Workforce Strategy Center

HOW BRIDGE PROGRAMS WORK
Careful review of BridgeConnect Survey results—combined with practitioner conference calls and follow-up site visits—reveal threads common to each of the promising programs featured in this study. Seven key themes emerged as best practices among the bridge programs: solid curriculum, inspirational leaders, integrated funding, cooperative partnerships, extra support, peer networks, and measurable performance.

Each plays a pivotal role in bridge program development. However, no single best practice will ensure program success. Instead, our findings suggest exemplary bridge programs embrace all of these practices to help their adult students get the necessary academic, employability, and technical skills to enter and succeed in postsecondary education and training.

Before taking a closer look at each practice, we point to one more common thread: Student focus is the overarching theme in all of these programs. The adult learner remains top of mind among bridge program practitioners and their partners. As one administrator in Charlotte, North Carolina, puts it, “We always keep the consumer needs at the forefront of our activities.”

1. Start with a solid curriculum
The programs highlighted in this report combine strategies to engage adult learners, provide relevance to students, and offer ties to the local economy. By weaving together tried-and-true teaching and content with innovative concepts, practitioners meet the needs of lower-skilled adult students. Instruction typically integrates basic reading, math, and language skills with industry/occupation knowledge and skills. The curriculum frequently incorporates professional career skills, including working in teams, self-management, project management, and workplace communications.

Administrators also pay special attention to ensure their programs articulate to the next step on the educational pathway. Programs that seek to help students gain a credential, for example, are built around industry-recognized credentials and standards in the target field.

Jean Johnson from Richard J. Daley College hammers home the fact the Healthcare Careers Bridge Program is not an end in and of itself. Instead, the comprehensive program serves as the first step to attending school and pursuing a career. For this reason, the curriculum is clearly mapped so students understand their next step along the educational pathway, the program requirements, and the credentials they can earn.

Lutheran Family Health Centers has built in-depth career and professional development skills training into its Bridge to Health Careers program that targets immigrants. Staff members introduce students to the clinical healthcare environment and show them how it can be a stepping stone to a career.

Orianne Sharir, Assistant Director of Community Programs at Lutheran Family Health Centers puts it this way, “This program is not just about becoming a CNA but what is beyond. This is the class that opens doors. … Students see they have other choices.”

At Central Piedmont Community College, students in the HVAC Pathways to Employment program have the option to pursue one of seven industry-recognized certificates, each of which opens the door to an entry-level job.

Students can also continue in school, taking the six credits earned upon completion into the next credential program. Certificate hours are stackable and lead to a diploma and an associate degree in Heating, Ventilation and Air Conditioning.

Ramon Perry
From a young age, Ramon Perry worked with his father in the family’s home improvement business—an early example of his go-getter attitude.

In 2010, Ramon enrolled in Central Piedmont Community College’s Pathways to Employment program. While working three part-time jobs, he maintained an “A” in his HVAC classes and earned a gold-level Career Readiness Certificate.

When it came time to find employment, Ramon didn’t wait until the Pathways job fair. He went around introducing himself and handing out résumés to local heating and air conditioning companies. He explained the bridge program and how he desired hands-on experience.

One of those contacts was Romanoff Heating and Air Conditioning Company. When he walked in, the administrative assistant was so impressed with his respectful personality, she passed her impression along to the owner—who called Ramon in for interview and hired him immediately. Employment was contingent on his HVAC certification, which he received in addition to CRC certification.

2. Seek out inspirational leaders
Each featured bridge program also relies on leadership that inspires, engages, and empowers staff to accomplish its mission. Experimentation—a willingness to try new approaches—is another hallmark of the program leaders.

Organizational leaders also play an integral role in supporting bridge program success. Lin Embrey, Central Piedmont Community College’s Pathways to Employment director, describes the campus CEO’s involvement in the HVAC program. “The president serves as a voice for the program, attending program graduations and supporting students and staff in their efforts,” he says. “It has opened up doors, including a special fund at the foundation that provides student scholarships.”

Leadership comes from outside the education system, too. As a partner in the HVAC program, Deborah Gibson of the Charlotte-Mecklenburg Workforce Development Board approached Central Piedmont Community College looking for opportunities to work together—and not compete.

3. Integrate funding sources
Each of the four featured bridge programs have created integrated funding structures that allow them to spend their resources most effectively and efficiently. While the idea of “braiding” funding streams is not new, the way these sites have pulled together various funding sources has made them particularly effective in maximizing their resources.(5)

The following strategies help each of the programs featured maintain and bring their services to scale:

• Leverage a variety of funding streams (e.g., federal, state, local, private, philanthropic)
• Understand the interrelationships among funding streams and how and when to tap into each most effectively
• Establish strategies for funding program tuition (e.g., Individual Training Accounts (ITAs), Pell Grants)
• Plan for financing books and supplies (e.g., ITAs, Supplemental Nutrition Assistance Program, private funding)
• Seek partnerships to support wrap-around services (e.g., child care, transportation, housing assistance, emergency assistance)

The Center for Community Action (CCA) in rural North Carolina taps into a variety of funding sources to support the women in its Women’s Economic Equity Project. Administrators begin by encouraging participants to apply for Pell grants. These funds are spent first, going toward all eligible expenses.

For those who need it and are eligible, they next tap into Workforce Investment Act (WIA) dollars. Because WIA funds run out quickly in Robeson County, the team at CCA has created a private fund from private foundation and local community member donations. The Robeson County Women’s Fund dollars are flexible and can be used when public funds are unavailable.

“Without the WEE Project, I wouldn’t have been able to further my education and find the support I needed to meet the responsibilities of work, home, and school all at the same time.”—Angelina Phillips, 38, WEE Project participant, Center for Community Action, Robeson County, North Carolina

CCA created the Women’s Fund with support from the Z. Smith Reynolds Foundation and the W.K. Kellogg Foundation’s Cultures of Giving Program. CCA approached individuals in the communities where WEE program participants lived, ultimately raising and distributing $65,000 in 2010. CCA is now developing seven chapters of the Women’s Fund with a goal of raising $5,000 to $10,000 per year in each chapter. Chapter funds will support women who live in their distinct communities, contributing to education and career advancement and the reduction of poverty in their specific area of the county.

To maximize its funding, CCA maintains a close partnership with Robeson Community College (RCC). By creating two accounts for each CCA student—one for tuition and another for books, uniforms, and other related supplies—RCC helps ensure that the appropriate student funds go toward the appropriate items.

Richard J. Daley College and Central States SER currently rely on a variety of funding sources, including Ability to Benefit, Illinois Community College Board, Chicago Department of Family & Support Service (WIA), Chicago Housing Authority, Illinois Department of Commerce and Economic Opportunity (general funds), US Health and Human Services (TANF) via the Workforce Boards of Metropolitan Chicago, and grants through The Partnership for New Communities’ Opportunity Chicago to support program participants.

These funds cover tuition fees and books, as well as wrap-around supportive services, career coaching, and job placement services that help participants enter and succeed in the Healthcare Careers Bridge Program.

Lutheran Family Health Centers (LFHC) also uses a mix of public and private grants to fund community service programs. Bridge to Health Career funding has come from the New York State Department of Education, the New York State Office of Temporary and Disability Assistance, the New York City Council, and the Department of Youth and Community Development. Bridge receives support from LFHC through the services of its fiscal and human resources departments.

Central Piedmont Community College struggled with how to finance students who are ex-offenders and therefore ineligible for Pell grants. Administrators found a solution in partnership with the college’s foundation, which set up a scholarship fund with private dollars to allow these students to pursue their HVAC certification and beyond.

4. Forge cooperative partnerships
Bridge program administrators realize they can’t go it alone.

The programs in this report demonstrate the importance of forging—and maintaining—productive partnerships. In the examples featured in this report, community colleges provide credentials. Community-based organizations offer recruitment, assessment, employment counseling, job placement, and/or wrap-around services. Employers and/or industry groups detail required skills and competencies, offer internships, and hire students. The workforce community provides much-needed funding.

The most collaborative partners embrace the program’s mission, vision, core values, and defined goals. Established roles and responsibilities—and a clear communications protocol—help all parties know what to expect and what is expected of them. A clear system of accountability keeps partners on track to meet deadlines and goals. Finally, effective partners understand how to contribute and are empowered to make decisions on their organizations’ behalf.

In Lumberton, North Carolina, the norms of living in a rural community rule the day. Shared goals are the key to local partnerships. “We don’t get into turf wars,” says Edna Todd, director of the Robeson County Employment Security Commission, also known as JobLink. “We are not trying to outshine one another. We all have goals that our agency people set for us, and we’re honest with one another. We couldn’t make it if we didn’t all work together.” CCA Executive Director Mac Legerton describes the community-based organization’s partnerships as a web that connects administrators, funders, faculty, service providers, and students. In the end, the web creates a win-win-win: The student lands a job and starts a career, the employer hires a trained worker, and the JobLink Center generates positive performance measures.

In Chicago, Richard J. Daley College's Arturo Velasquez Institute (AVI) and the Departments of Adult Education and Continuing Education 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.

An employer advisory council provides feedback on program design. Jean Johnson worked on the inside at Richard J. Daley College to break down the silos between adult education and continuing education, and she is responsible for leveraging funding and overseeing the instructors. Other instrumental partners include the Chicago Housing Authority, Chicago Department of Family and Support Services, and Opportunity Chicago.

In Charlotte, North Carolina, program partnerships evolved over a two-year period. Central Piedmont Community College provides the training, Goodwill offers invaluable support services, and the Workforce Development Board provides needed support.

With time, these relationships became more formal—with a shared vision to match. Regularly scheduled meetings, clearly defined roles and responsibilities, and established project plans were soon ready to implement.

5. Provide extra support
Bridge students typically juggle work (often more than one job), family responsibilities, and classes. Support services—from counseling to transportation to child care—can make the difference between completion and dropping out.

CCPC partner Goodwill Industries’ Family Strengthening Checklist of supportive services

“Once you enter the doors of the Center for Community Action, you will never be the same. There’s a spirit and support here that helps you change your life in positive ways that are unimaginable.”—Angelina Phillips, 38, WEE Project participant, Center for Community Action, Robeson County, North Carolina

Administrators often assess students’ academic and non-academic needs as they enter the program. One-on-one counseling then connects students to the appropriate services. Bus passes, emergency rent, heat payments, child care vouchers, food stamps, and other resources are made available to students in need, often through referrals to program partners. Academic and career coaching are also available to educate students about available follow-on educational activities, career paths, career entrance and advancement, and industry-specific credentials.

At the Center for Community Action, supportive services are a primary strategy leading to student success. Coaching takes place one-on-one, an approach CCA’s Legerton believes proves especially effective among the WEE Project’s female participants.

Robeson Community College administrators and instructors report that CCA students tend to have a higher retention rate than similar students who have not received the coaching and peer support services.

“Through the WEE Project, I have developed a new sense of hope in my life, a professional work ethic, a career direction, and a high-level of integrity. The support that I have received has helped to totally transform my life.”—Julia Kennedy, 47, WEE Project participant, Center for Community Action, Robeson County, North Carolina

Richard J. Daley College and Central States SER offers its students orientation, assessment, case management, career advising, tutoring, and referrals to internships and employment. All students who participate in the Healthcare Careers Bridge Program have access to a career development specialist who assists them with career planning, employment, and referrals to needed services.

As Michelle Rafferty of SER puts it, “I think it is important to realize the one-on-one personal services. It should be more than recruitment and passing out bus passes—more than traditional case management.”

Lutheran Family Health Centers (LFHC) offers a wide range of services to the immigrants who participate in its healthcare program. Each is assigned a case manager. LFHC is able to leverage other community services that it offers (including mental health services) to participants who experience personal barriers. Bridge job counselors as well as job developers from area community-based organizations, New York City’s Human Resources Administration, and Workforce One help connect participants to employment.

6. Encourage peer networks
Students from all the programs we visited emphasized the importance of the support they received from their peers—in the classroom, in study groups, and at meetings outside class. As one student pointed out, “It is so important to know you are not alone.” Through cohort training, students attend classes together, develop study groups, and create support networks. Intentional peer networks organize sessions where students can share challenges, solve problems together, and discuss career options. Alumni can also engage peers at classroom and networking activities as academic, career, and social development mentors.

“Through individual coaching, I gained the encouragement and motivation to further my education and reach my career goals. Through the peer support, I found out that I was not alone.”—Angelina Phillips, 38, WEE Project participant, Center for Community Action, Robeson County, North Carolina

The Center for Community Action created its Career Development Institute to nurture peer interaction. Each month, 25 to 30 women meet to focus on peer support, asset development, and program engagement. Discussion varies from opening a bank account to obtaining healthcare to building economic security.

Service Coordinator Sallie McLean believes the monthly meetings support program retention. “The women feel wanted,” McLean says. “They hear from other women and discover they’re not alone and have a support group to help them through.”

Lutheran Family Health Centers participants advance through its healthcare bridge program in cohorts of 20 to 25 students. During the first 30 days, students are encouraged to become a team through a variety of collaborative activities. The bond formed during this “Month of Tears” deepens throughout the program and helps students succeed.

7. Learn from measurable performance
Each of the four featured programs practice robust data collection and performance measurement. Key to continued program improvement, performance measurement requires dedication but need not be daunting. After all, program administrators would never consider advancing students without first sizing up their performance. This core best practice—one of the most important for practitioners—simply puts their own bridge programs to the test. And as with their students, this program assessment allows for sustained growth.

The programs included in this report gather data on any number of variables, including enrollments, persistence, completions, movement along the educational pathways, and placement into careers. They measure specific information about student achievement and utilize that information thoughtfully to drive program improvements so students are able to achieve their goals. They also use that information to share successes with their partners, funders, local and state policymakers, and other stakeholders in order to generate continued interest in and support for their efforts.

In Chicago, Richard J. Daley College and Central States SER use data to illustrate program success to potential funders and evaluators. Outcomes data also help guide program development. For example, when program students tired of too many partner assessments, test scores dropped. So partners in the healthcare bridge changed their testing and assessment policies. The result? Test scores have increased.

At Central Piedmont Community College, program administrators track student movement into the workforce for five years.

They are looking to determine how successful their students are at finding a real career—employment at a wage that will allow them to sustain themselves and their families. Such tracking enables administrators to tweak program curriculum and/or focus as needed in response to labor market data, job placement trends, and changing economic conditions.

Lutheran Family Health Centers uses data to measure program effectiveness and inform programming decisions. Retention data and follow-up interviews with students who withdrew from the program made clear that the original seven-month training cycle was too long. Most participants entered the program needing to work sooner rather than later and left the program to find less lucrative, but immediate, employment. Surveying existing and prospective students confirmed that a longer class day and a shorter training cycle would enable more students to maintain enrollment and complete the training.

Next: Conclusion
Previous: Site Selection and Overview