1. Adult Education Advisory Council (AEAC) Fall Meeting
South Puget Sound Community College – Lacey Campus
October 3, 2017

2. (Lynn Christofersen)
Welcome and Introduction of Guest & Members:
Dawn Murphy, Assoc. Dean of Transition Studies
Student – TBD
Photo from:
Accessed 9/20/17.

3. What is an educational experience that has shaped you today?
Welcome (Wayyyy) Back to School activity:
What is an educational experience that has shaped you as an individual, as an educator, as an AEAC member, as a leader at your organization?
Name one example of how it affected a decision you made, a policy you supported, a practice you challenged.

4. Agenda Review and Approval of the Minutes
Lynn Christofersen (10min)

5. 2016-2017 BEdA Data and Legislative Updates
Jon Kerr (15min)

7. Basic Education for Adults at a Glance
Funded Providers
34 CTCs
9 CBOs
Students
46,849
53% ESL, 47% ABE
56% Female, 44% Male
Funding ( )
Federal $9,249,138
Non-federal $46,068,784*
*Reported for MOE
Faculty
19% Full Time
81% Part Time
Allocation Methodology
Funds distributed based on a prorata share among
providers for the following (3-yr average of data):
50% Performance based
10% Transitions
20% Total Student Achievement Points
20% SAI points per student
50% FTE Enrollment

15. HS21+ Data 34 Programs Up and Running! Data Point* 2013-2014 2014-2015
Total **
As of 9/20/17
Students Enrolled
521
1,935
3,427
5,883
3,987
Diplomas Awarded
201
702
1,317
2,276
1,503
Significant Gains Earned (CASAS)
396
1,207
2,239
3,824
1,706
Total SAI Points Earned
1,473
4,128
6,948
12,549
9,104
Average SAI Points
Earned Per Student
2.8
2.2
2.0
2.3
Federal Level Gains
209
606
1,028
1,843
1,239
34 Programs Up and Running!
*SBCTC Report Manager Enrollment Monitoring, 9/20/2017
**Data Through Spring 2017: Not Final Year End

16. I-DEA Data Data Point* 2013-2014 2014-2015 2015-2016 Total 2016-17**
As of 08/03/17
Students Enrolled
429
749
1,388
2,566
2,049
Significant Gains Earned (CASAS)
256
(59.7%)
466
(62.2%)
907
(65.3%)
1,629
(63.5%)
1,333
(65%)
Total SAI Points Earned
862
1,366
3,130
5,358
1,536
Average SAI Points Earned Per Student 2
1.8
2.3
2.1
2.21
Federal Level Gains
211
(49.2%)
382
(51%)
771
(55.5%)
1,364
(53.2%)
1,087
(53%)
** SBCTC Report Manager Enrollment Monitoring 08/03/2017: Not Final Year End

17. I-BEST Data Point 2013-2014 2014-2015 2015-2016 2016-17 Total 3,861
Students Enrolled
3,861
3,937
4,539
4,891
17,228
FTE
2,034
2,178
2,494
2,662
9,368
Degrees & Certificates
2,219
1,979
1,939
1,403
7,540
Significant Gains Earned (CASAS Test)
1,682
1,619
1,850
2,005
7,156
Total Performance (SAI) Points Earned
16,839
17,179
21,553
22,397
77,968
Performance Points Earned per Student
4.6
4.5
4.7
Federal Level Gains
980
958
1,102
1,229
4,269

18. 2015-16 Student Achievement Points for I-BEST and Comparison Groups
Headcount
Basic skills points
Basic skills points per student
College points
College points per student
Total points
Total points per student
Transfer
120097
n/a
115561
0.96
215651
1.80
Workforce
82000
77944
0.95
136530
1.67
I-BEST
4377
6317
1.44
10728
2.45
21756
4.97
Basic Skills No I-BEST
38125
62537
1.64
2946
0.08
75334
1.98
Total
244599
68854
0.62
207179
0.85
449271
1.84
College-level credits for I-BEST and Comparison Groups
Headcount*
Credits attempted**
Credits earned
Credit earned ratio
151,775
2,807,152
2,399,920
85%
99,275
2,061,789
1,829,683
89%
5,403
125,639
111,158
88%
3,333
40,367
33,514
83%
*Includes students taking courses at multiple institutions
**Transcript database, credits attempted (CLVL_IND = Y) credits earned (earn_ind = Y)
Cohort definitions (SAI database):
Intent last = B, Kind of basic skills = null, targeted program indicator = not like 1*
Intent last = F,G,M,I, Kind of basic skills = null, targeted program indicator = not like 1*
Targeted program indicator = 1*
Basic skills No I-BEST
Targeted program indicator = not like 1*, Kind of basic skills = not null
Program
Total points per
student
HS 21+
2.3
I-DEA
2.1

19. Legislative Update Operating Budget
Policy Investments
Funding for I-BEST: $750,000 per year
New Guided Pathways funding: $1.5 million per year to improve student success
Additional MESA funding: $750,000 per year

20. SSB 5069: Corrections Education (effective July 23, 2017)
Allows community and technical colleges to provide workforce-related associate degrees in correctional institutions to inmates who meet criteria established by the Department of Corrections (DOC).
Inmates shall be selected to participate in the program based on priority criteria and the following conditions:
Within five years of release
Do not already have a postsecondary degree
Has a reentry plan that includes participation in an associate degree education program

21. BEdA Legislation Agenda Proposal Considerations (supports system priorities of equity, enrollment, & completion)  
Caseload funding for basic skills
All students receiving a two-year degree are eligible for a high school diploma
Allow OSPI to receive credit for diploma attainment for HS 21+ students between the ages of years of age. This would allow SBCTC to include younger students in HS 21+
Implement K-12 fine forgiveness so that CTC students can access their high school transcript
Statewide funding solution for the first six college credits for those without a high school diploma  
Increase funds to Opportunity Grant

22. High School Fine Forgiveness
WIOA Partnerships: Working Together to Make a Difference
Regional Highlight: Pac Mountain
WDC: Corrine Daffern
CTCs:
SPSCC: Dawn Murphy
Centralia: Kelli Bloomstrom
Grays Harbor: Diane Smith
CBO:
Sound Learning: Jenny Blumenstein
Photo from: Accessed 9/20/17.

23. Discussion Questions:
How you are working together to advance WIOA?
What are some of the benefits and challenges?
How can the AEAC help?
WIOA Partnerships: Working Together to Make a Difference
Regional Highlight: Pac Mountain
WDC: Corrine Daffern
CTCs:
SPSCC: Dawn Murphy
Centralia: Kelli Bloomstrom
Grays Harbor: Diane Smith
CBO:
Sound Learning: Jenny Blumenstein

24. AEAC Work Plan 2016-2018 Overview & Final Adoption
Priority Areas for Action
Breakout: Small group discussion
Identify: 1 Objective from each goal area

25. Working Lunch Updates:
Taskforces
High School Completion Outreach Project
High School Fine Forgiveness
2017 Social Media Marketing
AEAC Student Representative
By-laws

26. HSC Outreach Project What Was Done 13 Events Held All 12 WDC’s Visited
1 Conference Presentation: BFET
Met with Approximately 100 WF Professionals
WDC, CTCs, K-12, DSHS, ESD,CBO’s
HSC Outreach – these visits have brought together groups of people in a region who have shared outcomes of trying to get adults a credential. They found these people do not know one-another and they don’t talk to each other regularly. So by doing these meetings, it has helped build relationships/connections that may not have otherwise happened. The Outreach visits have brought together WorkSource, OSPI and SBCTC. They have completed 13 of the scheduled outreach visits. Another option is to attend the Local Planning Area (LPA) quarterly meetings as invited guest.

27. HSC Outreach Project Outcomes Developed Provider Connections
Facilitated Networking
Shared State Options and Goals
Shared Local Program Options

28. HSC Outreach Project Lessons Learned
Challenging to Run Standalone Events
Strong Connections Exist in Some Areas
Many Areas Lack Connection Amongst Programs

29. HSC Outreach Project Moving Forward
Present as Guests at Existing Meetings
Present at State Conferences
Examine Other Strategies to Share HSC Message and Increase Provider Connections

30. Fine Forgiveness Survey Results 24 Colleges Responded
Approximately 300 Students a Year
Average Fine $75
Estimated Annual Cost $22,500
Fine Forgiveness – exploring legislation to help students attain HS records and forgive outstanding fines after “x” time, probably something OPSI might take the lead on.

31. Fine Forgiveness Next Steps Meet with OSPI Leadership
Propose Joint Agency Bill
Run Bill in 2018 Legislative Session

32. Priority Areas for Action, cont’d
Identify: 1 Objective from each goal area
Taskforce

33. Advancing the Equity Agenda: Washington State’s Educational Imperative
AEAC Fall Meeting
October 3, 2017
Ha T. Nguyen
Policy Associate, Basic Education for Adults
Interagency Communication & Messaging
Diversity, Equity, and Inclusion | Barrier Mitigation

34. - Dr. Martin Luther King, Jr.
“We may have come on different ships, but we are all in the same boat now.”
- Dr. Martin Luther King, Jr.
Moral  Educational  Economic Imperative
CTCs are indispensable training grounds for future workforce
If we do not create systems to help students get to and through CTCs successfully, there will be negative impact on the overall health of the state

35.   
Sharing my educational experience – to remind you of the people/students who are counting on you to make the changes necessary for their success.

36. Rick Torrance, Department of Commerce
“Privileged people have the responsibility to take the lead on these (equity) issues”
Rick Torrance, Department of Commerce
AEAC Summer Retreat, 2017
Rick said it best…
Summer Retreat discussion on equity-guided leadership

37. WA State CTC Equity Gaps
Students of color
Low-income (Pell eligible)
Academically underprepared
First generation
Adult
Other populations specific to local community

38. Understanding the Equity Gap: Data Points
Participation in higher education
Completion of key momentum points in college
Credential completion
Post college outcomes
Access, where do students begin, momentum through difficult sticking points, building college-level credit momentum, completion. What type of completion matters, and has an impact on post college outcomes.

39. Participation in Higher Education
Participation rates are especially low for Hispanic/Latino students
*Estimates come from American Community Survey, Represents all Washington year-olds with some college.

40. Participation in Higher Education
As household income increases, so does participation in higher education.
*Estimates come from American Community Survey, Represents all Washington year-olds with some college.

41. Key Momentum Points (Basis for Outcomes-Based Funding)
Historically underrepresented students of color (Hispanic, Native American, Pacific Islander and African American) are 25% of student body we track for student achievement. They are significantly more likely to be in basic skills (42%) and precollege English (37%). They are less likely to earn college level points starting with the first 15 credits and the gap increases as they move toward completion (20%).
*Source: SBCTC analysis for SAI evaluation

42. Key Momentum Points (Basis for Outcomes-Based Funding)
Basic descriptive analysis to identify the points and where underrepresented students are most likely to be.
Low income make up 15% of total students. Points earned by category show they are more likely to be concentrated in basic skills and precollege English.
*Source: SBCTC analysis for SAI evaluation

43. Credential Completion
Completions per student
Low income gap not as dramatic as students of color but still there. For students of color, African American students have the highest degree gap and earn certificates (particularly short certs) at a rate much higher than any other group.
*Source: SBCTC analysis for SAI evaluation
In a recent study, Valant and Newark (2016) found that Americans are more willing to prioritize achievement gaps based on income than on race, and more willing to support initiatives that remediate poor-wealthy disparities than Black-White or Latina/o-White disparities. Many policymakers believe that disparities in postsecondary opportunity in the 21st century are tied primarily to socioeconomic class – that race alone is no longer a disadvantaging factor. They hope that developing better strategies for access and degree completion for low-income students will resolve racial disparities (Improving Postsecondary Attainment: Overcoming Common Challenges to an Equity Agenda in State Policy, 2017).
Unfortunately, evidence shows that this is not accurate. Students of color in every socioeconomic group fare worse than their White counterparts. The challenge of framing a discussion about race in higher education policy is therefore to emphasize the idea that advancing equity is not about putting race- and class-based disadvantages in competition, but rather addressing different forms of inequity differently in order to achieve a stronger and more unified state.

44. Post College Outcomes: Employment
As seen on the previous slide, students of color are significantly less likely to earn a degree as compared to white and Asian students. They are also more likely to earn a short certificate. This leads to disparity in outcomes as students who are able to attain a workforce degree are more likely to be employed and show higher earnings as well.
*Source: guided pathways dashboard

45. To change any of what I showed you, students need everyone here to make much-needed changes…
Discuss slide briefly and ask, “So, why do it?”

46.   
Just a friendly reminder…

47. Discussion Questions
Are there other elements not mentioned that should be a focus within our equity agenda?
What is your institution’s mission or challenges around equity?
How can you contextualize equity into your organization’s programming, policy, structure?
What information is important to convey to campus leaders, stakeholders, and legislators to encourage prioritizing the equity agenda?

48. Future Agenda Items
Future Agenda Items and THANK YOU!!