NEW!! Workforce Investments: State Strategies to Preserve Higher-Cost Career Education Programs in Community and Technical Colleges
Addressing the challenge of financing community college career and technical education programs is the focus of a new policy brief by IHELP. This brief examines finance policies and practices in 20 states and identifies five strategies that may help preserve higher-cost CTE/workforce programs: (1) separate technical colleges or system; (2) differential funding formula that takes program costs into account; (3) performance funding that rewards completions and various workforce-related outcomes; (4) differential tuition whereby students pay more for high-cost programs; and (5) differential course fees by which students pay for costs of lab operation and maintenance, specialized equipment, and supplies. This brief is intended as a resource for education leaders and policymakers in California as they work toward realizing the vast potential of the CTE mission.
Metrics, Dollars, and Systems Change: Learning From Washington State's Student Achievement Initiative to Design Effective Postsecondary Performance Funding Policies
This brief, jointly produced by IHELP and the Community College Research Center (CCRC) at Columbia University, examines the development and implementation of the Washington State Student Achievement Initiative (SAI), a policy adopted by the Washington State Board for Community and Technical Colleges that draws on intermediate measures of student progress to reward colleges for improvements in student achievement. This brief, based on findings from a three-year evaluation, offers lessons for leaders in states looking to design performance funding policies for community colleges. The brief offers recommendations for several design principles for an effective performance funding system including designing a useful and relevant system of performance metrics, linking performance to budgets (baseline funding rather piecemeal funding from allocated funds), and supporting college environmental conditions through more strategic communication and emphasis on institutional research to produce systemic institutional change.
Career Opportunities: Career Technical Education and the College Completion Agenda - Part IV: Aligning Policy with Mission for Better Outcomes
This new IHELP report is the culmination of a four-part series on career technical education in the California Community Colleges. The project, funded by The James Irvine Foundation, is aimed at identifying ways that state and system policy can best support the CTE mission so that colleges can be more effective in helping students earn credentials of value in the workplace and helping employers and industries in their regions obtain a skilled workforce. Based on a comprehensive analysis of potential barriers to more effective CTE, researchers offer a set of suggestions for policy changes intended as a resource for the community college system as it continues to work to improve student success.