via the Long Beach Post:

“Long Beach City College was awarded a $75,000 Career Ladders Project (CLP) grant as they began participation in the California Community College Linked Learning Initiative (CCCLLI), which aims to ease the transition for high school graduates in healthcare-related Linked Learning Academies into college curriculums.

LBCC will be collaborating with five local high schools (California Academy of Math and Sciences, Long Beach Polytechnic High School, Jordan High School, Lakewood High School and Cabrillo High School) to help bridge the gaps in teaching and eliminate overlaps in material to help expedite the achievement process for participating students.”

Link to full article:
http://www.lbpost.com/news/2000002253-lbcc-awarded-grant-to-further-help-linked-learning-academy-high-school-students

2013 -14 Community of Practice in Acceleration
Deadline to Apply: Friday, April 19, 2013 5:00 pm

3CSN and the California Acceleration Project are now accepting applications for the 2013-14 Community of Practice in Acceleration. Participating faculty receive extensive support to develop and teach new accelerated courses in reading/writing and math, including three in-person workshops, ongoing coaching, and collaboration with a network of innovative faculty.
More than 100 teachers from 30 California community colleges have participated in this extended professional development program. Will you and your colleagues be part of next year’s group?

Application materials available on the California Acceleration Project website

Deadline for submission:
Friday, April 19, 2013 5:00 pm

“In the aftermath of the Great Recession, which officially began in December 2007, funding for higher education in California has been severely curtailed, causing a great deal of fiscal pain for the state’s community colleges. As set out in the Master Plan for Higher Education, the colleges serve many missions—providing coursework leading to an associate’s degree or enabling students to transfer to a four-year college or university; offering vocational and career technical education; supporting basic skills development (such as pre-college level math and English courses); and extending a variety of self-enrichment courses to the general adult community.”

Click here to read the full PPIC report.

“If we want more students to succeed in college, we have to turn full attention to the craft of university-level teaching. What’s at stake is not only increasing graduation rates but providing a quality education for those who, a generation or two ago, might not have seen college as possible.”

Click here to Read Mike Rose’s full article in the The Christian Science Monitor.

Click here to Read the PDF stored on our database.

 “Other states have confronted the same challenges with which California is now wrestling. Some have made major strides in redesigning their education and workforce systems to accelerate students’ acquisition of basic math and English skills and improve students’ success in accessing and completing postsecondary programs connected to labor market opportunities.”

A GOLDEN OPPORTUNITY:
Strategies to Focus Adult Education on College and Career 

LearningWorks is releasing a new brief addressing the current dialogue regarding reforming California’s adult education and community college systems – A Golden Opportunity: Strategies to Focus Adult Education on College and Career helps to inform the current debate by examining four policy levers utilized successfully by other states to facilitate the change: governance structures; state strategic plans and funding guidelines; innovation initiatives; and accountability systems.

This brief was authored by Barbara Baran and Julie Stawn for LearningWorks. Golden Opportunity is the second in our series addressing the basic skills system in CA, following our previous brief, Rethinking Basic Skills in California: Principles for Policymakers.

Click here to download the report.

Defy the Predictable

This dynamic conference showcases successful strategies in program design and implementation that are making a difference for at-risk and opportunity youth – those unconnected to school or work – and highlights unique and productive partnerships and collaborations.  Education providers are invited to join with others who defy the predictable every day by helping alter the destiny of young people, and creating a better future for youth and their communities.

Registration is available now at:
www.calworkforce.org/conferences/youth-conferences-2013/registration

This free webinar features the results of a three-year study showing that career-focused dual enrollment programs can provide important benefits for disadvantaged students. Register today to learn recommendations for policymakers and dual enrollment practitioners, and to interact with leaders involved in the Concurrent Courses initiative.

The study was conducted by the Community College Research Center at Teachers College, Columbia University and was supported by the James Irvine Foundation. The Career Ladders Project provided technical assistance to the Concurrent Courses Initiative.

Monday, September 10, 2012
11:00 a.m. – 12:00 p.m. (PT) / 2:00 p.m. – 3:00 p.m. (ET)

Cost: Free

To Register for the Webinar visit: 
http://irvine.org/news-insights/entry/register-for-our-webinar-on-dual-enrollment

Moderator
Vince Stewart, Senior Program Officer, The James Irvine Foundation

Presenters
Katherine Hughes, Ph.D., Assistant Director for Work and Education Reform Research, CCRC
Christopher Cabaldon, Executive Director, Linked Learning Alliance
Linda Collins, Executive Director, Career Ladders Project
Melissa Brookman, Ed.D., Director of ACE Academy at Jordan High School, LBUSD

You Will Learn: 
- The relevance of career-focused dual enrollment as a vehicle for improving educational outcomes and career paths for underperforming students in population groups that are underrepresented in California higher education

- How policymakers and community leaders can further reduce barriers to program development and student participation

- Essential elements of success that educators and administrators can consider as they start and evolve dual enrollment programs

Who Should Attend:
- Education policymakers at the state and district levels
- Dual enrollment practitioners, including community college and district leaders, high school administrators and faculty
- Nonprofits, funders and researchers who work in fields related to dual enrollment and education

Download the full report, briefs for policymakers and practitioners, and additional resources at The James Irvine Foundation website or at www.concurrentcourses.org.

This web meeting is made possible with support from the James Irvine Foundation.

A new Huffington Post article highlights the role of California community colleges in addressing the skills gap. Partnerships between community colleges and employers in the Central Valley are featured; the CC system-funded Central Valley Career Advancement Academy and the C6 Consortium are highlighted as examples of the kinds of approaches that are part of the solution. Our own Executive Director, Linda Collins, was interviewed for this piece!

To read the article visit:
www.huffingtonpost.com/2012/07/31/california-skills-gap-community-college_n_1721481.html?1343772834

For the full job description click here.

More information on the Stuart Foundation can be found by visiting their website: www.stuartfoundation.org

Broadening the Benefits of Dual Enrollment
Reaching Underachieving and Underrepresented Students with Career-Focused Programs

A new study, Broadening the Benefits of Dual Enrollment: Reaching Underachieving and Underrepresented Students with Career-Focused Programs, by the Community College Research Center at Teachers College, Columbia University examines outcomes for almost 3,000 high-school students who participated in dual enrollment, career-focused programs with community colleges in California.  The findings from the three-year study suggest that programs enrolling high-school students in college credit courses can have beneficial results for underachieving students and students underrepresented in higher education.  The students who participated in career-focused dual-enrollment programs were more likely than other students in their districts to graduate from high school, enroll in four-year colleges, persist in college and accumulate more credits and were less likely to enroll in remedial classes.

CCRC led the Concurrent Courses Initiative funded by James Irvine Foundation. The Career Ladders Project (CLP) provided technical assistance to the initiative, providing assistance to involved high school and community college partners with ongoing implementation, exchange of effective practices among the initiative’s partners, and identification of common challenges and emergent solutions in offering effective concurrent enrollment programs.

To download the report click here.

Related briefs for policymakers and practitioners and reports are all available for download at:
www.concurrentcourses.org/publications.html?utm_source=Irvine+final+report&utm_campaign=UA-2832117-7&utm_medium=email