Bridging the Gaps - neappleseed.org · 4 Bridging the Gaps:Addressing Nebraska’s Skills Gap by Connecting Working Adults to New Opportunities By 2018, 66% of all jobs in Nebraska

Bridging the Gaps:Addressing Nebraska’s Skills Gap by Connecting Working Adults to New Opportunities

Nebraska Appleseed Center for Law in the Public Interest

January 2011

About Nebraska Appleseed Center forLaw in the Public Interest

Nebraska Appleseed is a nonprofit, nonpartisanpublic interest law firm and advocacyorganization that works for equal justice andfull opportunity for all Nebraskans. Appleseeduses litigation, public policy reform, and com-munity education to positively impactlow-income families, immigrants, children infoster care, and access to health care.

Nebraska Appleseed is a part of the Appleseednetwork of independent, state-based, publicinterest law centers working to identify andaddress social injustices. The Appleseednetwork seeks to build a just society througheducation, legal advocacy, community activism,and policy expertise by addressing root causesand producing practical, systemic solutionswith broad implications. For more information,visit www.appleseednetwork.org.

Nebraska Appleseed Center for Law in thePublic Interest941 “O” St. Suite 920Lincoln, NE 68508www.neappleseed.org

Acknowledgements

We would like to express our sincere gratitudeto the Working Poor Families Project for theirgenerous support of this project. We would also like to thank the Omaha WorkforceCollaborative, the Center for People in Need,Goodwill Industries, and members of the Job Opportunities Working Group for theirvaluable insight. We also thank Jordan Millikenfor her generous assistance in editing thisreport. This report was written by Kate Bolz.

About the Working Poor Families Project

The Working Poor Families Project (WPFP)started in 2002. It is a national initiative aimedat assessing state policies and programs that aredesigned to help working families with lowincomes achieve economic success. Supportedby the Annie E. Casey, Ford, Joyce, and CharlesStewart Mott Foundations, the WPFP engages inpartnerships with state nonprofit organizationsto examine state education and skills develop-ment policies, economic development, and workand income supports. The WPFP supports statenonprofit groups to engage in a multi-stageadvocacy process, beginning with an in-depthassessment of the economic conditions and statepolicies affecting working families and followedby actions to strengthen those conditions andpolicies. The WPFP is under the management ofBrandon Roberts + Associates. For more infor-mation about the Working Poor Families Project,visit www.workingpoorfamilies.org.

ii Bridging the Gaps: Addressing Nebraska’s Skills Gap by Connecting Working Adults to New Opportunities

Contents

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1

Nebraska’s Economic Future . . . . . . . . . . . . . . . . . . . . . . 3

Nebraska’s Education and Skills Gap . . . . . . . . . . . . . . . 5

Education, Opportunity, and Nebraska’s Working Families . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Nebraska’s Education and Training Gap . . . . . . . . . . . . . 9

Building Bridges: National and State Efforts . . . . . . . . 11

Bridging the Gap: Challenges and Policy Recommendationss . . . . . . . . . . . . . . . . . . . . . 15

Appendix A: Matrix of Key Programs for Bridge Development . . 18

Appendix B: Best Practices for Bridge Program Development . . . 20

References . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22

Nebraska Appleseed Center for Law in the Public Interest / www.neappleseed.org iii

Introduction

Nebraska’s workforce is a key to our economicsuccess. The Nebraska Department of EconomicDevelopment touts an “unmatched work ethic”as one of our state’s top selling points.1, 2

However, in spite of the work ethic and strongparticipation in the labor force exhibited by ourworkers, Nebraska faces a significant skills gap.Too many Nebraskans lack theeducation and skills needed tocontribute to the future economy.The Georgetown UniversityCenter on Education and theWorkforce ranks Nebraska 7thhighest in the nation in need forworkers with post-secondary education by 2018.3

Jobs of the twenty-first century inNebraska will focus on knowledgeand technology-based industries,leading to an increased need foran educated workforce. As aresult, Nebraskans will requiremore education to meet the needsof employers. Today, more thanone-third (35%) of adults inNebraska have no credential beyond a highschool diploma.4 A significant number of theseadults are stuck in low-wage jobs and needopportunities to gain education and training inorder to move ahead. In fact, 26.7% of jobs inNebraska are in occupations paying less thanpoverty for a family of four.5

Unfortunately, the pathways towards highereducation and training are uneven, and some-

times inaccessible. Further, a significant numberof Nebraska adults must first attain a HighSchool Diploma or General EducationalDevelopment Diploma (GED) or completeremedial college courses to even begin pursuinga post-secondary credential.

Fortunately, Nebraska has manyassets to build on, including astrong and affordable communitycollege system, a workforce with asolid work ethic, and a commitmentto education. These assets positionour state to effectively strengthenour basic skills development andpost secondary systems by using anew strategy to build bridges tohigher education for our lower educated workers. This can be donesuccessfully as long as we make realcommitments and smart investmentsin workforce development initia-tives. Bridge programs are initiativesthat help adults in need of basicskills or English Language Learningto succeed in pursuing higher edu-

cation and increased earnings. Bridge programslink educational courses with occupational skillsdevelopment and accelerate the transition toemployment and further education. Often, they also provide additional supportive services, such as transportation or childcare assistance.Bridge programs help move adult learners intohigher education and have the potential to bean effective solution to the education and skillsgap in Nebraska.

Nebraska Appleseed Center for Law in the Public Interest / www.neappleseed.org 1

Bridge programs are initiatives that help

adults in need of basicskills or English

Language Learning tosucceed in pursuing

higher education andincreased earnings.

Bridge programs linkeducational courses

with occupational skillsdevelopment and

accelerate the transitionto employment and further education.

2 Bridging the Gaps: Addressing Nebraska’s Skills Gap by Connecting Working Adults to New Opportunities

Nebraska is at a crossroads: we must recognizeour education and skills gap and begin to build astronger, more educated workforce in order pro-tect and grow the economic stability of our fam-ilies and our state. Reforming Nebraska’s basicskills development and postsecondary educationsystems to include bridge programs can achievemultiple goals by filling our skills gap and build-ing educational and economic opportunity forworking families.

This report analyzes Nebraska’s current andfuture skills gap, assesses the educational opportunities available, recognizes successfulefforts to fill gaps and build bridge programs inthe nation and in the state, and ultimately offersrecommendations for building opportunities for Nebraska families and workers to gain theeducation and skills necessary to contribute tofamily and state economic success.

Introduction (continued)

Nebraska’s Economic Future


future. There is a significant gap between the skills employers predict they will need and the skills held by many workers today. The Nebraska Department of EconomicDevelopment has recently developed a strategic plan that identifies growth industriesby region (Figure 1):

Nebraska has a dynamic and ambitious visionfor the future, which builds on our state’sresources and brings twenty-first century industries to scale. This vision depends on astrong and educated workforce. Unfortunately,many workers in Nebraska are not well positioned to fill the workforce needs of the

every ten architects and engineers, there arenearly eight middle-skill jobs for administrativesupport personnel, technicians, installers, main-tenance, or production workers needed in thefield.8 In Nebraska, and in the nation as a whole,developing an educated workforce will be a keyto future economic competitiveness.

These high growth industries will not onlyrequire higher educated leaders, they will alsorequire a workforce base to fill “middle skill”support positions. Nearly half of all jobs to befilled between now and 2014 will be in middle-skill occupations (jobs in the middle of educa-tion and earnings distribution, such as clericaljobs and transportation jobs.)7 For example, for

Nebraska’s Economic Vision for the Future

Figure 1:High-Growth Industry Clusters in Nebraska by Region6

Metro Areas First Class Cities Other Counties

Biosciences Agricultural Machinery Agriculture/Food Processing

Financial Services Business Management andAdministrative Services

Biosciences

Health Services Financial Services Business Management andAdministrative Services

Hospitality/Tourism Health Services Hospitality/Tourism

Precision Metals Hospitality/Tourism Precision Metals


By 2018, 66% of all jobs in Nebraska willrequire postsecondary education.9 Further, themajority of job vacancies, or jobs employers willneed to fill, will require higher education.Between 2008 and 2018, Nebraska is projectedto create 321,000 job vacancies both from newjobs and from job openings due to retirement.207,000 of these job vacancies will be for thosewith postsecondary credentials (defined as anyjob requiring at least some college credit),89,000 for high school graduates, and 25,000for high school dropouts (Figure 2).10 This notonly means that employers will be seekingemployees; it also means that individuals with-out basic skills will likely face significant strug-gles to find employment.

Projected Employer Needs

Figure 2:Projected Job Vacancies in Nebraska by EducationLevel between 2008 and 2018 11

Post-Secondary64%

High SchoolGraduates28%

High SchoolDropouts8%


Nebraska’s Educationand Skills Gap

diploma is equal to more than 17 years worth ofNebraska high school graduates – meaning that

investments in adults today have greatpotential to positively impact ourworkforce.14 Increasing education andskills training opportunities for low-income workers will be essential tocreating a stronger labor force andmore economically stable families andcommunities in the future.

The success of our economic future depends onthe strength of our workforce. Unfortunately,many Nebraska workers lack essential skills tofill future employment needs. Nebraska mustgrow the number of workers in Nebraska withhigher education, however, currently, inNebraska, only 36.5% of adults have anAssociate’s Degree or higher (Figure 3):

Nebraska will not be able to fill our workforceneeds based on High School Graduates alone –even if we continue our current high rates ofgraduation. Further, Nebraska is susceptible tobrain drain: we tend to lose more educatedworkers than we gain. Our state’s fluctuatingdemographics reinforce the need for flexibleprograms that serve a variety of post-secondaryneeds.

Improving the education and skillsof our current workers is essential toour future economic competitive-ness. In fact, more than two-thirdsof our 2020 workforce is already onthe job.13 Further, the number ofcurrent adults without a high school

Current Education Levels

Figure 3:Education Levels of Working Age Adults age 18 to 64 in Nebraska, 2008 12

Improving the education and skills

of our current workers is essential

to our future economic

competitiveness.

AssociateDegree orHigher36.5%

High SchoolDiploma26.3%

Without a HighSchoolDiploma8.8%

Some Post-Secondary28.4%


more likely to lack a high school diploma.16/17

In addition to increasing the education andearnings levels of minority families, providingopportunities for minority adults to access education has been proven to increase the educational attainment of their children, a positive long-term impact of educational investments.18

Addressing these issues also contributes toresolving disparities in Nebraska’s minority populations. While white adults still make upthe largest portion of those in need of opportu-nities for higher education, minority populationsare more likely to have lower education levels.Black adults in Nebraska are twice as likely aswhite adults to lack a high school diploma, and Hispanic adults are more than nine times

Figure 4:Target Populations for Educational Opportunities 15

better contribute to the future economy (Figure 4).

A significant number of Nebraska adults are inneed of educational opportunities in order to

Target Populations for Educational Opportunities

Total Number of Nebraska Adults without a High School Diploma or GED = 96,830 (8.8% of total population)

Total Number of Nebraska Adults with only a High School Diploma or GED = 288,495 (26.3%)

Total Number of Nebraska Adults with some Post-Secondary Education, No Degree = 311,245 (28.4%)

Total Target Population = 696,570


Education, Opportunity,and Nebraska’s Working Families

Too many working families in Nebraska are heldback by low educational attainment. In 44% oflow-income working families in Nebraska, neitherparent has any post-secondary education.21

Higher education has a clear connection to eco-nomic stability in Nebraska: individuals withsome college or an Associate’s Degree earn, onaverage, over $9,000 per year more than thosewithout a high school diploma or GED (Figure 5).

Education and skills training are not onlyimportant for economic competitiveness, theyare also vital to building quality of life in ourstate. Without a doubt, Nebraskans have astrong work ethic. Nebraska ranks second inthe nation for overall participation in the laborforce.19 In spite of hard work, more than one infour working families in Nebraska (27.5%)remains low income - almost 58,000 total.20

Nebraska’s Working Families

tial as a “tipping point” for long-term job andeconomic stability.23/24

This is true in Nebraska as well. “Top Jobs forNebraska Families,” a recent report by NebraskaAppleseed, identifies jobs by region and familytype that meet four criteria: provide family sup-

While a High School Diploma is a necessaryfirst step in achieving economic stability,research shows that post-secondary education isessential to long-term economic success. TheWashington State Board for Community andTechnical Colleges identifies the attainment ofat least one year of college credit and a creden-

Education and Economic Stability

Figure 5:Nebraska Median Earnings by Educational Attainment 22

Educational Attainment Median Earnings

Less than high school graduate $21,715

High school graduate (includes equivalency) $26,018

Some college or associate's degree $30,804

Bachelor's degree $41,346

Graduate or professional degree $52,378


Figure 6:Statewide Summary of Top Occupational Areas with Most Jobs for Working Families 26

clear is that jobs in Nebraska that are good forfamilies require a basic credential. These jobsare available in our state and can be targets bothfor families and for programs designed to helpworkers obtain self-sufficient wages.

porting wages, are in industries likely to pro-vide benefits, have growth potential in thestate, and require less than an Associate’sDegree (Figure 6).25 What the report makes

Education and Economic Stability (continued)

Occupational Area Total Number of Openings in 2010 Statewide

Installation, Maintenance, and Repair 143

Office and Administrative Support 109

Production 64

Health Care Support 37

Business and Financial Operations 34

Management 33

Sales and Related Occupations 23

Computer and Mathematical Occupations 16

Education, Training, and Library 16

Arts, Design, Entertainment, Sports, and Media 6


Nebraska’s Education and Training Gap

Adult Basic Education:Programs and services that target adults functioningbelow the ninth grade level

Adult Secondary Education:Programs and services that target adults functioning at the ninth grade level through the twelfth grade level

High School Equivalency Completion:Programs targeting adults working to earn their highschool equivalency degree (GED)

English as a Second Language:Programs and Services that target limited English proficient learners who have a focus on improvingEnglish communication skills in the instructional areas of speaking, reading, writing, and listening

Developmental Education:Applies to instruction in secondary school level academic subjects for individuals who need tostrengthen foundation competencies in order to be admitted to a post-secondary program.

Bridge Programs:Provide adults in need of basic skills or EnglishLanguage Learning with courses that link basic skillsdevelopment and occupational skills developmentand accelerate the transition from pre-college to college level work

Job opportunities do exist that are attainable for working families in Nebraska, if they areable to get the necessary education and training.Nebraska’s current education and training systems include both assets to build on andopportunities to improve or modify educationaldelivery to meet the needs of adult students.However, two key shortfalls exist: the lack ofsufficient resources and the need for systemsthat better serve adult students hold our stateback. Changes are essential, because our future economic success hinges on our ability build a successful workforce, and specifically on ourability to connect those struggling in our laborforce to education and training that enablesthem to engage in needed, well-paying work.

Unfortunately, the path is not easy and Nebraska’scapacity to serve these workers is limited.

Post-secondary education is a clear goal for economic stability in Nebraska. However, formany Nebraska adults, basic skills deficits can prevent them from moving into higher education. These students, depending on theirskill level, could benefit from enrolling in AdultBasic Education, Adult Secondary Education,and/or English Language Learning beforeenrolling in college-level courses (see Figure 7“Options for Students Needing Basic SkillsEducation” for a description of these options).

However, lower educated workers or workersneeding English Language Instruction have

limited opportunities to pursue education.Nebraska currently serves only 8.9% of our96,830 adults ages 18-64 that do not have a

Current Options for Nebraska’s Working Adults Seeking Education

Figure 7:Options for Students NeedingBasic Skills Instruction


This is due, in part, to a lack of resources.Nebraska spends merely $9.05 per adult withouta High School Diploma or GED, ranking us 43rdin the nation in state support of adult education.29

high school diploma or GED (Figure 8).27 A2008 survey found that half of all adult educa-tion programs in the state had a waiting list.28

earnings associated with achieving post-secondary education. We can do better.

Low skills, limited adult education opportunities,time and resource pressures and challenges, andstruggles to reach and succeed in post-secondary

education all stymiesuccess for workingfamilies in Nebraska.This illustrates theimportance of support-ive services for adultsmoving through thelevels of adult educa-tion. It also representsa missed opportunityto link students tohigher education inour state. Options canbe developed to accel-erate learning, support

families, and serve more students in the state. Thisis particularly true because Nebraska’s CommunityCollege system is strong and affordable – the 15thmost affordable in the nation for low-income students.35 Bridge programs are a smart strategy to fill these gaps and represent a vital opportunityto increase options for Nebraska workers.

Working adults also experience other difficulties inpursuing education, including a lack of time, limit-ed money, embarrassment or frustration, and lackof information. For many low-skilled adults the ultimate goal of achieving a post-secondary credential can be intimidating, and the path can be frustrating. This isparticularly true forlow-skilled adults thatmust take basic skillscourses before earningcollege credit.

However, achievinghigher education is animportant goal. Only247 out of 8,435 adulteducation participantsin Nebraska stated thegoal of transitioning tohigher education – thisis just under 3%. Only 93 students did so (Figure9.) Reaching post-secondary education is possiblefor adult education students, and it should be a coregoal of our adult education programs. Bridge pro-grams provide the essential support strategies need-ed to move adult learners into higher educationand the higher

Current Options for Nebraska’s Working Adults Seeking Education (continued)

Figure 8:Nebraska’s Education and Training Gap

Education and Training Pool Number Served

Number of Adults (18-64) without a highschool credential orequivalent 2008 30

96,830 Number receiving AdultBasic Education services2006 31

8,699

Number of Adults (18-64) who speakEnglish less than verywell 2008 32

54,570 Number enrolled inEnglish LanguageLearning courses 2006 33

3,653

Figure 9:Percent of Adult Basic Education Students Who Enrollin Programs 2009 34

10,000

7,500

5,000

2,500

0Total ABE

ParticipantsGoal of GED or

High SchoolDiploma

Obtained a GED or

High SchoolDiploma

Goal ofEnrolling in Post-

Secondary

SuccessfullyTransitioned

to Post-Secondary

8,699

1,8431,035 247 93


Building Bridges:National and State Efforts

Key features of bridges include:> Curriculum defined in terms of competencies

needed to succeed in postsecondary trainingleading to career-path employment and further learning in a target field.

> Focus on the basics of communication, problem-solving, applied mathematics, technology applications, and technical fundamentals taught in the context of training for employment and further learning in the given field.

> Instruction emphasizing learning-by-doingthrough projects, simulations, labs, andinternships.

> “Wrap-around” support services, includingassessment and counseling, case manage-ment, childcare, financial aid, job and college placement, and follow-up.

> Active cooperation between degree-creditand non-credit divisions within colleges andbetween colleges and outside partners suchas community groups, social service agencies,and high schools to recruit students and provide needed supports.”

The goal of a successful bridge program is to putworkers on a path to higher education andincreased earnings in an in-demand profession.This approach is an innovative means of bringingtogether multiple stakeholders to achieve educa-tion and employment goals. Partners in bridgeprograms may include community or technicalcolleges, workforce development agencies, com-munity based organizations, secondary educationand vocational schools, government entities,

Bridge programs are an effective strategy forbuilding opportunities for working adults while filling workforce needs. Bridge programshelp lower skilled adults make the essential edu-cational strides to become successful in post-secondary education, and support their transi-tion into a community college setting. Nebraskahas a strong commitment to education and anaccessible, affordable community college systemwell suited to bridge program development.

BRIDGE PROGRAMS help adults in need ofbasic skills or English Language Learning succeed by moving along a career pathway.Bridges consist of courses that link basic skills development with occupational skills development and accelerate the transition frompre-college to college level work.

One national model for building bridge pro-grams is Wisconsin’s Regional Industry SkillsEducation initiative, or RISE. This effort is acollaboration between the Wisconsin TechnicalCollege System and the Wisconsin Departmentof Workforce Development working to createmore flexible and accessible ways for adults toearn postsecondary credentials of value in thelabor market. RISE describes key componentsof bridge programs in this way:36

“Bridges are designed to prepare individualswithout the requisite basic skills for post-secondary training leading to career-pathemployment and further learning in a specific industry or occupational sector.

Bridge Programs


Figure 10:RISE Bridge Program Model 37

bridge program based on Wisconsin’s RegionalIndustry Skills Education project (Figure 10.)

industry associations, unions, and faith basedorganizations. The following model illustrates a

skilled jobs in their bridge target fields, beingeligible to enter into a degree-track curriculumprogram, having earned an industry recognizedcertificate or credential, and more. This under-scores the value of bridge program investmentsin overall student success.

The Workforce Strategy Center recently con-ducted a national survey of bridge programs.38

This survey found that participants in bridgeprograms were likely to make progress in a variety of ways, including: being more likely to enroll in further education or training withinsix months, being prepared for entry-level

Bridge Programs (continued)

Recognizing growth in the local manufacturingindustry, Chippewa Valley Technical College(CVTC) developed a targeted training programfor low-income and/or displaced adults.Previously, training in production MIG weldingwas only available to students in single-creditnight courses or as part of the full-time WeldingDiploma program. CVTC’s Production MIGWelding program developed a program includ-ing both contextualized basic skills instructionand technical skills courses. The program hasbenefited from input from regional employers inthe implementation of the program. It has also

Wisconsin is a nationally recognized leader inefforts to improve postsecondary transitions forlow-income adults.39 In association with theRISE initiative, many bridge programs inWisconsin have found success.

The Chippewa Valley Technical College MIGWelding Bridge program is just one example, asdescribed in the Center for Wisconsin Strategyreport, “Building Bridges in Wisconsin: ConnectingWorking Adults with College Credentials and CareerAdvancement.”40

National Model: Production MIG Welding Bridge,Chippewa Valley Technical College

ADULT BASIC ED

ENGLISH LANG.LEARNING

WORK READINESS

BRIDGEINSTRUCTION

OCCUPATIONALCERTIFICATES

BACCALAUREATEDEGREE

APPLIED ASSOCIATE DEGREE

TECHNICAL DIPLOMA

APPRENTICESHIP

UNSKILLEDJOB

SEMI-SKILLEDJOB

ENTRY LEVELSKILLED JOB

ENTRY LEVELTECHNICIAN

SKILLEDTECHNICIAN

MANAGERS &TECHNICAL

PROFESSIONALS


els. Subsequent cohorts have had similar suc-cess. While the economic downturn has stymiedemployment opportunities, graduates have leftthe program with valuable skills and nine creditsat the college level.

benefited from the integration of Adult BasicEducation components.

The first cohort of twelve students all complet-ed the program and showed marked improve-ments in reading and math comprehension lev-

the NCCER training in an instructor-led classand laboratory, including cooperative trainingcomponents with partner employers. Using theI-BEST model of instruction, the Pathways outof Poverty Green Jobs Program integrates basicEducation/English as a Learning Language(ELLESL) instruction into the skills training program. This model uses a team-teachingapproach with either ELL/ESL or AdultEducation instructors collaborating with thevocational instructor to ensure that studentsraise their educational levels in both adult edu-cation and skills training. Because computercompetence is important to almost any occupa-tion, the program also offers customized com-puter classes (Basic Computer & Keyboarding,Basic Word & Keyboarding, and Basic Excel).ELL/ESL and Adult Education classes are already offered at the Center by SCC, and participants may also elect these classes as needed. Two Vocational ELL classes (VELL) will be offered by SCC: ELL for BasicComputer and ELL for Green Construction.VELL/VESL classes prepare ELL students for vocational courses by teaching specificvocabulary, learning about the careers in thatarea, and introducing students to the expecta-tions of college programs and the workplace.

Many students require support services in order to participate, including transportation,childcare, and other basic needs. The Center for People in Need coordinates wraparound

“Green” (or environmentally sound) construc-tion is a growing field in Lincoln, Nebraska.Recognizing this budding industry, the Centerfor People in Need, a non-profit communityorganization with a mission to move low-income individuals to economic self-sufficiencyand Southeast Community College have developed the Pathways out of Poverty GreenJobs Program, funded by a grant from the federal Department of Labor.

The Pathways out of Poverty Green Jobs program works to serve a low-skilled, low-income target population. It is a unique program of education and training in greenconstruction skills integrated with adult education and supportive services.

The program is based on the WashingtonIntegrated Basic Skills Education and Training(I-BEST) program. It uses a core curriculumfrom the National Center for ConstructionEducation and Research (NCCER), consistingof eight basic green construction courses,including communications and employabilityskills. Successful completion of each module is recorded in the NCCER nationwide registry.Once the core curriculum is completed, students may advance into higher levels of craft training, such as apprenticeships, or apply for entry-level jobs.

Southeast Community College (SCC) delivers

Nebraska Model: Pathways Out of Poverty,the Center for People in Need and Southeast CommunityCollege Green Jobs Partnership, Lincoln, NE


job-related needs. For a visual representation ofthe model, see Figure 11.

services in collaboration with sister supportagencies, to provide for participants’ basic and

nine participants graduated with a NCCERapproved credential. The achievement of a credential is an admirable step for program participants, and the development of a bridgeprogram collaborative is a laudable achievementfor the Center for People in Need and SoutheastCommunity College. This effort has the potential to serve as a model statewide.

The Pathways out of Poverty Green JobsProgram works with a wide range of employersseeking employees with green constructionskills, including Nebraska Building Productsand National Insulation in order to link program graduates to employment.

The program began in the spring of 2010. To date, only one cohort has graduated, but all

Nebraska Model: Pathways Out of Poverty,the Center for People in Need and Southeast CommunityCollege Green Jobs Partnership, Lincoln, NE (continued)

Figure 11:Energy Efficient Construction Pathway 41

Basic Skills

English as a SecondLanguage, Adult Education

Vocational ESL–Green Construction

Vocational ESL–Computer

GED

Supplemental Skills

- Computer (4 courses)

- Money Matters (Financial Literacy)

- Career Skills Workshops-Careers Plus On the Job and Keeping the Job Skills

Entry-Level Careers

• Construction Trades Workers

• Carpenters

• Construction Laborers

• Roofers

• Helpers, Construction Trades

• Helpers, Carpenters

Advanced Careers

• Electrician

• Plumber

• Sheet Metal Worker

Associate Degree

• Building Construction Program

StudentRecruitment & Assessment

Advanced Apprenticeships

• Electrical

• Plumbing

• Carpentry

• Drywall

• Sheet Metal

• 20 other trades or sub-trades

Certificate Program

NCCER Core Curriculumwith integrated Adult Education

- Basic Safety

- Introduction to Construction Math

- Introduction to Hand Tools

- Introduction to Power Tools

- Introduction to Blue Prints

- Basic Rigging

- Basic Communication Skills

- Basic Employability Skills

- Your Role in the Green Environment

- On the Job Training


Bridging the Gap:Challenges and PolicyRecommendations

2. Funding is a continual challenge. Bridge pro-grams can be expensive. Start-up funding can be asignificant investment. Multiple funding streamswith varied requirements can be difficult to alignand sustainable funding can be hard to find. Thisis a particularly important challenge in Nebraska,where a significant amount of funding for bridgeprograms is received from time-limited federalgrants. The ultimate goal is to align existing pro-grams and dollars to support bridge programs in anew way. The challenge in Nebraska is both oneof funding alignment and the development of ashared vision for state investments. (see AppendixA: Matrix of Key Programs for BridgeDevelopment).

3. Clients need time. Clients frequently enter theprogram with multiple responsibilities and lowereducation levels. Clients need time to makeprogress and program and funding limitations cansometimes make it difficult to provide the timenecessary for success.

Nebraska as a state can develop new strategiesto serve adult learners and strengthen our workforce. Doing so will not be without it’schallenges. Understanding the potential difficulties our state faces is essential to movingforward in an effective manner.

1. Collaboration takes time. Successful bridgeprograms are built on successful relationshipsand collaborations. Clients, service providers,educators, and employers all have needs to betaken into consideration. Establishing clearexpectations, delineation of responsibility andownership, and timeframes is essential. This is particularly true because Adult Education programs in Nebraska are administered by the Nebraska Department of Education, whopartners with community colleges and others.Multiple stakeholders must be involved todevelop bridge programs successfully.

Challenges

Bridging the Gap:Challenges and PolicyRecommendations

Challenges

to invest in Bridge Programs (see Appendix A:Matrix of Key Programs for Bridge Developmentand Appendix B: Best Practices for BridgeProgram Development). Doing so will ensure thatmore Nebraskans access education and trainingservices, more people transition effectively topostsecondary education, and our state’s workforcebecomes even stronger.

Nebraska has many assets to build on and thetime is now to leverage our strengths to addressthe education and skills gap that lies ahead. Thefollowing policy recommendations can helpstrengthen and grow bridge programs in ourstate and meet the workforce needs of thefuture. In particular, Nebraska has many oppor-tunities to align current programs and resources

Policy Recommendations


ing wage subsidies for those in bridge programs would contribute to the success ofboth the ADC and bridge programs.

c. Increase flexibility for ADC recipients. AllowADC recipients, particularly young families,to pursue a High School Diploma or GED as a “core work” activity. This would allowparents to focus on GED completion withoutbeing required to engage in 20 hours ofanother work activity before they could participate in GED courses. This changewould increase success for young parents and decrease sanctions for failure to partici-pate in the ADC program.

d. Utilize Workforce Investment Act discretionaryfunding for bridge program sustainability and innovation. 15% of federal WorkforceInvestment Act funding is available for statedetermined purposes. Utilizing a portion ofthese funds to support training expenses inbridge programs could contribute effectivelyto bridge program sustainability.

e. Increase Job Training Cash Fund flexibility. The Job Training Cash Fund, a fundingstream administered through the NebraskaDepartment of Economic Development, isdesigned to provide resources to cooperativeprojects involving educators, human servicesproviders and employers. As such, it is idealfor bridge programs. However, it is limited ingeographic scope to extremely high povertyareas. Allowing projects serving low-incomepeople across the state would broaden theimpact of this fund.

3. Make targeted investments for bridge program success and sustainability.

a. Increase investment in adult education. TheWorkforce Strategy Center has found thatnationally, the most significant fundingstream for bridge program work is funding

1. Develop long-term vision for workforcedevelopment.

a. Develop a Bridge Program pilot. Engage multi-ple state agencies in a bridge program pilotto test alterations in policy and developbest practices. Once developed and testedthe pilot should be brought to scalestatewide.

b. Develop detailed benchmarks. Bridge programparticipants make significant stridestowards long-term goals. Establishingdetailed benchmarks helps serviceproviders and educational institutions toidentify areas of progress and strugglewhile working towards long-term employ-ment and earnings outcomes.

2. Maximize and align current programsand resources.

a. Maximize Federal Supplemental NutritionAssistance Program (SNAP, formerly FoodStamps) Employment and Training Funding.Unlimited federal matching funding isavailable to serve SNAP recipients accessing community college programs.Nebraska has potential to identify moreexisting state funding for this purpose.42

Identifying more matching funds andinvesting these resources in bridge programs is an effective means of developing sustainable funding streams for bridge programs.

b. Provide funding for wage subsidies under the Aidto Dependent Children program. Under the federal Aid to Dependent Children pro-gram (ADC), wage subsidies are allowable.However, Nebraska does not utilize thisoption. Implementing wage subsidies forADC recipients contributes to successfullyachieving both federal program work participation goals and family economicself-sufficiency goals. Specifically, provid-

Policy Recommendations (continued)


part-time or that may otherwise not qualifyfor traditional financial aid would help work-ing adults access and complete valuable training. Washington state’s“Educational Opportunity Program” is anexample of a financial aid program with astrong track record of serving low-incomeadults in bridge programs.

b. Increase access to school-based student supports.Low-income working Nebraskans must balance work, school, and family. Supportssuch as transportation assistance, careercounseling, and flexibility in time and location of the provision of courses cangreatly contribute to non-traditional studentsuccess. Community College investments insuch supports are sure to have payoffs forstudent success.

c. Develop opportunities for soft skills training. Softskills, such as interpersonal skills, can beessential to a variety of career tracks. Fundingsoft skills training and integrating soft skillsinto other educational functions can be a keyto success. Existing programs can be maxi-mized to provide this training, includingWorkforce Investment Act Title 1 funding,the Supplemental Nutrition AssistanceProgram Employment and Training Program,and others (see Appendix A: Matrix of KeyPrograms for Bridge Program Development.)

for Adult Basic Education programs.43

Increasing funding for this program allowsfor significant resources for providing contextualized training, and would allowadult education educators to better preparestudents for post-secondary success. Maketransitions to post-secondary education aprimary goal of adult education. Measurethe percent of Nebraskans obtaining aGED, the percent transferring to post-secondary education, and those achieving a post-secondary credential or certificationand provide incentives for those achievingsuccess.

b. Provide start-up grant funding. Develop adedicated funding stream that allows qualifying bridge programs to access state funds if they meet requirements forcredentials and stakeholder involvement.Provide only matching funds to otheridentified resources to encourage partner-ships. For example, Minnesota is usingadult education discretionary dollars toseed bridge development.44

4. Remove barriers to client success.

a. Increase access to flexible financial aid. Bridgeprograms students are frequently non-tradi-tional, and face limited access to financialaid. Developing or opening up financial aidprograms to students that are less than


Appendix A

Matrix of Key Programs for Bridge Development

Program andDepartment

FundingStream

ProgramDescription

ConstituencyServed

OutcomesRequired

Opportunitiesfor BridgePrograms

WorkforceInvestment Act(WIA) Title 1: Adultand DislocatedWorkers /Department ofLabor.

Federally funded, nostate matchingfunds are required.

Provides federalfunds for workforcedevelopment, pri-marily for “OneStop” CareerCenters providingemployment andtraining servicesincluding jobsearch, assessment,skills training, on-the-job training,customized train-ing, adult educa-tion and literacy,and more. Localareas may also pro-vide supportiveservices and needs-related paymentsfor individuals inemployment andtraining.

Adults age 18 andover and dislocatedworkers that havebeen laid off orhave receivednotice of termina-tion, displaced self-employed individu-als, and displacedhomemakers. Publicassistance recipi-ents and veteransreceive priority.

WIA programs mustmeet performanceoutcomes:78.8% must gainemployment, earn-ings of approxi-mately $13 perhour, and a mini-mum percentage ofclients must achievecredentials. 45

15% of WIA Title 1:Adult andDislocated Workerfunds are reservedat the state level forstatewide activities.These flexible “statediscretionary funds”could be used tostart up and imple-ment bridge efforts.State discretionaryfunds can pay forincumbent workertraining, pilots, anddemonstration programs as well as regional collaborations.

Adult Education /Department ofEducation

Federally funded. A25% state match isrequired.

Provides AdultBasic Education,Adult SecondaryEducation, andEnglish as a SecondLanguage pro-grams to studentsin partnership withcommunity col-leges, publicschools, correction-al institutions, andcommunity basedorganizations.

Nebraska AdultEducation programsserve a variety ofstudents; targetpopulations includepublic benefitsrecipients, low-income learners,individuals with dis-abilities, and peoplewith learning dis-abilities, single par-ents and displacedhomemakers, indi-viduals with limitedEnglish proficiency,criminal offenders,and the homeless.

Nebraska’s AdultEducation programsmust meet federallydetermined bench-marks based onperformance out-comes for students.These outcomes arebased on theachievement of stu-dent-defined goalssuch as gainingemployment,obtaining a GED, orentering post-sec-ondary education.Other requirementsrelated to studentprogress and otherfactors are requiredas well.

Nebraska shouldincrease state dis-cretionary fundingto the AdultEducation Programsto provide a strongfoundation forbridge programs,contextualizedtraining, and adultlearning statewide.


Program andDepartment

FundingStream

ProgramDescription

ConstituencyServed

OutcomesRequired

Opportunitiesfor BridgePrograms

.Aid to DependentChildren /Department ofHealth andHuman Services

Federally funded.States must fulfill a“Maintenance ofEffort” fundingrequirementintended to retainstates’ historicalinvestments in theprogram.

Provides cash assis-tance, associatedsupportive services,and employmentservices to low-income families andchildren. The pro-gram is intended tomove families fromassistance to self-suf-ficiency via employ-ment or education.

Families that is verylow-income. Forexample, a singleparent with onechild may not earnmore than $597 permonth to qualify. 46

Nebraska mustensure that at least50% of participantssuccessfully partici-pate in work activi-ties 20 or 30 hoursper week depend-ing on family type.Families mustmove off of theprogram in fiveyears or less.

Nebraska has theoption of subsidizingemployment via theADC program but cur-rently does not imple-ment it. Beginning asubsidized work pro-gram through ADC tar-geted at bridge pro-gram recipients wouldcontribute to meetingfamilies’ basic needswhile they pursuebridge program edu-cation and training,ultimately contribut-ing to their success inthe program. Nebraskashould also examineopportunities to applyexcess MOE funding toflexibility for bridgeprogram participantsto engage in non-TANF activities.

SupplementalNutritionAssistanceProgramEmployment andTraining /Department ofHealth andHuman Services

Grants to statesand uncapped,one to one federalmatching dollarsare available tostates to serveSNAP recipients inemployment andtraining activities.

SNAP E&T funds areintended to supporta variety of educa-tion, training, andrelated services forSNAP recipients tohelp them meetingwork hour require-ments.

SNAP recipientspursing qualifyingeducation andtraining.

Matching fundsmust be inapproved, qualify-ing activities fromstate or localsources.

Indentify matchingfunds and submit aplan for approval tothe United StatesDepartment ofAgriculture. Use fundsto support bridge pro-grams, particularlysupportive services.

Job Training CashFund /Department ofEconomicDevelopment

State fundingavailable from the cash reserveand subaccountinterest.

Provides reimburse-ments for job train-ing activities, includ-ing employee assess-ment, Pre-employ-ment training, on-the-job training,training equipmentcosts, and other rea-sonable costs relatedto helping industryand business locateor expand inNebraska, or to pro-vide upgrade skillstraining of the exist-ing labor force neces-sary to adapt to newtechnology or theintroduction of newproduct lines.

Available only tocooperative proj-ects involvinghuman serviceproviders, educa-tors, and employersproviding job train-ing. Targeted tosmall employers,rural employersand employers inhigh poverty areasin the state, inOmaha, Lincoln,and Scottsbluff.Usage of communi-ty college trainingprograms is priori-tized.

Applicants mustsubmit a businessplan outlining thenumber of jobs tobe created orretained, estimatedwages, and jobtraining activities.Business plan criteria, includethat the wage lev-els of the newlycreated jobs meetthe local prevailingrate, the goods orservices producedwill be export-oriented and 75%of the jobs will be full-time positions.

Expand geographicaleligibility. Strengthencommunity collegeparticipation require-ments by clarifying the regulations andrequiring communitycollege partnershipproviding credit bearing course work.

CommunityCollege Funding /NebraskaCommunityCollege System

Combination ofstate aid, tuition,and propertytaxes.

Provides accessiblepost-secondary education in a broadrange of fields to students in six com-munity collegesacross the state, withstrong links to busi-ness and industry.

Nebraskans in eachof six local regions,as well as other students, with anintentional focuson providingaffordable educa-tion and promotingtransfer options.

Funding is correlat-ed with college andregional needs, butthere is a focus ondegree completionand job placementoutcomes.

Provide increasedstate aid to collegesimplementing bridgeprograms based onthe higher cost of contextualized,intensive training.


Best Practices for Bridge Program Development

together to develop and deliver instruction.Colleges provide higher levels of supportand student services to address the needs of non-traditional students.Integrating basic skills and college level,employment-targeted coursework benefitsstudents because they develop skills thatcan be applied to work contexts and itaccelerates learning.

b. Develop placement methods that are both meaningful and accessible. Using multipleassessment factors, such as prior workexperience, standardized tests, and personal strengths can assure that entrystandards remain meaningful without limiting opportunities for students withreal potential for success.

c. Provide financial aid opportunities for bridge program students. Assure that non-traditionalstudents can receive financial aid by developing credit-bearing bridge programcourses that qualify for financial assistance.

3. Meet Client Needs.

a. Design bridge efforts around clients, not programs.Assure that client strengths and challengesremain central in the program design.Examine program options to assure that the best fit is made for clients and otherstakeholders.

1. Build Effective Stakeholders.

a. Cultivate top-level support. Sustainability andscaling up of bridge programs depends oninvestment from top-level leadership (suchas college presidents, upper level businessmanagement, and heads of nonprofitorganizations) who champion programsand build outside stakeholders.

b. Engage businesses effectively. Businesses areessential partners in bridge programs. We need to encourage employer supportof bridge programs and cultivate theirinvolvement in developing training programs. It is key that businesses developpositive working relationships with allbridge program stakeholders.

c. Develop job coach roles. Job coaches providecareer support and serve as a liaisonbetween students and other stakeholders.This helps to ensure that the needs arecommunicated and met effectively.

2. Adapt Educational Systems to BridgeProgram Clients.

a. Develop integrated, module-based curriculum following Washington State’s Integrated BasicEducation and Skills Training model.47

I-BEST pairs workforce training with ABE or ELL so students learn literacy andworkplace skills at the same time. Adultliteracy and vocational instructors work

Appendix B


4. Build Systems with Long-Term Vision.

a. Recognize fragmentation and align resources.Education, job training, and family supportresources can have varied qualification andoutcome requirements. Recognizing thestrengths and limitations of programs isessential to creating a program in whichthe “gaps” are filled and client expectationsand experiences are reasonable. Programand resource alignment will build towardsthe goal of creating systems that serveclients in a new and better way.

b. Measure, track, and report outcomes. Providingevidence of the long-term impact of bridgeprograms is essential. Measuring, trackingand reporting required data is important,and should be supplemented with inter-view and survey data. Shorter benchmarks,such as moving up a level in an Adult BasicEducation program, should be tracked andincentivized.

b. Assure that basic needs are met. Students willnot be effective if the basic needs of theirfamilies are not met. Providing a stipendor subsidy or paid work to assure that pro-grams meet Aid to Dependent Childrenrequirements and that family needs areprovided for during education and trainingis critical. Developing options for clientsfacing emergency situations to receiveshort-term loans or other forms of assis-tance to prevent immediate needs fromderailing long-term success is another way to ensure success.

c. Provide opportunities for soft skills training.Soft skills are essential to school and worksuccess. While many government fundedprograms do not provide opportunities forsoft skills training (such as time manage-ment or interpersonal skill development)these skills are key to overall bridge program success.

Education Requirements through 2018,” 2010,http://cew.georgetown.edu/jobs2018/

12 Working Poor Families Project, “Percent of Adultsage18-64 without a High School Diploma, only aHigh School Diploma, Some Post-SecondaryEducation, and an Associates Degree or Higher”Population Reference Bureau Analysis of 2008American Community Survey

13 Wisconsin’s Forgotten Middle Skill Jobs: Meeting theDemands of a 21st Century Economy. National SkillsCoalition (formerly The Workforce Alliance),October 2009. http://www.nationalskillscoali-tion.org/assets/reports-/skills2compete_forgotten-jobs_wa_2008-06.pdf

14 Working Poor Families Project, “Percent of Adults18-64 With Only a High School Degree/GED,2008,” and “Percent of Adults 18-64 Without aHigh School Degree/GED, 2008” PopulationReference Bureau analysis of 2008 AmericanCommunity Survey / Kid’s Count Data, “HighSchool Graduation Rate,” 2008http://datacenter.kidscount.org/data/bystate/Rankings.aspx?state=NE&ind=2062

15 Working Poor Families Project, “Percent of Adults18-64 With Some Post-Secondary Education, No Degree, 2008,” “Percent of Adults 18-64 WithOnly a High School Degree/GED, 2008,” and“Percent of Adults 18-64 Without a High SchoolDegree/GED, 2008” Population Reference Bureauanalysis of 2008 American Community Survey

16 Working Poor Families Project:

Percent of Non-Hispanic White Alone Adults 18-64 Without a High School Degree/GED,

Percent of Non-Hispanic Black Alone Adults 18-64 Without a High School Degree/GED

Percent of Hispanic Adults 18-64 Without a HighSchool Degree/GED

Percent of Non-Hispanic White Alone Adults 18-64 With Only a High School Degree/GED

Percent of Non-Hispanic Black Alone Adults 18-64 With Only a High School Degree/GED

Percent of Hispanic Adults 18-64 With Only aHigh School Degree/GED

Percent of Non-Hispanic White Alone Adults 18-64 With Some Post-Secondary Education, No Degree

1 Nebraska Department of Economic Development,“Why Nebraska?” http://www.neded.org/content/view/61/102/

2 Nebraska Department of Economic Development,“Why Nebraska?” http://www.neded.org/content/view/61/102/

3 The Georgetown University Center on Educationand the Workforce, “Projections of Jobs andEducation Requirements through 2018,” 2010,http://cew.georgetown.edu/jobs2018/

4 Working Poor Families Project, “Percent Adultsage 18-64 without a High School Diploma orGED,” and “Percent Adults age 18-64 with only aHigh School Diploma or GED,” PopulationReference Bureau Analysis of 2008 AmericanCommunity Survey

5 Working Poor Families Project, “Percentage OfJobs In Occupations With Median Annual PayBelow Poverty Threshold For Family Of Four,2009” May 2009 analysis of Bureau of LaborStatistics Occupational Employment Statistics

6 Nebraska Department of Economic Development,“Competitive Advantage Assessment Strategy for the Stateof Nebraska,” Battelle Technology PartnershipPractice, 2010

7 The Brookings Institution, “The Future of MiddleSkill Jobs,” 2010http://www.brookings.edu/papers/2009/02_mid-dle_skill_jobs_holzer.aspx

8 Source: Analysis of US Bureau of Labor Statistics,Occupational Employment Statistics, May 2007reported in The Working Poor Families Project,“Preparing Low-Skilled Workers for the Jobs ofTomorrow,” 2008 http://www.workingpoorfami-lies.org/pdfs/WPFP_policy_brief_fall08.pdf



11 The Georgetown University Center on Educationand the Workforce, “Projections of Jobs and

References



Secondary Education,” Population ReferenceBureau, analysis of 2008 American CommunitySurvey

22 U.S. Census Bureau, “Median Earnings in the Past12 Months by Educational Attainment by Sex forthe Population 25 Years and Over with Earnings,”American Community Survey, 2006-2008http://factfinder.census.gov/servlet/DTTable?_bm=y&-geo_id=04000US31&-ds_name=ACS_2008_3YR_G00_&-mt_name=ACS_2008_3YR_G2000_B20004

23 Washington State Board for Technical andCommunity Colleges, “Increasing StudentAchievement for Basic Skills Students,” 2008http://www.sbctc.edu/college/education/resh_rpt_08_1_student_achieve_basic_skills.pdf

24 Washington State Board for Technical andCommunity Colleges, “Increasing StudentAchievement for Basic Skills Students,” 2008http://www.sbctc.edu/college/education/resh_rpt_08_1_student_achieve_basic_skills.pdf

25 Nebraska Appleseed Center for Law in the PublicInterest, “Top Jobs for Working Families 2010,”2010

26 Nebraska Appleseed Center for Law in the PublicInterest, “Top Jobs for Working Families 2010,”2010

27 Working Poor Families Project, “Percent ofAdults 18-64 With Some Post-SecondaryEducation, No Degree, 2008,” “Percent of Adults18-64 With Only a High School Degree/GED,2008,” Population Reference Bureau analysis of2008 American Community Survey

28 Nebraska Department of Education

29 Working Poor Families Project, “State AdministeredAdult Education Program Fiscal Year 2006Expenditures,” Data Source: US Dept. of Education,Office of Adult and Vocational Education (OVAE)and Working Poor Families Project from ACS2007 for Adults without HS/GED

30 Working Poor Families Project, “Percent ofAdults 18-64 With Some Post-SecondaryEducation, No Degree, 2008,” “Percent of Adults18-64 With Only a High School Degree/GED,2008,” Population Reference Bureau analysis of2008 American Community Survey

Percent of Non-Hispanic Black Alone Adults 18-64 With Some Post-Secondary Education, No Degree

Percent of Hispanic Adults 18-64 With SomePost-Secondary Education, No Degree

Population Reference Bureau Analysis of 2008American Community Survey

17 Working Poor Families Project:

Percent of Non-Hispanic White Alone Adults 18-64 Without a High School Degree/GED,

Percent of Non-Hispanic Black Alone Adults 18-64 Without a High School Degree/GED

Percent of Hispanic Adults 18-64 Without a High School Degree/GED

Percent of Non-Hispanic White Alone Adults 18-64 With Only a High School Degree/GED

Percent of Non-Hispanic Black Alone Adults 18-64 With Only a High School Degree/GED

Percent of Hispanic Adults 18-64 With Only aHigh School Degree/GED

Percent of Non-Hispanic White Alone Adults 18-64 With Some Post-Secondary Education, NoDegree

Percent of Non-Hispanic Black Alone Adults 18-64 With Some Post-Secondary Education, NoDegree

Percent of Hispanic Adults 18-64 With SomePost-Secondary Education, No Degree

Population Reference Bureau Analysis of 2008American Community Survey

18 National Center for Education Statistics, “Statusand Trends in the Education of Racial Minorities,”United States Department of Education Instituteof Education and Statistics, http://nces.ed.gov/pubs2007/minoritytrends/ind_1_5.asp

19 Working Poor Families Project, ‘Overall LaborForce Participation Rate, 2009,” Bureau of LaborStatistics, Geographic Profile of Employment andUnemployment, 2009

20 Working Poor Families Project, “Working Familiesthat are Low-Income,” Population ReferenceBureau, analysis of 2008 American CommunitySurvey

21 Working Poor Families Project, “Working Low-Income Families with Parents with No Post-

Nebraska Appleseed Center for Law in the Public Interest

941 O Street, Suite 920Lincoln, NE 68508

402.438.8853402.438.0263 [email protected]

www.NeAppleseed.org

References (continued)

41 Graphic courtesy Dave Hamilton and the Centerfor People in Need “Pathways out of Poverty”grant

42 United States Department of Agriculture Foodand Nutrition Services

43 Workforce Strategy Center, “Building a HigherSkilled Workforce: Results and Implications from theBridgeconnect National Survey,” 2010

44 Minnesota State Colleges and Universities,“Minnesota Fast Track Initiative” http://www.fast-trac.project.mnscu.edu/

45 Washington State Board for Community andTechnical Colleges, “Integrated Basic Educationand Skills Training,” http://www.sbctc.ctc.edu/college/e_integratedbasiceducationandskillstraining.aspx


32 Working Poor Families Project, “Percent of AdultsAges 18-64 Who Speak English Less Than “VeryWell,” 2008 Population Reference Bureau Analysisof 2008 American Community Survey


34 Nebraska Department of Education, Office ofVocational Education U.S. Department ofEducation Survey, 2009

35 Working Poor Families Project, “Percent ofincome that poorest families need to pay tuitionat lowest-priced colleges,” National Center forPublic Policy and Higher Education, MeasuringUp 2008

36 Wisconsin Center on Workforce Strategy(COWS), “Building Bridges in Wisconsin, ConnectingWorking Adults with Credentials and CareerAdvancement,” 2010

37 Wisconsin Center on Workforce Strategy(COWS), “Building Bridges in Wisconsin, ConnectingWorking Adults with Credentials and CareerAdvancement,” 2010

38 Workforce Strategy Center, “Building a HigherSkilled Workforce: Results and Implications from theBridgeconnect National Survey,” 2010

39 Center on Law and Social Policy, “Shifting Gears:Systemic Change to Advance Workers and the Economyin the Midwest.” 2010, www.clasp.org

40 Center on Wisconsin Strategy, “Building Bridges inWisconsin: Connecting Working Adults with CollegeCredentials and Career Advancement,” 2010

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Bridging the Gaps - neappleseed.org · 4 Bridging the Gaps:Addressing Nebraska’s Skills Gap by Connecting Working Adults to New Opportunities By 2018, 66% of all jobs in Nebraska