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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Linda Zorn, SN, Health, CCC

Allied Health Learning Community for Recent High School Graduates

  • Type of Practice: Contextualized Content
  • Type(s) of Users Served: First-time Students
  • Sector(s): Health
  • Momentum Point(s) & Leading Indicators : MP 8, MP 9, MP 10, MP 12, MP 15, MP 16, MP 19, MP 20, MP 21, MP 22, MP 23, MP 24, LI 1, LI 5 (click here for description)
  • Regions Involved: Greater Sacramento
  • Colleges Involved: Sacramento City College
  • Other Organizations: Health Workforce Initiative

The Challenge

The workforce and economic development challenge that the Allied Health Learning Community (AHLC) at Sacramento City College (SCC) most directly addresses is ethnic and racial disparity within the health care workforce, in particular the underrepresentation of Latino and African Americans. These students are often disproportionately poor, first in their family to attend post-secondary education, and have few role models for healthcare careers.

The Solution

The AHLC is a two- to three-year course sequence of prerequisite and general education classes that prepares students to apply for an increasing number of allied health career programs as they proceed through the sequence or to transfer to a four-year institution. It uses a contextualized and linked curriculum emphasizing authentic allied health practice and problem solving. Individualized and proactive student support services are highly integrated. AHLC partners with local feeder high schools to recruit students and to provide a summer bridge program. Students who are not initially academically ready for the program are guided into appropriate courses and support services offered by SCC, including EOPS, Puente, and RISE.


Since the program started in 2012, AHLC has enrolled a cohort each year. To date, 105 students have entered AHLC. Students in AHLC are doing substantially better in terms of retention, course completion rates, and total units earned as compared to the general student population. In addition, the largest ethnic group of the program is Latino.

The Data

Key data points:
• 54% of AHLC students are self-reported Hispanic/Latino, more than twice as high as the general population and three times as high as the student population taking science classes that are prerequisites for healthcare programs;
• 100% of entering AHLC students have an individual education plan and complete matriculation during the summer bridge program;
• 89% of students who began the AHLC program are still taking courses at SCC compared to a campus-wide retention rate of 60 to 65%;
• 90% of Cohort 1 completed 25 to 36 units through two semesters and two summer sessions compared with only 19% of the control group

Supporting Information

Learn more about the Allied Health Learning Community at SCC

Learn more about the Health Workforce Initiative

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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


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