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AB 86 Objectives 1 & 2:
Services and Programs Currently Offered
and an Evaluation of Current NeedsConducted for the Sequoias Adult Education Consortium August 5, 2014
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BW ResearchA full-service research firm that specializes in:
• Economic and workforce development research
• Employer and education research, understanding the “World of work”
• Market and public opinion research on businesses, job-seekers, consumers and residents
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Part 1AB 86 Overview
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RCP: Objective #1(Phase 1)
An evaluation of current levels and types of adult education programs within the region.
RCP: Objective #2 (Phase 1)
An evaluation of current needs for adult education programs within the region.
RCP: Objective #4(Phase 2)
Plans to address the gaps that are identified in the planning process.
AB 86 Plan Objectives
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Part 2Description of Regional Area
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Poverty and Unemployment Rates
The annualized unemployment rate in 2013 is higher in Kings (14%) and Tulare (14%) Counties than in California (9%).
The percentage of families and people whose income in the past 12 months is below poverty level is higher in both Kings and Tulare Counties than in California.
Sources: American Community Survey (ACS) 2012,California Employment Development Department 2013
Kings Tulare California
All families 17.3% 25.6% 12.9%
With related children under 18 years 23.8% 35.4% 19.3%
Individuals 18 and Over 17.3% 25.1% 15.3%
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Demographics
More than half (57%) of the population in Tulare and Kings Counties is under the age of 34.
Source: EMSI QCEW & non-QCEW, 2014.2
19 years old and younger34.1%
20 to 34 years old22.6%
35 to 49 years old18.6%
50 to 64 years old15.2%
65+ years old9.5%
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Educational Attainment in Tulare & Kings Counties
Twenty percent of the population has an Associate’s Degree or higher, while 45 percent have a High School Diploma or Some College.
Source: EMSI QCEW & non-QCEW, 2014.2
3.6%
8.4%
8.2%
21.9%
23.0%
16.9%
18.1% Graduate Degree and Higher
Bachelor's Degree
Associate's Degree
Some College
High School Diploma
9th Grade to 12th Grade
Less than 9th Grade
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English Speaking Ability
In the region, 85% of the foreign born population speaks English less than very well, compared with 58% of the total state’s immigrant population.
Source: American Community Survey, 2012
Tulare and Kings Counties California
Percent Foreign Born of Total 2-County Population 24% 29%
Percent of Foreign Born Who Speak English Less than Very Well 85% 58%
Percent of 2-County Population Who Speak English Less than Very Well 20% 17%
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Part 3Economic Profile
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Largest Industries and Jobs in 2013
The largest industries in the four county region, by number of employees, include the following:
• Government (175,230)• Agriculture, Forestry, Fishing and Hunting
(149,556)• Retail Trade (81,857)• Health Care and Social Assistance (78,775)• Accommodation and Food Services
(55,965)• Manufacturing (52,307)
Source: EMSI QCEW & non-QCEW, 2014.2
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Occupational Tiers in the Region
An occupational segmentation technique used to delineate occupations into one of three tiers.
Tier 1 Occupations: Typically the highest-paying, highest-skilled occupations in the economy, that typically require a 4 year degree or more. (Avg. hourly wage $44.21)
Tier 2 Occupations: These occupations have historically provided the majority of employment opportunities and could be referred to as middle-wage, middle-skill positions. (Avg. hourly wage $20.02)
Tier 3 Occupations: These occupations typically represent lower-skilled service positions with lower wages that require little formal training and/or education. (Avg. hourly wage $11.39)
Source: EMSI QCEW & non-QCEW, 2014.2
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Change in Tier Employment for the Four County Region
Tulare, Kings, Fresno and Kern Counties have seen an increased proportions of Tier 1 and Tier 3 employed workers, while the proportion of Tier 2 jobs has decreased by over one percent (-1.1%) from 2007 to 2013.
Region
% of all Occupations
Tier 1 Tier 2 Tier 3
2007 10.8% 40.6% 40.9%
2013 10.9% 39.5% 42.0%
Change 0.1% -1.1% 1.1%
Source: EMSI QCEW & non-QCEW, 2014.2
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Part 4Objective 1:Services and Programs Currently Offered
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Adult Education Programs
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Consortium Operational Costs
The total operational cost for the 2013-14 fiscal year was $15,237,952. Excluding adults with disabilities, up $734,778 from the 2012-13 fiscal year.
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Consortium Operational Costs per Student
The total operational cost per student for the 2013-14 fiscal year was highest in the adults with disabilities area.
Elementary and basic skills
Classes and courses for immigrants
Programs for apprentices
Short term CTE
Adults with disabilities
$0 $3,000 $6,000 $9,000 $12,000
$478
$986
$1,000
$2,344
$10,964
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Consortium Operational Costs Breakdown
Instructional salaries and employee benefits make up the larger percentage of total operational costs.
Elementary and Basic Skills
Classes and Courses for Immigrants
Adults with Disabilities
Short Term CTE0%
20%
40%
60%
80%
100%
60% 57% 54% 54%
10% 16%
5% 8%
22% 21%
25%25%
5%16%
5%8%
1000's 2000's 3000's 4000's 5000's 6000's 7000's
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Consortium Unduplicated Enrollment
Total unduplicated enrollment for the 2012-13 fiscal year was 13,139.
Programs for apprentices
Adults with disabilities
Short term CTE
Classes and courses for immigrants
Elementary and basic skills
0 3,000 6,000 9,000
0
555
1,725
2,299
8,560
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Consortium Unduplicated Enrollment
Unduplicated enrollment dropped slightly for four of the program areas, totaling 1,002 less students that enrolled for the 2013-14 fiscal year.
Programs for apprentices
Adults with disabilities
Short term CTE
Classes and courses for immigrants
Elementary and basic skills
0 3,000 6,000 9,000
20
527
1,554
1,974
8,062
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Educator Survey
A survey was conducted of educators who offer adult education programs in the region.
The primary research objective was to capture the needs and priorities of adult education programs in the region.
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Educator Survey Sample
The Sequoias Consortium worked with BW Research to determine which contacts in the region would need to complete the online survey.
After taking the survey, educators were sent the appropriate tables, depending on their indication of the organization being a member or partner of the consortium.
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Educator Survey
A majority of students were enrolled full time in the 2012-13 school year.
58%
18%
24%
Full-time
Part-time but 2 or more classes
Part-time and only 1 class over a semester
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Importance of Priorities for Funding Adult Education
The development and dissemination of curricula
Technical assistance in evaluation and implementation of educa-tion programs
Incentives for program coordination and integration
The creation on new service models
Benchmarks and reward performance
Professional development
The integration of literacy instruction and occupational skills training
The coordination of adult education with existing support services, such as transportation and child care
Programs that connect employers with training and education opportunities
0% 20% 40% 60% 80% 100%
29%
29%
29%
36%
36%
43%
71%
86%
86%
64%
57%
43%
43%
43%
50%
29%
14%
14%
7%
7%
29%
7%
14%
7%
7%
14%
7%
Very important Somewhat important Not important DK/NA
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Part 5Objective 2:Evaluation of Current Needs
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Employer Survey
A profile of regional businesses was created to better understand adult education needs within the region. Data gathered from the employer survey is from 200 businesses with at least one location in the regional area.
Half of the businesses were sampled from the local area (Tulare and Kings Counties) and half were from the regional area (Tulare, Kings, Kern, and Fresno Counties).
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Employer Survey
A third of employers in Tulare, Kings, Fresno, and Kern Counties either “Always”, “Frequently” or “Sometimes” hire workers from outside the four-county area.
9.0%8.0%
15.5%
27.5%37.0%
3.0%
Always (75% to 100% of the time)
Frequently (50% to 74% of the time)
Sometimes (25% to 49% of the time)
Rarely (1% to 24% of the time)
Never (0% of the time)
DK/NA
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Employer Survey
Large-sized firms were more likely than medium or small-sized firms to have hired workers from outside the four county region.
Small (1 to 9 employees)
Medium (10 to 24 employees)
Large (25+ employees)
0% 20% 40% 60% 80% 100%
8.9%
12.2%
14.3%
14.3%
17.1%
21.4%
26.8%
32.9%
44.6%
48.2%
24.4%11.0%
Always (75% to 100% of the time) Frequently (50% to 74% of the time)Sometimes (25% to 49% of the time) Rarely (1% to 24% of the time)Never (0% of the time) DK/NA
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Difficulty Facing Workforce Needs
Providing training programs so current employees are productive and stay up-to date on changing technology and indus-
try requirements
Replacing retired workers with qualified employees
Recruiting entry-level employees with appropriate training and education
Finding qualified applicants with a cer-tificate in their industry or in their oc-
cupational category or both
Recruiting non-entry level employees with adequate skills and industry expe-
rience
0% 20% 40% 60% 80% 100%
33.5%
30.5%
44.5%
42.0%
47.0%
60.5%
46.0%
44.0%
41.5%
34.5%
13.5%
11.0%
11.5%
13.0%
Great difficulty Some difficulty No difficulty DK/NA
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Importance of Qualifications for Entry-Level Positions
A four year college degree or higher
An associates degree
An industry recognized credential or certificate
Technical training and expertise specific to the position they are
applying for
At least one year of industry re-lated work experience
0% 20% 40% 60% 80% 100%
23.5%
25.0%
31.5%
33.5%
36.0%
67.5%
65.0%
34.5%
22.0%
20.0%
33.0%
44.5%
44.0%
Very important Somewhat important Not at all important DK/NA
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Reported Deficiencies among Entry-Level Hires
DK/NA
Other
Creative problem-solving skills
Ability to work with different groups or de-partments
Depends on occupation
Have not hired entry-level recently
Common sense
General work experience
Technical writing skills
Work ethic
Interpersonal communication skills
Technical competence specific to the position
0% 5% 10% 15% 20% 25% 30% 35% 40%
15.5%
4.0%
1.5%
3.5%
3.5%
3.5%
3.5%
5.0%
5.5%
11.0%
19.5%
33.5%
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Part 6Gaps between Objectives 1 & 2
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Initial Gaps Identified in the Region
Centered upon services and programs currently offered, the educator survey, and the employer survey, initial gaps identified in the region are:
Training Programs: Short term CTE and Apprenticeship Programs
Deficiency of Technical or Computer Skills
Sharing of Information and Resources
Students’ Access to Programs
The Lack of Classes at Varying Times and Locations
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Training Program Gap
The development and dissemination of curricula
Technical assistance in evaluation and implementation of education programs
Incentives for program coordination and integration
The creation on new service models
Benchmarks and reward performance
Professional development
The integration of literacy instruction and occupational skills training
The coordination of adult education with existing support services, such as transportation and child care
Programs that connect employers with training and educa-tion opportunities
0% 20% 40% 60% 80% 100%
29%
29%
29%
36%
36%
43%
71%
86%
86%
64%
57%
43%
43%
43%
50%
29%
14%
14%
7%
7%
29%
7%
14%
7%
7%
14%
7%
Very important Somewhat important Not important DK/NA
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Training Program Gap
Educators were asked what programs, planning, or improvements they would like to see in the region.
– “I would like to see more CTE/apprenticeship programs”
– “More professional skills training for direct service providers teaching people with disabilities.”
– “Develop entry level career technical programs with basic language and math skills embedded to address the needs of under educated adults.”
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Training Program Gap
When asked to identify the weaknesses of short term CTE programs, educators indicated:
– “Having the resources to get the correct
students into the appropriate classes”
– “Need for more community partners”
– “Finding qualified nursing instructors”
– “Resources for CTE curriculum”
– “Teacher use of technology in instruction”
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Difficulty Facing Workforce Needs
Providing training programs so current employees are productive and stay up-to date on changing technology and indus-
try requirements
Replacing retired workers with qualified employees
Recruiting entry-level employees with appropriate training and education
Finding qualified applicants with a cer-tificate in their industry or in their oc-
cupational category or both
Recruiting non-entry level employees with adequate skills and industry expe-
rience
0% 20% 40% 60% 80% 100%
33.5%
30.5%
44.5%
42.0%
47.0%
60.5%
46.0%
44.0%
41.5%
34.5%
13.5%
11.0%
11.5%
13.0%
Great difficulty Some difficulty No difficulty DK/NA
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Importance of Qualifications for Entry-Level Positions
A four year college degree or higher
An associates degree
An industry recognized credential or certificate
Technical training and expertise specific to the position they are
applying for
At least one year of industry re-lated work experience
0% 20% 40% 60% 80% 100%
23.5%
25.0%
31.5%
33.5%
36.0%
67.5%
65.0%
34.5%
22.0%
20.0%
33.0%
44.5%
44.0%
Very important Somewhat important Not at all important DK/NA
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Deficiency of Technical and Computer Skills
When asked to identify the weaknesses in the program areas they offer education in, educators stated:
– “Increase the use of technology in instruction and student use of technology”
– “Teacher use of technology in instruction”
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Reported Deficiencies among Entry-Level Hires
DK/NA
Other
Creative problem-solving skills
Ability to work with different groups or departments
Depends on occupation
Have not hired entry-level recently
Common sense
General work experience
Technical writing skills
Work ethic
Interpersonal communication skills
Technical competence specific to the position
0% 5% 10% 15% 20% 25% 30% 35% 40%
15.5%
4.0%
1.5%
3.5%
3.5%
3.5%
3.5%
5.0%
5.5%
11.0%
19.5%
33.5%
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Sharing of Information and Resources
When educators were asked what programs, planning or improvements they would like to see in the region, educators stated:
– “I would like to see better streamlining (sharing of information and resources) between existing providers and adult education”
– “Coordinated efforts that reduce redundancy/duplications of services and include relevant data to support the future services/courses needed”
– “Planning and improvement-work with COS and other adult education providers to avoid duplication of services”
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Student Access to Programs
When educators were asked what programs, planning or improvements they would like to see in the region, educators stated:
– “Ensure that all groups have access to the programs and support services they need to advance their literacy skills, transition to higher ed or training and become gainfully employed.”
– “Accessibility to Programs”
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Lack of Classes at Varying Times & Locations
When educators were asked what changes they would make in the program(s) they serve, responses included:
–“Increase evening schedule from 3 nights to 4 nights”
–“Increase number of class offerings in GED Spanish”
–“Increase number of High School Diploma elective courses focused on vocational (i.e. Welding)”
–“Offer more classes to get rid of waiting list”
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Lack of Classes at Varying Times & Locations
Educators also responded:
“Offering classes at varying times and locations”
“Provide more teachers to increase the number of students served”
“Increase the number of class offerings for ABE and GED prep on campus”
“Increase number of locations off site for GED offerings”
“Increase the number of off-site class offerings in the community”
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AB 86 Objectives 1 & 2:
Services and Programs Currently Offered
and an Evaluation of Current NeedsConducted for the Sequoias Adult Education Consortium August 5, 2014