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The Nellie Mae Education Foundation asked Jobs for the Future to explore the degree to which secondary and postsecondary institutions in the six New England states are implementing dual enrollment. This report of the findings of that research focuses on secondary/postsecondary systems and programs serving the second population--those who may not consider themselves "college bound." Following a summary of the national picture of dual enrollment policy and programs, dual enrollment in New England, present JFF's findings, is reviewed and questions are posed about whether dual enrollment could--or should--be developed as an approach to increasing the number of college graduates in the region. The report includes vignettes of 19 dual enrollment partnerships, with examples from each New England state. Appended are: (1) Dual Enrollment Survey Results; and (2) Dual Enrollment Survey.

Developed by Jobs for the Future (JFF), "Pathways to Advancement" exemplifies a growing field of practice in career ladders and low-skilled worker advancement models. The Pathways model presents a framework for providing publicly funded employment and training services that meet the needs of employers, job seekers, and incumbent workers---particularly those in low-wage, low-skill jobs. Through its initial demonstration in Seattle, "Pathways to Advancement" proved to be an effective strategy for fundamentally changing the way the public workforce development system operates. Jobs for the Future prepared "Creating Pathways to Advancement" as a guide for Workforce Development Councils and Workforce Investment Boards interested in replicating Seattle's Pathways to Advancement strategy. Based on the experience of two pilot projects, JFF identified lessons about implementing models designed to help: low-wage workers advance to higher-wage, higher-skill jobs; other low-income populations to fill the resulting job openings; and help employers to meet their need for skilled workers. These lessons have implications for the "Pathways to Advancement" model and its use by others in the future. "Pathways to Advancement" is a promising model for building strong relationships between the workforce development system and employers, while creating opportunities for those at the lowest end of the labor market. The following are appended: (1) Pathways to Advancement Pilot: The Lessons Learned; and (2) Sample Memorandum of Understanding.

This document describes a research study of the status of basic adult literacy services in New England, particularly the inadequate link between adult basic education (ABE) and work- force preparation programs. The report describes a system that has failed to adapt to the region's increased need for articulation among English as a Second Language Programs (ESOL), adult education and secondary education. Following an executive summary and a section describing the need for ABE services, there are sections on four major areas considered to be significant if New England is to transform adult basic education from an inadequately funded, stand-alone cottage industry into a institutionalized, professional delivery system characterized by effective partnerships. These are the major areas: (1) funding and capacity; (2) mission and performance measures; (3) pathways to advancement; and (4) special populations. The report concludes with 14 recommendations for change, including the following: develop a clear mission for ABE that includes a public role in economic development and poverty reduction; create pathways to educational and economic advancement; create sustainable adult education systems for prison inmates; provide adequate funding; and publish state report cards. There are nine tables. Notes, list of interviewees and the research methodology are appended. The bibliography lists 22 references. (AJ)