Please contact EVANDROSS@WORLDED.ORG if you have any issues. Thank you!

Amanda Bergson-Shilcock, National Skills Coalition. Hello from Philadelphia!

Welcome Suzanne & Amanda! Great to have you on the webinar

Please feel free to put any questions you have for our presenters in the chat. Thank you!

That was a very rapid overview of our tools, please feel free to post any questions you might have in the chat.

Adult Education Pipeline: https://www.calpassplus.org/Launchboard/Adult-Education-Pipeline.aspx

CAEP Fact Sheets: https://caladulted.org/2021FactSheets

We don't know why people aren't in the labor force - are they older, caregivers, or something else

Is data about English Language Ability based entirely on self-reporting? Sometimes students say their English is "not good" but it is actually quite good.

They might be working under the table

Very few are unemployed

Great observation Amanda, unemployment rates actually don't include discouraged workers, and cross-referencing that data point with English Language ability may help identify areas of need for new IELCE programs or other innovative programs.

@Cynthia - yes there is a lot of people who are not recognized by the formal labor market - and many entrepeneurs

which with further exploration also has implications for adult ed programming

Adults participate in ESL classes at a higher rate than adult participating in ABE classes.

Even pre-pandemic, ESL participation was trending down

Could speculate about why (federal administration chilling effect?)

@Marie - yes always an interesting questions, especially if it doesn't align with your local demographics of those who might benefit from educational and training opportunities

It would be interesting to figure out (idk if there is a way) if the population that is "not in the workforce" is the same population taking classes.

@Amanda - sadly, yes

@Ivana - Alex will also talk about some other strategies to try and get at this. Partners can be a great resource for digging into questions such as yours. Great question!

Is the Hispanic popuation double counted?

Is Hispanic a second ethnicity?

@Ivana, that would be a great intersection of data points to better understand the motivation for taking classes. From previous studies, we know that in economic recessions that exhibit cyclical unemployment there is an increase in enrollment in postsecondary education. That said, this current semi-recession is displaying the opposite effect whereby less people are enrolling in postsecondary, which begs the question why? are they receiving upskilling through different educational venues.

I think the question is whether the number should be "White, Non-Hispanic" or "Black, Non-Hispanic"

Yes, thanks.

One other tricky issue is that while many Latino immigrants have indigenous heritage, they may not identify as "American Indian/Alaska Native"

@Amanda, if they self identify it will likely be in the category of two or more races.

Thanks - we are going through our build update - label language note will be communicated. Timely feedback :)

Is this data on enrollment in ANY postsecondary institution, or just public institutions?

Because someone might graduate from GED class and move into a private, for-profit CTE training school

got it

Race/Ethnicity is tricky. They are different things, but often incuded in same question. Argument can be made as to whether race actually exists.

I am interested in whether the transition rate for ESL students is similar to all esl, abe, ase grads

Especially as CA has much more open policies than other states (like NC)

Deanna - very true. With our equity work we keep these at the forefront of our discussions but haven't found a way out yet

Deanna - race is definitely a social reality that affects adult learners, even if it is clearly *not* (according to scientists) a biological reality.

@Ivana - that is a great point - CA has some very forward thinking enrollment and tuition exclusion policies

to clarify exclusion = waivers, etc. (could be misread in my chat)

1) We don't know enough about whether learners are meeting THEIR OWN goals for participation in adult ed, and 2) We don't have nearly enough QUALITATIVE data to add texture to the numbers

@Amanda, absolutely! this next section brings up some tools that can be applied to better center the student lens

Re Learner Goals: It is a fascinating topic and programming offerings can "lead" learners to reformulating their goals. I've also found that learners state their goals in ways that are perceived as acceptable to their context.

The CAEP Fact Sheets will be updated to include data stories

NOTE: The story has been abbreviated for this presentation

Question for students: How easy or difficult was it to understand how to enroll in a community college class (the process, institutional bureaucracy)?

@Marie - Such a good question. I am working on a student that is intentionally looking at that in hopes of informing their process (among other aspects of the learner journey)

student = study - Working on a study (multitasking is not my strength evidently)

To Alex's point: This story identifies the need to explore the process of entrance and entrance requirements to programs as a barrier that does not amplify possibility or align to possibility of success

CAEP Fact Sheets: https://caladulted.org/2021FactSheets

We will also include these links in the follow up email!

Adult Education Pipeline: https://www.calpassplus.org/Launchboard/Adult-Education-Pipeline.aspx

Thanks! This is really useful.

Thank you for your active participation! Great to hear from you all

Thank you very much!