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Equity, Program Improvement, and Collaboration: What Data Can Do for You - Shared screen with speaker view
Ebony Vandross
29:56
Please contact EVANDROSS@WORLDED.ORG if you have any issues. Thank you!
Amanda Bergson-Shilcock
30:23
Amanda Bergson-Shilcock, National Skills Coalition. Hello from Philadelphia!
Blaire Toso
31:27
Welcome Suzanne & Amanda! Great to have you on the webinar
Ebony Vandross
39:20
Please feel free to put any questions you have for our presenters in the chat. Thank you!
Blaire Toso
46:38
That was a very rapid overview of our tools, please feel free to post any questions you might have in the chat.
Blaire Toso
48:12
Adult Education Pipeline: https://www.calpassplus.org/Launchboard/Adult-Education-Pipeline.aspx
Blaire Toso
48:31
CAEP Fact Sheets: https://caladulted.org/2021FactSheets
Amanda Bergson-Shilcock
51:24
We don't know why people aren't in the labor force - are they older, caregivers, or something else
Irina Petranek
52:06
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.
Cynthia Peters
52:12
They might be working under the table
Deanna Strand
52:12
Very few are unemployed
Alexandria Wright
52:48
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.
Blaire Toso
54:22
@Cynthia - yes there is a lot of people who are not recognized by the formal labor market - and many entrepeneurs
Blaire Toso
55:23
which with further exploration also has implications for adult ed programming
Marie Troppe
56:12
Adults participate in ESL classes at a higher rate than adult participating in ABE classes.
Amanda Bergson-Shilcock
56:36
Even pre-pandemic, ESL participation was trending down
Amanda Bergson-Shilcock
56:49
Could speculate about why (federal administration chilling effect?)
Blaire Toso
57:39
@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
Ivana Hanson
58:10
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.
Blaire Toso
58:26
@Amanda - sadly, yes
Blaire Toso
01:00:19
@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!
Deanna Strand
01:00:48
Is the Hispanic popuation double counted?
Deanna Strand
01:01:17
Is Hispanic a second ethnicity?
Alexandria Wright
01:01:20
@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.
Amanda Bergson-Shilcock
01:01:29
I think the question is whether the number should be "White, Non-Hispanic" or "Black, Non-Hispanic"
Deanna Strand
01:01:47
Yes, thanks.
Amanda Bergson-Shilcock
01:02:05
One other tricky issue is that while many Latino immigrants have indigenous heritage, they may not identify as "American Indian/Alaska Native"
Alexandria Wright
01:02:48
@Amanda, if they self identify it will likely be in the category of two or more races.
Blaire Toso
01:03:25
Thanks - we are going through our build update - label language note will be communicated. Timely feedback :)
Amanda Bergson-Shilcock
01:04:24
Is this data on enrollment in ANY postsecondary institution, or just public institutions?
Amanda Bergson-Shilcock
01:04:50
Because someone might graduate from GED class and move into a private, for-profit CTE training school
Amanda Bergson-Shilcock
01:04:52
got it
Deanna Strand
01:05:00
Race/Ethnicity is tricky. They are different things, but often incuded in same question. Argument can be made as to whether race actually exists.
Ivana Hanson
01:05:51
I am interested in whether the transition rate for ESL students is similar to all esl, abe, ase grads
Ivana Hanson
01:06:30
Especially as CA has much more open policies than other states (like NC)
Blaire Toso
01:06:32
Deanna - very true. With our equity work we keep these at the forefront of our discussions but haven't found a way out yet
Amanda Bergson-Shilcock
01:07:07
Deanna - race is definitely a social reality that affects adult learners, even if it is clearly *not* (according to scientists) a biological reality.
Blaire Toso
01:07:18
@Ivana - that is a great point - CA has some very forward thinking enrollment and tuition exclusion policies
Blaire Toso
01:08:58
to clarify exclusion = waivers, etc. (could be misread in my chat)
Amanda Bergson-Shilcock
01:09:09
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
Alexandria Wright
01:10:40
@Amanda, absolutely! this next section brings up some tools that can be applied to better center the student lens
Blaire Toso
01:11:35
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.
Blaire Toso
01:15:09
The CAEP Fact Sheets will be updated to include data stories
Blaire Toso
01:16:01
NOTE: The story has been abbreviated for this presentation
Marie Troppe
01:16:11
Question for students: How easy or difficult was it to understand how to enroll in a community college class (the process, institutional bureaucracy)?
Blaire Toso
01:17:24
@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)
Blaire Toso
01:18:23
student = study - Working on a study (multitasking is not my strength evidently)
Blaire Toso
01:21:31
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
Blaire Toso
01:44:34
CAEP Fact Sheets: https://caladulted.org/2021FactSheets
Ebony Vandross
01:45:07
We will also include these links in the follow up email!
Blaire Toso
01:45:08
Adult Education Pipeline: https://www.calpassplus.org/Launchboard/Adult-Education-Pipeline.aspx
Amanda Bergson-Shilcock
01:46:34
Thanks! This is really useful.
Alexandra Lozanoff
01:46:54
Thank you for your active participation! Great to hear from you all
Tricia Mullen
01:47:02
Thank you very much!