This project evaluates implementation of the Joyce Foundation Shifting Gears project, focusing on process and policy evaluation. This project is dedicated to enhancing the transition to college experiences of low-skilled adults who have very limited postsecondary educational opportunities beyond high school. Results of this project will offer results on two distinct curricular models that are designed to serve low-skilled adults. The findings also inform state policy on postsecondary education and training for low-skilled adults.

The project provides federal, state, local leaders, and policy makers with detailed information about the applied baccalaureate phenomenon in the United States. The degree to which partnerships between education, economic, and workforce development enhance baccalaureate attainment for adults is a particularly important focus of this project. This project documents education and training opportunities that culminate in applied baccalaureate degrees, identifies factors that influence the development of these degree options for adult learners, and forecast the likelihood that these degrees will continue to meet the needs of adult learners for baccalaureate-level employment skills.

This project on programs of study targets five project goals, to: (1) consult with, provide technical assistance for and support personnel in creation and development; (2) provide personnel guidance for local educational agencies in disseminating information and supporting implementation; (3) collaborate with the Illinois State Board of Education and Illinois Community College Board in utilizing advisory committees to encourage effective state and local implementation; (4) develop a guide to assist local education agencies and postsecondary institutions in implementation; and (5) offer professional development for local education agency and postsecondary institution implementation throughout the state.

The project supports local planning, implementation and evaluation of pilot projects that address the critical window between when students take the ACT test at the end of their junior year, enroll in the senior year of high school and the transition from high school to the community college. It identifies students who are on track to take college level course work at the community college as well as students who lack academic competencies to enroll in college-credit courses and therefore need supplemental academic and support services to boost their chances for a successful transition to and retention in community college or the labor market.

This project focuses on consultation, technical assistance and applied research, especially in the area of implementation of "programs of study" as called for in the new federal law. Specifically, Office of Community College Research and Leadership (OCCRL) personnel are working collaboratively with the state’s Perkins Planning to conceptualize programs of study associated with the sixteen career clusters specified by the Office of Vocational and Adult Education, US Department of Education. Through consultation with OCCRL, the Illinois Community College Board and Illinois State Board of Education have partnered to develop sample programs of study.

This project evaluates the success and barriers of implementation of a program of study (POS) in nursing using a regional, sector-base approach to assess implications for the entire state. The evaluation seeks to understand how Illinois' strategy to create pathway development teams addresses critical workforce needs. Advantages and disadvantages of the regional sector-based approach are determined in light of the state's emerging workforce development needs. Results contribute to definitions and processes for tracking student progress and further development of curriculum in nursing and other critical skills shortage areas throughout the state.

The project provides federal, state, local leaders, and policy makers with detailed information about the applied baccalaureate phenomenon in the United States. The degree to which partnerships between higher education institutions and economic and workforce development providers enhance baccalaureate attainment for adults is an important focus. The project documents educational opportunities that culminate in applied baccalaureate degrees, identifies factors that influence the development of these degree options for adult learners, and forecasts the likelihood that these degrees will proliferate to meet the needs of adult learners.

This project evaluates implementation of the Joyce Foundation Shifting Gears project, focusing on process and policy evaluation. This project is dedicated to enhancing the transition to college experiences of low-skilled adults who have very limited postsecondary educational opportunities beyond high school. Results of this project will offer results on two distinct curricular models that are designed to serve low-skilled adults. The findings also inform state policy on postsecondary education and training for low-skilled adults.

This project develops the capacity of school leadership teams to increase student academic and overall school success. Distributed leadership is promoted through collaborative, problem-solving study and reflective action for continuous school improvement. Guiding the design are a “substantive” framework for continuous school improvement and a “process” framework for effective, continuous school change. The designs address: (1) urgency for change; (2) school culture and climate; (3) curricular, instructional, and assessment standards and practices; (4) staff values and beliefs, school-wide, cross-faculty development, and implementation of goals and strategies; and, (5) formative and summative assessments to monitor and modify practices and refine vision.

This research explores efforts to assess undergraduate student learning outcomes in American higher education over the next three years. The overarching goal is to facilitate the dissemination and adoption of best practices in assessment of college learning outcomes, focusing on the use of assessment data internally to inform and strengthen undergraduate education, and externally in communication with the public, including parents and students, policy makers, accrediting groups and others. The findings will help strengthen approaches to assessment of learning outcomes to improve the quality of teaching and learning, increase student success, and strengthen public accountability and transparency. Jointly funded with Teagle Foundation and Carnegie Foundation For Education.

This research explores efforts to assess undergraduate student learning outcomes in American higher education over the next three years. The overarching goal is to facilitate the dissemination and adoption of best practices in assessment of college learning outcomes, focusing on the use of assessment data internally to inform and strengthen undergraduate education, and externally in communication with the public, including parents and students, policy makers, accrediting groups and others. The findings will help strengthen approaches to assessment of learning outcomes to improve the quality of teaching and learning, increase student success, and strengthen public accountability and transparency. Jointly funded with Lumina Foundation for Education and Teagle Foundation.

This research explores efforts to assess undergraduate student learning outcomes in American higher education over the next three years. The overarching goal is to facilitate the dissemination and adoption of best practices in assessment of college learning outcomes, focusing on the use of assessment data internally to inform and strengthen undergraduate education, and externally in communication with the public, including parents and students, policy makers, accrediting groups and others. The findings will help strengthen approaches to assessment of learning outcomes to improve the quality of teaching and learning, increase student success, and strengthen public accountability and transparency. Jointly funded with Lumina Foundation for Education and Carnegie Foundation.