1. Lessons from the Breaking Through Initiative
Judy Taylor
Jobs for the Future
Elisabeth Barnett
Teachers College, Columbia University

2. “High Leverage” Strategies
Integrated institutional structures and systems
Accelerating the pace of learning
Labor market payoffs
Comprehensive supports
Liebowitz and Combes-Taylor (2004)

3. Evaluation: 2007 and 2008 Self-assessment by project leaders
Site visits to Leadership Colleges
Interviews with Learning Colleges
Assessment of student outcomes
Documentation of peer learning
Interviews with JFF and NCWE

4. BT SELF-ASSESSMENT One way to look at progress
Self-assessment questionnaire completed by college leaders
Included
Program design elements
Leadership
High leverage strategies
Sustainability

5. SCALE
1. Planning – goal setting, staff orientation, formation of committees and teams, and active, deliberate planning.
2. Development – the strategy is being designed, developed and field-tested.
3. Initial Implementation – the strategy is beginning to be carried out.
4. Advanced Implementation – the strategy is actively carried out and regularly reviewed to ensure its smooth operation.
5. Institutionalization – the strategy is firmly in place, sustainable, and demonstrates positive outcomes.
6. Not Addressed (NA) – indicates the characteristic does not exist in this partnership.

6. Integrated Institutional Structures and Systems

7. Qualitative Evidence Importance of the leadership team
Faculty role – professional development
Communication and collaboration is “glue” that holds institutional structures together
Project works to overcome barriers created by non-credit and credit silos
Internal and external partners contribute to structures and systems

8. Accelerating the Pace of Learning

9. Qualitative Evidence Most but not all colleges emphasize acceleration
Different models – accelerated could mean “compressed”, “intensive” and/or “integrated”
Tension between access and success for low-skilled learners
More feasible for some students than others

10. Labor Market Payoffs

11. Qualitative Evidence Differences in workforce vs. career focus
In some cases, career exploration is the goal
In others, workforce and economic development are the goal
Short term credentials offer payoff
Weakening economy is impacting some programs, depending on industry sector

12. Comprehensive Supports

13. Qualitative Evidence
All colleges offer comprehensive or “wrap around” services
Some offer case management – e.g., “achievement coach”
Academic supports include tutoring and mentoring
Other supports include financial aid, transportation, child care, physical and mental health, and substance abuse
Community colleges have a learning curve to take on “social service” roles

14. STUDENT OUTCOMES Access and participation Adult education success
Developmental education performance
Developmental education success
Gatekeeper academic course performance
Enrollment and retention in CTE
Successful completion
Employment outcomes

15. Students who became college ready

16. Students who completed BT

17. Further Info Breakingthroughcc.org Presenters
Judy Taylor –
Elisabeth Barnett -