expands AB 540 to enable students to count years spent at a California Community College and Adult School towards AB 540 eligibility. Additionally, the bill will allow the completion of an Associate’s Degree or satisfaction of the minimum requirements to transfer to the University of California (UC) or California State University (CSU) to meet the degree or unit requirements. These new eligibility criteria expand possibilities for students educated in CA to qualify for in-state tuition and state-based financial aid at CCCs, CSUs, and UCs.
Hanover presents the results of a literature review around best practices in guided pathways and a benchmarking analysis of related practices among community colleges. Key findings include: (1) Over the past decade, guided pathways have become increasingly popular at community colleges nationwide. (2) Researchers and early adopters emphasize that implementing guided pathways is beneficial despite a lengthy implementation process. (3) Meta-majors, program and transfer maps, pathway entries, and strong student support services are vital components of guided pathways.