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

« back to eShowcase

SHARE!
Practices with Promise Workforce Outcomes eShowcase

Learn how »

Practices with Promise Success Story

Submitted By: Margo Turner Mead, Technical Assistance Provider, Communications, CCC

Design It-Build it-Ship It Yields Bay Area $14.9M

  • Type of Practice: Industry Engagement
  • Type(s) of Users Served: Higher Unit Certificate Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy
  • Momentum Point(s) & Leading Indicators : MP 31, MP 33 (click here for description)
  • Regions Involved: East Bay
  • Colleges Involved: Berkeley City College, Chabot College, College of Alameda, Contra Costa College, Diablo Valley College, Laney College, Los Medanos College, Merritt College, Ohlone College
  • Other Organizations: 5 workforce boards, UC Berkeley, CSU Eastbay, East Bay EDA and other regional partners

The Challenge

• Strengthen and expand 1 and 2 year East Bay training programs in advanced manufacturing (fabrication, biotech, chemical, petroleum, medical devices, etc) and Logistics/Transportation career pathways (warehousing/shipping, supply chain systems, RFID/GPS, alternative fuel, logistics)

• Implement strategies to accelerate the ability of unemployed adults to change careers including accelerated programs of study, prior learning assessments, and technology enabled learning

• Create and expand access to technical training programs for low income adults with barriers to education and training such as the regional East Bay Career Advancement Academies as a component of stackable certificates promoting wage and career advancement for all reside

The Solution

• The 10 community colleges which comprise the formal application consortium include Alameda, Berkeley, Chabot, Contra Costa, Diablo Valley, Laney, Los Medanos, Merritt, Ohlone, and Solano Community Colleges.

• 5 workforce boards, UC Berkeley, CSU Eastbay, East Bay EDA and other regional partners

• Job-seekers for sustainable wage employment and the needs of industry for highly qualified middle skill workers. This includes new systems to link residents directly from One Stops and community agencies to community college training programs and regional systems for colleges, workforce boards, and economic development agencies to work closely with industry to quickly identify regional workforce needs and train new workers to fill those needs.

Outcomes

• Built a regional workforce system that integrates resources from the colleges, One Stop system, economic development, and regional industry that increases access to high quality training for East Bay residents and promotes East Bay economic development and job creation

• Increase the ability of residents to transfer from certificate programs into STEM-centered career pathways at UC Berkeley, CSU Eastbay, and other 4 year colleges and universities,?

The Data

See Project Summary link.

Supporting Information

Q&A

Project Summary


« back to eShowcase

Close

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.