skip to main content
Return to Doing What Matters for Jobs and the Economy home page

« back to eShowcase

Practices with Promise Workforce Outcomes eShowcase

Learn how »

Practices with Promise Success Story

Submitted By: Rick Hodge, Los Angeles Southwest College

7 Colleges, 2 County Regional Consortia on Global Trade & Logistics

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Associate Degree Students, Counselors/Supporting Staff to Student, Faculty/Teachers, First-time Students, Low Unit Certificate Students, Skills-Builders Students
  • Sector(s): Global Trade & Logistics, Small Business
  • Momentum Point(s) & Leading Indicators : MP 15, MP 17, MP 29, LI 1, LI 3 (click here for description)
  • Regions Involved: Los Angeles, Orange County
  • Colleges Involved: East Los Angeles College, LA Harbor College, LA Mission College, LA Southwest College, Santa Ana College, Santa Monica College, West Los Angeles College
  • Other Organizations: Community Career Development (AJCC)

The Challenge

California has become a primary driver of job creation in Global Trade and Logistics and provides a solid pathway to the middle class. Southern California, with the two largest ports in the country and easy access to the east bound rail services of the BNSF and the UP make it a natural logistics hub for much of the U.S. The majority of employers surveyed in Los Angeles County reported challenges finding qualified employees in all six related occupations. When employers in Los Angeles and Orange County were asked if they believed there was a lack of qualified workers entering the industry, 59% of them said yes. Of that percentage, more than two-thirds of employers had a slight concern and more than a quarter of them believed it.

The Solution

8 projects: Curriculum Development & Articulation of sequenced curriculum to Industry-Themed Pathways. Regional Advisory of industry leaders, businesses and employers. CoffeeHouse Series as student information sessions. IBEA website for regional Global / Inter Bus information, programs, training, promotion. 3PLCOE website as a bridge between academia and GTL business sector. GTL CA Research Project to expand GTL Career-Based Education for students. LA Co. WIB Trans and Logistics Project to convene businesses and educators to access needs, training capacity, and gaps. GTL Summit to bring professionals, employers, ports, commerce, students, workforce groups, and colleges together with a focus on student engagement with industry.


In 12 months we expected to have 400-600 students from our colleges enrolled in programs, 80-120 completers, and 20-30 obtaining work-based learning experiences. Our numbers overwhelmingly exceeded our expectations, with 3,291 enrollments in 35 different certificate programs, 178 completers, and 28 degrees conferred, 20 industry credentials, 40 work-based learning experiences, 402 students participated in CoffeeHouse Series information meetings, and 400 participated in GTL Regional Summit with over 130 students. Our GTL Regional Advisory is actively engaged for the next year’s activities and planning that will lead to student employment.

The Data

To come as programs progress.

Supporting Information




« back to eShowcase


Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


Close Window

Understand why regional collaboration is more important than ever.