Workforce Strategy Center

CASE STUDIES

SITE: Center for Community Action
BRIDGE PROGRAM: Women Economic Equity Project

CCA Partner Chart (PDF)
CCA Participant Flow (PDF)

The Center for Community Action (CCA) delivers the Women’s Economic Equity (WEE) Project career pathways program. Founded in 2005, the WEE Project enables program participants to obtain the education, skills, and supports needed to enter and advance in the field of healthcare or education and acquire a living wage and sustainable livelihood.

The project seeks to reach unemployed and underemployed women who are impacted by intergenerational poverty. WEE bridges participants to one of five area community colleges where they can enroll in a number of programs and obtain a certificate, licensure, or degree. Upon enrollment, 50 percent of participants had no high school diploma or GED and 45 percent of participants’ highest level of education was a high school diploma or GED. It takes an average of four to six years for program participants to reach a living income standard and move out of poverty.

Goal: The mission of the WEE Project is to help laid-off, unemployed, and underemployed women enter and advance in their careers in the healthcare or education sectors and achieve a living income standard for themselves and their families. WEE has six focus areas:

1. Poverty reduction
2. Career pathways
3. Education and training
4. Sector development
5. Workforce development
6. Philanthropy

Partners: CCA has extensive partnerships with public and private institutions—bringing local stakeholders together to discuss how to improve the quality and quantity of jobs in Robeson County, North Carolina. Educational institutions, including five community colleges, provide educational and skill development. Robeson Community College’s business office ensures that program participants have the resources they need (e.g., tuition and books) to succeed in class. Robeson County’s Employment and Security Commission, or JobLink Center, refers clients to the WEE Project. The keys to the successful collaboration are shared goals and open and ongoing communication—no one partner’s goals supersedes those of another.

Program Development: WEE staff and career pathway partners conducted an analysis on growing sectors and determined that healthcare and education offered the greatest promise to the women that comprise the program. These are the two major growth sectors of employment in Robeson County with multiple career opportunities, including entry-level and advanced positions that pay at or above the living income standard.

To maintain ongoing communications among employers and service providers, WEE has established Health and Education Career Alliances. These alliances are comprised of employers, government and nonprofit agencies, community colleges, and the University of North Carolina at Pembroke. Alliance members explore solutions to sector-related challenges, develop internal career pathways for employee retention and advancement, seek policy advocacy, and leverage and host special convenings. The alliances are careful to ensure that each member realizes a return on investment.

Employer Role: Employers participate in Health and Education Career Alliances. They contribute information about their projections and hiring needs, hire interns and summer workers, and employ individuals who complete training programs through area colleges.

Funding Streams: WEE braids resources to leverage and fully utilize funding streams. Students receive PELL grants, Workforce Investment Act (WIA) funds, and private dollars from CCA. They first tap into PELL. Once that stream is exhausted, CCA staff members help clients seek funding from WIA and private sources. CCA received matching grant funds from two private foundations, including W.K. Kellogg Foundation, to start its Robeson County Women’s Fund. The community-based organization looked to match the funds by approaching individuals in the communities where the women they serve live. In 2010, CCA successfully raised and distributed $65,000. It’s now building on its success—creating seven chapters, each with a goal of raising $5,000–$10,000.

Program Characteristics: Key elements of WEE include:

1. Individualized career coaching services.
2. Peer support and leadership development through the monthly Career Development Institute meetings of 25 to 30 WEE Project participants.
3. Funding through the Robeson County Women’s Fund, which provides need-based grants for higher education and training (often the missing piece for career pathway programs).
4. Employer networks through the Health and Education Career Alliance.
5. Resource network and partnerships with educational institutions and service providers.
6. An extensive data collection system to track and evaluate the education, employment, and career advancement of participants and to improve program effectiveness and success.
7. Coaching (in-person and telephone).
8. Emphasis on asset development by connecting women to needed benefits, providing financial literacy training, preparing them for home ownership, and encouraging leadership development through civic engagement.

Lessons Learned: As Mac Legerton, CCA’s executive director, sees it, “This is not just about acquiring the skills to enter and advance in a career but also the will—building will and acquiring skill.” Legerton and his colleagues estimate that “will” development is 60 percent to 70 percent of what women need to achieve. “CCA helps to provide that will development. They work with educational institutions to provide the skill. Finally, CCA has worked to provide the money—that is often the missing piece.”

Results: A study of 144 WEE participants yielded the following:

1. 83 percent of participants are in healthcare career pathways; 17 percent are in education career pathways.
2. 67 percent gained income through new employment, career advancement, or increased wages.
3. Mean income rose by $6,859.
4. Participants contributed $2,011,823 to local economies.
5. Increase of $960,228 in total income.
6. Unemployment decreased from 38 percent at enrollment to 23 percent.
7. Employment rose from 63 percent to 77 percent.
8. Participants in full-time employment rose from 17 percent to 35 percent.

SITE: Richard J. Daley College and Central States SER
BRIDGE PROGRAM: Healthcare Careers Bridge Program

Richard J. Daley College and Central States SER Allied Health Bridge Model (PDF)
Central States SER Student Agreement (PDF)

Chicago’s Richard J. Daley College and Central States SER deliver the Healthcare Careers Bridge Program. The program includes a pre-bridge, beginning with grade levels between 5.0 and 6.5, and a follow-on bridge for individuals between 6.6 and 8.9 grade level in math or reading. The program bridges students up to an 10th grade level, at which point they can enter City College of Chicago’s Basic Nursing program to earn a Certified Nursing Assistant (CNA) certificate. A CNA is considered a stepping stone that will lead to additional education and training. To date, approximately 50 percent of students pursue more advanced training, typically in the nursing field. The students are largely unattached from the labor market (90 percent), many chronically unemployed or in extreme poverty. For this program, candidates must be residents of public housing, recipients of Workforce Investment Act services, or TANF recipients.

Goal: The Healthcare Careers Bridge Program sets out to move individuals out of poverty through earning credentials that enable participants to obtain career path employment and earn a living wage. 

Partners: Richard J. Daley College's Arturo Velasquez Institute (AVI) and the Departments of Adult Education and Continuing Education, along with Central States SER, collaborate to offer assessment, training, and services for students along the medical pathway, beginning with the medical Bridge program. Central States SER developed the initial curriculum and is responsible for securing funding for and delivering the recruitment, assessment, employment coaching, and job placement services. SER identifies and selects each cohort and then partners with Daley and AVI to deliver the Bridge and occupational training. Other instrumental partners include the Chicago Housing Authority, Chicago Department of Family and Support Services, and Opportunity Chicago. 

Program Development: Richard J. Daley College and Central States SER worked with Saint Anthony Hospital and The Partnership for New Communities. Employers helped develop curriculum for the bridge component and terminology. The Illinois Community College Board provided seed funding for the project. An advisory council has been created to provide guidance and direction throughout the duration of the program. The council is managed by SER and is comprised of executive management from Richard J. Daley College and AVI, Central States SER, the Metropolitan Chicago Healthcare Council, as well as representatives from the industry.

Employer Role: Employers provide externships for students at hospitals, clinics, or nursing homes to immerse participants. By seeing what CNAs and Patient Care Technicians do on the job, students are exposed to medical terminology and can find out if healthcare is a good fit for them. SER maintains relationships with multiple healthcare employers who commit to interviewing referred graduates and employing those most qualified for the job.

Funding Streams: The program currently uses funds from Adult Basic Education, Continuing Education, Ability to Benefit, Illinois Community College Board, Chicago Department of Family & Support Service (WIA), Illinois Department of Commerce and Economic Opportunity (general funds), US Health and Human Services (TANF) via the Workforce Boards of Metropolitan Chicago, Chicago Housing Authority, and grants through The Partnership for New Communities’ Opportunity Chicago.

Programs Characteristics: Key elements of the Medical Bridge include:

1. Blend of Adult Basic Education courses, following Illinois state guidelines for Adult Education, and contextualized skills training offered through Continuing Education.
2. Faculty members are referred to as facilitators or coaches, not instructors, and provide an environment conducive to learning. They deliver contextualized curriculum to remind participants of the relevance of their education.
3. Program is offered in eight-week cohorts of 10–20 individuals and is 24–28 hours a week for pre-credit work. Most hours are spent in a classroom setting, though some CNA lab hours are dedicated to job shadowing.
   
   
   • Richard J. Daley College’s Adult Basic Education: Students receive Technical Literacy four days a week for a total of 64 hours, or 4 credits, of both Workplace Mathematics and Reading in the Workplace and Communications.
   • Richard J. Daley College’s Continuing Education: Students receive Technical Specialty one day a week for a total of 16 hours of Computer for Healthcare, 24 hours of Medical Terminology, and 24 hours of Anatomy and Physiology.
4. Wrap-around support services (e.g., orientation, assessment, case management, career advising, tutoring, education enhancement, and referrals to internships and employment).
5. Program is logistically convenient to students and can be reached by public transportation.

Lessons Learned: Program administrators struggled with assessment testing. Students felt “over tested,” having to take assessments at Central State SER and when they entered the college. In response, the partners agreed on a single assessment test which is administered upon program entry. Experience has also taught the partners that an additional post-CNA bridge is needed to help students succeed at the next level of training and avoid remedial courses prior to earning credit toward a more advanced nursing or allied health credential. The partnership is currently working to develop this new feature.

Results: Ninety percent completion rates for the Medical Bridge and 85 percent or higher completion rates for the Certified Nursing Assistant training program. Of the 100 individuals who have attained a CNA or Medical Billing & Coding certification, nearly 70 have already attained employment. Others have decided to continue their education full-time.

SITE: Central Piedmont Community College
BRIDGE PROGRAM: Pathways to Employment

Goodwill Industries’ Family Strengthening Checklist (PDF)
Goodwill Industries’ Pathways to Employment Referral Form (PDF)
Goodwill Industries’ Personal Employment Plan (PDF)
Goodwill Industries’ Candidate Referral Graphic (PDF)
CCPA Data Collection Matrix (PDF)
CCPA HVAC Pathways Career Ladder (PDF)

Central Piedmont Community College (CPCC) offers 13 Pathways to Employment Programs including the HVAC (Pathways) program featured here. The program includes a pre-bridge—delivered by Goodwill Industries—for students who have less than a 9th grade reading level. Goodwill bridges students up to a 9th or 10th grade level, at which point they can enter HVAC Pathways, where they can earn a Chlorine-Fluorine-Carbon Certificate and other stackable credentials and local industry recognized skills. HVAC is considered a stepping stone that will lead to additional education and training. The students are largely male, African American (85 percent) and unattached from the labor market (99 percent). Many are chronically unemployed or living in extreme poverty, and a number of them are ex-offenders.

Goal: Pathways aims to prepare students for entry-level employment as air conditioning and heating technicians.

Partners: CPCC has enjoyed a relationship with Goodwill Industries’ educational program for 35 years. Over the past few years, the partnership has grown more formalized—with Goodwill now providing wrap-around support services for CPCC students and bridging students below a 9th grade reading level to Pathways to Employment. The Workforce Investment Board’s (WIB) OneStop Center also partners with Pathways to increase capacity. The WIB and Pathways have a formalized contract in which the WIB uses WIA’s OneStop to recruit, screen, and refer suitable individuals for Pathways. Additional partners include: Charlotte Area Fund, The Uptown Men’s Shelter, Hope Haven, Dress for Success, Christ Episcopal Church, Urban Ministries, City of Charlotte, Mecklenburg County Parks and Recreation, Charlotte/Mecklenburg DSS, Charlotte/Mecklenburg Sheriff’s Office, Mecklenburg County Drug Court Program, Charlotte/Mecklenburg School System, Bank of America, Charlotte/Mecklenburg Workforce Development Board, and JobLink Centers.

Program Development: CPCC conducted a gap analysis 10 years ago and determined that HVAC was in demand by employers. All of CPCC’s programs have to be on the Chamber of Commerce's list of top 25 jobs. CPCC developed program curriculum in partnership with employers, with an initial focus on construction. As a result of the recent economic downturn and need for additional skills development, Pathways has flexed to meet the needs of participants and employers and now offers curriculum for inspection, maintenance, and green HVAC. Another result of the program and the recession: More students are continuing their education. Program developers also receive feedback from Pathways alumni and the college’s employer advisory board.

Employer Role: Employers are an integral component of the HVAC Pathways program and are regularly in touch with CPCC. Employers provide input into curriculum design, participate in career expos, and attend classes to conduct workshops and mock interviews.

Funding Streams: The program receives $350,000 each year from the college foundation, which goes toward scholarships to underwrite tuition, books, and supplies. This scholarship fund is particularly helpful to support the program for ex-offenders who are ineligible for Pell grants. Additional funding streams include Pell grants, state and county bonds, WIA dollars, Bank of America grants, and funding from private donors.

Programs Characteristics: Key elements of HVAC Pathways include:

1. The bridge is offered in 15-week cohorts. Students attend class 32 hours per week, modeled after a workday (Monday through Thursday, 8:30 to 4:30, and Friday 8:30 to 12:30). Most hours are spent in a classroom setting, though one afternoon a week involves hands-on student learning. Certain times of year, students work on Habitat for Humanity home building projects.
2. The HVAC bridge features stackable credentials and contextualized curriculum that begins at the 5.9 grade level and bridges students to 12.9, high school diploma, or GED.
3. Educational and training programs are flexible to ensure employers’ needs are met by the supply of program completers.
4. Basic skills, such as financial literacy, résumé development, professional attire, and customer service skills, are taught to ensure students are ready for success post program.
5. Wrap-around support services are provided by Goodwill (e.g., orientation, assessment, case management, career advising, tutoring and education enhancement).
6. The program is logistically convenient to its customers and can be reached by public transportation.

Lessons Learned:

• Assessment testing needs to be consistent across partners. Don’t force students to take multiple tests. Instead, work together to develop an assessment that addresses all testing needs.
• It is important to ensure that program eligibility criteria are met. If students don’t meet those criteria and are allowed to take the program, they are being set up to fail. Take the time to make sure students are ready.
• Be sure the focus of the program is always on student success.

Results:

• 1,940 low-income students have completed the Pathways to Employment programs since 1997.
• 85 percent retention rate.
• 50 percent of students lacking a GED or high school credential earned their GED during the course of their program.
• 64 percent of Pathways to Employment graduates have enrolled in additional classes at CPCC.
• 63 percent job placement after nine months.
• Average entry-level wage is now $13.50 per hour.
• In 2010–2011, Pathways provided 291 student scholarships at a cost of $335,000.
• In 2010–2011, Pathways provided basic skills training for 180 Pre-Pathways students.
• Pathways’ basic skills students showed a 1.88 grade-level improvement in reading and a 3.47 grade-level improvement in math.

SITE: Lutheran Family Health Centers
BRIDGE PROGAM: Bridge to Health Careers

LFHC Program Model (PDF)

Lutheran Family Health Centers (LFHC) delivers the four-month Bridge to Health Careers program to provide education and training to immigrants for entry-level career path jobs in hospitals, health centers, nursing homes, and doctor’s offices. To enter into the bridge program, participants must have a high school credential. If not, they are referred to LFHC’s adult education classes to develop the necessary skills to earn their GED diploma. During the program, participants train for the National Healthcare Association certification exam. The target population includes individuals who are underprepared for a career in healthcare, as well as those who have been affected by the recession.

Goal: Bridge to Health Careers is designed to help participants prepare for and obtain career-track employment in healthcare where they can earn living wages.

Partners: Bridge to Health Careers is a part of Lutheran Family Health Centers’ Community Empowerment Program (CEP). Bridge is a partnership with CEP, Kingsborough Community College of the City University of New York, Lutheran HealthCare’s Human Resources and Nursing Departments, and LFHC’s Family Support Services department (FSS). The work of CEP and FSS staff is enhanced and supported by MSW interns and AmeriCorps Members.

Program Development: Lutheran Family Health Centers began to offer community services in 1976 with the creation of its adult education program. Bridge to Health Careers was created in 2005 through the New York City Council’s NYCWorks program. Bridge was a natural fit for LFHC. Staff had a unique understanding of and relationship to the healthcare system and saw the need for skilled, culturally diverse employees who reflect the community’s residents.

As part of Lutheran Family Health Centers, Bridge to Health Careers receives up-to-date information regarding the employment and training needs of employers. Thus, the program can train jobseekers to meet the needs of healthcare employers by linking the needs of healthcare institutions with the cultural skills of the community.

Employer Role: LFHC provides clinical internships in a skilled nursing facility, Lutheran Augustan Center for Extended Care and Rehabilitation. LFHC also provides month-long internships throughout the healthcare system as students prepare for their certification exams. Employer partners work hand-in-hand with program staff to communicate position openings and look to the program for new hires.

Funding Streams: The program is offered free to students and receives no direct LFHC funding. LFHC does provide administrative services to the program. Bridge works with community-based organizations and leverages funding through the New York Education Department, New York State Office of Temporary and Disability Assistance, the New York City Council, and Department of Youth and Community Development. Bridge is currently funded entirely by public grants, but is also pursuing private foundation support.

Program Characteristics: Key elements of Bridge to Health Careers include:

1. Program intake begins with a multi-step application process and an orientation. After the orientation, individuals take an assessment test, complete a written application and writing sample, and have an interview with a program staff member.
2. Students who need it take a month-long contextualized English class taught by a vocational ESOL instructor to ensure job readiness.
3. Cohort-based (20–25 students) hard skills training runs for three months and is taught by the vocational ESOL instructor and an instructor from Kingsborough Community College’s Health Careers Institute.
4. The skills training includes two internships—a clinical internship in a skilled nursing facility and a one-month internship with LFHC. During the internship component of the program, students prepare for the National Healthcare Association certification exam.
5. Vocational staff at LFHC help participants who pass the NHA exam find jobs.
6. Wrap-around support services (e.g., orientation, assessment, goal setting, case management, career advising, tutoring and education enhancement, retention support) are provided throughout the course of the program and beyond.

Lessons Learned:

• Staff and administrators have found that program recipients must understand what they want to get out of the program—it is crucial that the career opportunities for which they will be trained are made clear during the recruitment process.
• Because this program is targeted to immigrants, crucial to program success is attention among program faculty and staff to cultural nuances. Communication is the key.
• According to a program faculty member, "Team teaching is challenging. It requires a great deal of shared planning. You need to build in lots of face time together.”
• As articulated by a program administrator, "Preparation is really important. Participants have to ready for vocational training. You want to set people up for success.

Results:

• 102 participants entered hard skills training, with 91 participants (89 percent) completing the training.
• Of the 91 students who completed training, 79 participants (87 percent) were placed in jobs.

Next: Acknowledgments
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