Search

The California community college system is the largest provider of publicly funded career education in the state. Community colleges are therefore critical for effective and equitable workforce training, even as the system has a governance and financing structure that creates challenges to connecting college programs to careers. Furthermore, there is a lack complete information about whether, how, and who completes job training programs in a timely manner and who then finds quality employment that offers economic mobility. This study relies on both quantitative and qualitative data sources to investigate the challenges and opportunities in creating more equitable and effective career pathways for students enrolled in the California community college system. The main goal of the qualitative portion of the study was to better understand the role that employers and workforce development intermediaries play in connecting students to career education programs and supporting them to complete training. And more importantly, what can be done to improve these programs and the outcomes for students who pursue them so they can connect with good jobs offering economic mobility. Three appendices are included in this document. [For the full report, see ED614745.]

Many Californians face difficulties connecting to good jobs because of limited education. This is especially true for poor families who receive cash assistance from the state's CalWORKs (California Work Opportunity and Responsibility to Kids) program. Few CalWORKs parents have more than a high school degree, and many struggle to balance family and work responsibilities. Quality jobs provide family-sustaining incomes and opportunities for growth that can buffer families from the shocks of recessions, like the current pandemic-induced downturn. California's community colleges provide education and vocational training that can fulfill CalWORKs work requirements, and every community college offers targeted programs for students receiving CalWORKs benefits. These programs provide additional services and supports to address the specific challenges students may face both inside and outside the classroom as low-income, predominantly single parents. This report examines the role California's community colleges play in building skills and credentials to support the economic mobility of CalWORKs parents. The authors examine the trajectories of more than 43,000 students who received CalWORKs cash assistance and services from a college CalWORKs program between the school years 2012-13 and 2018-19. CalWORKs program directors at community colleges were also surveyed to learn more about the programs and services they provide to students. Understanding how community colleges can respond to the current recession and prepare CalWORKs students for better jobs when the economy recovers is crucial information. At the same time, these lessons may have applications for the broader student body at community colleges, many of whom struggle to make efficient progress toward a credential, and who may face mounting challenges amid the economic realities in California. [This report was written with research support from Emily Morton. For the Technical Appendices, see ED611526.]

About 30 percent of California's future jobs will require some training beyond high school but less than a four-year college degree. And in today's economy, jobs that offer family-supporting incomes often require some postsecondary education. Career education prepares students for these "middle-skill" jobs by providing occupation- and industry-specific training. Career education is especially important for low-income workers, offering them a path toward upward economic mobility. Californians seem to be aware of these realities: PPIC Statewide Surveys consistently find that more than 95 percent feel that it is important for the state's community colleges to offer career education. Career education is getting renewed attention from policymakers interested in improving students' economic outcomes and addressing California's workforce needs. Recent investments at the state and national levels have focused on expanding and improving career education programs. Since 2014, California policymakers have directed more than $1 billion toward developing and expanding career education in both the K-12 and community college systems. In 2016, the state created the Strong Workforce Program, which allocates $248 million annually to support advancement of career education programs across the California community college system. Given the importance of career education, it is critical to ensure the success of these efforts by identifying and expanding effective approaches. [This publication is part of a briefing kit that highlights California's most pressing higher education challenges in eight key areas. For the complete briefing kit, see ED603851.]

A skilled workforce is key to a thriving California economy. Strong and growing demand for highly educated workers has been a hallmark of the state's economy for decades, and forecasts show this demand continuing into the future. If current trends continue, about 40 percent of jobs in California will require at least a bachelor's degree by 2030. Failing to keep up with the demand for skilled workers could curtail economic growth, limit economic mobility, and increase inequality. The importance of increasing the number of college graduates goes beyond workforce needs. Individuals with higher levels of education earn higher wages and enjoy greater job security and non-wage benefits. The state as a whole could also benefit from lower unemployment and poverty rates, lower demand for social safety net programs, lower incarceration rates, higher tax revenue, and greater civic engagement. The challenge of increasing the number of college graduates in California is heightened by demographic shifts toward populations that have historically been underrepresented in higher education. Meeting this challenge requires sustained coordination across educational sectors--from K-12 schools to public and private universities. It also involves measuring student progress and identifying effective programs and policies. [This publication is part of a briefing kit that highlights California's most pressing higher education challenges in eight key areas. For the complete briefing kit, see ED603851.]

Higher education is a key driver of economic growth and individual opportunity in California. But the state has not been keeping up with a strong and growing demand for skilled workers. Recent investments and initiatives have helped increase enrollment, graduation rates, and the number of degrees awarded. Substantial gains in these areas--particularly among historically underrepresented groups--will help improve equity, boost economic mobility, increase tax revenue, and put less pressure on the social safety net. This briefing kit highlights California's most pressing higher education challenges in eight key areas (1) California's higher education system; (2) Expanding college access; (3) Improving college completion; (4) Increasing equity and diversity; (5) Investing in public higher education; (6) Making college affordable; (7) Meeting California's workforce needs; and (8) Strengthening career education.

More California high school graduates are academically ready for college than ever before. More are applying to and enrolling in college, and both the University of California (UC) and the California State University (CSU) are expanding access for example--UC pledged to enroll 10,000 more freshmen and transfer students between 2016 and 2018. But many qualified applicants were still turned away, which is a source of concern. Expanding access to college benefits individuals and the state as a whole. Greater numbers of underrepresented students enroll at CSU and the community colleges than at UC; increased competition and rising tuition may widen this gap. This may be because some parts of the system are more diverse than others; California's lowest-income high school graduates are more likely to start at a community college; most students who enroll in community college do not transfer to four-year institutions; and cost concerns may discourage low-income students from attending four-year colleges. Providing meaningful access to college is essential to California residents and the state economy. While projections suggest that the number of high school graduates will not change dramatically over the next 10 years, additional resources devoted to college access could boost college enrollment. [This publication is part of a briefing kit that highlights California's most pressing higher education challenges in eight key areas. For the complete briefing kit, see ED603851.]

Career education programs in California's community colleges are a critical component of public higher education in the state. Also known as career technical or vocational programs, career education trains individuals for middle-skill jobs that require more than a high school diploma but less than a four-year degree. These jobs make up a third of California's labor market today and are projected to make up a similar share in the future. Career education credentials, such as associate degrees and certificates, typically take less time to complete and offer lower economic payoffs than bachelor's degrees. But career education can also connect students to career pathways that offer opportunities for advancement--particularly important for workers with lower levels of education and those in need of retraining. In the full report to these technical appendices, the author examines whether career education pathways improve students' long-term earnings and the factors associated with wage gains. The analysis uses detailed student records that reflect enrollment and completion in career education programs as well as earnings before and after students finish their credentials. The contents of the technical appendices include: (1) Data Sources; (2) Geographies; (3) Sample Construction and Sample Statistics; (4) Analysis of Wage Trajectories; and (5) Analysis of Middle-Skill Job Growth and Industries. [The authors received research support from Courtney Lee. For the full report "Career Pathways and Economic Mobility at California's Community Colleges," see ED598079.]

This report aims to fill the gap in research on English as a Second Language (ESL) programs at California's community colleges and the effectiveness of reforms aimed at improving student success. A number of colleges have implemented curricular reforms in recent years--accelerating coursework, integrating skills courses, and the like. These reforms are likely to become more widespread in the wake of Assembly Bill (AB) 705, signed into law in 2017. In addition to mandating that community colleges amend how students are placed in remedial courses, AB 705 requires that credit ESL sequences--which offer credit-bearing courses for which students pay tuition--maximize the probability that students enter and complete transfer-level English coursework within three years. Our research suggests that while many colleges are moving in the right direction, more could be done. Specifically, this study finds that: (1) Most degree-seeking ESL students do not successfully complete transfer-level English; (2) Nearly half of colleges offer no more than five levels of ES; (3) Colleges have made great strides in moving away from a traditional approach; (4) Many colleges offer ESL courses; and (5) Many colleges still offer ESL sequences. [This report was written with research support from Sergio Sanchez and Stephanie Pulles. For the accompanying Technical Appendices, see ED598070.]

California has great wealth but also one of the highest poverty rates in the nation. The ability of Californians to move up the income ladder often depends on acquiring the education and skills needed for higher-paying jobs. But despite the state's increasingly knowledge-based economy, too few Californians are earning a college degree. This report examines the importance of higher education--particularly bachelor's degrees--in promoting economic mobility. First, the many benefits of a college degree are summarized. Second, the challenges of fully realizing the potential of higher education as an engine of economic mobility are described. Finally, the progress that has already been made and what else needs to be done to ensure upward mobility for all California children is considered. Among the key findings are: (1) A college degree confers multiple benefits; (2) Not all Californians have the same chance to experience these benefits; and (3) California must build upon its recent progress. [This report was completed with with research support from Sergio Sanchez.]