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Author: Matthew Zeidenberg Publisher: ISBN: Category : Languages : en Pages : 45
Book Description
To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team teach occupational courses with integrated basic skills content, and students receive college-level credit for the occupational coursework. The goal of this instructional model is to increase the rate at which basic skills students are able to succeed in college-level coursework leading to certificates and associate degrees in high-demand fields. The authors examined students who enrolled in I-BEST in 2006-07 and 2007-08. They examined the effect of the program on seven educational outcome variables: (1) whether a student earned any college credit (of any kind), (2) whether a student earned any occupational college credit, (3) the number of college credits a student earned, (4) the number of occupational college credits a student earned, (5) whether or not a student persisted to the following year after initial enrollment, (6) whether a student earned a certificate or degree, and (7) whether a student achieved point gains on basic skills tests. They also examined the following two labor market outcomes: the change in wages for those who were employed both before and after program enrollment, and the change in the number of hours worked after leaving the program. They found that enrollment in I-BEST had positive impacts on all but one of the educational outcomes (persistence was not affected), but no impact on the two labor market outcomes. However, it is likely that I-BEST students did not fare better than the comparison group in the labor market because they were entering the market just as the economy was entering the recent major recession. Perhaps a future evaluation will reveal better labor market outcomes. The difference-in-differences (DID) analysis found that students who attended colleges with I-BEST after the program was implemented were 7.5 percentage points more likely to earn a certificate within three years and almost 10 percentage points more likely to earn some college credits, relative to students who were not exposed to I-BEST. Unlike the regression and PSM analyses, the DID approach allows them to make causal inferences about the effectiveness of I-BEST. The DID findings are especially impressive given that they are based on the effects of I-BEST during their first year of implementation at the subset of colleges offering the "treatment" examined. They assume that the effectiveness of the I-BEST model will improve as colleges have more experience with it. Appendices include: (1) Tables; and (2) A Brief Description of Propensity Score Matching. (Contains 13 tables, 4 figures and 17 footnotes.).
Author: Matthew Zeidenberg Publisher: ISBN: Category : Languages : en Pages : 45
Book Description
To increase the rate at which adult basic skills students advance to and succeed in college-level occupational programs, the Washington State Board for Community and Technical Colleges (SBCTC) developed the Integrated Basic Education and Skills Training, or I-BEST. In the I-BEST model, a basic skills instructor and an occupational instructor team teach occupational courses with integrated basic skills content, and students receive college-level credit for the occupational coursework. The goal of this instructional model is to increase the rate at which basic skills students are able to succeed in college-level coursework leading to certificates and associate degrees in high-demand fields. The authors examined students who enrolled in I-BEST in 2006-07 and 2007-08. They examined the effect of the program on seven educational outcome variables: (1) whether a student earned any college credit (of any kind), (2) whether a student earned any occupational college credit, (3) the number of college credits a student earned, (4) the number of occupational college credits a student earned, (5) whether or not a student persisted to the following year after initial enrollment, (6) whether a student earned a certificate or degree, and (7) whether a student achieved point gains on basic skills tests. They also examined the following two labor market outcomes: the change in wages for those who were employed both before and after program enrollment, and the change in the number of hours worked after leaving the program. They found that enrollment in I-BEST had positive impacts on all but one of the educational outcomes (persistence was not affected), but no impact on the two labor market outcomes. However, it is likely that I-BEST students did not fare better than the comparison group in the labor market because they were entering the market just as the economy was entering the recent major recession. Perhaps a future evaluation will reveal better labor market outcomes. The difference-in-differences (DID) analysis found that students who attended colleges with I-BEST after the program was implemented were 7.5 percentage points more likely to earn a certificate within three years and almost 10 percentage points more likely to earn some college credits, relative to students who were not exposed to I-BEST. Unlike the regression and PSM analyses, the DID approach allows them to make causal inferences about the effectiveness of I-BEST. The DID findings are especially impressive given that they are based on the effects of I-BEST during their first year of implementation at the subset of colleges offering the "treatment" examined. They assume that the effectiveness of the I-BEST model will improve as colleges have more experience with it. Appendices include: (1) Tables; and (2) A Brief Description of Propensity Score Matching. (Contains 13 tables, 4 figures and 17 footnotes.).
Author: Washington (State). State Board for Community and Technical Colleges Publisher: ISBN: Category : Languages : en Pages : 2
Book Description
Washington's Integrated Basic Education and Skills Training Program (I-BEST) quickly teaches students literacy, work, and college-readiness skills so they can move through school and into living wage jobs faster. Pioneered by Washington's community and technical colleges, I-BEST uses a team-teaching approach to combine college-readiness classes with regular, credit-bearing job training or academic classes. This document briefly discusses the economic strength and the dramatic results from I-BEST. A Comprehensive I-BEST Pathway chart is included.
Author: John Wachen Publisher: ISBN: Category : Languages : en Pages : 31
Book Description
Integrated Basic Education and Skills Training (I-BEST) is an innovative program and strategy developed by the Washington (WA) State Board for Community and Technical Colleges (SBCTC) in conjunction with the state's 29 community colleges and five technical colleges. Its goal is to increase the rate at which adult basic education and English-as-a-second-language students advance to college-level occupational programs and complete postsecondary credentials in fields offering good wages and career advancement. Quantitative analyses of the I-BEST model indicate that it is effective in improving educational outcomes, but few people in the larger higher education community outside of Washington's two-year colleges fully understand how I-BEST programs work. Therefore, this study examines how the 34 community and technical colleges in Washington State are implementing the I-BEST model and how I-BEST programs operate. Specifically, it addresses the following research questions: (1) How is I-BEST being implemented across Washington State's community and technical colleges? What elements and approaches are common across programs? What accounts for variations in approach and organization?; (2) What does I-BEST look like in the classroom? To what extent and in what ways are technical and basic skills instruction in I-BEST courses integrated?; (3) What is the nature of the I-BEST student population? How do students get into I-BEST programs? What support services do colleges offer I-BEST students?; and (4) What costs are involved in operating I-BEST programs? Are I-BEST programs sustainable financially? To answer these questions, the authors conducted telephone interviews with faculty, staff, and administrators involved with I-BEST at all 34 Washington State community and technical colleges. Overall, I-BEST is regarded an effective model for increasing the rate at which adult basic skills students enter and succeed in postsecondary occupational education. It is expensive to operate, and determining how to fund I-BEST programs is a major concern of the colleges. It is therefore not surprising that there was no consensus among the colleges about the sustainability of I-BEST, although they did agree that I-BEST has significant benefits. Thus, despite the challenges, Washington's State Board and its 34 community and technical colleges remain dedicated to the successful operation of I-BEST and have, laudably, devoted significant resources to its implementation and expansion. (Contains 6 tables, 4 figures and 13 footnotes.) [This paper was written with Kristen Kulongoski, Suma Kurien, Amanda Richards, Laurel Sipes, Madeline Weiss, and Matthew Zeidenberg.].
Author: Davis Jenkins Publisher: ISBN: Category : Languages : en Pages : 33
Book Description
This paper presents findings from a study conducted by the Community College Research Center (CCRC) at Teachers College, Columbia University, on the outcomes of the Integrated Basic Education and Skills Training program (I-BEST), developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills students enter and succeed in postsecondary occupational education and training. Under the I-BEST model, basic skills instructors and college-level career-technical faculty jointly design and teach college-level occupational courses for adult basic skills students. Instruction in basic skills is integrated with instruction in college-level career-technical skills, offering the potential to accelerate the transition of adult basic skills students to college programs. The study used multivariate analysis to compare the educational outcomes over a two-year tracking period of I-BEST students with those of other basic skills students during academic year 2006-2007. Researchers examined data on more than 31,000 basic skills students in Washington State, including nearly 900 I-BEST participants. The analyses controlled for observed differences in background characteristics of students in the sample. The study found that students participating in I-BEST achieved better educational outcomes than did other basic skills students. I-BEST students were more likely than others to: (1) Continue into credit-bearing coursework; (2) Earn credits that count toward a college credential; (3) Earn occupational certificates; and (4) Make point gains on basic skills tests. The study also compared I-BEST students to a group of non-participants with similar characteristics who were matched with the I-BEST students using a statistical technique called propensity score matching (PSM). Using the PSM analysis, the study also estimated significantly enhanced results for I-BEST students over the comparison group over the two-year tracking period. Although results of this analysis indicate that participation in I-BEST is correlated with better educational outcomes over the two-year tracking period, authors note that they do not provide definitive evidence that the I-BEST program caused the superior outcomes. Because of the way students are selected into the program, those who participate have higher motivation or other characteristics not measured in this study that make them more likely to succeed. Selection bias could also operate in the other direction if I-BEST students are more disadvantaged in ways not measured by the study. A Brief Description of Propensity Score Matching is appended. (Contains 9 footnotes and 14 tables.).
Author: Washington State Board for Community and Technical Colleges, Olympia Publisher: ISBN: Category : Languages : en Pages : 29
Book Description
Integrated Basic Education and Skills Training (I-BEST) pairs English as a second language (ESL)/adult basic education (ABE) instructors and professional-technical instructors in the classroom to concurrently provide students with literacy education and workforce skills. In Spring 2004, the State Board for Community and Technical Colleges' Offices for Adult Basic Education and Workforce Education (SBCTC) began 10 innovative demonstration I-BEST projects that tested traditional notions that students must first complete all levels of basic education before they can begin workforce training. All of the projects focused on ESL education. This research report provides an overview of the Integrated Basic Education and Skills Training (I-BEST) demonstration program in Washington State. I-BEST uses a co-instruction model that pairs ABE/ESL instructors and professional-technical instructors concurrently to provide students with literacy education and workforce skills. The report presents lessons learned and related research and illustrates how they can be applied to practice.
Author: Davis Jenkins Publisher: ISBN: Category : Languages : en Pages : 4
Book Description
Integrated Basic Education and Skills Training (I-BEST) was developed by the community and technical colleges in Washington State to increase the rate at which adult basic skills students enter and succeed in postsecondary occupational education and training. Under the I-BEST model, basic skills instructors and career-technical faculty jointly design and teach college-level occupational courses for adult basic skills students. The model challenges the conventional notion that basic skills instruction should be completed by students prior to starting college-level courses and offers the potential to accelerate the transition of adult basic skills students into college programs. This Brief presents findings from a CCRC study that investigated the outcomes of students who participated in the program. The study compared, over a two-year tracking period, the educational outcomes of I-BEST students with those of other basic skills students, including non-I-BEST basic skills students who enrolled in at least one workforce course during the period of enrollment examined in the study. The analyses controlled for observed differences in background characteristics and enrollment patterns of students in the sample. Data was examined for more than 31,000 basic skills students, including nearly 900 I-BEST participants. Findings indicate that students participating in I-BEST achieved better educational outcomes than did those nonparticipating basic skills students who also enrolled in at least one workforce course in the same academic year. Using regression analysis, I-BEST students were found to be more likely than Non-I-BEST Workforce students to continue into credit-bearing coursework and to earn credits that count toward a college credential. They were more likely to persist into the second year, to earn educational awards, and to show point gains in basic skills testing. (Contains 1 table.)For full report, "Educational Outcomes of I-BEST, Washington State Community and Technical College System's Integrated Basic Education and Skills Training Program: Findings from a Multivariate Analysis. CCRC Working Paper No. 16", see ED505331.
Author: John Wachen Publisher: ISBN: Category : Languages : en Pages : 29
Book Description
Integrated Basic Education and Skills Training (I-BEST) integrates the teaching of basic skills and technical content in order to accelerate basic skills students' transition into and through a college-level occupational field of study. The study reported on here represents the final phase of a multi-year evaluation of the I-BEST model that began in 2009, conducted by CCRC in collaboration with MPR Associates and the Washington State Board for Community and Technical Colleges. Based on fieldwork undertaken in spring 2011 on 16 I-BEST programs at eight colleges, this report builds on CCRC's earlier qualitative and quantitative research by seeking to understand those aspects of I-BEST that best support student learning, progression, and completion. In addition, the report considers the I-BEST student experience and presents the results of a cost-benefit analysis of the program. The findings and recommendations highlighted in the report will be of interest to funders, policymakers, and practitioners in other states who are considering transition interventions similar to the I-BEST model. Questionnaire for I-BEST Program Evaluation Resources Analysis is appended. (Contains 2 figures, 5 tables, and 15 footnotes.) [This paper was written with Amanda Richards and Kristen Kulongoski.].
Author: Matthew Zeidenberg
Author: Matthew Zeidenberg
Author: Washington (State). State Board for Community and Technical Colleges
Author: Robert W. Fox
Author: 
Author: John Wachen
Author: 
Author: Davis Jenkins
Author: Washington State Board for Community and Technical Colleges, Olympia
Author: Davis Jenkins
Author: John Wachen