Community college and vocational training programs provided education to more than 6.2 million students in 2006, which represents about 35 percent of all postsecondary education students. These programs are often important in reaching low-income youth and adults to increase their educational attainment and skills. This paper, from the Center for American Progress, offers information on how community college programs can better engage and reach low-income students and improve their skill development for improved job attainment.

New York City’s Human Resource Administration designed and implemented the WeCARE program to assist the high number of TANF participants on their caseload with clinical barriers to work; the model has since been successful in moving clients with mental health and other needs off of cash assistance. This 2010 webinar provided TANF stakeholders with information on the program’s creation and implementation. Also available on PeerTA are reports from two site exchanges to WeCARE, with Wisconsin and Hawaii.

The Workforce Strategies Initiative published this update on how community colleges and sector initiatives are collaborating to benefit businesses and low-income workers seeking. As there is a continued demand for workers educated beyond high school, 43 percent of adults between the ages of 25 and 64 in the United States are not educated beyond a high school level.

This report, co-authored by the National Governors Association (NGA) Center for Best Practices and Manpower Demonstration Research Corporation (MDRC) is based largely on a roundtable meeting conducted in April 2000 by both organizations to discuss expanding postsecondary opportunities for low-income working parents and welfare recipients.

This paper looks at curricular and program redesign strategies being used in community colleges today to speed nontraditional students' advancement from lower levels of skill into credential programs and to shorten the time commitment that earning a credential demands of them. It presents a framework for understanding the range of experimentation with program and class reformatting and redesign, and identifies programs that exemplify promising approaches. The paper concludes with issues and questions that MDRC will need to address in assessing whether to proceed with a research program focused on program redesign efforts geared to working adults' needs.