U.S. DEPARTMENT OF EDUCATION 

ADULT COLLEGE 

COMPLETION 

TOOL KIT 

 

Adult College 

Completion Tool Kit 

By 


Michelle Tolbert
 

MPR Associates, Inc.
 

Berkeley, Calif.
 

For
 

U.S. Department of Education 

Office of Vocational and Adult Education 

2012 
 

 

 

This report was produced under U.S. Department of Education Contract No. GS-10F-0348U/ED-VAE-10-0-0102, Task Order 

10, with MPR Associates, Inc. Sheryl Adler served as the contracting officer’s representative. Mention of trade names, commercial 

products, or organizations in this report does not imply endorsement by the U.S. government. This publication also contains 

URLs for information, created and maintained by private organizations. This information is provided for the reader’s 

convenience. The U.S. Department of Education is not responsible for controlling or guaranteeing the accuracy, relevance, 

timeliness, or completeness of this outside information. Further, the inclusion of information or URLs does not reflect the 

importance of the organization, nor is it intended to endorse information, products, services or any views expressed. 

U.S. Department of Education 

Arne Duncan 

Secretary of Education 

Office of Vocational and Adult Education 

Brenda Dann-Messier 

Assistant Secretary 

August 2012 

This report is in the public domain, except for the cover photograph, which is used with permission ©iStockphoto.com/GWImages. 

Authorization to reproduce this report in whole or in part is granted. While permission to reprint this report is not necessary, the 

citation should be: U.S. Department of Education, Office of Vocational and Adult Education, Adult College Completion Tool Kit, 

Washington, D.C., 2012. 

To order copies of this report, 

write to: ED Pubs, Education Publication Center, U.S. Department of Education, P.O. Box 22207, Alexandria, VA 22304; 

or fax your request to: 703-605-6794; 

or e-mail your requests to: edpubs@edpubs.ed.gov; 

or call in your request toll free: 1-877-433-7827 (1-877-4-ED-PUBS). Those who use a telecommunication device for the deaf 

(TDD) or a teletypewriter (TTY), should call 1-877-576-7734. If 877 service is not yet available in your area, call 1-800-872­

5327 or 1-800-USA-LEARN (TTY: 1-800-437-0833); 

or order online at: http://www.edpubs.gov. 

This report is available on the Department’s website at: http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/transition.html. 

On request, this publication is available in alternative formats, such as Braille, large print or CD. For more information, please 

contact the Department’s Alternate Format Center at 202-260-0852 or 202-260-0818. 
 

 

 

 

 

 

 

 

iii 

CONTENTS 

Page 

List of Figures ......................................................................................................................v
 

Message from Secretary Arne Duncan ...............................................................................vii
 

Abbreviations ......................................................................................................................ix
 

Introduction.........................................................................................................................1
 

Access...................................................................................................................................3
 

Strategies for State Administrators ....................................................................................3
 

Strategy 1: Promote College and Career Readiness Through Standards.........................4
 

Strategy 2: Ensure Adult Education Is Included in Career Pathways Delivery 


Systems .....................................................................................................................5
 

Strategy 3: Increase Awareness of College Counseling and Financial Aid ......................7
 

Strategies for Local Practitioners .......................................................................................8
 

Strategy 1: Prepare Adult Learners for College ..............................................................9
 

Strategy 2: Link Adult Learners to Career Pathways Through Bridge Programs ..........10
 

Strategy 3: Integrate College and Career Guidance Into Adult Education...................10
 

Quality.............................................................................................................................. 13
 

Strategies for State Administrators ..................................................................................13
 

Strategy 1: Promote Teacher Effectiveness and Evidence-Based Practices....................14
 

Strategy 2: Hold Programs Accountable for Performance............................................16
 

Strategy 3: Track Adult Learner Progress Using SLDS................................................17
 

Strategies for Local Practitioners .....................................................................................18
 

Strategy 1: Engage in Activities to Improve Teaching Practices...................................19
 

Strategy 2: Use Local Report Cards to Improve Program Performance........................19
 

Strategy 3: Track Program Outcomes Using Desk Monitoring ...................................20
 

Completion....................................................................................................................... 21
 

Strategies for State Administrators ..................................................................................21
 

Strategy 1: Encourage Persistence and Completion Through Career Pathways............22
 

Strategy 2: Support Programs in Addressing Student Barriers .....................................23
 
 

 

 

 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT 

Page 

Strategy 3: Form Strategic Partnerships to Overcome Student Barriers .......................24
 

Strategy 4: Explore Technological Approaches to Facilitate College Transition...........25
 

Strategies for Local Practitioners .....................................................................................26
 

Strategy 1: Offer Programs That Help Students Achieve College and Career Goals ....27
 

Strategy 2: Address Student Barriers to Persistence and Completion ...........................27
 

Strategy 3: Use Partners to Help Students Transition to College.................................28
 

Strategy 4: Use Technology to Enhance Services.........................................................28
 

Call to Action.................................................................................................................... 29
 

References ......................................................................................................................... 31
 

Appendix A. Tools and Resources.................................................................................... 35
 

Appendix B. Adult Learners: Five Steps to Prepare for College ....................................... 47
 

Appendix C. Individuals in Corrections: Five Steps to Prepare for College ..................... 51
 

Appendix D. Veterans: Five Steps to Prepare for College ................................................ 57
 

Appendix E. High-Skill Immigrant: Five Steps to Prepare for College ............................ 65
 

iv 
FIGURES 

Figure 1. Strategies to support access, quality, and completion..........................................2
 

Figure 2. Education pays in higher earnings......................................................................9
 

v 

 

 

 

 

 

 

 

 

 

 

 

vii 

MESSAGE FROM SECRETARY ARNE DUNCAN

When it comes to college completion, now is the time for action. 

The Adult College Completion Toolkit has been developed by the Department of Education’s Office of Vocational 

and Adult Education (OVAE). OVAE developed the Toolkit to help policymakers at the state and local level 

implement practical evidence-based solutions that increase the number of graduates who earn high-quality degrees 

and certificates required to compete for good jobs in the 21st century global economy. College completion is a 

shared responsibility; this Toolkit also provides resources for adult education administrators, teachers, and students. 

Shortly after taking office, President Obama set a bold goal: by 2020 the U.S. will once again have the most highly 

educated, best prepared workforce in the world. In order to meet this goal, the President challenged every adult to 

complete at least one year of postsecondary education, which can be accomplished by pursuing a traditional 2- or 

4-year degree or by completing a professional or industry-recognized certificate. In today’s knowledge economy, 

education is the new currency. Put simply, we must dramatically increase overall rates of educational attainment to 

ensure the success of individuals in the workplace and safeguard our country’s prosperity in the global economy. To 

do this, adult learners across America must enter and succeed in postsecondary education in ever greater numbers. 

OVAE provides programs that help ensure adults make successful transitions to postsecondary education. Earlier 

this year, OVAE hosted a series of peer-to-peer webinars as part of the 2012 Community College Webinar Series. 

These events highlighted success stories where adult education programs and community colleges have strengthened 

programs and partnerships that promote college and career readiness and postsecondary transitions. In addition, 

working with the Departments of Labor and Health and Human Services, OVAE has reaffirmed its commitment to 

the development and advancement of career pathway delivery systems that better illuminate postsecondary education 

transitions to employment opportunities in high demand fields that pay family sustaining wages. Additionally, 

OVAE has been providing technical assistance to states that are developing policies to improve outcomes in adult 

education programs that support college and career readiness for lower-skilled individuals. 

This is important work, but I am confident that America’s postsecondary institutions are up to the challenge. 

In other times of transition, America has responded to lay the groundwork for our future. In the midst of the 

Civil War, President Lincoln established land grant colleges. After World War II, the G.I. Bill provided millions of 

veterans a path to a college education and security for their families. At the start of the 21st century, America faces 

yet again an education and workforce development challenge whose outcome will shape our collective prosperity for 

the next generation. 

We look forward to working with all stakeholders to make higher education a reality for all Americans. I applaud 

the commitment of those working on this important task and look forward to partnering with you in the 

implementation and dissemination of the information in this Toolkit, which we hope will be a very important 

addition to the resources available to support your important work. Thank you for doing your part, and please let us 

know what else we can do to provide additional support as we work together to accomplish President Obama’s 2020 

graduation goal. 

Arne Duncan 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

ABBREVIATIONS

ABE adult basic education 

AEFLA Adult Education and Family Literacy Act 

CASAS Comprehensive Adult Student Assessment Systems 

CNA certified nursing assistant 

ELL-U English Language Learner University (initiative and website) 

ESL English as a second language 

FAFSA Free Application for Federal Student Aid 

FERPA Family Education Rights and Privacy Act 

GED general educational development (test) 

IET integrated education and training 

LINCS Literacy Information and Communication System (website) 

NRS National Reporting System for Adult Education Programs 

NTER National Training and Education Resource (initiative) 

OER open educational resources 

OVAE Office of Vocational and Adult Education 

PBF performance-based funding 

SLDS statewide longitudinal data systems 

SIA Standards-in-Action (initiatives) 

STAR Student Achievement in Reading (initiative and website) 

WDQI Workforce Data Quality Initiative 

ix 

 

 

 

 

 

 

 

 

 

INTRODUCTION 

To remain globally competitive through the 21st-century and beyond, the United States must 

increase its skilled workforce. To do so, President Barack Obama has called for the United 

States to have the highest proportion of college graduates in the world by 2020. He also has 

challenged all Americans to prepare for at least one year of postsecondary education or 

training. At present, however, too many Americans are not meeting this challenge. 

Approximately two-thirds of adults age 25 or older do not persist in postsecondary education 

long enough to earn a credential, and many others do not even enroll (Camille and Siebens 

2012). These adults are less likely to succeed in the labor market than are those with 

postsecondary credentials. Workers with an associate’s degree, for example, typically earn 20 

percent more over their lifetime than those with only a high school education and 40 percent 

more than high school dropouts (Baum, Ma, and Payea 2010). Moreover, future labor 

market demand is expected to favor workers with higher levels of education (Sommers and 

Franklin 2012). 

For adults with low literacy and numeracy skills and those learning English as a second 

language, the transition to and completion of postsecondary education and training can be 

difficult. They face a range of barriers, including a lack of academic preparation for college 

and knowledge of and access to financial aid and other support. 

The U.S. Department of Education is addressing this issue by simplifying the federal student 

aid application process; increasing funds for Pell Grants; and providing funds to states, 

postsecondary institutions, and organizations serving disadvantaged populations. Other 

support includes a variety of programs and initiatives supported by the Department’s Office 

of Vocational and Adult Education (OVAE) to help adult education state administrators and 

local practitioners better prepare their students for postsecondary education and training. 

This Adult College Completion Tool Kit is designed to connect state administrators and local 

practitioners to the strategies, resources, and technical assistance tools resulting from the 

Department’s work. States can use this information to identify and implement state adult 

education leadership priorities, supported by federal Adult Education and Family Literacy Act 

(AEFLA) funds, which encourage and support adult learners transitioning to college. 

The tool kit focuses on three areas: 

•	 Access: Academic preparation, financial resources, and other support students need to 

enroll in postsecondary education programs. 

•	 Quality: Evidence-based practices used by programs to ensure their services prepare 

students adequately for postsecondary education. 

•	 Completion: Administrative policies and programmatic approaches to encourage student 

persistence in postsecondary education programs. 

1 
 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT 

In each chapter, strategies, resources, and tools relevant to adult education administrators 

and local adult education practitioners are highlighted (see Figure 1 for a summary of the 

strategies). Each chapter also includes state and local examples illustrating how programs can 

improve the college transition process for their students.1 

The tool kit concludes with a call to action. A summary list of the resources and tools 

described in the chapters and handouts for four target student populations—adult basic 

education students, incarcerated individuals, veterans, and high-skill immigrants—are 

provided in the appendix. Administrators and practitioners can use these handouts to 

encourage their students to meet the president’s challenge and prepare for at least one year of 

postsecondary education or training. 

Figure 1. Strategies to Promote Access, Quality, and Completion 

For State Administrators For Local Practitioners 

Access Strategy 1 Promote college and career readiness through 

standards 

Prepare adult learners for college 

Strategy 2 Ensure adult education is included in career pathways 

delivery system 

Link adult learners to career pathways through bridge 

programs 

Strategy 3 Increase awareness of college counseling and 

financial aid 

Integrate college and career guidance into adult 

education 

Quality Strategy 1 Promote teacher effectiveness and evidence-based 

practices 

Engage in activities to improve teaching practices 

Strategy 2 Hold programs accountable for performance Use local report cards to improve program 

performance 

Strategy 3 Track adult learner progress using statewide 

longitudinal data systems 

Track program outcomes using desk monitoring 

Completion Strategy 1 Encourage persistence and completion through career 

pathways 

Offer programs that help students achieve college and 

career goals 

Strategy 2 Support programs in addressing student barriers Address student barriers to persistence and 

completion 

Strategy 3 Form strategic partnerships to overcome student 

barriers 

Use partners to help students transition to college 

Strategy 4 Explore technological approaches to facilitate college 

transition 

Use technology to enhance services 

Source: MPR Associates, Inc., 2012 

1 Unless otherwise noted, information for the state and local examples was collected through phone 

conversations with state and local representatives. 

2 
 

 

 

 

ACCESS

With jobs increasingly requiring higher levels of education, why don’t more adult learners 

enroll in postsecondary education and training? Research indicates that they face several 

obstacles to enrolling and succeeding in these programs. Adult learners often lack academic 

preparation (e.g., math, reading, and writing) and college readiness (e.g., time management 

and study strategies) skills, financial resources, and knowledge about financial aid and other 

available support (Matus-Grossman and Gooden 2002; Reder 2007). Further, the 

curriculum and assessments used by adult education programs often do not align well with 

college-level expectations, with the result that many adult learners must enroll in 

developmental education classes before they begin postsecondary course work (Jenkins 2008; 

Mazzeo et al. 2006). Participation in developmental education has been found to slow, and, 

in many cases, stop students’ momentum toward their postsecondary education goals (Bailey, 

Jeong, and Cho 2009). 

What can adult education administrators and local practitioners do to help students meet 

these challenges? As the following sections describe, some states and local programs are 

implementing promising, practical strategies and using a variety of helpful resources and 

tools developed by the U.S. Department of Education. A list of these resources and tools and 

their URLs is provided in Appendix A. 

Strategies for State Administrators 

State administrators can promote college access for adult learners using the 

following strategies: 

1 Promote college and career readiness through standards that strengthen the 

academic rigor of adult basic education (ABE) instruction. 

2 Support the development of career pathways by building on available 

resources and reaching out to college leaders and business and industry to 

help with curriculum development for adult education bridge programs. 

3 Increase student and local practitioner awareness of college counseling, 

financial aid options, and other support available to aid students’ transition 

to postsecondary education and training. 

3 
 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 ACCESS 

STATE 

STRATEGY 

1 Promote College and Career 


Readiness Through Standards
 

State administrators can use standards-based reform as a practical 

strategy to promote quality and academic rigor in their adult 

education programs and ensure students gain the skills and 

knowledge needed to meet the expectations of colleges, universities, 

and employers. To support this work, OVAE developed the 

following resources and tools through its Standards-in-Action (SIA) 

initiatives: 

•	 Innovations for Standards-Based Education: This is a guide to 

implementing professional development materials and methods 

that support implementation of content standards in the adult 

education classroom. 

•	 A Process Guide for Establishing Adult Education Content 

Standards: This guide describes how to plan, develop, review, and 

implement a fully integrated standards-based education system to 

improve instruction and learner outcomes. 

•	 Adult Education Content Standards Warehouse: This website is 

designed to support states in developing and using content 

standards. 

Through its Promoting College and Career Ready Standards in Adult 

Basic Education initiative, OVAE is expanding its standards work 

with a new focus—supporting and encouraging states to adopt 

college- and career-readiness standards. To help states with this 

process, OVAE is examining existing college and career-readiness 

standards to determine their adaptability for adult education. 

Kentucky: Implementing Collegeand Career-Readiness Standards in 

Adult Education 

Kentucky adopted college- and careerreadiness standards in 2011 and is using the 

SIA approach to implement the standards 

across its 120 adult education programs. SIA 

focuses on: (1) building instructors’ 

understanding of standards; (2) translating 

standards into curriculum; (3) aligning student 

assignments to standards; and (4) assessing 

how well instructors are teaching to the 

standards and using effective instruction. 

Recognizing that its adult education 

workforce includes a large number of full- and 

part-time instructors dispersed across the 

state, Kentucky is providing professional 

development through in-person training, 

distance learning, and online learning 

communities. Although implementation is in 

its early stages, Kentucky is already seeing 

results. Local program directors are becoming 

champions of standards-based reform, and 

instructors are working collaboratively, 

developing units and resources together and 

sharing feedback. 

4 
 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT ACCESS 

STATE 

STRATEGY 

2 

Ensure Adult Education Is 

Included in Career Pathways 

Delivery Systems 

Oregon: A Statewide Approach to 

Developing Career Pathways 

Oregon has taken a statewide approach to 

developing career pathways that include the 

adult education delivery system using a 

contextualized instruction model. Its pathway 

efforts are supported by state policies 

requiring: 

• Postsecondary and adult education 

instructor involvement in developing 

career pathway and bridge programs; 

• Professional development for all 

instructors teaching in career pathway 

programs to ensure consistent 

implementation; and 

• Data collection on adult learners, 

including pre- and post-test scores, 

attendance, student course evaluations, 

and information gathered by instructors 

in their course implementation logs (U.S. 

Department of Education 2011). 

Many states and local programs have established career pathways—a series of linked 

education and training courses, combined with support services, leading to certification and 

career advancement within an industry or occupational sector—with promising results. Not 

all of these career pathways, however, successfully incorporate adult education. 

Adult education bridge programs are an important first step in 

creating career pathways. These programs connect adult education 

content with postsecondary occupational programs through 

integrated education and training (IET)—combining occupational 

skills training with adult education services—or contextualized 

instruction—integrating basic reading, math, and language skills 

with industry or occupational knowledge. State adult education 

administrators can facilitate this process by reaching out to college 

leaders and business and industry to help with curriculum 

development. They also can use and encourage their programs to 

use OVAE’s Adult Career Pathways Training and Support Center 

website, which includes instructional resources, implementation 

strategies, best practices, research, and professional development and 

peer learning opportunities. 

For those interested in IET, OVAE issued a memorandum about 

how adult education and postsecondary education providers can 

collaborate to offer these types of programs. The memorandum 

outlines how AEFLA funds can be combined with other funds to 

support IET models, the types of students eligible to enroll in such 

programs, and how their information must be reported in the 

National Reporting System for Adult Education Programs (NRS). 

Additional information on IET and contextualized instruction can 

be found in OVAE’s Promoting College and Career Readiness: Bridge 

Programs for Low-Skill Adults report, which describes career pathway 

bridge programs in three states—Illinois, Oregon, and 

Washington—and highlights best practices for planning, policy, 

instruction, and program improvement. 

5 
 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT ACCESS 

State adult education administrators also can get support with developing and strengthening 

career pathways from the U.S. Department of Labor. As noted in a 2012 Training and 

Employment Notice: Release and Availability of Career Pathways Technical Assistance Resources, 

the U.S. Department of Labor has produced a wide range of career pathways tools and 

materials, including the Career Pathways Toolkit: Six Key Elements for Success. This tool kit 

provides a roadmap for state and local administrators, practitioners, and policymakers for 

developing career pathway systems at the state, regional, or local level. 

The U.S. Department of Education is working closely with the U.S. Department of Labor to 

coordinate its career pathway work. In fact, the two departments and the U.S. Department 

of Health and Human Services released a joint memorandum summarizing all three agencies’ 

commitment to promote career pathways to help adults gain marketable skills and industryrecognized credentials. 

6 
 

 

 

 

 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 ACCESS 

STATE 

STRATEGY 

3 

Increase Awareness of College 


Counseling and Financial Aid
 

Connecting students to college counseling, financial aid, and other support is an important 

component of career pathways. This means that both students and practitioners need a 

greater awareness of resources, including several U.S. Department of Education websites: 

Massachusetts: Providing Targeted 

College and Career Guidance 

Services 

State adult education administrators can 

encourage programs to provide targeted 

college and career guidance services to meet 

the unique needs of their students. 

Massachusetts, for example, has created the 

Adult Basic Education Transition to 

Community College program, state-funded 

grants to 12 community colleges to hire an 

advisor to focus solely on students moving 

from ABE to postsecondary education. The 

goal of the program is to offer students 

additional support in persisting in and 

completing postsecondary programs. This 

includes individualized advising; a learning 

community of other adults enrolled in 

postsecondary education; and college 

success courses that help students with 

academic and other college-readiness skills. 

Students at all educational levels also must 

have individualized education and career 

plans. 

•	 College Navigator: Users can search for colleges and learn more 

about them on this website using a variety of criteria. 

•	 College Affordability and Transparency Center: Users can search 

colleges and college programs by tuition cost. 

•	 Student Aid on the Web: Users can find information on how to 

prepare and pay for postsecondary education using federal 

student aid programs (grants, work-study, and loans). 

•	 FAFSA (Free Application for Federal Student Aid) on the Web: 

Users can locate important information and tools for applying 

for federal student aid. 

•	 Federal Student Aid Information for Counselors: Users can find 

resources and tools, such as answers to common student 

questions, FAFSA information, guidance for planning an event 

on financial aid, and a counselor and mentor handbook. 

Other U.S. Department of Education resources include the federal 

TRIO Programs. These outreach and student services programs are 

designed to help individuals from disadvantaged backgrounds (e.g., 

low-income individuals, first-generation college students, and 

individuals with disabilities) access higher education and achieve 

their academic goals. They include Educational Opportunity 

Centers, which provide counseling and information on college 

admissions and financial literacy to students interested in entering 

or continuing a postsecondary education program, and the Student 

Support Services Program, which provides mentorships, academic 

programs, counseling, and other support to help students succeed 

in college and prepare for the job market. 

The U.S. Department of Labor also supports various resources that help students identify 

their education and career goals. These include mySkills myFuture website, which allows 

students to search for careers that use similar job skills to their current job. Search results 

include job listings, employers, and typical wages and training requirements for their best 

career matches. 

7 
ADULT COLLEGE COMPLETION TOOL KITACCESS 

Strategies for Local Practioners 

Local practitioners can promote college access for adult learners by implementing the 

following strategies: 

1 Prepare adult learners for college by setting high expectations and 

developing their academic readiness skills from the beginning. 

2 Link adult learners to career pathways by creating adult education bridge 

programs using contextualized instruction or IET. 

3 Integrate college and career guidance services into adult education to 

promote student awareness and use of financial aid and other available 

support. 

8 
 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT ACCESS 

LOCAL 

STRATEGY 

1 

Prepare Adult Learners for 

College 

Local practitioners can set high expectations for students, including enrolling in and 

completing postsecondary education, and “teach for transition” to postsecondary education 

from the beginning. As Figure 2 illustrates, median weekly earnings increase for adults with 

each level of education. Adult learners at all educational levels, therefore, should be 

encouraged to further their education and training. 

A Center for Adult English Language 

Acquisition Network Brief, Promoting 

Learner Transition to Postsecondary 

Education and Work: Developing 

Academic Readiness Skills from the 

Beginning, outlines how adult education 

programs can prepare all adult learners 

for postsecondary education. The brief 

describes how data can be used to plan 

and assess professional development 

activities and instructional practices to 

help English language learners transition 

to postsecondary education. Based on 

these findings, the authors present a case 

for integrating academic readiness 

skills—reading and listening, 

organizational and note-taking skills, 

and critical thinking—into adult 

English as a second language (ESL) 

instruction. Examples of activities and 

strategies instructors can use to help 

students develop these skills are included. 

FIGURE 2. Education pays in higher earnings 

$451 

$638 

$719 

$768 

$1,053 

$1,263 

$1,665 

$1,551 

Less than high school diploma 

High school diploma 

Some college, no degree 

Associate degree 

Bachelor’s degree 

Master’s degree 

Professional degree 

Doctoral degree 

Average: $797 

Median weekly earnings in 2011 ($) 

Exhibit reads: In 2011, median weekly earnings for a graduate with a doctoral degree were $1,551. 

Note: Data are for persons age 25 and over. Earnings are for full-time wage and salary workers. 

Source: Bureau of Labor Statistics, Current Population Survey, 2012. 

9 
 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT ACCESS 

LOCAL 

STRATEGY 

2 

Link Adult Learners to Career 

Pathways Through Bridge 

Programs 

Adult education bridge programs combine basic skills instruction with occupational content 

and college and career readiness skills to prepare students for postsecondary education and 

work. They can be developed at the state or local level. 

Several OVAE resources and tools can help adult education practitioners develop bridge 

programs locally. These include the Adult Career Pathways Training and Support Center 

website and the ABE Career Connections Manual, designed for programs just beginning to 

explore strategies for connecting adult education with postsecondary career pathways. The 

manual summarizes findings from five demonstration sites, including their approaches to 

implementing pathway components (student recruitment, orientation, and placement; 

course development; partnerships; and data collection and analysis), and the implementation 

challenges they faced. Project resources provided to the sites also are included. 

The Instituto del Progreso Latino, a Chicago-based community organization for Latino 

immigrants, for example, uses contextualized instruction in its precertified nursing assistant 

(CNA) bridge program by combining basic skills instruction with the skills needed to be a 

CNA. At the end of the program, students are expected to have the skills necessary to pass 

the state written exam and receive CNA certification. They also are expected to have 

acquired important college and career readiness skills, such as critical thinking, problem 

solving, time management, communication, and study techniques. 

LOCAL
 

STRATEGY
 

3 

Integrate College and Career 

Guidance Into Adult Education 

Providing adult learners with comprehensive, targeted college and career guidance is another 

important step in helping them transition to postsecondary education and training. To help 

local practitioners with this process, OVAE supported the National Career Awareness Project 

to strengthen career awareness and planning for adult learners by providing program staff 

with professional development on incorporating such services into their instruction and 

existing counseling activities. Sixteen state teams participated in the pilot, which provided 

online instruction on the Integrating Career Awareness into the ABE/ESOL Classroom 

curriculum guide. The curriculum guide includes: 

10 
 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 ACCESS 

•	 The cultural context for career awareness; 

•	 Self-exploration (e.g., skills, values, experience, interests, education); 

•	 Occupational exploration (e.g., occupational and job profiles, 

informational interviews, career and job fairs, and labor market 

information); and 

•	 Career and education planning (e.g., decision making, goal setting, 

college success skills, and action planning). 

Other resources available to local practitioners include websites such as 

College Navigator, College Affordability and Transparency Center, Student 

Aid on the Web, FAFSA on the Web, and mySkills myFuture. Although 

designed for all students, these sites include information especially 

relevant to adult learners. College Navigator, for example, allows users to 

search by a variety of criteria, including, for example, extended learning 

opportunities (e.g., distance learning, weeknight or weekend courses, 

and credit for prior work experience and training). Student Aid on the 

Web has a portal specifically designed for adult learners. It includes 

information on skill self-assessment, the General Educational 

Development (GED) test, standardized entrance exams, considerations 

in choosing a postsecondary institution, college costs and financial aid, 

and maintaining and repaying federal loans. Other resources available 

to practitioners and their students include the federal TRIO programs 

(see p. 7 for a description). 

Besides exploring these resources with students, practitioners can help 

them gain a better understanding of the content by incorporating them 

in a lesson, taking students on a field trip to a local college financial aid 

office, or inviting a college financial aid counselor to speak to the class. 

College Resources for Those in 

Corrections 

Incarcerated individuals and those under 

community supervision (parole or 

probation) need targeted college and 

career guidance. OVAE has developed a 

resource for these individuals that also 

can be used by practitioners. Take Charge 

of Your Future: Get the Education and 

Training You Need provides information 

on setting education and career goals, 

finding employment, earning a high school 

credential, applying for financial aid, and 

enrolling in college. 

College Resources for Veterans 

The Veterans Upward Bound program is a 

free U.S. Department of Education TRIO 

program designed to motivate and help 

veterans develop academic and other 

skills necessary for acceptance and 

success in postsecondary education. The 

program provides assessment and 

enhancement of basic skills through 

counseling, mentoring, tutoring, and 

academic instruction in core subject areas. 

It also allows users, including 

practitioners, to search for Upward Bound 

programs by state. 

My Next Move is a U.S. Department of 

Labor website that helps veterans find a 

civilian career similar to their military job. 

It allows users to browse careers by key 

words, industries, and the type of work 

they might enjoy. 

11 

 

 

 

 

QUALITY 

What does “quality” mean for adult education programs aiming to prepare students for 

success in postsecondary education? 

Quality means teacher effectiveness. To be effective, teachers need the appropriate 

knowledge, skills, and disposition and the ability to use evidence-based instructional 

practices (Goe, Bell, and Little 2008; National Research Council 2011). 

Quality also means using data to strengthen programs: assessing program effectiveness; 

identifying improvement strategies; targeting professional development and technical 

assistance resources; creating incentives for high performance; and monitoring progress. 

Student outcome data, including transitions to postsecondary education and employment, 

are critical in determining program quality. To collect these data, state adult education data 

need to be linked with other state data in a statewide longitudinal data system (SLDS). 

OVAE continues to support the development of resources and tools to help state 

administrators and local practitioners with teacher effectiveness, evidence-based instruction, 

using data for program improvement, and SLDS. The following sections describe these 

resources and tools, the promising and practical strategies they support, and how strategies 

are being implemented by states and local programs. A list of the resources and tools and 

their URLs is provided in Appendix A. 

Strategies for State Administrators 

State administrators can improve program performance and teacher quality using the 

following strategies: 

1 Promote teacher effectiveness and evidence-based practice through 

professional development, technical assistance, and communities of practice. 

2 Hold programs accountable for performance by establishing a performancebased funding (PBF) system, monitoring progress, and training staff in the 

collection and use of data. 

3 Track adult learners’ progress in postsecondary education and employment 

by integrating adult education in SLDS. 

13 
 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 QUALITY 

STATE 

STRATEGY 

1 

Promote Teacher Effectiveness
 

and Evidence-Based Practices
 

What makes a teacher effective? Based on a review of research, policy, and standards on 

teacher effectiveness, Goe, Bell, and Little (2008, p. 8) defined effective teachers as having 

the following five characteristics: 

•	 Have high expectations for all students and help students learn, as measured by valueadded or other test-based growth measures or by alternative measures; 

•	 Contribute to positive, academic, attitudinal, and social outcomes for students, such as 

regular attendance, on-time promotion to the next grade, on-time graduation, selfefficacy, and cooperative behavior; 

•	 Use diverse resources to plan and structure engaging learning opportunities; monitor 

student progress formatively, adapting instruction as needed; and evaluate learning using 

multiple sources of evidence; 

•	 Contribute to the development of classrooms and schools that value diversity and civicmindedness; and 

•	 Collaborate with other teachers, administrators, parents, and education professionals to 

ensure student success, particularly the success of students with special needs and those at 

high risk for failure. 

Effective teachers also use evidence-based instructional practices. A recent study by the 

National Research Council of the National Academies (2011, p. 9-4 and 9-5) examined 

extant research on reading and writing instruction and identified the following basic 

principles for effective literacy instruction: 

•	 Targets (as needed) word recognition, fluency, vocabulary, reading comprehension, 

background knowledge, strategies for deeper analysis and understanding of texts, and the 

component skills of writing; 

•	 Combines explicit teaching and extensive practice with motivating and varied texts, tools, 

and tasks matched to the learner’s skills and educational and cultural backgrounds, literacy 

needs, and goals; 

•	 Explicitly targets the automation and integration of component skills and the transfer of 

skills to tasks valued by society and the learner; and 

•	 Includes formative assessments to monitor progress, provide feedback, and adjust 

instruction. 

14 
 

 

 

 

15 

ADULT COLLEGE COMPLETION TOOL KIT	 QUALITY 

OVAE supports several initiatives incorporating these definitions of teacher effectiveness and 

effective literacy instruction. These initiatives include SIA, Adult Numeracy Instruction 

(ANI), Teaching Effectiveness in Adult Literacy (TEAL), and the ongoing Student Achievement 

in Reading (STAR). They have produced tools and resources that state administrators can 

share with local programs and use to inform professional development and technical 

assistance activities. 

•	 SIA: Supported states in developing and using content standards 

to improve the quality of their adult education programs.	 

•	 ANI: Piloted a professional development model designed to 

increase and deepen instructors’ understanding of math content 

and pedagogical principles to help students improve their 

numeracy skills. 

•	 TEAL: Provided state teams with professional development and 

technical assistance on research-based instructional approaches 

and components of effective teaching, with a focus on writing 

instruction. 

•	 STAR: Assisting states and local programs in making systemic 

changes to improve instructional quality and reading achievement 

for intermediate-level learners. 

Some of these initiatives and other OVAE projects—the English 

Language Learner University (ELL-U), Literacy Information and 

Communication System (LINCS), and Adult Career Pathways 

Training and Support Center websites—support communities of 

practice allowing teachers to improve their knowledge and skills continuously by sharing 

resources, challenges, and lessons learned. ELL-U, for example, is a free online professional 

development community for ESL practitioners. They can access online courses, study circles, 

and discussions to expand their knowledge, understanding, and application of evidencebased instructional practices. State administrators can encourage local program staff to 

participate in these communities of practice. 

Georgia: Using Evidence-Based 

Instructional Practices 

Georgia has participated in three of OVAE’s 

evidence-based initiatives—SIA, ANI, and 

STAR—investing time and resources in these 

initiatives to increase teacher effectiveness 

and overall program performance. The 

initiatives are helping Georgia achieve its goal 

of a “fully literate Georgia,” in which all 

students acquire the necessary basic skills— 

reading, writing, computation, speaking, and 

listening—to continue their education, 

succeed in the workplace, exercise their 

rights as citizens, and strengthen their 

families. 
 

 

 

 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT QUALITY 

STATE 

STRATEGY 

2 

Hold Programs Accountable 

for Performance 

To create incentives for strong program performance, states are 

implementing performance-based funding (PBF) systems, which 

distribute a portion of adult education funds based on program and 

student performance. OVAE has supported PBF through analysis 

and technical assistance. OVAE’s Performance-Based Funding in 

Adult Education report summarizes a cross-state analysis of Indiana, 

Kansas, and Missouri, giving an overview of their funding systems, 

rationales for PBF formula adoption, and implementation issues. 

The Technical Assistance to States on Performance-Based Funding 

initiative helped state policymakers and administrators make 

informed decisions about adopting and developing PBF systems. A 

total of 25 states attended professional development workshops on 

PBF, with 12 states receiving additional technical support to help 

them develop or revise PBF formulas. The Final Project Report 

describes the states’ experiences and project outcomes. 

State administrators can use desk monitoring systems to hold local 

programs accountable for their performance. Desk monitoring 

systems allow local programs to submit data regularly (e.g., monthly 

or quarterly), enabling states to review the validity and reliability of 

the data, track program outcomes, and target technical assistance and 

program improvement efforts. Desk monitoring is an effective 

approach for improving data quality and use. An NRS guide, Desk 

Monitoring: Improving Program Performance, describes how to plan, 

implement, and use desk monitoring systems. An accompanying 

training session also is available. States can receive additional 

assistance in setting up effective desk monitoring systems through 

OVAE’s regional coordinators. 

Local report cards are another way to hold programs accountable for 

performance. Report cards are concise, sometimes public, 

presentations of program data that states can use to measure and 

monitor program quality. The NRS offers a four-part, self-paced 

training session illustrating the use of report cards in adult 

education. The course describes the role that report cards can play in 

program improvement and guides participants through the state and 

local report card development process. States also can use this 

resource to train local providers on how to create report cards. 

Create a Learning Community on 

Data Use 

Learning communities can help increase local 

practitioners’ use of data. State administrators 

can learn how to create this type of learning 

community by taking the NRS training course, 

The Local Connection: Building a Data Use 

Learning Community. The course describes 

communication tools for establishing and 

maintaining a collaborative learning 

community for local practitioners on data use 

and offers guidance on developing state 

action plans to support local practitioners in 

using data for program improvement. 

A Tool for Correctional Education 

Data 

Correctional Education Data: Resources to 

Support the Collection, Reporting, and 

Analysis of Federal Data can help states use 

data more effectively to assist correctional 

education participants and improve programs. 

The collection provides overviews of several 

common federal funding sources, profiles 

common data collection challenges, and 

contains a checklist for building a robust, 

comprehensive correctional education data 

system. It also describes how five states have 

implemented the features and practices of 

strong data systems. 

16 
 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 QUALITY 

STATE 

STRATEGY 

3 

Track Adult Learner Progress 

Using SLDS 

State administrators play an important role in 

building SLDS that connect K–12, adult 

education, career and technical education 

(CTE), postsecondary education, and 

workforce systems to capture valid and reliable 

information about students’ learning 

experiences and outcomes. They need to be 

fully engaged in conversations about SLDS; 

too often, adult education representatives are 

left out. The federal government provides 

valuable resources and technical support to this 

work: 

•	 SLDS Grant Program: This U.S. 

Department of Education, National Center 

for Education Statistics (NCES), program 

awards grants to states to support the 

development, implementation, and 

expansion of longitudinal data systems that 

span early learning through workforce 

outcomes. The program also supports state 

work through best practice guides, 

webinars, and an online portal for sharing 

nonproprietary documents related to SLDS 

grant work. 

•	 Workforce Data Quality Initiative 

(WDQI): This U.S. Department of Labor 

initiative offers grants to states to expand 

longitudinal workforce databases to include 

education data. Its goal is to give states the 

tools to conduct research on the 

effectiveness of employment and training 

programs. 

Virginia: Integrating Adult Education Data in the SLDS 

Virginia is participating in both the SLDS and WDQI grant programs 

and integrating adult education data fully into its longitudinal data 

system. The Virginia Office of Adult Education and Literacy took the 

following steps to make sure it was included in discussions about 

creating the data system: 

• State adult education administrators asked to participate in the 

SLDS and WDQI grant programs. As noted by Randall Stamper, 

the director of adult education, “If you don’t ask to be involved, 

you’re never going to be involved. I see so many folks in adult 

education forgo asking, because they think the answer is going to 

be no.” 

• By participating in other state initiatives, state adult education 

administrators cultivated strong relationships with the other state 

agencies leading the grant programs. 

• State adult education administrators have been actively involved 

in discussions about Virginia’s SLDS and have taken the time to 

learn the “language spoken at the table.” The terminology is 

unfamiliar to many in adult education, and feeling comfortable 

with it is critical to successful communication with other state 

agencies. 

Virginia’s work on the SLDS and WDQI projects necessitated changes 

in the Code of Virginia, which prohibited data sharing among state 

agencies for purposes other than those for which the data were 

collected. State officials worked with legislators and the attorney 

general’s office to make appropriate changes to the code to allow for 

the creation and use of a federated system rather than a data 

clearinghouse. A federated system integrates multiple, autonomous 

database systems to allow for data queries, while protecting the 

security of each database. A data clearinghouse combines all state 

agency data in one database, which would have conflicted with 

Virginia’s code. 

17 
 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT QUALITY 

Connecting student data among state agencies, 

however, has been difficult for states in the past 

because of the Family Education Rights and 

Privacy Act (FERPA), a federal law protecting the 

privacy of student records. A 2011 FERPA 

regulations update, issued by the U.S. 

Department of Education, reduced these barriers 

by establishing procedures for state, local, and 

federal agencies to use when sharing data and 

developing SLDS. 

Wisconsin: Analyzing Adult Education Student 

Outcome Data Using SLDS 

Adult education participation in SLDS can permit pipeline studies, 

such as Toward College Success for Working Adults: The Pipeline to 

Credentials in the Wisconsin Technical College System. This study 

followed working-age basic skills students through the state’s college 

system over five years to determine the educational trajectory of 

adults with low skill levels. An analysis of the study findings is 

helping to inform the state’s career pathway initiative as well as 

student recruitment by the colleges. 

Strategies for Local Practioners 

Local practitioners can ensure quality in program instruction and services by implementing 

the following strategies: 

1 Engage in professional development activities, such as communities of 

practice, to improve teaching practice continuously. 

2 Use local report cards to evaluate performance and improve programs. 

3 Track program outcomes using regular desk monitoring. 

18 
 

 

 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT QUALITY 

LOCAL 

STRATEGY 

1 Engage in Activities to Improve 

Teaching Practices 

Many opportunities are available to local practitioners for continuous improvement of their 

knowledge and skills, including professional communities of practice focused on evidencebased teaching strategies. OVAE supports several communities of practice addressing 

reading, writing, mathematics, and language learning research. These include the Adult 

Career Pathways Training and Support Center, ELL-U, and LINCS websites. LINCS, for 

example, provides adult educators at the state and local levels with a central location for 

collaborative learning, networking, professional development, and accessing high-quality 

evidence-based resources. 

LOCAL
 

STRATEGY

2 

Use Local Report Cards to
 

Improve Program Performance
 

Report cards provide local programs with an easy-to-use tool for evaluating program quality, 

identifying areas for improvement, and monitoring improvement efforts. Report cards, if 

made public, also provide information to stakeholders about program quality and 

accountability efforts. As noted in the NRS guide, they allow “adult educators to take the 

initiative in defining what is important about their programs and how to evaluate them” 

(Condelli 2005, p. 2). The NRS offers self-paced online training for states and local 

practitioners on report cards and why they are important to adult education. The course, 

Demonstrating Results: Developing State and Local Report Cards for Adult Education, describes 

the process for developing local report cards and their use for program improvement. 

19 
 

 

 

ADULT COLLEGE COMPLETION TOOL KIT QUALITY 

LOCAL 

STRATEGY 

3 Track Program Outcomes 

Using Desk Monitoring 

Desk monitoring enables local programs to collect data regularly to review and track 

program performance. Programs can use desk monitoring data to establish trends, comparing 

program performance over time or to program outcomes statewide. Monitoring data 

regularly also can help programs measure progress toward achieving goals and improve data 

quality and usage. The NRS Desk Monitoring: Improving Program Performance guide and 

training outline an approach to designing, implementing, and using a desktop monitoring 

tool. Although intended for state administrators, this resource also can be valuable to local 

programs. 

20 
 

COMPLETION

Although increasing numbers of adults are enrolling in postsecondary education, many do 

not persist in these programs long enough to earn a credential (Camille and Siebens 2012). 

This is particularly true among low-skill adults (Patterson et al. 2010; Prince and Jenkins 

2005). Low-skill adults face many barriers that make it difficult for them to persist and 

complete postsecondary education. 

These students have one or more of the following characteristics of nontraditional students as 

defined by the National Center for Education Statistics (Choy 2002; Horn 1996): they tend 

to enroll later in life; attend part time; work full time; are financially independent; have 

children; are single parents; and lack a traditional high school diploma. As a result of these 

characteristics, adults often need help balancing multiple competing responsibilities in their 

lives. Many low-skill adults also lack transition support, access to financial aid, and the 

academic and college-readiness skills needed to enter postsecondary education without taking 

developmental education classes (Reder 2007). Other barriers include a lack of alignment 

between adult education and college-level programs (Jenkins 2008; Mazzeo et al. 2006). 

State adult education administrators and local practitioners can adopt several promising and 

practical strategies to help overcome these barriers. These strategies and the tools and 

resources supporting them are described in the following sections. Examples of how states 

and local sites are implementing the strategies also are included. A list of the resources and 

tools and their URLs appears in Appendix A. 

Strategies for State Administrators
 

State administrators can support students in completing postsecondary education by using 

the following strategies: 

1 Encourage persistence and completion through career pathways linking 

course work to students’ college and career goals. 

2 Support local programs in addressing student barriers to persistence and 

completion by providing education and career counseling and establishing 

student learning communities. 

3 Form strategic partnerships to overcome barriers to college persistence and 

completion. 

4 Explore technological approaches to facilitate college transition for adult 

learners. 

21 
 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT COMPLETION 

STATE 

STRATEGY 

1 Encourage Persistence and 

Completion Through Career 

Pathways
 

Adult learners need to see the connection between course work and 

their daily lives, educational goals, and career interests. Career 

pathways, which use instructional approaches such as contextualized 

curriculum and IET, help make these connections. These approaches 

also help adult learners progress more quickly through their course 

work (commonly referred to as accelerated learning). Other 

approaches used by programs to add real-world context to their 

students’ educational experiences include work-based learning and 

internships. 

As noted in the chapter on Access (pp. 5–6), OVAE has developed 

resources and tools to support this work. These include the Adult 

Career Pathways Training and Support Center website, the Promoting 

College and Career Readiness: Bridge Programs for Low-Skill Adults 

report, the ABE Career Connections Manual, and Integrating 

Curriculum: Lessons for Adult Education from Career and Technical 

Education. Additional support is available from the U.S. Department 

of Labor, including its Career Pathways Toolkit: Six Key Elements for 

Success. 

Minnesota: Accelerating Learning 

for Adult Learners 

Similar to the well-known Integrated Basic 

Education and Skills Training (I-BEST) 

program in Washington state, Minnesota’s 

FastTRAC (Training, Resources, and 

Credentialing) career pathway model allows 

adult learners to receive both basic skills 

instruction and occupational training in the 

same course. Adult education and college 

instructors co-teach the courses using an 

integrated curriculum. The program also 

offers other support, such as childcare and 

transportation. The long-term goal of this 

program is to provide adult learners, who 

typically are managing other responsibilities 

in addition to their education course work, 

with a postsecondary credential valued by 

employers. 

22 
ADULT COLLEGE COMPLETION TOOL KITCOMPLETION 

STATE 

STRATEGY 

2 

Support Programs in 

Addressing Student Barriers 

Adult learners need help with many issues affecting their ability to 

persist and complete postsecondary education. Education and career 

counseling can help students set realistic goals, identify possible 

barriers to achieving those goals, apply for financial aid, and select 

appropriate college course work. The chapter on Access (pp. 5–6 and 

pp. 10–11) describes some U.S. Department of Education resources 

and tools that state administrators can share with their college and 

career counselors. These include College Navigator, College 

Affordability and Transparency Center, Student Aid on the Web, 

FAFSA on the Web, Federal Student Aid Information for Counselors, 

and the Integrating Career Awareness into the ABE/ESOL Classroom 

curriculum guide. The chapter also provides some state examples. 

State administrators also can encourage programs and college 

partners to establish learning communities for adult learners. Research indicates that 

learning communities can increase persistence rates (Scrivener et al. 2008). Typically 

composed of groups of students taking two or more of the same courses in the same 

academic year, learning communities build a connection among the students and their 

instructors, giving students a support network to help them overcome barriers to persistence. 

Resources for Veterans 

The VetSuccess on Campus program 

provides vocational rehabilitation and 

outreach coordinators on college campuses 

to provide VA benefits outreach, support, and 

assistance to help meet veterans’ health, 

educational, and benefits needs. To learn 

more, go to http://www.vetsuccess.gov. 

23 
 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT	 COMPLETION 

STATE 

STRATEGY 

3 

Form Strategic Partnerships to 

Overcome Student Barriers 

Adult learners often need considerable academic and nonacademic support to help them 

persist and complete postsecondary education. Strategic partnerships with community 

organizations, state and local agencies, business and industry, and postsecondary education 

institutions can help meet their diverse needs. Partners can supply such services as childcare, 

transportation subsidies, and assistance with securing jobs, internships, or other work-based 

learning opportunities. They also can help strengthen curriculum and instruction, forging 

clear links with college course work and careers. 

State administrators seeking further guidance in forming, strengthening, and sustaining 

strategic partnerships or offering assistance to local programs can use such OVAE tools and 

resources as the following: 

•	 The Community Partnerships for Adult Learning website: Offers resources to build and 

sustain partnerships to improve and expand adult education. Includes a guide to business 

and adult education partnerships. 

•	 Pathways to Careers: A Guide to Building Partnerships for Workforce Education and 

Training: Provides information on team building, using data to drive partnership 

activities, and collaborating with employers and other education providers. 

•	 The Policy to Performance website: Includes a resource center linking to resources on 

partnerships, interagency coordination, and system alignment. 

•	 Helping Adult Learners Make the Transition to Postsecondary Education: Outlines 

approaches to helping students transition to postsecondary education and how 

partnerships can support this work. 

•	 Partnerships Between Community Colleges and Prisons: Providing Workforce Education and 

Training to Reduce Recidivism: Describes partnerships between colleges and prisons to 

provide postsecondary education services to inmates. 

•	 Integrating Industry-Driven Competencies in Education and Training Through Employer 

Engagement: Describes collaborative efforts between community colleges and employers, 

focusing on employer participation in integrating work-based competencies into college 

curricula. 

The role of partnerships in career pathways is recognized in a joint memo of the U.S. 

Departments of Education, Labor, and Health and Human Services. The letter summarizes 

the agencies’ commitment to promote career pathways to help adults gain marketable skills 

and industry-recognized credentials. It encourages state agencies to collaborate and align 

resources to support pathway implementation and outlines essential components of pathway 

programs and supporting federal initiatives. 

24 
 

 

 

 

 

 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT COMPLETION 

STATE
 

STRATEGY
 

4 Explore Technological
 

Approaches to Facilitate 

College Transition 

As noted in OVAE’s Emerging Technologies in Adult Literacy and Language Education report, 

technologies are increasingly available that offer state administrators and local practitioners 

additional tools to meet students’ diverse needs and aid their transition to postsecondary 

education. These range from mobile devices to blogs and wikis. The report notes, however, 

that more research is needed to determine the cost, challenges, and potential benefits of 

many of these technologies. Further, substantial professional development will be needed to 

support adult educators in using such technologies in class. Similar conclusions were drawn 

by a 2011 National Research Council study. Despite the need for more research and 

professional development, however, the study finds that technology can enhance 

instructional strategies and facilitate and accelerate learning. 

Recognizing these possible benefits, the U.S. Department of Education is exploring how 

technology can support adult learners and their transition to postsecondary education. 

These technologies include open educational resources (described on p. 28) and the National 

Training and Education Resource (NTER), which provides students with an online platform 

to learn new skills when it is convenient for them. It also offers programs and practitioners a 

variety of instructional tools and a means for finding, creating, and modifying the content of 

those tools. 

Using similar technology, Learner Web, developed by Portland State University, provides 

adults with an online platform to develop a learning plan, enroll in self-paced instruction or 

participate in online instruction with the support of a teacher or tutor, and maintain an 

electronic portfolio of their work and other activities. It also helps adults connect with 

support services in their community. Learners can access their electronic portfolio wherever 

they go and share it with instructors and others helping them achieve their education goals. 

Learner Web, used in various contexts including correctional institutions, operates through 

Web-based software deployed regionally that matches student learning plans to online and 

community-based resources. A variation of Learner Web is being used in OVAE’s ELL-U 

initiative. 

25 
ADULT COLLEGE COMPLETION TOOL KITCOMPLETION 

Strategies for Local Practioners 

Local practitioners can support students in completing postsecondary education by using the 

following strategies: 

1 Link adult education course work, including developmental education, to 

college and career goals. 

2 Address student barriers to persistence and completion through education 

and career counseling and student learning communities. 

3 Use strategic partnerships to help students transition to college and address 

their diverse needs. 

4 Use technology to enhance services by linking content to students’ college 

and career goals, saving time and resources in the long term. 

26 
 

 

 

 

 

 

 

27 

ADULT COLLEGE COMPLETION TOOL KIT COMPLETION 

LOCAL 

STRATEGY 

1 Offer Programs That Help 

Students Achieve College and 

Career Goals 

Adult learners often can be discouraged by adult education and developmental education 

course work, because they do not see a clear link to their college and career goals. Local 

practitioners can address this through a variety of approaches. City University of New York 

(CUNY), for example, has created several basic skills programs leading to industry 

certification or college credit. CUNY’s Kingsborough College, for example, offers a culinary 

arts basic skills program that results in industry certification and college credit. Other 

CUNY colleges, the Borough of Manhattan Community College and LaGuardia 

Community College, offer programs in various medical fields providing students with 

industry certification upon completion. Many of these programs use the Integrated Basic 

Education and Skills Training (I-BEST) model developed by Washington state, which pairs 

two teachers—an adult education instructor and a vocational instructor—to provide basic 

skills instruction and workforce training. 

LOCAL 

STRATEGY 

2 

Address Student Barriers to 


Persistence and Completion
 

Local practitioners can offer a variety of services to help students persist in and complete 

postsecondary education, including education and career counseling and learning 

communities. The FastStart program at the Community College of Denver offers both 

services in combination with other support. Students in the program are enrolled in 

developmental education programs that accelerate learning through a compressed curriculum 

and contextualized and computer-based instruction. They also must participate in a creditbearing college- and career-readiness course. Students are assigned to cohort learning 

communities, allowing them to work collaboratively with faculty support. 
 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT COMPLETION 

LOCAL 

STRATEGY 

3 Use Partners to Help Students 

Transition to College 

Career pathways and approaches such as I-BEST require adult education programs to 

partner with postsecondary education institutions and business and industry. Both sets of 

partners can help develop appropriate curriculum aligned with college course work and job 

requirements. Colleges also can supply the instructors needed to implement the I-BEST 

model. 

Partnerships also enable adult education programs to connect their students to non-academic 

support that can aid transition. By collaborating with other organizations, programs can 

stretch limited resources to meet students’ diverse needs. OVAE has produced several 

resources on developing and sustaining partnerships, described on p. 24. 

LOCAL 

STRATEGY 

4 Use Technology to Enhance 

Services 

Technology can allow programs to enhance services offered to students, link content to 

college and career goals, and save time and resources. As noted earlier, these technologies 

include the NTER initiative, which provides practitioners with an online platform for 

finding and modifying existing instructional tools and creating new tools. Another 

technology available to local programs is open educational resources (OER), which allow 

local programs to freely use, distribute, and, in some cases, adapt digital instructional 

materials and other learning technologies. OER tools save time and resources by allowing 

programs to build on each other’s work instead of starting from scratch. Programs can access 

a range of high-quality learning technologies, such as NASA’s educational portal, that help 

keep students engaged. To provide access to and facilitate the exchange of OER tools, the 

U.S. Departments of Education and Defense have jointly sponsored an open source technical 

system called the Learning Registry. 

28 
 

 

 

 

 

CALL TO ACTION 

To meet President Obama’s goal for the United States to have the highest proportion of 

college graduates in the world by 2020, adult education state administrators and local 

practitioners need to prepare their students for the transition to postsecondary education. 

This work includes improving their students’ access to postsecondary education, the quality 

of their programs and services, and their students’ persistence and completion rates in 

college. As described in this tool kit, OVAE and other offices of the U.S. Department of 

Education have developed a wealth of resources and tools to help state administrators and 

local practitioners in this work. The tool kit also outlines strategies to achieve the president’s 

goal and offers examples of how state and local programs are implementing those strategies. 

With your help, adult learners can meet the president’s challenge to prepare for at least one 

year of postsecondary education or training and gain the skills and knowledge needed to 

succeed in college and the workforce. Your work is critical to ensuring that adult learners are 

not left behind in the global economy. As President Obama noted in his 2009 Address to 

the Joint Session of Congress, “In a global economy where the most valuable skill you can 

sell is your knowledge, a good education is no longer just a pathway to opportunity—it is a 

prerequisite.” 

29 

 

 

 

REFERENCES 

Bailey, Thomas, Dong Wook Jeong, and Sung-Woo Cho. 2009. Referral, Enrollment, and 

Completion in Developmental Education Sequences in Community Colleges. New York: 

Community College Research Center. Accessed on March 22, 2012. 

http://ccrc.tc.columbia.edu/Publication.asp?uid=659. 

Bragg, Debra, Elaine Baker, and Margaret Puryear. 2010. 2010 Follow-Up of Community 

College of Denver FastStart Program. Champaign: University of Illinois, Office of 

Community College Research and Leadership. Accessed on March 23, 2012. 

http://www.aypf.org/forumbriefs/2010/documents/2010%20Follow-Up%20of%20 

Community%20College%20of%20Denver%20Fast%20Start%20Program.pdf. 

Baum, Sandy, Jennifer Ma, and Kathleen Payea. 2010. Lifetime Earnings. Education Pays 

2010. New York: College Board. Accessed on March 20, 2012. 

http://trends.collegeboard.org/education_pays/report_findings/indicator/ 

Lifetime_Earnings. 

Choy, Susan. 2002. Nontraditional Undergraduates. NCES 2002-012. Washington, DC: 

National Center for Education Statistics, U.S. Department of Education. Accessed on 

March 23, 2012. http://nces.ed.gov/pubs/97578.pdf. 

Chung, Jayson, Matías Cociña, and Laura Dresser. 2012. Toward College Success for Working 

Adults: The Pipeline to Credentials in the Wisconsin Technical College System. Madison, 

WI: Center of Wisconsin Strategy and Wisconsin Technical College System. Accessed 

on April 26, 2012. http://www.cows.org/pdf/rp-CollegeSuccess.pdf. 

Goe, Laura, Courtney Bell, and Olivia Little. 2008. Approaches to Evaluating Teacher 

Effectiveness: A Research Synthesis. Washington, DC: National Comprehensive Center for 

Teacher Quality. Accessed on March 22, 2012. 

http://www.tqsource.org/publications/EvaluatingTeachEffectiveness.pdf. 

Horn, Laura. 1996. Nontraditional Undergraduates: Trends in Enrollment from 1986 to 1992 

and Persistence and Attainment Among 1989–1990 Beginning Postsecondary Students. 

NCES 97-578. Washington, DC: National Center for Education Statistics, U.S. 

Department of Education. Accessed on May 16, 2012. 

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=97578. 

31 
 

 

 

 

 

ADULT COLLEGE COMPLETION TOOL KIT 

Jenkins, Davis. 2008. Bridges to Opportunity for Underprepared Adults: A State Policy Guide 

for Community Leaders. New York: Ford Foundation. Accessed on March 22, 2012. 

http://www.fordfoundation.org/pdfs/library/Bridges_to_Opportunity_for_ 

Underprepared_Adults.pdf. 

Mazzeo, Christopher, Brandon Roberts, Christopher Spence, and Julie Strawn. 2006. 

Working Together: Aligning State Systems and Policies for Individual and Regional 

Prosperity. New York: Workforce Strategy Center. Accessed on March 22, 2012. 

http://www.asu.edu/president/media/pdf/WSC_workingtogether_12.1.06_3.pdf. 

National Research Council of the National Academies. 2011. Improving Adult Literacy 

Instruction: Options for Practice and Research. Committee on Learning Sciences: 

Foundations and Applications to Adolescent and Adult Literacy, Alan M. Lesgold and 

Melissa Welch-Ross, editors. Washington, DC: The National Academies Press. Accessed 

on March 22, 2012. http://www.nap.edu/catalog.php?record_id=13242. 

Patterson, Margaret B., Jizhi Zhang, Wei Song, and Anne Guison-Dowdy. 2010. Crossing 

the Bridge: GED Credentials and Postsecondary Education Outcomes. Washington, DC: 

GED Testing Service. Accessed on March 23, 2012. 

http://www.gedtestingservice.com/uploads/files/95f7a61fcdb34260dd41d1914a89ddd0. 

1MB%29. 

Prince, David, and Davis Jenkins. 2005. Building Pathways to Success for Low-Skill Adult 

Students: Lessons for Community College Policy and Practice from a Statewide Longitudinal 

Tracking Study. New York: Community College Research Center. Accessed on March 

20, 2012. http://ccrc.tc.columbia.edu/Publication.asp?UID=204. 

Reder, Stephen. 2007. Adult Education and Postsecondary Success. New York: Council for 

Advancement of Adult Literacy. Accessed on March 23, 2012. 

http://www.caalusa.org/rederpolicybrief.pdf. 

Ryan, Camille and Julie Siebens. 2012. Educational Attainment in the United States: 2009. 

Washington, DC: U.S. Census Bureau. Accessed on March 20, 2012. 

http://www.census.gov/prod/2012pubs/p20-566.pdf. 

Scrivener, Susan, Dan Bloom, Allen LeBlanc, Christina Paxson, Cecilia Elena Rouse, and 

Colleen Sommo. 2008. A Good Start: Two Year Effects of a Freshman Learning 

Community Program at Kingsborough Community College. New York: MDRC. Accessed 

on March 24, 2012. http://www.mdrc.org/publications/473/full.pdf. 

32 
 

 

ADULT COLLEGE COMPLETION TOOL KIT 

Sommers, Dixie and James Franklin. 2012. Overview of Projections to 2020. Employment 

Outlook 2010–2020. Washington, DC: U.S. Department of Labor, Bureau of Labor 

Statistics. Accessed on March 20, 2012. 

http://www.bls.gov/opub/mlr/2012/01/art1full.pdf. 

U.S. Department of Education, Office of Vocational and Adult Education. 2012. Promoting 

College and Career Readiness: Bridge Programs for Low-Skill Adults, Washington, DC: 

Author. Accessed on March 20, 2012. 

http://www2.ed.gov/about/offices/list/ovae/pi/cclo/brief-1-bridge-programs.pdf. 

33 

 

 

 

 

 

 

 

APPENDIX 

A 

Tools and Resources
 

The following includes the resources and tools noted in this report, as well as other materials 

developed by OVAE and the U.S. Department of Education that may be useful to state 

administrators and local practitioners seeking to improve adult learners’ transition to 

postsecondary education. 

ABE Career Connections Manual 

http://www.policy2performance.org/wp-content/uploads/ 

ABE_Career_Connections_Manual.pdf 

To support development of career pathways, this manual summarizes information on 

pathway components, describes approaches used by five demonstration sites to align basic 

skills training with local career pathways, outlines lessons learned from the sites, and 

discusses implications for policy and practice. 

ABE-to-Community-College Transition Symposium Proceedings Report 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/cctransreport.pdf 

This report summarizes a 2006 transition symposium, at which experts shared ideas about 

helping adult learners successfully transition to postsecondary education and training. The 

symposium focused on challenges and promising approaches at both state and local levels 

(e.g., holding colleges and ABE programs more accountable for transition rates and 

strengthening academic advising and mentoring for students). 

Adult Career Pathways Training and Support Center 

http://www.acp-sc.org 

This website includes an extensive collection of instructional resources, implementation 

strategies, best practices, research, and useful tools for developing career pathways. It offers 

professional development opportunities and participation in a community of practice with 

others engaged in designing and implementing career pathway programs. 

Building on Foundations for Success: Guidelines for Improving Adult 

Mathematics Instruction 

http://lincs.ed.gov/publications/pdf/AdultNumeracyReportFinal2011.pdf 

This report presents guidelines for adult mathematics instruction based on an analysis of 

recommendations from the National Mathematics Advisory Panel for K–12 instruction and 

their relevance to adult math instruction. The report has three main sections—content, 

instructional strategies, and teacher preparation—describing the guidelines, relevant research, 

and implications for adult education. 

35 
 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

Career Pathways Toolkit: Six Key Elements for Success 

http://www.workforceinfodb.org/PDF/CareerPathwaysToolkit2011.pdf 

This U.S. Department of Labor tool kit provides a roadmap for state and local 

administrators, practitioners, and policymakers for developing career pathway systems and 

the state, regional, or local level. 

College Affordability and Transparency Center 

http://www.collegecost.ed.gov/catc/Default.aspx 

This website allows prospective college students to search colleges and college programs by 

cost and documents trends in tuition increases. 

Community College Virtual Symposium Proceedings Report 

http://www.ed.gov/about/offices/list/ovae/pi/cclo/ccvs-proceedings-final-report.pdf 

This report summarizes panel discussions on several topics relevant to community college 

policies and practice: using bridge programs to promote college and career readiness; 

improving alignment between secondary and postsecondary education; connecting 

curriculum, assessment, and treatment in developmental education; and integrating industrydriven competencies in education. 

Community Partnerships for Adult Learning (C-PAL) 

http://www.c-pal.net 

This online tool kit includes resources to strengthen partnerships among adult education 

programs, businesses, colleges, workforce development agencies, social service agencies, faithand community-based organizations, and other providers. C-PAL includes information on 

developing partnerships, curriculum and instruction, professional development, workforce 

development, technology, and program management. 

Correctional Education Data: Resources to Support the Collection, Reporting, 

and Analysis of Federal Data 

https://www.cedatanetwork.org/pdf/CE%20Data%20Resources%20Guide%207-19­

11%20FNL.pdf 

Designed to help states use data more effectively to help correctional education participants 

and improve programs, this resource collection includes overviews of common federal 

funding sources; a description of common data collection challenges; a checklist for building 

a robust, comprehensive correctional education data system; and profiles of five states that 

have implemented the features and practices of strong data systems. 
 

 

 

 

 

 

 

 

 

 

 

 

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Educational Opportunity Centers 

http://www2.ed.gov/programs/trioeoc/index.html 

This federal TRIO program provides counseling and information on college admissions and 

financial literacy to students from disadvantaged backgrounds (e.g., low-income individuals, 

first-generation college students, and individuals with disabilities) interested in entering or 

continuing a postsecondary education program. 

Emerging Technologies in Adult Literacy and Language Education 

http://lincs.ed.gov/publications/pdf/technology_paper_2010.pdf 

This paper describes the potential benefits, costs, and challenges of using emerging 

technologies for adult literacy and language instruction and professional development. It 

describes relevant research and notes where more research is needed. 

English Language Learner University (ELL-U) 

http://www.ell-u.org 

This online professional development community for ESL practitioners offers resources and 

learning opportunities through online courses, discussions, and forums; in-person training 

events; user-created groups for specific interest areas; and a resource library. 

FAFSA on the Web 

http://www.fafsa.ed.gov 

This website helps prospective college students navigate the Free Application for Federal 

Student Aid (FAFSA) process and track their application status. It includes a portal for adult 

students that includes information on self-assessments, the GED, college entrance exams, 

considerations in choosing a postsecondary institution, college costs and financial aid, and 

maintaining and repaying federal loans. 

Family Education Rights and Privacy Act (FERPA) Regulations Update 

http://www.gpo.gov/fdsys/pkg/FR-2011-12-02/pdf/2011-30683.pdf 

This federal register notice summarizes revised final amendments by the U.S. Department of 

Education to regulations implementing FERPA. The amendments reduce barriers to data 

sharing, allowing states to connect postsecondary and K–12 data in statewide longitudinal 

data systems and state education agencies to access and share data with non-education state 

agency partners. The new regulations clarify procedures that state, local, and federal agencies 

must use to be FERPA compliant when conducting studies. 
 

38 

 

 

 

 

 

 

 

 

 

 

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Helping Adult Learners Make the Transition to Postsecondary Education 

http://www.policy2performance.org/helping-adult-learners-make-the-transition-topostsecondary-education 

This background paper discusses challenges ABE programs must address in developing and 

implementing services to help students transition to postsecondary education. It presents 

labor market data making the case for postsecondary education transitions and describes how 

programs can help students make these transitions. 

IES College Navigator 

http://nces.ed.gov/collegenavigator 

This U.S. Department of Education college search website enables prospective students to 

search schools by location, institution type, level of credentials awarded, selectivity, and other 

search criteria. 

Improving Adult Literacy Instruction: Options for Practice and Research 

http://www.nap.edu/catalog.php?record_id=13242#description 

This National Academies report examines factors affecting literacy development in 

adolescents and adults and the implications for adult education programs. Recommendations 

include an expanded adult literacy infrastructure; improved access to professional 

development and technical assistance; greater collaboration between researchers and 

practitioners; and funding for research and evaluation. 

Improving Reading Instruction for Adults Preparing for the GED and 

Transitioning to Postsecondary Education 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/improving-reading-instruction.pdf 

This OVAE project is examining how to improve GED reading instruction so that GED 

recipients are ready for the demands of postsecondary education. A final report will include 

an analysis of the gap between GED and postsecondary reading demands; promising 

practices for enhancing reading instruction; a cross-case analysis of similarities and 

differences among these practices; and a course outline of reading methods and content to 

address the reading demands of entry-level postsecondary courses. 

Integrating Curriculum: Lessons for Adult Education from Career and Technical 

Education 

http://lincs.ed.gov/publications/pdf/IntergratingCurriculum2010.pdf 

This paper examines two CTE integrated curriculum models and their relevance to adult 

education and describes current efforts to implement integrated curricula in adult education 

programs. The authors conclude that, although more research is needed, integrated curricula 

could help adults gain the skills and knowledge needed for transition to postsecondary 

education and employment. 
 

39 

 

 

 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

Integrating Industry-Driven Competencies in Education and Training Through 

Employer Engagement 

http://www2.ed.gov/about/offices/list/ovae/pi/cclo/brief-4-employer-engagement.pdf 

This brief describes partnerships between community colleges and employers to ensure that 

college programs align with workplace needs. It also explores several models promoting 

curricular change and innovation. 

Joint Career Pathways Letter, U.S. Departments of Education, Health and 

Human Services, and Labor 

http://www2.ed.gov/about/offices/list/ovae/ten-attachment.pdf 

This joint letter summarizes the agencies’ commitment to promote career pathways as an 

approach to help adults gain marketable skills and industry-recognized credentials. It 

encourages state agencies to collaborate and align resources to support the implementation of 

career pathways and outlines essential components of career pathways programs and 

supporting federal initiatives. 

Learning Registry 

http://www.learningregistry.org/home 

Jointly sponsored by the U.S. Departments of Education and Defense, this open source 

technical system provides access to and facilitates the exchange of OER. OER are free digital 

instructional materials and other learning technologies that can be used, distributed, and, in 

some cases, adapted by practitioners and other users. 

Literacy Information and Communication System (LINCS) Resource 

Collection/Program Management: Transitions to Postsecondary Education 

http://lincs.ed.gov/lincs/resourcecollections/ProgramTransitions 

The LINCS resource collection on transitions to postsecondary education includes materials 

for adult educators and program administrators seeking to help adult students in making a 

successful transition into postsecondary education. Among other resources, it includes 

background information; descriptions of national initiatives and program models; subjectspecific information (e.g., numeracy); resources on counseling and nonacademic support; 

and information on contextualization and integrated curricula. 

Literacy Information and Communication System (LINCS) 

http://lincs.ed.gov 

This website provides adult educators at the state and local levels with a central location for 

collaborative learning, networking, professional development, and accessing evidence-based 

resources. It is designed to ensure educators are equipped with the research, information, 

and on-demand tools needed to deliver high-quality learning opportunities to adult learners 

who are preparing for the transition to college and careers. 
 

40 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

mySkills myFuture 

http://www.myskillsmyfuture.org 

The online tool allows job seekers to search for careers that use similar job skills to their 

current job. Search results include job listings, employers, and typical wages and training 

requirements for their best career matches. 

National Career Awareness Project 

http://lincs.ed.gov/pd/NCA 

This OVAE project is designed to strengthen career awareness and planning for adult 

learners by offering program staff professional development on incorporating such services 

into their instruction and existing counseling activities. Sixteen state teams participated in 

the pilot, which provided online instruction on using the Integrating Career Awareness into 

the ABE/ESOL Classroom curriculum guide. The content of the curriculum includes the 

cultural context for career awareness, self-exploration, occupational exploration, and career 

and education planning. 

National Reporting System (NRS): Online Courses 

http://www.nrsweb.org/trainings/online.aspx
 

The NRS has produced several online courses aimed at improving data quality and use:
 

•	 Developing Report Cards for Adult Education: This course offers an overview of developing 

and using report cards. It is based on the NRS guide Demonstrating Results: Developing 

State and Local Report Cards for Adult Education. 

•	 Data Use Guide Training Course: This course includes a series of lessons on how to use 

NRS data for program improvement. It is based on the NRS guide Using Data for 

Program Management and Improvement. 

National Reporting System (NRS): Training 

http://www.nrsweb.org/trainings/trainings.aspx 

The NRS has developed a range of training opportunities to help states improve data quality 

and use: 

•	 The Local Connection: Building a Data Use Learning Community: This training presents 

communication tools for establishing and maintaining a collaborative learning community 

for local practitioners on using data. It also provides guidance on developing state action 

plans to support local practitioner data use for program improvement. 

•	 Desk Monitoring: Improving Program Performance: This training helps states develop a desk 

monitoring system. Materials include a tool to supplement onsite monitoring visits and a 

rubric to evaluate program performance. 
 

41 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

•	 Demonstrating Results: Developing State and Local Report Cards for Adult Education: This 

training offers guidance to states in developing local reports cards for accountability. 

Materials include tools and templates to use in developing report cards. 

National Training and Education Resource (NTER) 

https://www.nterlearning.org/home 

This online platform allows students to learn new skills when it is convenient for them. It 

also offers programs and practitioners a variety of instructional tools and a means for finding, 

creating, and modifying the content of those tools. 

Partnerships Between Community Colleges and Prisons: Providing Workforce 

Education and Training to Reduce Recidivism 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/prison-cc-partnerships_2009.pdf 

This report describes partnerships between community colleges and prisons to expand 

educational services to help prisoners prepare for their release. It examines how partnerships 

are formed, coordinated, and funded; the challenges they face and how to address those 

challenges; and benefits to inmates, community colleges, prisons, and the public. 

Pathways to Careers: A Guide to Building Partnerships for Workforce 

Education and Training 

http://www.pathways2careers.ed.gov 

This online guide is based on the career pathway experience of 32 community teams and 

their experiences in planning, team building, using data, engaging employers and the wider 

education community, and navigating the policy environment. It also includes a list of 

resources. 

Performance-Based Funding (PBF) in Adult Education 

http://www.mprinc.com/products/pdf/Performance_Based_Funding_in_Adult_Ed.pdf 

This cross-state analysis summarizes findings from site visits conducted in three states— 

Indiana, Kansas, and Missouri—to learn about their experiences with adopting PBF systems. 

It includes an overview of their PBF funding formulas; rationales for adoption; 

implementation challenges; and lessons learned. It concludes with issues for consideration by 

state policymakers and administrators when developing state funding formulas incorporating 

PBF. 
 

42 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

Policy to Performance Resource Center 

http://www.policy2performance.org/resources 

This website includes a searchable collection of resources for helping states ease the transition 

of ABE students to postsecondary education and employment. Resources include 

publications, initiatives, and tools on topics such as partnerships and interagency 

coordination, policy and systems alignment, and data accountability. 

Program Memorandum: Use of Funds Provided Under the Adult Education and 

Family Literacy Act (AEFLA) for Integrated Education and Training 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/aefla-funds-for-iet.pdf 

Career pathways often are designed using IET models that combine adult education with 

occupational skills training. This memo to state directors of adult education outlines 

guidance from OVAE on how AEFLA funds can be used to support IET programs in 

combination with funds from other sources. 

Promoting College and Career Readiness: Bridge Programs for Low-Skill Adults 

http://www2.ed.gov/about/offices/list/ovae/pi/cclo/brief-1-bridge-programs.pdf 

This brief describes career pathway bridge programs in three states, detailing their resources, 

instructional approaches, and program results. It concludes with a general discussion of best 

practices for bridge program planning, policy, instruction, and continuous improvement. 

Promoting College and Career Ready Standards in Adult Basic Education 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/promoting-college-career.pdf 

This project is designed to help ABE programs better prepare students for college or the 

workforce. Project activities include examining existing college and career-readiness standards 

to determine which may be appropriate for adult education. 

Promoting Learner Transitions to Postsecondary Education and Work: 

Developing Academic Readiness Skills from the Beginning 

http://www.cal.org/caelanetwork/resources/transitions.html 

This brief describes how adult education programs can help English language learners gain 

the skills needed to succeed in postsecondary education. It presents the case for integrating 

reading and listening, organizational and note-taking skills, and critical thinking into 

instruction. Examples are included of activities and strategies teachers can use to help 

students prepare for postsecondary education. 
 

43 

 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

Promoting Teacher Effectiveness in Adult Education 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/factsh/promoting-teacher-effectiveness.pdf 

For this OVAE initiative, researchers are reviewing literature on teacher competencies, 

teacher effectiveness, and models for teacher induction; developing and field-testing a teacher 

induction model; creating an online tool kit of resources to help state and local programs 

understand instructor competencies and teacher induction; and publishing briefs on the 

relationship between teachers’ abilities and knowledge and student achievement. 

Standards-in-Action (SIA) 

http://www.adultedcontentstandards.ed.gov/standardsInAction.asp
 

SIA produced several resources and tools for state administrators and local practitioners:
 

•	 Innovations for Standards-Based Education: This guide describes how to implement 

professional development innovations in local programs. 

•	 A Process Guide for Establishing State Adult Education Content Standards: This guide 

describes how to plan, develop, review, and implement a fully integrated, standards-based 

education system to improve instruction and learner outcomes. 

•	 Adult Education Content Standards Warehouse: This website is designed to support states 

in developing and using content standards to improve the quality of adult education 

programs. 

Statewide Longitudinal Data Systems (SLDS) Grant Program 

http://nces.ed.gov/programs/slds 

This grant program supports states in developing, implementing, and expanding 

longitudinal data systems and links states to services and resources supporting their SLDS 

work. It includes best practice guides offering lessons learned and strategies for overcoming 

common challenges in development and implementation and webinars and an online portal 

allowing states to share products and best practices. 

Student Achievement in Reading (STAR) 

http://www.startoolkit.org 

STAR helps states and local programs integrate evidence-based reading instruction through 

technical assistance and training activities; a certified STAR trainers’ process; a tool kit with 

instructional and assessment materials; and reports on evidence-based reading instruction. 
 

44 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Student Aid on the Web 

http://studentaid.ed.gov/PORTALSWebApp/students/english/index.jsp 

This U.S. Department of Education website is for practitioners and students seeking more 

information about the steps necessary to prepare and pay for postsecondary education. It 

includes a portal for adult students offering information on skill self-assessment, the GED, 

standardized entrance exams, considerations in choosing a postsecondary institution, college 

costs and financial aid, and maintaining and repaying federal loans. 

Student Support Services Program 

http://www2.ed.gov/programs/triostudsupp/index.html 

This federal TRIO program provides mentorships, academic programs, counseling, and 

other support to help students from disadvantaged backgrounds (e.g., low-income 

individuals, first-generation college students, and individuals with disabilities) succeed in 

college and prepare for the job market. 

Take Charge of Your Future: Get the Education and Training You Need 

http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/correctional-education.html#4 

This education and career guide is designed for those who are incarcerated and under 

community supervision (parole or probation). It provides information on setting education 

and career goals, finding employment, earning a high school credential, applying for 

financial aid, and enrolling in college. 

Teaching Effectiveness in Adult Literacy (TEAL) Center 

https://teal.ed.gov 

Designed to improve the quality of adult education instruction, with a focus on writing 

instruction, this OVAE initiative is providing 12 state teams with professional development 

and technical assistance on research-based instructional approaches and components of 

effective teaching. The TEAL Center website includes project resources available to the 

public, as well as private working spaces for state teams to share information, develop 

materials, and receive targeted training. 

Technical Assistance to States on Performance-Based Funding (PBF): Final 

Project Report 

http://lincs.ed.gov/publications/pdf/Final_PBF_Project_Report_2010.pdf 

This report summarizes the experiences of 12 states that participated in an OVAE project 

intended to help state policymakers and administrators make informed decisions about 

developing and adopting PBF systems. The states received technical assistance in convening a 

state PBF taskforce; identifying state funding priorities and data sources; modeling potential 

funding formulas; and designing implementation strategies. 
 

45 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

Training and Employment Notice: Release and Availability of Career Pathways 

Technical Assistance Resources 

http://www2.ed.gov/about/offices/list/ovae/pi/AdultEd/index.html 

A 2012 U.S. Department of Labor notice provides background on career pathways and a 

description and links to its collection of career pathway resources, including: Career Pathways 

Graphic Framework, Career Pathways Community of Practice, and Career Pathways Toolkit. 

TRIO Programs 

http://www2.ed.gov/about/offices/list/ope/trio/index.html 

These federal outreach and student services programs are designed to help individuals from 

disadvantaged backgrounds (e.g., low-income individuals, first-generation college students, 

and individuals with disabilities) access higher education and achieve their academic goals. 

The Veterans Upward Bound Program 

http://www2.ed.gov/programs/triovub/index.html 

This free U.S. Department of Education TRIO program is designed to motivate and assist 

veterans in acquiring academic and other skills necessary for acceptance and success in a 

program of postsecondary education. The program provides assessment and enhancement of 

basic skills through counseling, mentoring, tutoring, and academic instruction in the core 

subject areas. It also allows users, including practitioners, to search for Upward Bound 

programs by state. 

 

 

 

 

 

 

 

 

 

 

47 

APPENDIX

B 

Adult Learners:
 

Five Steps to Prepare for College
 

Is college right for you? To answer this question, think about what 

you want out of life, what jobs you might like, and what skills you 

have or need to learn. 

Getting more education or training can help you earn more money. 

Compared to someone with only a high school diploma, data show 

that you could earn: 

•	 Over $300 more a month if you have some college but no degree; 

•	 Over $500 more a month if you have an associate’s (two-year) 

degree; and 

•	 Over $1,500 more a month if you have a bachelor’s (four-year) 

degree.2 

Going to college also will help you learn new skills, have new 

experiences, build a career, and play a strong role in your family and 

community. 

Getting ready for college can take time. First, you may need to get 

your high school diploma or work on your academic skills so you are 

ready for college classes. You also may need to apply for money 

(financial aid) to help pay for college. There are many people who 

can help you with each of these steps. 

This handout describes five steps to get ready for college. 

Step 1: Get help from groups in your community. 

Step 2: Create a plan for going to college and starting a career. 

Step 3: Earn your high school diploma. 

Step 4: Choose and enroll in a college program. 

Step 5: Apply for financial aid. 

You may be able to skip some of these steps. For example, if you have your high 

school diploma, you can skip Step 2 and get ready to apply to colleges. If you know 

which college you want to go to but need help paying for it, you can skip to Step 5 to 

learn about financial aid. 

2 Bureau of Labor Statistics. 2012. Education Pays. Washington, DC: Author. Accessed on May 21, 

2012. http://www.bls.gov/emp/ep_chart_001.htm. 

 

 

 

 

Adam Sennott’s Path to College 

Adam Sennott dropped out of high school 

when he was 16 years old. He didn’t do well 

in regular classes. But with help from his 

mother and brother, he earned his GED and 

joined a bridge-to-college program. This 

program helped him with his math skills, 

financial aid, and college applications. At age 

19, Sennott was accepted at Bunker Hill 

Community College. But, soon after he 

started college, his mother died. Sennott 

could have quit college at that point, but he 

chose to keep going. His hard work is paying 

off. He won a scholarship and earned his 

associate’s degree. He is now attending 

Emerson College and plans to get a 

bachelor’s degree. He also recently wrote a 

news article, which was published on a city 

paper’s website. 
 

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STEP 

1 Get Help from Groups in Your Community 

The groups listed below can help you get ready for college. Many groups offer college and 

career counseling. They also can test your education level and then help you improve your 

skills. Some groups provide other helpful services, like transportation, childcare, and 

financial aid. If not, they can tell you where to find those services. 

•	 Adult education programs: These programs help you with reading, writing, math, and 

English skills. They also can help you get a high school diploma (called a General 

Educational Development [GED] diploma or an adult high school diploma). Adult 

education programs also can help you get ready for college. To find a program near you, 

go to: http://www.literacydirectory.org. Enter your Zip Code or city and state. Then, 

choose the type of help you need. You will get a list of adult education programs and 

information for getting in touch with them. 

•	 Community colleges: Community colleges can help you get a GED, a certificate, or 

associate’s degree. They also can help you improve your skills so you can do well in 

college classes. To find a college near you, go to: 

http://www.aacc.nche.edu/pages/ccfinder.aspx. Then, enter your Zip Code or city. 

•	 One-Stop Career Centers: These centers help you look for a job and find education or 

training programs. They also can help you to write your resume and practice for 

interviews. To find a center near you, go to: http://www.servicelocator.org. Enter your 

Zip Code or city and state. You will get a list of centers and information for getting in 

touch with them. 

•	 TRIO Programs: These programs help people with low incomes or disabilities go to 

college. They also help people who are the first in their families to attend college. The 

different types of TRIO programs include: 

o	 Educational Opportunity Centers: These centers give advice and information on 

applying to and paying for college. 

o	 Student Support Services Programs: These programs provide mentors, education 

programs, counseling, and other services to help students do well in college and 

prepare for a job. 

Many TRIO programs are located at colleges. To find a program near you, contact your 

local community college. Your local One-Stop Career Center or adult education program 

also can help you find a program. 

•	 Community groups: Other groups can help you with jobs, education, training, 

counseling, housing, healthcare, and more. For a list of groups near you, go to: 

http://www.211.org. Enter your Zip Code or city and state. Then, choose the type of 

help or program you need. 
 APPENDIX 

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49 

ADULT COLLEGE COMPLETION TOOL KIT 

STEP 

2 Create a Plan for Going to College and Starting a Career 

What do you want to learn in college? What kind of job would you like? Your local adult 

education program, community college, One-Stop Career Center, or TRIO Program can 

help you create a plan for going to college and starting a career. You also can find help at: 

•	 mySkills myFuture: On this website, you can search for jobs that need skills you already 

have. Go to: http://www.myskillsmyfuture.org. Enter your current or past job. You will 

get a list of jobs using the skills you already have and names and contact information for 

employers. You also can get information about earnings and any training you may need. 

•	 My Next Move: This website can help you find a job that matches your interests and 

training. Go to: http://www.mynextmove.org. Then, you can search for jobs by industry 

or key words (for example, build houses or computers). 

•	 College for Adults: This website can help you plan your career, choose and apply to a 

college, and get financial aid. It also links you to other websites with helpful information. 

Go to: http://www.collegeforadults.org. 

•	 The Occupational Outlook Handbook: On this website, you can learn about different 

jobs and the education and training you need for them. The handbook is updated every 

two years. Go to: http://www.bls.gov/oco. Then, search for jobs by job type, earnings, or 

required education and training. 

STEP 

3 Earn Your High School Diploma 

If you do not have a high school diploma, you can get help from your local adult education 

program or community college. They can help you get ready for the GED test or get an 

adult high school diploma. First, they will ask you to take a test to find out which skills you 

have and which skills you still need to learn. The classes that you go to will depend on your 

skills. The different types of classes are: 

•	 Adult basic education (ABE): These classes help adults with basic skills, such as reading, 

writing, math, solving problems, and using a computer. 

•	 Adult secondary education (ASE): These classes help adults get ready for the GED test or 

earn an adult high school diploma. 

•	 English literacy: These classes help adults with speaking, reading, and writing in English. 

They also can help immigrant adults become U.S. citizens. 
 

50 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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ADULT COLLEGE COMPLETION TOOL KIT 

STEP 

4 Choose and Enroll in a College Program 

You can work with college and career counselors to find a college program that best fits your 

career goals. You can choose from several types of college programs, including: 

•	 Career and technical education (CTE) programs: These programs help you get the skills 

needed for jobs (for example, auto repair or nursing). They mix classroom learning with 

hands-on training. You usually get a certificate when you finish the program. Other 

training programs include apprenticeships, vocational rehabilitation programs, and Job 

Corps. 

•	 Two-year academic programs: These programs teach skills that can help you do well in 

many different jobs. They also help you go on to a four-year college for a bachelor’s 

degree. You usually get an associate's degree when you finish a two-year program. 

•	 Four-year academic programs: Programs at four-year colleges and universities give you 

skills needed for many different types of jobs. When you graduate, you receive a 

bachelor’s degree. 

You can go to the College Navigator website at: http://collegenavigator.ed.gov to learn more 

about these programs. On this website, you can search for colleges by location and type of 

program. To find out more about the cost of college programs, go to: 

http://collegecost.ed.gov/catc. Select the type of college program you are interested in and 

then search by highest or lowest cost. 

Talk to your counselor about getting college credit for any work experience or training you 

already have. You may need to take tests to get credit for these experiences. 

You also should talk to your employer about your college plans. Some employers will help 

pay for college. Some may let you change your work schedule so that you can attend classes. 

STEP 

5 Apply for Financial Aid 

You can get help with paying for college from colleges, states, and the U.S. government. The 

U.S. government offers several types of financial aid. Talk with your college and career 

counselor to find out what type of aid is best for you. 

You also can get help from a website called Student Aid on the Web, at: 

http://studentaid.ed.gov. This website can help you get ready and pay for college. It can tell 

you how to find out what skills you already have and help you look into different careers. It 

gives information on taking the GED test and college entrance tests. You can learn about 

choosing a college, getting ready to attend, and paying for it. You also can get information 

about financial aid for adults by going to: http://studentaid.ed.gov/pubs. Then, look for the 

title Federal Student Aid for Adults. 
 

 

 

 

 

 

 

 

 

 

 

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APPENDIX 

C 

Individuals in Corrections:
 

Five Steps to Prepare for College
 

Is college right for you? To answer this question, think about what 

you want in your life after prison or when you are on probation or 

parole. What kind of jobs would you like? What skills do you 

already have or need to learn? 

Getting more education or training can help you earn more money. 

Compared to someone with only a high school diploma, data show 

that you could earn: 

•	 Over $300 more a month if you have some college but no degree; 

•	 Over $500 more a month if you have an associate’s (two-year) 

degree; and 

•	 Over $1,500 more a month if you have a bachelor’s (four-year) 

degree.3 

A college education can help you change your life. You can learn 

new skills, have new experiences, build a career, and play a strong 

role in your family and community. 

Getting ready for college can take time. First, you may need to get 

your high school diploma or work on your academic skills so you are 

ready for college classes. You also may need to apply for money 

(financial aid) to help pay for college. There are many people who 

can help you with each of these steps. 

This handout describes five steps to get ready for college. 

Step 1: Get help from organizations in your community. 

Step 2: Create a plan for going to college and starting a career. 

Step 3: Earn your high school diploma. 

Step 4: Choose and enroll in a college program. 

Step 5: Apply for financial aid. 

You may be able to skip some of these steps. For example, if you have a high school 

diploma, you may need help just with choosing a college. If so, you can skip Step 2. 

3 Bureau of Labor Statistics. 2012. Education Pays. Washington, DC: Author. Accessed on May 21, 

2012. http://www.bls.gov/emp/ep_chart_001.htm. 

Amanda Seerattan’s Path to College 

At age 16, Amanda Seerattan was a runaway 

and high school dropout. She sold drugs and 

hustled to survive. She tried to get a job at a 

local mall, but no one would hire her. She 

decided she needed to get her high school 

diploma. In October 2005, she took and 

passed the GED test. But her past caught up 

with her: she was sent to prison two months 

after getting her GED diploma. While there, 

Seerattan learned that she was good at 

helping other people with their problems. She 

decided that she wanted to be a social 

worker. When she got out of prison, she 

joined a program, the Doe Fund, Inc., that 

helps former inmates and homeless people 

learn to take care of themselves. With help 

from a case manager, she entered college. 

Now she is working to get a master’s degree 

in social work. It hasn’t been easy, but she 

wants to be a good example for her old 

friends who are still living on the streets. 
 

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ADULT COLLEGE COMPLETION TOOL KIT 

To learn more about these steps and find other information that can help you with reentry, 

see Take Charge of Your Future: Get the Education and Training You Need. It is available at: 

http://www.ed.gov/about/offices/list/ovae/pi/AdultEd/correctional-education.html#4. This 

guide is for people who are incarcerated or on community supervision (parole or probation) 

and want help thinking about the education or training they need for a successful future. 

STEP 

1 Get Help from Groups in Your Community 

Whether you are incarcerated and getting ready for release or under community supervision, 

many groups in your community can help you. Many groups offer college and career 

counseling. They also can test your education level and then help you improve your skills. 

Some groups provide other helpful services, like transportation, childcare, and financial aid. 

If not, they can tell you where to find those services. 

•	 Adult education programs: These programs help you with reading, writing, math, and 

English skills. They also can help you get a high school diploma (called a General 

Educational Development [GED] diploma or an adult high school diploma). Adult 

education programs also can help you get ready for college. To find a program near you, 

go to: http://www.literacydirectory.org/. Enter your Zip Code or city and state. Then, 

choose the type of help you need. You will get a list of adult education programs and 

information for getting in touch with them. 

•	 Community colleges: Community colleges can help you get a GED, a certificate, or 

associate’s degree. They also can help you improve your skills so you can do well in 

college classes. To find a college near you, go to: 

http://www.aacc.nche.edu/pages/ccfinder.aspx. Then, enter your Zip Code or city. 

•	 One-Stop Career Centers: These centers help you look for a job and find education or 

training programs. They also can help you to write your resume and practice for 

interviews. To find a center near you, go to: http://www.servicelocator.org. Enter your 

Zip Code or city and state. You will get a list of centers and information for getting in 

touch with them. 

•	 TRIO Programs: These programs help people with low incomes or disabilities go to 

college. They also help people who are the first in their families to attend college. The 

different types of TRIO programs include: 

o	 Educational Opportunity Centers: These centers give advice and information on 

applying to and paying for college. 

o	 Student Support Services Programs: These programs provide mentors, education 

programs, counseling, and other services to help students do well in college and 

prepare for a job. 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

Many TRIO programs are located at colleges. To find a program near you, contact your 

local community college. Your local One-Stop Career Center or adult education program 

also can help you find a program. 

•	 Community groups: Other groups can help you with jobs, education, training, 

counseling, housing, healthcare, and more. For a list of groups near you, go to: 

http://www.211.org. Enter your Zip Code or city and state. Then, choose the type of 

help or program you need. 

STEP 

2 Create a Plan for Going to College and Starting a Career 

What do you want to learn in college? What kind of job would you like? Your local adult 

education program, community college, One-Stop Career Center, or TRIO Program can 

help you create a plan for going to college and starting a career. You also can find help at: 

•	 mySkills myFuture: On this website, you can search for jobs that need skills you already 

have. Go to: http://www.myskillsmyfuture.org/. Enter your current or past job. You will 

get a list of jobs using the skills you already have and names and contact information for 

employers. You also can get information about earnings and any training you may need. 

•	 My Next Move: This website can help you find a job that matches your interests and 

training. Go to: http://www.mynextmove.org/. Then, you can search for jobs by 

industry or key words (for example, build houses or computers). 

•	 College for Adults: This website can help you plan your career, choose and apply to a 

college, and get financial aid. It also links you to other websites with helpful information. 

Go to: http://www.collegeforadults.org. 

•	 The Occupational Outlook Handbook: On this website, you can learn about different 

jobs and the education and training you need for them. The handbook is updated every 

two years. Go to: http://www.bls.gov/oco/. Then, search for jobs by job type, earnings, or 

required education and training. 

Remember that people with criminal records sometimes are legally forbidden from working 

in certain jobs. Before choosing an education or training program, make sure that your 

record will not prevent you from working in that job. To learn more, go to: 

•	 The National H.I.R.E. Network: This website describes how your criminal record can 

affect your job search. Go to: http://www.hirenetwork.org. Click on “Resources and 

Assistance.” Then, choose “Criminal Record Issues.” 

•	 Reentry Mythbuster on Hiring/Criminal Record Guidance: This explains why an 

employer cannot automatically keep people with criminal records from jobs. Go to: 

http://www.nationalreentryresourcecenter.org/documents/0000/1082/Reentry_Council_ 

Mythbuster_Employment.pdf. 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

STEP 

3 Earn Your High School Diploma 

If you do not have a high school diploma, you can get help from your local adult education 

program or community college. If you are still incarcerated, you can get help from the 

education program in your correctional facility. 

These programs can help you get ready for the GED test or get an adult high school 

diploma. First, they will ask you to take a test to find out which skills you have and which 

skills you still need to learn. The classes that you go to will depend on your skills. The 

different types of classes are: 

•	 Adult basic education (ABE): These classes help adults with basic skills, such as reading, 

writing, math, solving problems, and using a computer. 

•	 Adult secondary education (ASE): These classes help adults get ready for the GED test or 

earn an adult high school diploma. 

•	 English literacy: These classes help adults with speaking, reading, and writing in English. 

They also can help immigrant adults become U.S. citizens. 

STEP 

4 Choose and Enroll in a College Program 

You can work with a counselor at your correctional facility, local adult education program, 

or community college to get help choosing the right college program. If you are still 

incarcerated, ask your counselor about college programs offered in your correctional facility 

or through correspondence courses. 

You can choose from several types of college programs, including: 

•	 Career and technical education (CTE) programs: These programs help you get the skills 

needed for jobs (for example, auto repair or nursing). They mix classroom learning with 

hands-on training. You usually get a certificate when you finish the program. Other training 

programs include apprenticeships, vocational rehabilitation programs, and Job Corps. 

•	 Two-year academic programs: These programs teach skills that can help you do well in 

many different jobs. They also help you go on to a four-year college for a bachelor’s 

degree. You usually get an associate’s degree when you finish a two-year program. 

•	 Four-year academic programs: Programs at four-year colleges and universities give you 

skills needed for many different types of jobs. When you graduate, you receive a 

bachelor’s degree. 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

You can go to the College Navigator website at: http://collegenavigator.ed.gov to learn more 

about these programs. On this website, you can search for colleges by location and type of 

program. To find out more about the cost of college programs, go to: 

http://collegecost.ed.gov/catc/. Select the type of college program you are interested in and 

then search by highest or lowest cost. 

Talk to your counselor about getting college credit for any work experience or training you 

already have. You may need to take tests to get credit for these experiences. 

If you are on community supervision, talk to your employer about your college plans. Some 

employers will help pay for college. Some may let you change your work schedule so you 

can attend classes. 

STEP 

5 Apply for Financial Aid 

You can get help with paying for college from colleges, states, and the U.S. government. The 

U.S. government offers several types of financial aid. Talk with your college and career 

counselor to find out what type of aid is best for you. 

You also can get help from a website called Student Aid on the Web, at: 

http://studentaid.ed.gov. This website can help you get ready and pay for college. It can tell 

you how to find out what skills you already have and help you look into different careers. It 

gives information on taking the GED test and college entrance tests. You can learn about 

choosing a college, getting ready to attend, and paying for it. You also can get information 

about financial aid for adults by going to: http://studentaid.ed.gov/pubs. Then, look for the 

title Federal Student Aid for Adults. 

Many people with criminal records think they cannot get financial aid. This is not true. 

Most people on community supervision can receive financial aid. But there are some 

restrictions. You can learn more about these restrictions at: 

•	 Reentry Mythbuster on Federal Student Financial Aid, 

http://www.nationalreentryresourcecenter.org/documents/0000/1062/Reentry_Council_ 

Mythbuster_Student_Financial_Aid.pdf; or 

•	 Incarcerated Individuals and Eligibility for Federal Student Aid, 

http://studentaid.ed.gov/students/attachments/siteresources/IncarcFAQ.pdf. 

 

 

 

 

 

 

 

 

 

 

57 

 

 

 

 

APPENDIX 

D 

Veterans: 


Five Steps to Prepare for College
 

Are you leaving military service and wanting to restart your college 

education? Or are you thinking about going to college for the first 

time? To answer these questions, reference the five steps outlined 

below as you consider the types of employment and educational 

opportunities that fit your skills, talents, and aspirations. 

With 1.4 million service members set to leave the Armed Forces in 

the next few years, it is imperative that veterans and their spouses 

make a seamless transition from military to civilian life. In July 

2012, President Obama announced a major overhaul to the 

transition assistance program that helps service members and spouses 

reintegrate into their communities. He also signed into law the 

Veterans Opportunity to Work (VOW) to Hire Heroes Act, which 

provides additional education and training opportunities for 

veterans, as well as financial incentives for businesses that choose to 

hire former service members: http://benefits.va.gov/vow/index.htm. 

Additional information on the transition assistance program can be 

accessed at: http://www.dol.gov/vets/programs/tap/tap_fs.htm. 

Expanding your knowledge and skills through education or training 

will help you and your family to increase your income. Compared to 

someone with only a high school diploma, data show that you could earn: 

• Over $300 more a month if you have some college but no degree; 

• Over $500 more a month if you have an associate’s (two-year) degree; and 

• Over $1,500 more a month if you have a bachelor’s (four-year) degree.4 

In addition to enabling you to earn a higher salary, postsecondary education and training 

also can help you learn new skills, have exciting new experiences, build a career, and play a 

stronger role in your family and community. 

However, preparing to attend college for the first time—or going back to a college program 

that you left—can be challenging. There are many resources available, though, to help you 

and your spouse access the education and training you need to meet your goals. 

4 Bureau of Labor Statistics. 2012. Education Pays. Washington, DC: Author. Accessed on 

May 21, 2012. http://www.bls.gov/emp/ep_chart_001.htm. 

Don Parks’s Path to College 

Don Parks, a master sergeant in the Air Force 

Reserves for 26 years, recently completed a 

tour of duty in Iraq. Though he faced serious 

challenges at the time of his retirement, 

including knee injuries and post-traumatic 

stress disorder, Parks wanted to use his GI 

Bill benefits to return to college and earn a 

degree. In the summer of 2011, he enrolled 

in a Veterans Upward Bound program to work 

on his computer and English skills and get 

ready for college. That fall he enrolled in 

college full time—after being out of school for 

40 years. He is still enrolled in his program 

and working hard to earn his college degree. 
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ADULT COLLEGE COMPLETION TOOL KIT 

This handout describes five steps to help you get ready to begin this process. 


Step 1: Get help from websites and groups in your community.
 

Step 2: Create a college and career plan.
 

Step 3: Earn your high school credential.
 

Step 4: Choose and enroll in a college program.
 

Step 5: Apply for financial aid.
 

This handout is designed to be flexible enough for a wide variety of veterans and their
 

spouses. For instance, if you already have your high school credential or are returning to 


college, you may be able to skip some of these steps. 

STEP 

1 Get Help from Websites and Groups in Your Community 

In addition to the resources included in the U.S. Department of Education’s (ED) 

Adult College Completion Tool Kit, there are many resources available especially to help 

veterans and their spouses. A good place to start is the U.S. Department of Veterans 

Affairs (VA) eBenefits website, which helps veterans, service members and their families 

access and manage their military and veteran benefits. It offers information on education 

benefits, career planning, the GI Bill, scholarships, and financial aid. To learn more, 

go to: https://www.ebenefits.va.gov/ebenefits-portal/ebenefits.portal. 

Another great place to find information on benefits for veterans and families is VA’s 

VetSuccess website, which provides an interactive map to link veterans with valuable services 

for making the transition to civilian life: http://www.vetsuccess.gov/. The Vet Center is 

another VA service for veterans that helps service members and their families deal with the 

challenges of making the change from military to civilian life. More information is available 

at: http://www.vetcenter.va.gov/Vet_Center_Services.asp. 

ED is also very committed to providing the support that veterans and their families need to 

succeed in college and obtain their degree. More information on all of the services and 

resources available for military families through ED is available at: 

http://www.ed.gov/veterans-and-military-families/information#benefits. 

There are also many local organizations across the country that can help you and your spouse 

prepare for postsecondary opportunities. Many of them offer college and career counseling 

in addition to services such as transportation, childcare, and financial aid. 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

•	 Adult education programs: These programs can help you or your spouse improve key 

skills that will enable you to succeed in postsecondary education, such as reading, writing, 

math, and English skills. Adult education programs can also help you or your spouse 

obtain a high school diploma or General Educational Development (GED) diploma. To 

find a program near you, go to: http://www.literacydirectory.org/. Enter your Zip Code 

or city and state. Then, choose the type of help you need. You will get a list of adult 

education programs and information for getting in touch with them. 

•	 Community colleges: Community colleges are two-year postsecondary institutions that 

can also help prepare you to succeed on college-level course work, attain a GED, a 

certificate, or associate’s degree. To find a college near you, go to: 

http://www.aacc.nche.edu/pages/ccfinder.aspx. Then, enter your Zip Code or city. 

•	 One-Stop Career Centers: These centers can assist you in locating an education or 

training program in your area as well as finding and applying for open jobs. These centers 

also provide assistance with writing an effective resume and preparing for interviews. To 

find a center near you, go to: http://www.servicelocator.org. Enter your Zip Code or city 

and state. You will get a list of centers and information for getting in touch with them. 

•	 TRIO Programs: These programs help individuals with low incomes or disabilities go to 

college. They also provide services to aid first-generation college students in succeeding 

academically, including: 

o	 Educational Opportunity Centers, which offer advice and information on applying 

to and paying for college. 

o	 Student Support Services Programs, which provide mentors, education programs, 

counseling, and other services to help students do well in college and prepare for a 

job. 

o	 Veterans Upward Bound, which helps students who served in the military develop 

the skills they will need to succeed in college. You can find more information at: 

http://www.ed.gov/programs/triovub/index.html. 

To find a program near you, contact your local community college, a local One-Stop 

Career Center, or an adult education center. Be sure to ask them about any Veterans 

Upward Bound programs in your area. 

•	 Community groups: There are many other community organizations available to provide 

assistance with jobs, education, training, counseling, housing, healthcare, and more. For a 

list of groups near you, go to: http://www.211.org. Enter your Zip Code or city and 

state. Then, choose the type of help or program you need. 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

STEP 

2 Create a College and Career Plan 

What do you want to learn in college? What kind of job or profession are you interested in? 

The eBenefits website, in addition to your local adult education program and community 

college, can help you determine what kinds of career opportunities are available. They also 

can assist you in creating and carrying out a plan to complete college and build your career. 

Other helpful resources are: 

•	 My Next Move for Veterans: This website can help you find a job that matches your 

interests and training. Go to: http://www.mynextmove.org/vets/. Then, you can search 

for jobs by key words, industry, or your military classification. 

•	 Key to Career Success: This website connects veterans and service members with career 

planning, training, and job search resources at local One-Stop Career Centers. Go to: 

http://www.careeronestop.org/MilitaryTransition/. 

•	 mySkills myFuture: On this website, you can search for jobs that utilize the skills you have 

already developed. The site also provides information on potential earnings and any 

education or training you may need. Go to: http://www.myskillsmyfuture.org/. Enter 

your current or past job. You will get a list of jobs using the skills you already have and 

names and contact information for employers. 

•	 My Next Move: This website can help you find a job that matches your interests and 

training. Go to: http://www.mynextmove.org/. Then, you can search for jobs by 

industry or key words (for example, build houses or computers). 

•	 College for Adults: This website can help you plan your career, choose and apply to a 

college, and get financial aid: http://www.collegeforadults.org. 

•	 The Occupational Outlook Handbook: This website offers comprehensive information on 

thousands of careers, such as required education, expected salary levels, working 

conditions, and employment projections. To access the handbook, which is updated 

every two years, go to: http://www.bls.gov/oco/. Then, search for jobs by job type, 

earnings, or required education and training. 

STEP 

3 Earn Your High School Diploma 

As most military members will already possess a high school diploma, this step will likely not 

be necessary for you. However, this step may be appropriate for spouses or other family 

members. A local adult education program or community college can assist them in 

preparing for the GED test or obtaining an adult high school diploma. Adult students who 

need to obtain a high school credential will likely need to take an exam upon entering the 

program to determine which skills they still need to develop. Several different types of 

preparatory classes are available depending on the skill level of the student: 
 APPENDIX 

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ADULT COLLEGE COMPLETION TOOL KIT 

•	 Adult basic education (ABE): These classes help adults with basic skills, such as reading, 

writing, math, solving problems, and using a computer. 

•	 Adult secondary education (ASE): These classes help adults to take the GED test or earn 

an adult high school diploma. 

•	 English literacy: These classes help adults with speaking, reading, and writing in English. 

They also can help immigrant adults become U.S. citizens. 

STEP 

4 Choose and Enroll in a College Program 

There are many types of postsecondary training and education programs. You will want to 

consider your career goals carefully in order to determine the program that is best for you. 

You can work with a college and career counselor to learn more about the various 

postsecondary options: 

•	 Career and technical education (CTE) programs: These programs prepare students for 

certain careers, such as those in many healthcare or mechanical fields. CTE programs 

often mix classroom learning with hands-on training, culminating in a formal certificate 

of completion. In addition, there are other training programs, such as apprenticeships, 

vocational rehabilitation programs, and Job Corps, which provide work-related skills and 

knowledge aimed at certain professions. 

•	 Two-year academic programs: Academic programs at two-year institutions, which usually 

culminate in a two-year associate’s degree, generally prepare students to transfer to a fouryear institution for the purpose of obtaining a bachelor’s degree. 

•	 Four-year academic programs: Four-year academic institutions offer a range of 

undergraduate programs of study, which lead to a bachelor’s degree. Many four-year 

institutions also offer graduate and professional programs for students interested in 

pursuing advanced degrees. 

Most four-year academic programs require potential students to submit formal applications 

and take an admissions test, like the SAT or ACT. The application process can often be 

challenging and time-consuming, so it is important to plan ahead to give yourself enough 

time to complete all of the application requirements. The Department of Defense has a 

number of useful resources available online to help current and former members of the 

military search for colleges, understand the application requirements, and prepare for 

admissions tests. If you or your spouse would like assistance with this process, go to: 

http://www.nelnetsolutions.com/dod/. 

You can also access the College Navigator at: http://collegenavigator.ed.gov, which enables you 

to quickly locate educational programs near you and access critical information on each of them. 

The College Affordability and Transparency Center, available at: http://collegecost.ed.gov/catc/, 

also provides a tool for quickly comparing colleges by tuition level and total net cost. 
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It is key that you talk with your counselor before beginning any postsecondary education or 

training program to determine how much credit you may be able to receive for your military 

training and experience. The Department of Defense recently established a military 

credentialing and licensing task force to help veterans get credit for the knowledge and skills 

they already developed during their service. More information on this initiative is available 

at: http://www.whitehouse.gov/the-press-office/2012/05/31/president-obama-calls-congressact-veterans-job-corps-do-list-and-launch. 

You may need to take an exam to get credit for your military experiences. In most cases you 

will also be required to submit a transcript from your military branch documenting your 

training and experience. To obtain this transcript and to learn more about receiving college 

credit for your past training and experience, go to: 

•	 Sailor/Marine American Council on Education Registry Transcript at: 

https://smart.navy.mil/smart/welcome.do. 

•	 Army/American Council on Education Registry Transcript System at: 

http://aarts.army.mil/. 

•	 Community College of the Air Force Transcripts at: 

http://www.au.af.mil/au/ccaf/transcripts.asp. 

•	 Coast Guard Official Transcript at: 

http://www.uscg.mil/hq/cgi/active_duty/go_to_college/official_transcript.asp. 

STEP 

5 Apply for Financial Aid 

Veterans are eligible for several types of financial aid, including many federal grants, loans 

and scholarships. The education benefits available through the VA, such as the Post-9/11 

GI Bill, provide valuable financial support solely to veterans and their family members to go 

to college or take another type of postsecondary training program. For more information on 

VA’s education benefits, go to: http://www.gibill.va.gov/. The college you want to attend 

may also participate in the Yellow Ribbon Program, which provides additional financial 

assistance to veterans. For more information on the Yellow Ribbon Program and to find a 

list of participating colleges, go to: http://www.gibill.va.gov/benefits/post_911_gibill/yellow_ 

ribbon_program.html. 

The Federal Student Aid website has additional information on the different types of loans 

and grants available to all types of postsecondary students. There is also a separate page 

outlining the unique financial aid resources for veterans and military families at: 

http://studentaid.ed.gov/types/grants-scholarships/military. 

In order to access federal financial aid, however, you and your spouse will need to complete 

the Free Application for Federal Student Aid (FAFSA). Many states and postsecondary 

institutions also use the FAFSA to determine which other types of financial aid you may be 
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eligible for, so it is necessary to complete this step. For more information on the FAFSA or 

to start a new application, go to: http://www.fafsa.ed.gov/. 

In addition to loans and grants, there are also many scholarships available for veterans and 

their spouses. For a list of scholarships available specifically for student veterans, go to: 

https://mymilitaryeducation.org/app/answers/detail/a_id/1257. 

Additional Support for College Students 

The U.S. Department of Education has assisted several 

colleges in establishing Centers of Excellence for Veteran 

Student Success (CVESS). These offices provide a 

variety of additional services on campus to help student 

veterans succeed in their life after the military. ED has 

an interactive map of all the colleges that have CVESS 

programs: http://maps.google.com/maps/ms?ie= 

UTF8&hl=en&msa=0&z=4&msid=1002254279649361 

34608.000491cf67e5f1342b238. Be sure to check with 

your college to see if they have a Center of Excellence for 

Veteran Student Success or any other special programs or 

services for veteran students. 

Many colleges also have student organizations on campus 

just for veterans. For example, Student Veterans of 

America (SVA) is an organization located at many 

colleges that provides extra resources and support services 

for military members and their families. You can find a 

map of all the colleges with SVA chapters on the 

organization’s website: http://www.studentveterans.org/. 

Be Aware... 

Some education programs, colleges, and companies are 

trying to take advantage of your military and veteran 

education benefits. President Barack Obama issued an 

Executive Order in April 2012 to ensure veterans and their 

families have the information they need to avoid these 

scams. Do your research carefully before applying for an 

educational program or financial aid. For more information 

about what to research when applying for college, go to 

http://www.gibill.va.gov/documents/factsheets/Choosing_a 

_School.pdf. 

The Consumer Financial Protection Bureau (CFPB) also 

helps veterans who are being targeted by companies, 

colleges or individuals trying to take advantage of their 

veteran education benefits. To report a scam, please 

contact the CFPB at 

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High-Skill Immigrant:
 

Five Steps to Prepare for College
 

Are you working in a job below your skill level? Do you have a 

degree from your home country that you cannot use here? 

Completing a college program in the United States could help. 

Getting a certificate or degree that is recognized by American 

employers will put you in a better position to get a job and start or 

rebuild your career. Going to college also will help you learn new 

skills, experience new things, and strengthen your role in your 

family and community. 

Preparing for and enrolling in college can take time. First, you may 

need to improve your English language skills before enrolling. You 

also may need help choosing a college and getting financial 

assistance. There are many people who can help you with each of 

these steps. 

This handout describes five steps to get ready for college. 

Step 1: Get help from groups in your community. 

Step 2: Create a plan for going to college and starting a career. 

Step 3: Earn your high school diploma. 

Step 4: Choose and enroll in a college program. 

Step 5: Apply for financial aid. 

Depending on the skills you have and your finances, you may be able to skip some of these 

steps. For example, if you know which college you want to go to, but need help paying for 

it, you can skip to Step 5 to learn about financial aid. Or, you may need help with 

improving your English language skills. You can learn more about English literacy programs 

in Step 2. 

Noor Boulos’s Path to College 

Noor Boulos and her family left the turmoil of 

Iraq and moved to Syria for several years. 

While in Syria, she received training in 

medical laboratory technology and worked for 

three years as a technician. She and her 

family then moved to the United States. Even 

with her education and work experience, she 

struggled to find a job at her skill level. She 

decided to go to college to earn a degree 

recognized by American employers. She 

enrolled in Portland Community College 

(PCC), where she took general education 

classes and a class that helps immigrants 

learn English as they train for a job. She also 

interned at a local healthcare clinic. After 

completing her college program, Boulos 

found a good job. She continues to take 

college classes at PCC to further her 

education and advance her career. 

STEP 

1 Get Help from Groups in Your Community 

There are several resources and groups set up especially to help immigrants. A good place to 

start is the Welcome Home: A Guide for New Immigrants. This guide includes information 

about working in the United States and becoming a U.S. citizen. It also describes the 

American education system and where you can go to get help with improving your skills. 

This guide is available at: http://www.uscis.gov/files/nativedocuments/M-618.pdf. 
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The groups listed below also can help you. Many groups offer college and career counseling. 

They also can test your education level and then help you improve your skills. Some groups 

provide other helpful services, like transportation, childcare, and financial aid. If not, they 

can tell you where to find those services. 

•	 Adult education programs: These programs help you with reading, writing, math, and 

English skills. They also can help you get a high school diploma (called a General 

Educational Development [GED] diploma or an adult high school diploma). Adult 

education programs also can help you get ready for college. To find a program near you, 

go to: http://www.literacydirectory.org/. Enter your Zip Code or city and state. Then, 

choose the type of help you need. You will get a list of adult education programs and 

information for getting in touch with them. 

•	 Community colleges: Community colleges can help you get a GED, a certificate, or 

associate’s degree. They also can help you improve your skills so you can do well in 

college classes. To find a college near you, go to: 

http://www.aacc.nche.edu/pages/ccfinder.aspx. Then, enter your Zip Code or city. 

•	 One-Stop Career Centers: These centers help you look for a job and find education or 

training programs. They also can help you to write your resume and practice for 

interviews. To find a center near you, go to: http://www.servicelocator.org. Enter your 

Zip Code or city and state. You will get a list of centers and information for getting in 

touch with them. 

•	 TRIO Programs: These programs help people with low incomes or disabilities go to 

college. They also help people who are the first in their families to attend college. The 

different types of TRIO programs include: 

o	 Educational Opportunity Centers: These centers give advice and information on 

applying to and paying for college. 

o	 Student Support Services Programs: These programs provide mentors, education 

programs, counseling, and other services to help students do well in college and 

prepare for a job. 

Many TRIO programs are located at colleges. To find a program near you, contact your 

local community college. Your local One-Stop Career Center or adult education program 

also can help you find a program. 

•	 Community groups: Other groups can help you with jobs, education, training, 

counseling, housing, healthcare, and more. For a list of groups near you, go to: 

http://www.211.org. Enter your Zip Code or city and state. Then, choose the type of 

help or program you need. 
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STEP 

2 Create a Plan for Going to College and Starting a Career 

What do you want to learn in college? What kind of job would you like or did you have in 

your home country? Your local adult education program, community college, One-Stop 

Career Center, or TRIO Program can help you create a plan for going to college and starting 

your career. You also can find help at: 

•	 mySkills myFuture: On this website, you can search for jobs that need skills you already 

have. Go to: http://www.myskillsmyfuture.org/. Enter your current or past job. You will 

get a list of jobs using the skills you already have and names and contact information for 

employers. You also can get information about earnings and any training you may need. 

•	 My Next Move: This website can help you find a job that matches your interests and 

training. Go to: http://www.mynextmove.org/. Then, you can search for jobs by 

industry or key words (for example, build houses or computers). 

•	 College for Adults: This website can help you plan your career, choose and apply to a 

college, and get financial aid. It also links you to other websites with helpful information. 

Go to: http://www.collegeforadults.org. 

•	 The Occupational Outlook Handbook: On this website, you can learn about different 

jobs and the education and training you need for them. The handbook is updated every 

two years. Go to: http://www.bls.gov/oco/. Then, search for jobs by job type, earnings, or 

required education and training. 

You also can get help with education, training, and the job search from several groups that 

work only with immigrants. They are: 

•	 Upwardly Global: This group helps skilled immigrants and refugees rebuild their career in 

the United States. You can get help with job searchers and training for a career. To learn 

more, go to: http://www.upwardlyglobal.org/. 

•	 The Welcome Back Initiative: Located throughout the United States, these centers help 

immigrants who have received healthcare training in other countries. The centers 

provide counseling and can give you advice on education and training programs and how 

to find a job in the United States. To learn more, go to: 

http://www.welcomebackinitiative.org. 

•	 World Education Services: This group helps immigrants with applying to college, finding 

a job, and becoming a U.S. citizen. To learn more, go to www.wes.org. 

Each of these groups have different eligibility requirements you must meet to qualify for 

their free services. Their websites describe their eligibility requirements. 
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STEP 

3 Earn Your High School Diploma 

If you do not have a high school diploma, you can get help from your local adult education 

program or community college. They can help you get ready for the GED test or get an 

adult high school diploma. First, they will ask you to take a test to find out which skills you 

have and which skills you still need to learn. The classes that you go to will depend on your 

skills. The different types of classes are: 

•	 Adult basic education (ABE): These classes help adults with basic skills, such as reading, 

writing, math, solving problems, and using a computer. 

•	 Adult secondary education (ASE): These classes help adults get ready for the GED test or 

earn an adult high school diploma. 

•	 English literacy: These classes help adults with speaking, reading, and writing in English. 

They also can help immigrant adults become U.S. citizens. 

STEP 

4 Choose and Enroll in a College Program 

You can work with college and career counselors to find a college program that best fits your 

career goals. You can choose from several types of college programs, including: 

•	 Career and technical education (CTE) programs: These programs help you get the skills 

needed for jobs (for example, auto repair or nursing). They mix classroom learning with 

hands-on training. You usually get a certificate when you finish the program. Other 

training programs include apprenticeships, vocational rehabilitation programs, and Job 

Corps. 

•	 Two-year academic programs: These programs teach skills that can help you do well in 

many different jobs. They also help you go on to a four-year college for a bachelor’s 

degree. You usually get an associate’s degree when you finish a two-year program. 

•	 Four-year academic programs: Programs at four-year colleges and universities give you 

skills needed for many different types of jobs. When you graduate, you receive a 

bachelor’s degree. 

You can go to the College Navigator website at: http://collegenavigator.ed.gov to learn more 

about these programs. On this website, you can search for colleges by location and type of 

program. To find out more about the cost of college programs, go to: 

http://collegecost.ed.gov/catc/. Select the type of college program you are interested in and 

then search by highest or lowest cost. 

Talk to your counselor about getting college credit for any work experience or training you 

already have. You may need to take tests to get credit for these experiences. If you attended 

a college in another country, you also may be able to get credit for some of those classes. 
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You also should talk to your employer about your college plans. Some employers will help 

pay for college. Some may let you change your work schedule so that you can attend classes. 

STEP 

5 Apply for Financial Aid 

You can get help with paying for college from colleges, states, and the U.S. government. 

The U.S. government offers several types of financial aid. Talk with your college and career 

counselor to find out what type of aid is best for you. 

You also can get help from a website called Student Aid on the Web, at: http://studentaid.ed.gov. 

This website can help you get ready and pay for college. It can tell you how to find out what 

skills you already have and help you look into different careers. It gives information on taking 

the GED test and college entrance tests. You can learn about choosing a college, getting ready to 

attend, and paying for it. You also can get information about financial aid for adults by going 

to: http://studentaid.ed.gov/pubs. Then, look for the title Federal Student Aid for Adults. 
The Department of Education’s mission is to promote student achievement and preparation 

for global competitiveness by fostering educational excellence and ensuring equal access. 

www.ed.gov