TAACCCT EvaluationPresentation - Office of Community College

A synopsis of the grant, the
community college consortiums
it serves, and our role as
Department of Labor (DOL) Grant: Trade Adjustment Assistance
Community College and Career Training
Purpose: to provide funding to community colleges to scale up and
improve short-term (< 2 years) educational and career-training
programs to prepare students for employment in high-skilled, highwage jobs.
Target Population: The grant focuses on workers who fit within the
parameters of the Trade Adjustment Assistance for Workers (TAAW)
program, and have been retrenched or downsized due to overseas
job outsourcing.
Goal: To enable the higher education community to develop,
institute and improve education and training programming which
will assist the target population in acquiring the skills, degrees and
credentials to meet the high-skilled and high-wage employment
needs mandated by employers.
Accelerate progress for low skilled workers by retooling
developmental education to better meet student needs and
providing better student services;
Improve retention and achievement rates and/or reduce time
to completion by using curricular and course innovations which
reduce barriers to entry, help streamline course completion, and
integrate support networks to keep students on track;
Build programs that meet industry needs by developing
partnerships, mentorships and training programs with industry
which are mutually beneficial to both the student and employer;
Strengthen online and technology-enabled learning through
infrastructure improvements, feedback loops and online
Cincinnati State – Lead (OH)
Collin College – Lead (TX)
Anoka-Ramsey Community College (MN)
Bellevue College (WA)
Ashland Community and Technical
College (KY)
Bunker Hill Community College
City Colleges of Chicago (IL)
Del Mar College (TX)
Moraine Valley Community
College (IL)
El Centro College (TX)
Jefferson Community and Technical
College (KY)
Owens Community College (OH)
Rio Salado (AZ)
Pine Technical College (MN)
Texarkana College (TX).
Salt Lake City Community
College (UT)
Online assessment and career guidance;
Contextualized developmental
Enhanced and expanded outreach
Web-enabled contextualized bridge
Create and expand retention services and
tools using social media;
Competency-based core curriculum;
Industry recognized stackable
Align competencies to enable articulation;
Career guidance and retention support;
Training programs for incumbent health
Engage industry leadership to align skills
and competencies;
Enhanced data and accountability
Develop and deliver new and enhanced IT
curriculum and instruction;
Strengthen career pathways and create
industry recognized IT credentials;
Strengthen online and technology-enabled
Galvanize a National Movement.
What is the baseline and progress on implementation related to TAACCCTimpacted Programs of Study and strategies?
Who are your partners and what roles do they play in supporting the
implementation of TAACCCT-impacted Programs of Study and strategies? How
are student outcomes affected?
What strategies and activities are the consortium and co-grantee colleges
implementing, and what is the expected impact on the Programs of Study? How
are student outcomes affected?
What modifications and improvements are being made to funded Programs of
Study and strategies? How are student outcomes affected?
What barriers and supports exist, and how do they impact colleges’ efforts in
creating and enhancing Programs of Study and strategies? How are student
outcomes affected?
What are the perceived advantages of being part of a consortium for building
and enhancing Programs of Study and strategies? How is the consortium
working? How can it be improved?
Assess the implementation of Consortium’s core
Support accurate and timely analysis and delivery of
the quarterly and annual performance reports.
Conduct a quasi-experimental evaluation, including
assessing outcomes for Consortium participants and
comparison student cohorts.
Facilitate Consortium member college’s use of
continuous improvement model to support program of
study (POS) implementation, scale-up and
 Data
dictionary, templates, and tools
 Annual
and final reports on Programs of
Study and core strategies
 Impact
studies assessing the effects of
TAACCCT-funded POS and core
strategies on H2P participants
 Debra Bragg, Principal Investigator
 Cari Bishop, Data Analyst
 Mark Combs, Project Coordinator
 Heather Fox, Graduate Research Assistant
 Cathy Kirby, Resource Information Spec.
 Viveka Kudaligama, Graduate Research
 Donna Tonini, Research Specialist
And welcoming Dr. Allison Witt, Dr. Deborah
Richie, Dr. Jeffrey Flesher