abe/ase /ged program

Business Case Analysis

ABE/ASE /GEDProgram

DRAFT Summary

July 2009


04/20/23 Produced by: Di Schwartz Slide 2

Current ABE/ASE Program Profile (FY08-09)

• Locations– McClymonds– Shands– Neighborhood Centers (Clinton

Park)– Organizational Partner locations

• Students served (2,893)– HSD

• 34% of enrolled students entered HSD

• 82 students received a HSD – GED

• 37% of enrolled students entered GED

• 77 students received a certificate (passed GED—English or Spanish & has adequate hours)

– ABE • No student progress or end goal

measurement reported

• Student Profile*– 70% are 16 – 24 years old– Incoming Skill Level

• 50% of HSD students require 65 or less credit points to graduate

• 50% of HSD students have reading & math skills Grade Level 6 or lower

• 80% of GED students are split between Grade Level 6 – 8 and Grade Level 5 or below

– Length of time in the program• ABE 100 to 150 hrs = 1 Grade

Level (GL)• HSD

– Completion of required units – Successfully passing CAHSEE-

math & ELA



ABE/ASE Enrollment TrendEffect of Skills-based Placement

• 2007-2008 – 53% of OACE students were placed in the

HSD program– Placement driven by perceived value of

HSD over GED

• 2008-2009– Increase in GED enrollment is the result of

industry acceptance of HSD & GED as equal

– Skills-based placement initiated– Increase in ABE enrollment as the result of

employers’ need of a workforce with basic literacy & innumeracy skills

• 2009-2010– Initiation of skills-based placement will

increase ABE enrollment, while potentially decreasing HSD or GED enrollment

– Ensure HDS students are enrolled promptly and correctly placed

Source: Based upon unduplicated student numbers provided by D&A, June 2009

Enrollment shifts from HSD toward ABE & GED as the result of placement policy changes enacted in FY08-09

2008-2009 Enrollment by Sub-ProgramSkill-based Placement Iniitated

ABE29%

HSD34%

GED37%



Building the Future-state ABE/ASE Program

• Initiative started in 2008 – One driver fact was that students with HSD/GED still lacked the

skills to succeed in jobs or continuing education

• ABE/ASE Build Team formed to research and propose a comprehensive model

– Consultants researched published works to identify best practice, local demographics, community need, and existing program gaps

– Assumptions verified by interviews and workshops with instructional staff



Future-state ABE/ASE Program

• The current ABE/ASE program undertook an extensive realignment process which resulted in the development of a new model

– Prerequisite program changes initiated in FY08-09

• Purpose: to develop a high quality learning environment and support that enable the students to achieve educational goals.

• Model Features:– Skills-based placement

• Learning tracks for skill gap remediation– Life-cycle event planning and tracking to support student

persistence to program completion– Environment for academic learning, soft-skills development and

career training



Future-state ABE/ASE Program Initiatives Defined by Phase

• Phase 1—consistent, high quality, scalable processes for attracting and engaging students

– Orientation, assessment, intake & enrollment—streamline process that captures data from interest through enrollment of students

– Counseling (engagement)—define, document and implement an ideal counseling session that collects, documents and disseminate information about the program, expectations and available resources that encourages student engagement with the program

– ABE Program—redevelop ABE program admission, teaching & graduation practices & policies to emphasis literacy & numeracy skills readiness for transition to ASE, employment or other programs

– Focus on quality teaching—Equip & support teachers to provide excellent instruction in an engaging learning environment



Future-state ABE/ASE Program Initiatives Defined by Phase

• Phase 2—retention programs designed to increase persistence– Drop-out analysis—prepare data collection requirements, reporting &

analysis guidelines to make program modifications that reduce attrition

– Counseling (retention)—develop retention program based on analysis of drop-outs, Phase 1 skill-based placement,

– Pre enrollment system development—Design enrollment system that supports program design, process standards, and student need yet assures class sections are completed and skills gained

– Individual learning plans—develop learning plan policy and process that establishes a standard for ILP development & management

– Self-service kiosk—create a centralized information distribution location – ABE, GED, HDS retention efforts—develop a collaborative program for

student retention that transitions students for their current skill-base through the program to careers or higher education without undo delay


04/20/23 Produced by: Di Schwartz Slide 8 Slide 8

Major ABE-ASE Program Analysis Assumptions

• Implementation beginning July 1, 2009• Implementation is completed within 3 years• Success is incumbent on acceptance of the model by teachers,

educators & staff who will drive program development & implementation based on the model

• Funding allocation defined for the 3 year program• Program drives increased student persistence to graduation• Program derives from and delivers to indirect benefits with other

OACE initiatives



Scorecard

abe/ase /ged program

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