MEETING AMERICA’S HEALTHCARE EMPLOYMENT NEEDS: THE JOB

CORPS/COMMUNITY COLLEGE SOLUTION

March 30, 2007

Performance Report

Acknowledgements Much of the information presented in this publication was provided by Perry Shepard, Deputy Center Director; Paul Simon, Job Corps Chicago; Joan Dempsey, Manager, Academic Programs, Cincinnati Job Corps; and Ursula Uhrin, ACT Coordinator and formerly Healthcare Coordinator, Keystone Job Corps. Dave Arnold, MTC Finance Director, provided the financial data and information for the report. In addition to these staff, Ann Davis, MTC Director, Training Programs, served in the role of Project Liaison and made significant contributions to the success of the project and in the preparation of this report.

MTC also extends appreciation to the various staff within the U.S. Department of Labor who supported the project and shared valuable guidance throughout the period of the grant, especially Linda Marshall (Federal Project Officer); Gina King, Healthcare Industry Lead, Business Relations Group; and Yolanda Logan, Acting Team Leader. And, although it is not possible to list the names of all the people at the various colleges and community partners, their assistance in helping the students and this grant be successful was invaluable and is much appreciated.

The authors are grateful to Zsuzsanna Horvath, graduate student, University of Utah, who assisted with the data analysis.

MTC also recognizes the project oversight, comments, and observations from JoAnn McDougall, MTC Vice President, Central Region and John Pedersen, MTC Senior Vice President, Training Programs.

Written and published by MTC Institute for the U.S. Department of Labor under grant number ES­13976­04­60 entitled MEETING AMERICA’S HEALTHCAREEMPLOYMENTNEEDS: THE JOB CORPS/COMMUNITY COLLEGE SOLUTION Principal Author: Carl Nink

Comments are appreciated and should be directed to Carl Nink, Executive Director at: MTC Institute 500 North Marketplace Drive ∙ P.O. Box 10 Centerville, UT 84014 (801) 693­2870 ∙ Fax: (801) 693­2900 institute@mtctrains.com www.mtcinstitute.com

Management & Training Corporation (MTC) is an international corporation dedicated to helping people realize their learning potential. MTC creates nurturing environments in which education is encouraged and recognized. MTC manages and operates 25 Job Corps centers in 18 states for the U.S. Department of Labor, preparing disadvantaged youth for meaningful careers. MTC also operates for government partners, contract correctional facilities around the world with approximately 11,700 beds under contract. The MTC Institute is the research division of MTC, which is dedicated to promoting innovations, exemplary practices, and projecting trends that are relevant to job training and corrections. The work of the Institute is geared towards a broad audience including policy makers, educators, researchers, practitioners, state and federal officials, workforce development entities, correctional agencies, and Job Corps centers.

TABLE OF CONTENTS Table of Figures........................................................................................................................... i Executive Summary .................................................................................................................. 1 CHAPTER 1: INTRODUCTION................................................................................................. 3

Problem Statement ................................................................................................................ 3 Shortage of Qualified Healthcare Employees ............................................................ 4 Demand Projections .......................................................................................................... 4 Need for Bilingual Healthcare Employees................................................................... 6 Employment Needs for Out-of-School Youth............................................................. 6

Background ............................................................................................................................. 6 Purpose and Nature of the Study ...................................................................................... 8

Objectives ............................................................................................................................ 8 Procedures........................................................................................................................... 8

Significance of the Study to Job Corps Program ......................................................... 8 Grant Research Questions .................................................................................................. 9 Definitions ................................................................................................................................ 9 Summary ................................................................................................................................ 10

CHAPTER 2: REVIEW OF THE LITERATURE ................................................................... 11 Remedial Education ............................................................................................................ 11 Healthcare Literacy.............................................................................................................. 12 Transitioning to College..................................................................................................... 12 Importance of Good Study Habits and Working Hard ............................................... 13 Effect of Certifications on Employment, Wages, and Attachment to the Workforce............................................................................................................................... 14 Nursing Shortage ................................................................................................................. 14 Preliminary Findings: 2004 National Sample Survey of Registered Nurses........ 15

CHAPTER 3: STUDENT AND STAFF INFORMATION ..................................................... 16 Interview Protocol and Process ....................................................................................... 16 Student Information............................................................................................................. 16

Expectations...................................................................................................................... 17 College Orientation Program ........................................................................................ 17 Foundation Course .......................................................................................................... 17 Enrollment and Financial Aid ....................................................................................... 17 Tutoring and Mentoring.................................................................................................. 17 Placement Testing and Preparation Programming................................................. 18

Success stories .................................................................................................................... 18 Paul Simon Chicago Job Corps ................................................................................... 18 Cincinnati Job Corps ...................................................................................................... 18 Keystone Job Corps Center .......................................................................................... 19

College Staff Information ................................................................................................... 20 Center Staff Interview Feedback ...................................................................................... 20

Program Establishment and Activation ..................................................................... 20 Applicant Search, Assessment and Selection processes .................................... 21 Student Recruiting........................................................................................................... 21 Transfer Students ............................................................................................................ 22

Records – Development and Access.......................................................................... 23 Healthcare Coordinator Role: Approach, Strengths and Challenges................ 23 Data Collection and Reporting ..................................................................................... 25 Tutoring and Mentoring.................................................................................................. 25

CHAPTER 4: GRANT ACTIVITIES ........................................................................................ 26 Lessons Learned.................................................................................................................. 26 Program Marketing Initiatives .......................................................................................... 30

Promotional Video ........................................................................................................... 30 Outreach and Recruitment ................................................................................................ 30 College Orientation and Program Support ................................................................... 31 English as a Second Language........................................................................................ 31 Efforts to Recruit Hispanic Students.............................................................................. 32 Sustainability Initiatives and successes ....................................................................... 33

CHAPTER 5: PRESENTATION AND ANALYSIS OF DATA ............................................ 35 College Graduates ............................................................................................................... 36 Data Collection Process and Methods ........................................................................... 37 Student Demographic data................................................................................................ 38 Grant Research Question Response and Data Analysis .......................................... 42 Comparison Center Data.................................................................................................... 44 Survey of Grant Students .................................................................................................. 44

Survey Tally and Analysis ............................................................................................. 45 CHAPTER 6: FINANCE............................................................................................................ 47 CHAPTER 7: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS ........... 48

Recommendations............................................................................................................... 48 Recommendations for Further Research ...................................................................... 49

Appendix A: Student Release of Information ........................................................................... 50 Appendix B: Promotional Video ................................................................................................ 52 Appendix C: Promotional Brochure .......................................................................................... 53 Appendix D: Course Syllabus - Professionalism in Healthcare............................................... 54 Appendix E: Data Tables............................................................................................................. 59 Appendix F: Financial Data ........................................................................................................ 68 Appendix G: Datasheet on Comparable Center Students........................................................ 69 Appendix H: Datasheet on Healthcare Grant Students ........................................................... 70 Endnotes and References ..................................................................................................... 71

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Table of Figures

FFigure 1 – Supply vs Demand in the United States ..................................................4 FFigure 2 – States with Projected Shortages. 2000 and 2020...................................5 FFigure 3 – Preliminary Findings: 2004 National Survey of Registered Nurses ....15 FFigure 4 – Healthcare Grant Student Gender by Center ........................................38 FFigure 5 – Healthcare Grant Student Ethnicity/Race by Center ............................38 FFigure 6 – Healthcare Grant Student Age on June 30, 2006 by Center ...............38 FFigure 7 – Healthcare Grant Student Report of Highest Grade Attained..............39 FFigure 8 – GED/High School Diploma Attainment by Location by Center ............39 FFigure 9 – Healthcare Grant Students by Center ....................................................39 FFigure 10 – Healthcare Grant Two­Term Completers by Center...........................40 FFigure 11 – Student Separations from Job Corps by Type and by Center ...........40 FFigure 12 – Students Placed in Healthcare Jobs by Center...................................40 FFigure 13 – Healthcare Grant Student Placements by CIP by Center ..................41 FFigure 14 – College Program of Study for Grant Students Employed in Allied

Health Fields ..........................................................................................41

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MEETINGAMERICA’S HEALTHCARE EMPLOYMENT NEEDS: THE JOBCORPS/COMMUNITY COLLEGE SOLUTION

EXECUTIVE SUMMARY

Under the Healthcare Grant Job Training Initiative, Management & Training Corporation (MTC) united the efforts of three MTC­operated Job Corps centers with community colleges to address the healthcare workforce challenges in Illinois, Ohio, and Pennsylvania.

MTC’s grant proposal addressed three issues in the healthcare industry: • the shortage of qualified healthcare employees • the need for bilingual healthcare employees • employment needs for out­of­school youth

MTC staff developed recruiting materials and conducted outreach to attract low­income, out­of­ school youth (16 to 24 years of age) into the initiative. The initial focus was largely on recruiting students already within the Job Corps system, primarily those at the three Job Corps centers participating in the initiative, as well as centers within the Department of Labor’s Philadelphia and Atlanta Regions. This focus was later expanded to include a national recruitment campaign throughout the Job Corps system.

The overall goal of the grant was to enroll at least 115 students for training in healthcare fields. During the course of the grant, the centers enrolled 177 students in training under the grant program, and a total of 45 students have entered employment in a healthcare field thus far. While the grant ended on June 30, 2006, 65 students (over 37 percent) continued taking college coursework.

At the conclusion of the grant, 33 student participants (over 18 percent) had successfully completed training, including 14 students who received industry­recognized college/career technical training certificates:

• 4 Certified Nursing Assistants • 1 Dental Assistant • 1 Massage Therapy • 6 Medical Office Technology • 2 Phlebotomy Technicians

Also included in the total count of successful completers were 23 students who completed two terms of their program, a significant accomplishment given the grant lasted only two years. In addition, since the completion of the grant, nine students completed their Associate of Science Degree (AAS) in 2006. There were also 15 additional students in the group of 65 students who were on track to complete future college degree courses of study.

While this grant project ended with no specific initiative to replace it, the process of going to college for these students has been “demystified.” Those students who were still involved in this initiative when it ended were generally assisted into the centers’ Advanced Career Training (ACT) programs. Similar to the healthcare grant intervention, the ACT program provides an

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opportunity for students to attain advanced training which includes post­secondary institutions, but is not limited in focus to the healthcare professions and lacks the intensity of support services provided under this healthcare grant­funded initiative. In general, the Job Corps system and MTC have increasingly emphasized advanced training at community colleges in high growth industry sectors in recent years.

The data derived from the student performance shows a strong and positive correlation between the length of time in the healthcare grants and higher wages (i.e., more training equates to higher wages). Also showing a statistically significant positive correlation is working in an Allied Healthcare job and higher wages. Finally, students involved in the grant had significantly higher wages than comparable students at the comparison centers.

This training grant created a collaborative environment between selected Job Corps centers, students, and colleges, enhancing capacity and providing a trained group of healthcare workers.

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CHAPTER 1: INTRODUCTION

MTC is a for­profit international organization. MTC solely operates 22 Job Corps centers and operates an additional three centers in partnership with another company, for a total of 25 centers. These centers are located across the country and serve nearly 12,000 youth; MTC is the largest single Job Corps contractor with the U.S. Department of Labor (DOL). In addition, MTC has 27 contracts to recruit and place Job Corps students across the nation.

This grant was a training grant, and the target population was low­income, out­of­school, unemployed youth (ages 16­24) who were enrolled in Job Corps. Initial requirements for grant entry were formulated by the three MTC­operated Job Corps centers participating in the grant. Youth enrolled in the program had to be interested in obtaining advanced training in a healthcare occupation at one of the partnering community colleges.

Job Corps specifically serves out­of­school youth with education and training. The three Job Corps centers involved in this project offer training in health occupations but that training is meant only to be a foundation and entry to the healthcare workforce. This project extended that training through partnerships with local community colleges. The partnerships allowed more Job Corps students to specialize in the healthcare field and earn certifications beyond those the Job Corps centers offer.

With this research report, MTC sought to assess the result of the intervention and make the report available to other Job Corps centers to enhance performance (e.g., related to improving the preparation of Job Corps participants for advanced training to enter high growth occupations.)

The grant period was from June 1, 2004 to June 30, 2006 (Note: The original grant end date was May 31, 2006, but a modification to the contract was made that extended the grant by one month.) Originally, MTC wrote the grant proposal based on a three­year period, but changed this timeline to a two­year period based on a request from the DOL. This shorter grant period dramatically impacted grant outcomes, as it did not allow sufficient time to hire coordinators at the three center sites; recruit, test, and prepare students for immediate college entry in health professions training; or allow students to complete the necessary coursework at the partnering community college.

In making the alterations to accommodate a two­year base, the research component of the proposal inadvertently was not changed. MTC submitted a formal request to modify the research component, but this was not granted. As a result of the shorter term, comparisons that can withstand the statistical rigor necessary to validate findings with a scientific research­based model are not possible. Finally, despite extraordinary efforts to recruit Hispanic youth, this was one area that was not as successful as MTC anticipated.

The grant funding was for a total of $1,499,686 with matching funds in the amount of $54,350, bringing the total budget for the grant over the time period to a total of $1,554,036.

Problem Statement This project was designed to demonstrate how three issues in the healthcare industry can be addressed:

• the shortage of qualified healthcare employees

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• the need for bilingual healthcare employees

• employment needs for out­of­school youth The method chosen to address all three of these issues was through partnerships between selected Job Corps centers and community colleges in Ohio, Pennsylvania, and Illinois. Shortage of Qualified Healthcare Employees

Already, most states experience a shortage of healthcare providers. This shortage of nurses, dental assistants, radiographers, and others who provide healthcare services is expected to increase over the next several years as the population ages, workers retire, and more people are in need of medical care.

Demand Projections

The demand for registered nurses across the country will outpace supply through 2020, the Bureau of Health Professions predicts. 1 A seven (7) percent shortfall nationally of Registered Nurses (RNs) in 2005 is expected to jump to nearly 30 percent by 2020, translating into a shortage of more than 800,000 nurses nationally (Figure 1). Among the factors driving demand are a rapidly growing population—with much of the growth occurring in the elderly population—and medical advances that increase the need for nurses. 1

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This national nursing shortage is affecting certain states and localities more than others. Figure 2 reflects that 30 states experienced shortages of RNs in 2000. By 2020, the states with shortages are expected to increase to 44.

Figure 2. States with Projected Nursing Shortages, 2000 and 2020

2000 2020

A report from the U.S. Department of Health and Human Services and the Health Resources and Services Administration provided the workforce profile highlights for the following states:

Illinois

• Illinois is ranked 28 th among states in per capita health services employment.

• The total population of Illinois is projected to grow 5 percent between 2000 and 2020. The population 65 and over is projected to grow 31 percent in the same time period.

• Illinois had 2,199 nurse practitioners in 2000. This was equal to 17.7 nurse practioners per 100,000 population, substantially below the national rate of 33.7. Illinois had one of the lowest rations of nurse practitioners per capita of all the states.

Both rural and urban hospitals are feeling the effects of staff shortages, with rural hospitals typically having a larger percentage of open positions, and the workforce shortage is worsening and affecting access to care.

Ohio

• Ohio is ranked 14 th among states in per capita health services employment.

• The total population of Ohio is projected to grow 3 percent between 2000 and 2020. The population 65 and over is projected to grow 35 percent in the same time period.

Healthcare facilities in Ohio need technicians in every field (e.g., radiology, ultrasound, X­ray, pharmacists, patient­care assistants, admitting clerks, management and information technology professionals, etc.).

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Pennsylvania

• Pennsylvania is ranked 7 th among states in per capita health services employment.

• The total population of Pennsylvania is projected to grow 2 percent between 2000 and 2020. The population 65 and over is projected to grow 23 percent in the same time period.

“The demand for qualified workers in the field of healthcare is at an all­time high in Pennsylvania and will continue to be for the foreseeable future,” the Pennsylvania Department of Labor and Industry Secretary Stephen M. Schmerin said. He also estimated current healthcare worker shortages at 5 percent to 20 percent, and speculated that shortages may worsen in this decade as the Baby Boom generation retires and increases demands for healthcare.

Need for Bilingual Healthcare Employees The number of Spanish­speaking people in the United States who speak little or no English is growing, creating a great need for bilingual healthcare employees. In Ohio the Hispanic population is expected to grow from 183,000 in 2000 to 257,000 in 2015; in Pennsylvania projections in growth for the same time period are from 334,000 to 507,000; and in Illinois from 1,267,000 to 2,275,000. 2 This growth in the Hispanic population will create even more demand for bilingual healthcare employees. Between 2000 and 2010, the fastest growing group in Illinois will be Hispanics, who as a group will grow by 25.7 percent over the period.

Employment Needs for Out­of­School Youth More and more, young people need education and training in order to begin working or have a lasting attachment to the workforce. Even high school graduates are discouraged about the kinds of work available to them with only a high school diploma. The prospects for a high school dropout are even dimmer.

The United States Department of Labor, Bureau of Labor Statistics reports that there were, 2.8 million youths aged 16 to 24 were unemployed—not working, but actively looking for work and available to take a job. In July 2006, the youth unemployment rate—11.2 percent—was about the same as in July 2005 (i.e., 11.0 percent).

The July 2006 youth unemployment rates for men (11.2 percent), women (11.1 percent), whites (9.0 percent), African Americans (24.7 percent), Asians (8.2 percent), and Hispanics or Latinos (10.4 percent), showed little change from a year earlier. 3

Background On April 14, 2004, U.S. Secretary of Labor Elaine Chao announced the recipients of $13.5 million in High Growth Job Training grants to help prepare workers for skilled jobs in the healthcare industry. These grants were part of a new $24.3 million Health Care Initiative that Secretary Chao kicked off in March 2004. Healthcare was the first industry for which solutions were developed and announced under the President’s High Growth Job Training initiative, a strategic effort to better prepare workers to take advantage of new job opportunities in high growth sectors of the American economy. One of the grants was awarded to Management and Training Corporation, in the amount of $1.5 million. This grant linked Job Corps healthcare training with advanced training in community colleges that would lead to certification for

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healthcare occupations. Participating in this project were the Keystone, Cincinnati, and Paul Simon Chicago Job Corps centers. 4

A key component of the intervention was providing ongoing support and mentorship throughout each participant’s involvement in the initiative and particularly, when they entered classes at the community college. A full­time coordinator who provided mentoring services for each program participant and served as a liaison to the instructional staff of the community college was hired at each of the three Job Corps centers. This coordinator provided ongoing support and intervention (when needed) to maximize retention, the chance of successful completion of training, and job placement. The coordinator also provided assessment and career development planning support through a special orientation program for new entrants to the initiative (entitled “Introduction to the Work of Healthcare”).

This initiative focused on assisting Job Corps students to pursue advanced training and certification in a healthcare occupation at a community college. A good portion of the grant funds went to covering tuition costs so participants could complete coursework at partnering community colleges necessary to enter a healthcare occupation. There was a wide­range of healthcare occupations for which participants could receive training, such as: Medical and Clinical Laboratory Technology, Cardiology Technology, Fire Service Technology, Dietician and Nutritionists, Health and Fitness Technology, Exercise and Massage Physiology, Health Information Management Technology, Radiation Therapy, Licensed Practical Nurse, Registered Nurse, Occupational Therapy, Emergency Medical Technology, Respiratory Care Technology, Medical Assistant, Mental Health Specialist, Phlebotomy Technician, Pharmacy Technician, EKG Technician, Dental Hygienist, Medical Transcriptions, Surgical Technician, etc.

Once training was completed, Job Corps and community college staff assisted students secure jobs in the healthcare sector. Once placed, Job Corps monitored job retention and provided support services, as needed.

Project activities occurred at three MTC­operated Job Corps centers: • Paul Simon Chicago Job Corps (Chicago, IL) • Keystone Job Corps (Drum, PA) • Cincinnati Job Corps (Cincinnati, OH)

The principle partners, the community colleges, provided advanced training in a wide variety of healthcare professions. The main partners involved were the following community colleges:

• Illinois: City Colleges of Chicago and the Metropolitan Chicago Healthcare Council (Partner with the Chicago Job Corps center). Note: The City Colleges of Chicago includes a network of community colleges, including Malcolm X, Truman, and others.

• Pennsylvania: Luzerne Community College and Lehigh/Carbon Community College (Partner with the Keystone Job Corps center). Note: Over time Luzerne Community College became the only training provider, as the Lehigh/Carbon was quite small and did not have the variety or capacity of healthcare training coursework to meet the needs of program participants.

• Ohio: Cincinnati State Technical and Community College (Partner with the Cincinnati Job Corps center).

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Purpose and Nature of the Study Objectives The Meeting America’s Healthcare Employment Needs: The Job Corps/Community College Solution project united the efforts of Job Corps centers and community colleges in training youth for the healthcare workforce. The objectives of the project address the Employment and Training Administration’s priorities for 2003 as follows:

• Building a Demand­Driven Workforce Investment System – The shortage of healthcare workers is clearly having an impact on healthcare delivery and is predicted to worsen unless more individuals enter and become trained in healthcare occupations during the next decade. The collaborative effort between Job Corps and community colleges would help meet current shortages and prevent critical shortages of competent workers in the future.

• Building the Capacity of Workers to Obtain Good Jobs with Good Wages – The Job Corps programs provided the foundation and support for the advance training provided by the colleges. The community colleges provided technical instruction that lead toward a certificate or diploma in a specialized healthcare service. Job Corps continued to provide the support students needed to succeed in the college courses. The combined Job Corps/community college resources would prepare students for long­term employment in the healthcare industry, with opportunity for upward mobility (career ladder) and lateral movement (career lattice) within the industry.

• Focusing on Key Segments of the Workforce – The project focused on out­of­school youth, and within that group, Hispanic youth. The project was to supply the healthcare workforce with young, trained employees, including those who were bilingual.

Procedures Procedures for this project include:

1. Management & Training Corporation (MTC) would work with the Chicago, Keystone, and Cincinnati Job Corps centers to form partnerships with the community colleges to provide services for the project.

2. Students would be required to complete a basic health occupations training or other vocation at the center before enrolling in the project and in the community college.

3. The centers and the colleges would provide training and services throughout students’ enrollment in the project.

4. MTC would monitor, track, and provide reports on the project.

Significance of the Study to Job Corps Program

The significant issues that were addressed by the grant included the following:

• Enhanced partnership activities leading to training for out­of­school youth in the healthcare fields.

• Healthcare certifications attained by students who might not otherwise have attended college.

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• Testing the processes and systems to link students to community colleges from Job Corps.

• Develop linkages and explore opportunities to recruit and train bilingual students.

Grant Research Questions

The following questions were identified in the grant proposal.

• Do specialized certifications motivate youth to complete training?

• Does a certificate in a specialized area in healthcare result in better wages?

• Does a certificate in a specialized area in healthcare result in better job­training match rates?

• Does a certificate in a specialized area in healthcare result in longer attachment to the workforce?

• Does a certificate in a specialized area in healthcare result in more opportunity for upward mobility (career ladder) and/or horizontal movement in the industry (career lattice)?

Definitions Advanced Training (AT) Status: The National Office has approved a variety of advanced training programs at certain Job Corps centers. Students enrolled in AT programs have the opportunity to extend their enrollment up to one full year beyond the current two­year enrollment limitation.

1. Eligibility: All students who are transferred into an approved advanced training program (AT) must meet the advanced program’s specific eligibility requirements. At a minimum, advanced training applicants shall meet the following entry criteria:

a. Must have completed an approved center vocational training program, unless waived by the Regional Office.

b. Must hold a high school diploma or have passed a state GED exam.

c. Must demonstrate the academic proficiency needed to succeed, as defined by the specific AT program.

d. Must receive a written recommendation from the sending center.

2. Transfer Credit: Centers who send eligible students to an approved AT program will receive a school placement credit at the time of transfer. The sending center will also be credited for any program measure that the student qualifies for, and has earned. When a student separates from an AT program and is placed, the sending and the AT center will receive all credits related to placement accomplishments as outlined in Policy & Requirements Handbook (PRH) Appendix 501a.

Attrition: This refers to students leaving an institution prior to graduation. 5

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Case series: Gathering and analyzing data about an individual example as a way of studying a broader phenomenon. It is assumed that the example (i.e., the case) is in some way typical of the group of cases or students in this project. 6

Retention: This exists, generally, when students remain at the institution for the duration of their studies (that is, until they graduate).

Two Term Completions: All programs over two terms were able to use the two­term completion as a measurement outcome, if a student was enrolled during those two terms in at least 80 percent of their program course requirements. 7

Summary

The Meeting America’s Healthcare Employment Needs: The Job Corps/Community College Solution project united the efforts of Job Corps centers and community colleges in meeting the nation’s needs in training youth for the healthcare workforce. In any new project designed to meet a variety of needs, there are always some organizational challenges and activation difficulties. However, the final analysis showed the grant provided substantial opportunities for a number of youth who would not have otherwise been placed on a track toward college and better future prospects within the healthcare sector.

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CHAPTER 2: REVIEW OF THE LITERATURE

A decision to pursue college coursework for First Generation College students can be spurred by an adult (i.e., mentor figure or parent). First generation college students reported, in a recent study by the University of California–Los Angeles’s Higher Education Research Institute, that mentors in 21 percent and parents in 43 percent of the cases accounted for their decision to attend college. 8 The study also revealed that first generation male students reported they were going to college to earn better wages (74 percent), whereas female students indicated they were attracted by learning something that interested them (81 percent) or pursuing a career choice (73 percent) as their top reasons.

Overall, the college bound population is limited due to the competition for students between community colleges and traditional four year colleges. With 45 percent of first time freshman entering community college, Job Corps can provide an additional source of students. 9

Remedial Education It appears that a large number of Job Corps students need remedial education. It will be important to address this need through review of the PRH, if centers are going to reach the National Office of Job Corps goal of 20 percent college placement upon graduation. This is especially prominent given the national data that 42 percent of all incoming community college students need help before they enter their fields of study. 10

Underscoring the need for remedial support for Job Corps students pursuing college coursework is a recent set of nationwide Chronicle of Higher Education reports that show some gaps between the perceptions of college professors and high school teachers. 11 The findings offer some insight into the level of preparedness and expectations for high school graduates:

Secretary Chao Introduces STARS Initiative (Not to be confused with the NJCA Star Program)

U.S. Secretary of Labor Elaine Chao, along with Job Corps National Director Dr. Esther Johnson, launched the STARS Initiative September 21, 2006. Through the STARS (Speakers, Tutors, Achievement, Retention and Success) program Job Corps students will have the opportunity to hear from individuals who have achieved success, such as Secretary Chao, and interact with tutors and mentors who will serve as role models to encourage the students’ success. "The STARS Initiative is designed to help Job Corps meet its historic objective ­ helping young Americans overcome barriers to employment," said Secretary Chao. "This is a three­pronged approach to help students acquire the language and math skills needed to succeed in the 21 st century worldwide economy." The initiative addresses a top Labor Department priority: ensuring that workers attain the education and skills to compete in the new, changing, knowledge­based economy," Secretary Chao continued. "The level of education has a direct impact on a worker 's lifetime earnings. By increasing motivation and stressing the need to stay in school, our Job Corps students will take the first step toward a life of employment choices." There are 13 centers chosen for the STARS pilot phase, with the goal of implementing it throughout all 122 Job Corps centers. 10

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• “84 percent of professors and 65 percent of teachers say that high­school graduates are unprepared or only somewhat prepared for college.

• 6 percent of professors and 36 percent of teachers say students are very well prepared in writing.

• 65 percent of professors and 66 percent of teachers say students don't do enough homework.

• 4 percent of professors and 37 percent of teachers say students are very well prepared in math.”

Both the faculty and teachers agreed that student study habits and motivation are a concern. Further, 48 percent of college faculty expects students in their courses to do six or more hours of homework weekly.

Healthcare Literacy 12

White and Asian/Pacific Islander adults had higher average health literacy than African American, Hispanic, American Indian/Alaska Native, and Multiracial adults. Hispanic adults had lower average health literacy than adults in any other racial/ethnic group.

Adults who spoke only English before starting school had higher average health literacy than adults who spoke other languages alone or other languages and English.

Transitioning to College Learning involves a series of complex factors. Students who have failed to succeed in the traditional school environment and in other areas of life need a certain level of resiliency, but the level of work ethic a student displays should be considered a critical element in succeeding in a challenging academic environment. 13 Students who are “highly self­disciplined will earn higher final GPAs and achievement­test scores, come to school more often, watch less television, start their homework earlier,” and are likely to be more competitive in school. 14

Many students enter college for the first time not really knowing what to expect or what is going to be expected of them. Forty percent of all first­time freshmen begin their postsecondary careers in community colleges. 15 Along the way many leave college. Some leave of their own accord, while others are adversely impacted by factors that are out of their control. Some students have significant family and financial factors that impact their ability to continue going to college.

Students who remain in college are persistent and motivated to succeed. With regard to motivational factors, the most probable element linking the intrinsic and extrinsic factors are student’s perceptions of the rewards associated with their school performance and how it relates to the students’ goals. 16 Research that looked at rewards given to children over time and the implications for future academic performance and motivation indicated that in general extrinsic rewards work much better for female college students. 17 For male college students, the study found that intrinsic rewards typically were an important factor when considering the student’s motivation to achieve academic goals. 18

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There is greater success in the learning process when the motivation comes from within. It is important for the student to be ready to learn something that has value, with probable success, which will positively impact the student’s life. 19

Orientation courses should address personal and educational development issues with some introspective experiences as well as other environmental items. The course should help students learn how to be successful at the college, including the layout of the campus, development of an academic plan, and awareness of available resources (e.g., tutoring, computer labs, library research support, organizations etc.). Research has demonstrated that an orientation course serves the students well, with increases observed in persistence levels, retention rates, and academic performance. 20 The evidence is clear that a mandatory orientation program to college, whether performed at the Job Corps center or at the college, is vital to student success and retention.

Importance of Good Study Habits and Working Hard A recent survey by Peter D. Hart Research Associates of high school dropouts in 25 major cities revealed that only 35 percent of former students, who were interviewed, cited academic failure as a key factor in dropping out of high school. 21 Absence from school was also a substantial problem with 59 to 65 percent missing a lot of classes the year they dropped out. Seven in 10 indicated that if they had tried hard enough, they could have graduated. Eighty percent did one hour or less of homework each day in high school. The students reported they dropped out because they were not motivated, challenged enough by the curriculum, or felt overwhelmed by personal problems not related to school. The students shared several thoughts that may have helped them stay in school. Specifically, help with reading proficiency, which appears to be a pervasive problem, even with students planning to go to college. In addition, they thought they could have benefited from higher teacher expectations, more help when they struggled, and classes which were more interesting, “including the opportunity for more real world learning opportunities.” 22

Many of the Job Corps students enter the program without having completed their high school diploma. There are a number of reasons for this situation, some of which include a lack of solid study skills and habits. There is evidence that some students do not believe in the value of a class that would teach them such skills and resist efforts to learn new methods. Research also points out that in some cases, even though the students may want to adopt new ways of studying, they either choose not to or revert back to their previous methods, regardless of the outcome. Finally, the research suggests that the course should be taught but in a structured manner, providing classroom examples that can be practiced during class so students can observe and believe in the benefits of adopting new study habits. 23

There have been a variety of studies published on study habits. For students in the Job Corps program, it is very important that they learn success tips while enrolled in college programs. As a recent college graduate, Rebecca Mayer wrote, “You'll need to learn a new way of studying to succeed in college.” 24 She went on to note that unlike high school, it is cool to celebrate learning in college. Professors will be expecting more and require that students follow directions, all of which will demand new organizational skills. It is also important to be

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ahead of the requirements, which requires that you have good study habits (i.e., work hard) and find a favorite place to study. Asking for help (e.g., tutoring and mentoring) is not a sign of weakness. There are a number of books that can help improve reading speed and comprehension. Finally, getting enough sleep is important.

Effect of Certifications on Employment, Wages, and Attachment to the Workforce A recent MTC Institute publication 25 pointed out, as the demand for skilled labor continues to outpace supply, community colleges have emerged as a major partner in economic development by providing postsecondary education and training, offering an increasing number of short­term technical job training programs with portable certificates. Increasing student success begins with programs designed to train to identified skill standards in industries and occupations in demand. Students must be provided with essential knowledge and skills to enable them to pass the certification exams in key, high­growth technical areas.

Almost all students need postsecondary education and training to succeed in the future. 26 The continuing success of students requires that they develop skills consistent with industry standards and that they obtain recognized and marketable credentials. Increasingly, linkages between formal technical job training based on industry­established skill standards are changing the dynamics of the certification process in ways that will affect individuals entering the workforce. 27

Today's labor market places greater value on individuals with employer­recognized vocational certificates. Certification can help an individual become more marketable. Employers may not be familiar with the particular school and probably do not have a way to determine if the program was rigorous. When a student with a certificate, license, or degree, the employer has much more to go on and the candidate has a greater likelihood of progressing with the employer, 28

Nursing Shortage A search using the popular Web search engine Google on October 30, 2004, yielded approximately 408,000 "hits" for nursing shortage. When conducting a similar search on February 19, 2007 the search revealed 1,440,000 “hits.” This increase is indicative of the state of the shortage and interest.

The following facts were obtained from a fact sheet on the nursing shortage from the American Association of Colleges of Nursing: 29

• Based on finding from the Nursing Management Aging Workforce Survey released in July 2006 by the Bernard Hodes Group, 55 percent of surveyed nurses reported their intention to retire between 2011 and 2020. The majority of those surveyed were nurse managers.

“Not everyone must have a four­year college degree. But almost everyone needs postsecondary education and training to succeed in the future.” Gunderson, S., Jones, R. Scanland, K. (2004)

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• In April 2006, officials with the Health Resources and Services Administration (HRSA) released projections that the nation's nursing shortage would grow to more than one million nurses by the year 2020. In the report titled What is Behind HRSA's Projected Supply, Demand, and Shortage of Registered Nurses?, analysts show that all 50 states will experience a shortage of nurses to varying degrees by the year 2015.

• According to a report released by the American Hospital Association in April 2006, U.S. hospitals need approximately 118,000 RNs to fill vacant positions nationwide. This translates into a national RN vacancy rate of 8.5 percent. The report, titled The State of America's Hospitals ­ Taking the Pulse, also found that 49 percent of hospital CEOs had more difficulty recruiting RNs in 2005 than in 2004.

• According to the latest projections from the U.S. Bureau of Labor Statistics published in the November 2005 Monthly Labor Review, more than 1.2 million new and replacement nurses will be needed by 2014. Government analysts project that more than 703,000 new RN positions will be created through 2014, which will account for two­ fifths of all new jobs in the healthcare sector.

Preliminary Findings: 2004 National Sample Survey of Registered Nurses

Population of the United States, 2004 by Racial/Ethnic Background

12.2%

69.9% 4.1%

13.2% 0.7% 1.3%

White, non­Hispanic African­American

Asian or Pacific Islander Hispanic

American Indian or Alaska Native Two or more racial backgrounds

National Sample Survey of Registered Nurses, 2004 by Racial/Ethnic Background

88.4%

0.4% 1.8%

3.3%

4.6%

1.5%

White, non­Hispanic African­American

Asian or Pacific Islander Hispanic

American Indian or Alaska Native Two or more racial backgrounds

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CHAPTER 3: STUDENT AND STAFF INFORMATION

The purpose of this part of the research effort was to obtain qualitative information from Job Corps students enrolled in college under the healthcare grant program and center staff who were directly or indirectly involved with grant program. The students and staff interviewed were picked at random, but they offer reflections from a cross­section of those involved with the grant program. The researchers were specifically interested in information related to:

• Processes and systems linking students with community colleges • Practices and activities designed to support student success • Success stories

Interview Protocol and Process

In this research effort, a qualitative design utilizing a pre­determined open­ended set of interview questions was used. The interviewees were supplied a copy of the questions in advance of the interview. Each interview was conducted in a face­to­face format and ranged from 60 minutes to 75 minutes. The interviews with the students occurred after class periods and all interviews were tape recorded, after receiving permission from the student. The taping was not for transcription, coding, and analysis, but to be used as a supplement to notes taken.

Two sets of questions were developed. One set for the students and another set for the staff, with some specific questions for the centers’ healthcare coordinators. The questions were discussed with several students and staff to ensure understandability and usefulness. The questions were then modified to improve the information to be gathered and enable a more interactive approach. The opening and introduction to the questions were scripted and offered the opportunity to refuse to be interviewed without negative effect.

Student Information

The students interviewed and those spoken with casually while on the center grounds came from varied backgrounds, but typically had dreams of a better life through attainment of either a healthcare certificate or degree. Many expressed an interest in becoming a nurse and one a doctor. They seemed to recognize the challenges and some of the hurdles they would have to surpass. They also spoke of the difficulty in reaching their vision of the future. They all seemed to be very appreciative of the opportunity, but were struggling with a need for remedial help, difficulty with homework load, language and various personal problems, and as some put it, “drama” on the center. For many this was their first exposure to college.

Many of the students commented positively on the support they received from the coordinators, talking, encouraging, and supporting them. These college students perceived that many of the typical Job Corps students just did not understand how challenging it was to go to college. Students indicated that they felt tired all the time and said, “You really have to work at it to be successful. You need to study at least 2­3 hours per day.”

The centers seemed to recognize this challenge, housing the grant students with those going to college or separate from other students to the extent feasible. This appeared to minimize the noise and problems for the students who needed a more scholarly environment.

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Some of the students commented that it was difficult to get started at the college, with all the new things to adjust to, including travel routines, courses, and demands. One student said, “You have to prioritize every minute and every time I got a moment I was studying. You figure it out if you really want it.” Another student commented, “When I went the first time it was scary. The good thing was that I went with a couple of other people.”

Expectations

There were a variety of expectations for the students. Some of these were communicated in writing (i.e., rules packets, personal contracts, etc) and some were provided during orientation and the foundation classes. In some cases, students were asked to help other students learn about the college and coursework.

College Orientation Program

Becoming comfortable in their college environment was perceived by the students to be extremely important. Some college programs had a college student ambassador to help guide the student to classes. The orientation programs offered helpful advice about the availability of tutoring and description of the school.

Foundation Course

The students interviewed spoke of how much the various foundational programs helped with their choice of program, learning technical terminology and grasping what would be required of them in the college program.

Enrollment and Financial Aid

The students interviewed reported that enrollment was not as difficult as they thought it may be and that the coordinators were helpful in the process. Staff at the colleges and in some cases, the coordinators helped with the financial aid issues. Arrangements for such items as books, tuition, meals, transportation were handled by the coordinators, minimizing what the Job Corps students had to deal with.

Most students discussed the need to take the remedial courses without credit toward their certificate or degree. The other issues that surfaced frequently was the inability to get into some classes, or classes not being offered in the semester needed.

Tutoring and Mentoring

Some students asked for tutoring because they were having a difficult time. Not being knowledgeable about tutoring, they did not know how helpful it would be. Most of those who used the services, either at the community college or on center found it very helpful. Some staff volunteered to tutor students, which appeared to help a lot, and the students expressed their appreciation for the extra assistance.

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Most students found tutoring more helpful than what they expected. A number of students indicated the college had limited hours per week of tutoring available, and it was difficult to get to the tutoring due to conflicting class schedules. Students also spoke of having a counselor at the community college, but generally were not seeking out the counselor unless they were having some scheduling problems.

Placement Testing and Preparation Programming

Students generally did not like the requirement of placement testing. However, some students indicated they appreciated the opportunities offered by their centers for preparation help from staff and programs, such as the Horizons program at Keystone, which helped a number of students feel better prepared for the testing.

The Horizons program was a six­week developmental program offered through the local Workforce Investment Board that assisted students to prepare for college

Success stories

Paul Simon Chicago Job Corps

Prior to enrolling at the Paul Simon Job Corps Center, Irene Correa experienced significant personal difficulties that created problems at home with her parents and her educational pursuits. Once enrolled in Job Corps, Irene became a model student. On her healthcare grant application her center health occupation instructor gave her a glowing recommendation, stating, “Irene has excellent leadership skills because she does try to see a different point of view.” The center standards officer wrote; “Irene is always positive and always encourages other students to meet personal goals.”

A model for others to emulate, Irene Correa was the first of three Job Corps graduates from the healthcare grant program. Irene gladly volunteered at several local hospitals, successfully completed the program, and passed her state certification exam in the Certified Nursing Program.

She continues to be a source of encouragement to fellow students, completing an eight hour per day internship at Rush University Hospital, while taking classes and maintaining a 3.8 grade point average at Malcom X Junior College in Chicago. She has since completed the certification program and become a Phlebotomist. However, the spark of life long learning that was ignited through the grant program is still burning bright. She was accepted and attended the fall 2005 and spring terms at Northeastern Illinois University, in Chicago, IL. as a full time student.

During March 2005, the National Director of Job Corps visited the Paul Simon Job Corps center. Irene was invited to have lunch with the director, who by the end of lunch was extremely impressed with Irene and the healthcare grant program. Irene’s story proved how a little assistance and support could help change a life and create a bright future.

Cincinnati Job Corps

Brandi Demmons recognizes a good deal when she sees one, and she knew that the healthcare grant was an excellent opportunity! Brandi was one of the first students at Cincinnati Job Corps

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to apply and be accepted into the grant. She was also one of the two students chosen to be featured in the healthcare grant video.

The enthusiasm and commitment to a career in the health field that are captured in the video continue to evidence themselves, in her approach to life­long learning, now almost three years later. Brandi graduated from Cincinnati State in June of 2006 with an Associate of Science Degree. Currently, still as a Job Corps student, she is finishing a BS in nursing at Northern Kentucky University.

The two qualities that seemed to be influential in Brandi’s success were her maturity and commitment to her goals. She made good use of everything that Job Corps and the health grant had to offer her.

Keystone Job Corps Center

Antionette Kenon completed a rigorous course of study at Luzerne County Community College in May 2005, earning her credential as a Dental Assistant. She was in the accelerated program, with weekly schedules that encompass class on two days and clinical activities the other three days.

Antionette had been on her own for three to four years and prior to turning 18, was placed in a youth services program. After receiving her high school diploma, she moved to the Wilkes­ Barre area of Pennsylvania and tried to make a go of it on her own. She recognized she wanted a career with the opportunity for advancement, which would require additional education and training.

Antionette believed Job Corps was the solution to her need for additional training and called the local admission counselor. She arrived at Keystone Job Corps on July 29, 2003 at the age of 23. Within six months of enrolling in the program, she had completed the business office technology trade and earned her driver’s license. Having accomplished so much so quickly, Antionette decided to give college a try and enrolled in the DOL healthcare grant program at Luzerne County Community College, choosing to pursue a program as a Dental Assistant. This program and other similar programs around the country are part of the President’s High Growth Job Training Initiative Grant.

Antionette has been invited to become a member of the American Dental Assisting Association (ADAA) and the Northeast Pennsylvania Dental Assistant Society (NEPADAS). Her education and training, as well as membership in these professional organizations will give her recognition, resources, skill development, and connections within the profession. She recently left Job Corps as a completer, taking a job as a Dental Assistant at $10.00 per hour.

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Keystone Job Corps Students graduate from Surgical Technology Program Pictured left to right are graduates Asnake Assefa, Solomon Meskel, Mahlet Ketema, Atsede Meskel, Deslhn Tefera, and Sileshi Getnet. All graduated with honors.

On August 11, 2006 six students from the Keystone center graduated from the Surgical Technology Program at Luzerne County Community College. The Surgical Technology Program is very intense and entails hard work and dedication. Each student received an Associate’s Degree within a 14­month time frame.

College Staff Information

Staff and faculty at two of the Chicago colleges indicated that they believed the grant program was beneficial, and they were working with center staff to help find ways to sustain the program.

Two professors commented that they looked at the Job Corps students as any other student. They indicated that while they would like to share more information about student progress, they were limited by confidentiality rules. These professors preferred that students provide progress information to the coordinator themselves and did not feel comfortable, even with signed releases, in providing student information to the healthcare coordinator.

Center Staff Interview Feedback

Program Establishment and Activation Center staffs were initially approached by the MTC corporate office regarding interest in the project, and staff responded with an enthusiastic affirmative response. The grant proposal was written very quickly. Staff discussed what they would want to do, how to measure performance, what needed to be tracked, how the necessary systems would be put in place, and how best to coordinate the project. A number of teleconferences between the field staff and the corporate office were conducted during this time.

Center staff put together background and resource information to support the viability of the grant (i.e., local colleges that would commit), and then included the resources they believed they would need. They also drafted some of the language for the proposal (e.g., colleges, contacts, healthcare programs they could offer, and their ability to commit to the project) all within a few days, sending the materials to MTC corporate to be assimilated.

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The grant award came quickly but was a welcome surprise, and center staff looked forward to the positive impact this specialized training would have on the careers for those students accepted into the grant program.

Initially various meetings were held at the Cincinnati, Keystone, and Paul Simon Chicago centers to establish the centers’ approaches and action plans for grant implementation. Teleconferences with corporate staff were initiated to ensure ongoing communication and support for the grant process. These teleconferences assisted the centers in delineating their processes, ensuring established action steps covered all requirements, and formalizing entry criteria. Ongoing teleconferences provided an opportunity for continued dialogue and updates on issues and actions. Without exception, center staff interviewed believed that they were well supported by the corporate office.

Overall, center staff were very optimistic despite a slow start and some hurdles during the first year.

Applicant search, Assessment, and Selection processes

Applicants were initially sought from the three grant participating Job Corps centers. In the beginning, there was a push to enroll students in the program, as the grant period began without sufficient time to have a healthcare coordinator identified and hired, eligible students identified, and arrangements for required college entry testing made. There was also not enough time to work with the students and community colleges to place accepted students into their desired training programs and classes for their first terms.

Testing at the community colleges consisted of either the Compass Test or Work Keys as a method to determine appropriate placement and readiness for college level work.

The general guide the centers used in selecting students included items such as: • GED or HSD, trade completion, • A minimum TABE score of 550 in both math and reading, • Completion of the Health Occupations Foundations course if not in an allied

health trade, and • A good discipline and attendance record.

Student Recruiting

There was a considerable amount of publicity on center with staff and students. Once the coordinators were hired they started doing small focus groups with staff to ensure they knew about the project and could ask questions to clarify their understanding. Processes were developed to help students sign up and to show them what was required before going to the college campus. The transfer process was clarified and a number of externally focused marketing initiatives were implemented.

The marketing items made available, included a promotional video (Appendix B), brochures (Appendix C), and other materials. The promotional video, described later in this report, was designed specifically to attract participants and inform them of the project. It was shown at

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different times when meeting with students and staff. Staff also commented favorably on the efforts of the corporate office to support them by sending email with descriptive information to all the center directors nationwide about the program as well as hard copies of materials. Coordinators responded to inquiries with calls to the center staff or students, depending on the question. In some cases, visits to various centers were made to draw attention to the opportunities, as well as answer student and staff questions in person. The most active off center recruiting came from the Keystone coordinator, who made trips to most of the other centers in their region.

The Center directors took time at the regional meetings with their peers to announce the program and seek assistance in the recruiting efforts. The Center directors took on a supportive role in general working to recruit and make students aware of the opportunities, as well as support the coordinator. The coordinator was the person responsible for most of the work. They tracked the students, completed the reports, and looked after the details. The coordinators worked with staff on center and in some cases in other centers to recruit applicants. In addition, connections with employers for work­based learning and job placement helped students meet business and industry members as well as access the services of the workforce system.

The center directors, business community liaisons or coordinators consistently brought up the grant program during meetings of their Community Relations Council and at speaking engagements or meetings in the community. Staff also provided information to the admissions counselors serving the center in an effort to ensure a broad approach to recruiting.

Efforts were made by center staff to activate Alumni Chapters to seek recruiting assistance. It was reported that the process proved to be very complex and the National Office of Job Corps had previously eliminated financial support of the National Alumni Association. As a consequence, the chapters, excluding a few individual alumni, were inactive. Transfer Students A number of students transferred into the centers that offered the healthcare grant. The Cincinnati center did not have any transfers, primarily due to the lack of an out­of­state tuition waiver. The other center staff were clear that when reviewing a possible transfer that decision makers needed to have the medical file, student evaluations, discipline and counseling records so that they knew who it was that was seeking the transfer. Staff also pointed out that centers needed to give those who want to transfer a realistic description of the center so the applicants did not arrive and become overly disappointed. In addition, when the transfer students arrived they should not be treated like a new Job Corps student. They needed to be put in a dorm along with other college students and the transfer student was shown around the center. These students needed to be treated with “tender loving care.” They also needed to be allowed off center to make some money if they requested such an opportunity.

The Keystone center asked that sending centers provide additional information on student substance abuse issues and medical history. The center also sought to stress the importance of coming with a commitment of completing at least two semesters (i.e., 24 semester credit hours] The Chicago coordinator paired students transferring from other Job Corps centers who were not familiar with the Chicago area with other grant students who knew the bus system and their way

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around the community college campuses so they could get acclimated. The students interviewed, cited this practice as being very welcome and helpful.

Records – Development and Access

The records development and access in terms of Job Corps seemed to function well overall. However, the input of O­Net codes into the Center Information System (CIS) for healthcare grant training programs was not fully accomplished and in these cases, grant training was tracked manually and was not reflected in CIS.

Staff experienced a number of challenges acquiring accurate up­to­date information on students’ progress at the community colleges despite having obtained signed releases (see Appendix A) from the students. Fortunately the professors viewed the Job Corps students like any other student; unfortunately, like all other students, they viewed them as adults that should not have their personal information shared with anyone other than the student (Note: Not even parents can get student progress reports or grades, unless the student shares the information).

Healthcare Coordinator Role: Approach, Strengths, and Challenges

The healthcare coordinators were employed at each of the grant centers and were primarily responsible for assisting in the recruitment, scheduling, counseling, and retention of the students in the project. With the exception of Keystone, the centers experienced turnover in the position of coordinator over the two­year grant period.

The Cincinnati coordinator had been employed by the partnering college, prior to accepting the position of coordinator. It was arranged between the partners that she would work out of an office at the college. It appeared at the onset that this would prove very beneficial, since the position required a health background, which she had. Further, she knew what courses were necessary as well as the system and professors, and she could access the college computer system. Unfortunately, she, like the other coordinators, was unable to get progress reports from any source outside of the students, which often did not provide a true picture of actual student performance. The professors, with few exceptions, provided the coordinators with only a final grade. The other center coordinators had prior Job Corps experience, excluding the first Chicago coordinator who was not employed in the position for very long. The Keystone coordinator had the most tenure, having worked at the center a number of years, and as a result had a level of built up trust and a bond which helped Keystone early on in the program. All of the centers needed a healthcare foundation program; only Chicago had such a program in place already. The Keystone coordinator took on the responsibility to develop the Introduction to the World of Healthcare and was able to get the staff nurse to teach the program. The Cincinnati coordinator designed the “Professionalism in Healthcare” program (see Appendix D), which received official college sanctioning as a three­credit hour course. It addressed the expectations related to coursework at the college as well as the demands of the profession (e.g., attire, punctuality, and ethical).

The Chicago and Keystone coordinators would usually visit the college daily and position themselves so that the students could come to them with any issues they were having. The

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students appeared to need a coordinator to be physically available to listen to their needs, know what to do about any issues, and make any necessary arrangements. Staff interviewed indicated that the coordinator position was a critical component in the success of the students and the project.

It was noted that within a range of 30 to 40 students, the responsibilities are manageable. However, during the beginning of the college term there are so many things that need to be done, and having additional help is important to meet the needs of the students. Detailing the ACT coordinator to partner in the effort made the team more productive and effective. At those times, knowing the systems and people involved made an impact in addressing issues and helping the students.

Each of the coordinators believed that the college environment should prepare the trainees to be responsible, make decisions, and be accountable for their choices. However, the Chicago and Keystone coordinators appeared to be more successful in dealing with recruitment and some of the retention related issues that Job Corps students seem to face.

The coordinators had students schedule their classes usually online, as well as plan to complete their course prerequisites. Students were provided guidance, but were required to register for school by themselves, which appeared to help them grow and feel more confident. In addition, all of the coordinators made sure grant students were provided meal funds and transportation or bus passes.

Each of the coordinators held weekly meetings with students where they were counseled about college in general, course selection, personal items, and attendance, as well as offered free tutoring. Each center also set up a system where students could go to the bookstore and receive the books and supplies needed, so they did not have to deal with arranging payment themselves.

Since the Cincinnati coordinator did not have an in­depth understanding of what was involved in recruiting, retaining, and training a Job Corps student, Cincinnati center staff helped with the recruiting duties by focusing more attention on this issue.

In the area of scheduling, the Cincinnati coordinator did a great deal to assist students in obtaining the courses they needed. As a college person, the coordinator had experience and connections in areas that Job Corps staff did not know, such as how to place a student in a course that had already been closed. Each of the coordinators also set up tutoring sessions and worked to address student personal issues, trying to keep them motivated and involved in the program.

The general consensus of staff interviewed was that it would be best, should there be a similar future initiative, to have someone who is familiar with Job Corps and the students function in the role of healthcare coordinator. There were a variety of issues that surfaced which are somewhat unique for Job Corps students, who are typically residential. This was particularly important for a transfer student who would probably feel better about the situation with a special contact person at the center. Finally, staff interviewed indicated that there was so much involved with the paperwork, tracking, and coordinating of student activities that someone without knowledge of Job Corps would have difficulties in administering the program effectively.

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Data Collection and Reporting

While center staff have experience collecting data and tracking student progress, they seemed to have had a difficult time getting the data assembled for the monthly and quarterly grant progress reports. Internally, significant work took place to document grant activities and to update the monthly and quarterly reports required by the Federal Project Officer

Tutoring and Mentoring

The Keystone coordinator developed a very good mentoring program. She had several training sessions and had a few staff who volunteered. However, Keystone expected more of their staff to join. The center required staff to become involved with mentoring, tutoring, clubs and other activities on a select list to get points needed to achieve an elevated employee appraisal system rating. Keystone is still deciding how best to approach the mentoring program beyond the healthcare program as a center activity. Staff related that they are still in the beginning phases of developing their program, philosophy and the ability to match mentors to students.

The Chicago coordinator mandated that those just entering the grant program spend at least an hour per week with the tutor. The students remarked on how much tutoring helped them in dealing with a variety of learning challenges. Several students commented that they agreed that tutoring should be a required part of the program. Most indicated that tutoring at the colleges was only available at times when they could not attend either because of class schedules or because of the student’s transportation difficulties.

The Chicago center was able to contract with a university student pursuing an advanced healthcare degree as a tutor. This tutor worked on­site to help the Chicago healthcare grant students. Assistance was provided at times more convenient to the student’s schedule. The tutor even worked with students on weekends. The students commented that they found the tutor to be very helpful, especially since he was pursuing an upper level degree in healthcare.

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CHAPTER 4: GRANT ACTIVITIES

This chapter provides lessons learned, program activities and process information.

Lessons Learned The MTC Job Corps centers worked with a wide variety of organizations in each of the three localities to recruit youth meeting requirements for the program as well as finding placement opportunities. Considering all the issues, MTC believes the most important accomplishments attained with the grant to be:

• By far the greatest success was the students who completed their college programs and are or soon will be working in a high growth field and those who remain enrolled working toward their completion. The initiative demonstrated that the hard­to­serve youth enrolled under the initiative (i.e., disadvantaged youth, many of whom had dropped out of high school) could be successful in advance training in a healthcare occupation at a community college so long as they were provided with ongoing supports/mentorship tailored to their needs.

• The initiative helped MTC identify the need for advanced academic training in Job Corps to ensure students will be better prepared for advanced training in the high growth initiative fields and for college enrollment.

The major implementation challenges and how they were addressed include:

• The biggest challenge was trying the fit grant activities including the student training into the two year time frame of the grant. Due to community colleges’ enrollment criteria and their specified quarter an semester start dates, this grant period should have been longer. Initially the project life­cycle shifted from three years to two­years, thus significantly hampering the original design. Many of the students were unable to complete their training program within the shortened grant period.

• When implementing this type of project in the future, it would be useful to time the initiation of the project in concert with the school semester, allowing adequate time to hire a coordinator, screen students, and remediate academic issues and place students in appropriate college programs. A shorter time period was in place to work out the specifics of program recruitment and service delivery.

• It is important that additional research related to criteria be performed in advance of student selection. At first, in part because of the need to get students into grant training quickly, the three centers drew applicants from their centers that had the desire, proper attitude and interest, but may not have been as well prepared academically. Although selection criteria was established early requiring specific TABE 30 scores, high school diplomas or GEDs, and completion of the Job Corps academic program, a considerable number of the grant participants lacked the higher level academic skills necessary to be successful in a college environment. This was an issue for some of the students, which resulted in early withdrawal from the grant program.

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• Initially there was a misunderstanding on the need for grant enrolled students to complete a full healthcare or business technology Job Corps training program prior to grant entry. Near the mid­point (i.e., spring of 2005) of the grant, clarification was provided by the Federal Project Officer and the Business Relations Group on the interpretation of the grant training requirements. 31

• MTC experienced difficulties with continuity of staffing for the coordinator position at two of the three Job Corps centers involved in the project. Future projects of this nature should probably have coordinators who are experienced in working with the Job Corps program and students. The coordinators who did not have that experience were supported by center staff and trained on the Job Corps processes and procedures used to address student issues.

• With regard to training, community colleges sometimes lack capacity. One such example was Lehigh/Carbon Community College. Since it was not able to serve the needs of the students, another college (i.e., Lucerne) was identified for grant participants to use. At some of the partnering community colleges, there was fierce competition for limited training slots offered in particular health profession fields. For example, at one community college there were only 32 slots available for the surgical technology training, and yet there were 75 applications for those slots. In this particular case, six of nine grant student applicants were accepted into the Surgical Technology program. Program designs of the future, may need to take this type of competition into account so that some grant participants do not have to change their majors or decide to leave the grant and Job Corps.

• Recruitment was somewhat complicated by the fact that to be a participant in this initiative, individuals had to be enrolled in Job Corps and have earned a career technical training program completion in healthcare or business technology in addition to meeting the grant entry criteria. Some potential applicants choose not to enter Job Corps, since they did not want to complete a trade before entering college programming.

• Student acceptance into one college was unavoidably delayed in Chicago due to a labor strike. Staff made alternative arrangements for the students who chose to remain in the program.

The main lessons learned from the grant are:

• Students need to be better prepared academically, especially in the math and science areas, which are critical for healthcare training before embarking on advanced training at community colleges. Job Corps has the ability to integrate higher level academics. This action would be helpful to those students who choose to pursue college programming and is consistent with the National Director’s goal to place 20 percent of students in college upon graduation from Job Corps.

• Tutoring and mentoring are critical components for a program such as this one. Many of the Job Corps participants dropped out of high school and need ongoing support to be successful in an academic setting. The ability to provide tutoring and

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mentoring is not only needed for those involved in college programming, but has been proven to be helpful to all students.

• Future projects involving advanced training status transfers should probably be longer in duration. In addition, there were delays in recruitment of advanced trainees which was due in part to the lack of a special designation program code allowing flow back credit to sending centers.

• As a result of the grant, MTC administrators and staff have learned a great deal more about federal grants management.

With respect to the new community linkages, the grant helped initiate the following activities/services/partnerships:

At the Cincinnati Job Corps center a number of new relationships were formed with organizations such as: • Youth Zone, an organization which involves itself in promoting educational

opportunities for young people and Work Net, an organization that helps young people overcome financial barriers and become independent were contacted and helped support grant students.

• St. Elizabeth Medical Center in Edgewood, Kentucky and the head of the health department at Scarlet Oaks, a vocational school which has shown interest in the healthcare grant program. The Diamond Oaks and the Scarlet Oaks’ Career Development Center instructors searched for some of their former graduates who might be good grant student candidates.

• Health Professions Academy (HPA) and Human Resources Professionals from the Health Alliance and Children’s Hospital assisted healthcare grant students to become employed and take advantage of the HPA (tuition reimbursement program) to complete their degrees once the healthcare grant is completed.

• Su Casa Ministries (Catholic Social Services) located in Cincinnati, OH disseminated grant recruitment brochures in an effort to increase Hispanic enrollment.

• LaRabida Children’s Hospital; Students toured the hospital as a result of an arrangement through Deborah Pascal, program specialist for the Department of Labor’s Women’s Bureau.

• The Education Opportunity Center, had bi­weekly meetings to encourage new students to consider college and to help them with their Free Applications for Federal Student Aid (FAFSA).

• Great Oaks and the Greater Cincinnati Nurse Aid Training: Meeting with the organizations’ coordinators was held to find placements for healthcare grant students. Some students were provided the opportunity to perform community service volunteering through Good Samaritan Hospital.

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• Withrow High School: Jean Crawford, guidance counselor, provided the center the opportunity to discuss the healthcare grant and the opportunities available for students in Job Corps, during the school’s College and Career Fair.

The Keystone Job Corps center also developed a number of new relationships such as: • Hazleton Area High School and the Hazleton Area Career Center: Meetings were

held and information packets disseminated to the center staff, Luzerne County Workforce Investment Agency staff, Dynamic Education Systems, Inc. (DESI) recruiting staff, and Job Corps Region 2 Latino Recruitment Task Force.

• The Workforce Investment Agency (WIA): Provided the grant students an opportunity to attend their pre­college (i.e., orientation and remediation) “Horizons” program.

• GEM Nursing (Group E­Mentoring in Nursing) program: The center enrolled all interested healthcare grant participants in the program, which is run by the U.S. Department of Labor Women’s Bureau, after they had a personal presentation by an agency representative.

• Region 2 Latino Recruitment Task Force: Keystone’s healthcare coordinator held meetings with Jose Borrego, a member of the task force. As a follow­up Mr. Borrego contacted Lazaro Fuentes, member of the Board of Directors for the Hispanic Chamber of Commerce of Lehigh Valley, to discuss the healthcare grant students as an opportunity, promoting it in the Hispanic communities in hopes of recruiting some students.

• Workforce Investment Act/ Youth Advisory Council: Meetings were held by the coordinator with Greg Hunsinger (Workforce Investment Act/ Youth Advisory Council), Paul O’Malia (Director of Workforce Investment Development Agency), and Pamela Anderson (Career Counselor for Workforce Investment Act). Discussion centered on the promotion of the healthcare grant and the opportunities available to youth.

The Paul Simon Chicago Job Corps center also made a variety of new connections while pursuing grant objectives, such as: • Chicago Metropolitan Healthcare Council: Center staff were able to get Mary Ann

Kelley, Vice President of the Chicago Metropolitan Healthcare Council, to come to the center to begin the process of assigning mentors and looking at possible internship sites for the healthcare grant students. She also discussed ways the counsel would assist the center as it further develops its healthcare sustainability plan.

• Annual Youth Expo: Healthcare grant participants had a booth at the Annual Youth Expo at Wilbur Wright College.

• Southwest One­stop: The center developed a stronger relationship with several one­ stop centers in the Chicago area. The Southwest One­stop dedicated time and vouchers to the extent of $5,000 for each of the center’s healthcare grant participants

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who were between the ages of 19­21 so they could continue their training in the healthcare field.

Program Marketing Initiatives

MTC developed press release, National Job Corps Association bulletin, healthcare grant brochure, web site and the video production which all served to promote the program both internally and externally. Grantee actions produced a high­quality brochure (See Appendix C) which was coordinated with a very informative MTC developed Internet Web site. The site can be viewed at http://www.mtctrains.com/jobcorps/training_initiative.php.

Promotional Video (See Appendix B which contains a copy of the video)

MTC utilized the expertise of its communications department developed an informative healthcare grant video which provide a recruitment tool for the three centers and their coordinators. The communications department staff traveled to Cincinnati to complete the video, interviewing staff, students, and a local physician. From inception to completion, MTC spent 129 hours writing, traveling, shooting, producing, and editing the video.

The MTC Institute completed a mass mailing of the video with other healthcare grant promotional information to all centers that provided training in the grant feeder fields of health occupations and business technologies. Included in the information sent, was the contact information for each of the healthcare coordinators.

The healthcare coordinators and center staff used the video at every opportunity. The Cincinnati coordinator used it at meetings, graduations and job fairs. The Chicago coordinator handed out numerous copies of the videos to various agencies. The Keystone coordinator made recruitment trips to various centers within the center’s Job Corps region and used the video as a major part of her presentations. The Keystone coordinator indicated that it would have been helpful if the video had had more detailed information on the Job Corps program. The video was also shown to the center’s Industry Advisory Counsel.

The video was used for a variety of recruiting and informational purposes, including Community Relations Council meetings and promotional meetings that the Business Community Liaisons had in the community.

Outreach and Recruitment The project developed specific outreach materials designed to attract low income, out of school youth, between the ages of 16­24, into the program. Each of the three Job Corps centers worked closely with the Job Corps admissions contractors to support outreach efforts to maximize program participation. Advanced training students were recruited within the Job Corps system by publicizing the program at all the remaining 119 Job Corps centers. In early August 2005, each center director received a letter asking for immediate action to locate students who were interested in the healthcare field and could meet college admission requirements and semester deadlines.

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The center directors were advised that interested students must be graduates from a healthcare or business occupation program, have a GED or high school diploma, and be motivated to pursue an advanced training opportunity. They were also provided the MTC Web site so additional information about the centers, community college partners, and healthcare programs could be found (www.mtctrains.com/jobcorps/training_initiative.php). The centers were advised that the Keystone and Paul Simon Chicago centers could accept students from any state. However, the Cincinnati center could only accept students who would qualify as Ohio state residents.

The packet sent to each center included informational material designed to assist in the recruitment of students at the various centers. There was a brochure (see Addendum B), which included contact and program information to heighten staff and student awareness of the program. There was also a CD­Rom that provided a video program overview to be used by center staff to speak directly to students who may have an interest in the additional training opportunity.

In an effort to explain the transfer mechanism, centers were advised that students accepted for transfer would generate advanced training credit for the sending center at the time of transfer. The sending centers understood that when the student separated and was placed, they would also receive all credits related to placement accomplishments as outlined in the Job Corps policy (i.e., PRH Appendix 501a).

MTC’s communications department produced the video designed specifically to attract participants and inform them of the project. Additionally, while each of the centers was supposed to be able to use their chapter of the Job Corps Alumni Association, it was discovered that chapters were not available to support center efforts in outreach and recruitment.

College Orientation and Program Support

With the exception of some of the Chicago colleges, all of the colleges had an orientation program. All of the students expressed support for these programs.

English as a Second Language

It was believed by those involved in writing the grant that curriculum for those students involved with English as a Second Language (ESL) needed to be updated. No funding was included in the budget for such activity. When it was learned that a national office initiative regarding this area would duplicate efforts by MTC, as request was made for a change to the grant, deleting this area of responsibility. During an early teleconference regarding changes to the grant language, a request was made by the Federal Project Officer for information about the costs associated with ESL curriculum development as compared to costs to purchase curriculum. The following individuals were contacted and commented on developmental costs.

a. Laura Trelease, Oxford University Press (1­800­441­5445 ext 6308), reported (June 30, 2005) that the cost of LEP/ESL curriculum depended on a variety of factors (e.g., level of student, focus of program, to what extent the author would use of graphics to supplement the text, rights to materials, trade marking if required by author(s), and printing costs). The estimate provided ranged from $10,000 to approximately a million dollars, depending on the extent to which those factors impact the project.

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b. Kelly Garcia, Steck­Vaughn (1­800­833­3546, ext. 3385), relayed a response (July 7, 2005) from the Steck­Vaughn editorial director of adult education materials that the conservative cost to develop the curriculum for the entire Language Exercises series— including creating a scope and sequence, writing, editing, creating art, producing, and manufacturing—exceeds $150,000. She did not mention that the cost of showing the materials to focus groups or ensuring that the material follows federal guidelines and "researched for results" best practices had been included.

c. Laura Bernell, a private curriculum developer (408­378­7708 Laura@Bernelleditorial.com) advised (July 5, 2005) that it is tough to give an estimate of curriculum development. She stated that if the curriculum is limited to English proficiency, including reading comprehension, listening comprehension, sentence writing, paragraph writing, vocabulary, and email writing (important these days), “I don't see why it should go beyond $30,000. That doesn't include production of materials, of course—only development, objectives, tasks, tests, etc.”

It was apparent that the costs for purchasing curriculum for those who need ESL support related to involvement in the program are considerably less than the cost for curriculum development. Since a formal response to the MTC request to modify the grant to purchase new curriculum materials was not rendered, students continued to receive regular Job Corps ESL support from the center staff, using existing curriculum and materials.

Two centers sent an ESL instructor to receive Sheltered Instruction Observation Protocol (SIOP) training (Echevarria, Vogt, and Short, 2004). 32 This initiative was possible through a relationship MTC built with the Utah Personnel Development Center (a state of Utah educational training unit). SIOP is a framework for organizing methods, materials, and techniques; thus ensuring that effective instructional practices are implemented and can be quantified.

Efforts to Recruit Hispanic Students

One of the issues the grant proposal addressed was the need for bilingual healthcare workers. The strategies included a recruiting campaign. A focus of the initiative was to attract and retain Hispanic students for participation in the healthcare grant.

Staff recruitment and retention efforts involved presentations, meetings, social events, supportive programs and involvement of community leaders. At various points in this publication, recruiting efforts have been presented. These efforts not only included visits to other centers to recruit transfer students, but also sought new candidates for Job Corps. Part of the plan included, recruiting activities which were conducted in locations that staff believed would deliver bilingual candidates. Other types of actions also were instituted in an effort to find candidates.

The City Colleges of Chicago offered the “Bridge Program,” which assists Hispanic students prepare for college requirements. Some of the grant students enrolled in the program.

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Mr. Munoz the center’s Chicago Alderman for the 22 nd Ward and Mr. Hernandez the chief paramedic for public education at the Chicago Fire Department attended the center’s Community Relations Council and spoke to students and staff about the city’s efforts in allied healthcare field development. They had an open invitation to attend the center’s College Career Fairs to help recruit students and specifically Hispanic students.

Singled out and serving as a role model for others throughout the grant timeframe was a student who was the first Hispanic healthcare grant participant at Keystone. She was awarded a certificate of specialization for Medical Office Assistant/Transcriptionist at a commencement exercise at the Luzerne Community College

Sustainability Initiatives and Successes

Center staff actively and continuously sought out options and opportunities to continue activity begun under the grant. Some examples of staff efforts appear in the following paragraphs.

Center staff were successful in acquiring agreements from community college partners at both Paul Simon Chicago and Keystone Job Corps Centers to waive out­of­state tuition for students recruited to the program from other out of state centers.

Calls were made to Intermountain Health Care (IHC), who provided $1 million in grants to community colleges and universities in Utah to help fund programs (i.e., faculty salaries, tuition, and equipment) that educate nursing staff. This led to a discussion with staff from Americas Health Insurance Plans (www.ahip.org). Despite efforts to learn if more grants of this nature were taking place in other localities, no further information was received.

Efforts were also made to connect with the American Association of Community Colleges to pursue some of their funded projects (i.e., Pathways to College Networks). However, staff were not successful in locating a funding source here.

A number of staff discussed the need to find new sources of funding and asked the executive directors of the local workforce investment boards to assist with any opportunities that may surface.

The three centers were provided information from MTC when announcements were made on upcoming community college grants and center directors and healthcare coordinators were encouraged to meet with their community college partners to discuss Job Corps being included under any submitted grant proposals.

The Cincinnati center director met several times with the president of the college and the dean of workforce development to discuss grant program sustainability, without successfully locating funding sources. However, the president did agree to include Cincinnati Job Corps in any similar grant proposals.

Cincinnati State College made efforts to enable healthcare grant students to obtain entry level employment in local area hospitals and continue their educational endeavors using tuition reimbursement and reduced work schedules.

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The Keystone coordinator discussed sustainability with the Luzerne County Community College’s grant writer. But no sources of funding were found.

The City Colleges of Chicago made available to the Job Corps students grants that pay for tuition and books for students interested in obtaining a certification in Medical Transcription and Medical Coding. This new program continued after August 2005.

The Chicago center developed strong working relationships with several one­stop programs in the Chicago area. During the grant, the Southwest One Stop pledged to support center students who were 19­21 years of age through a special allied healthcare grant they had received from the state. The monies available will assist students with tuition, uniforms, and transportation

The Keystone coordinator helped five grant participants complete applications and gather recommendation letters for the Donald A. Buchannon Scholarship, which is open to current and former Job Corps students who are enrolled in an institute of higher education.

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CHAPTER 5: PRESENTATION AND ANALYSIS OF DATA

This chapter presents information about the methods of data collection, student and program data as well as responses to grant questions originally posed.

The target population for the grant included low­income, out­of­school, unemployed youth (ages 16­24) who were enrolled in Job Corps. The initial needs for grant entry were from within the three MTC­operated Job Corps centers participating in the grant. Later this requirement changed, enabling more students to enter from other centers. The youth enrolled in the program must be interested in obtaining advanced training in a healthcare occupation at a partnering community college. The project for each of the three Job Corps centers involved following the general center work plan. There have been some unique aspects for each center based mostly on its location and the specific community college partnership. However, the intended goal for each part of the project (i.e., center) was to prepare students for long­term employment in the healthcare industry. The number of students served by each center varied based on size of the center and available community college resources. The enrollment objectives for each center were as follows:

• Paul Simon Chicago Job Corps – 35 students Ø Year one – 25 students Ø Year two – 35 students

• Keystone Job Corps – 40 students Ø Year one – 40 students Ø Year two – 50 students

• Cincinnati Job Corps – 35 students Ø Year one – 25 students Ø Year two – 35 students

Projected outcomes for the project consisted of: • Enrolling 115 students across the three Job Corps centers in the program to prepare them for employment in the healthcare field;

• Outreach materials was to be designed to attract low income out­of­school youth between the ages of 16­24;

• Curriculum, materials and instructional strategies for limited English proficiency students was to be implemented in academics and basic vocational training areas;

• Case studies were to be used to document the experiences of program participants and to identify key variables important to youth success or failure in the program.

At the conclusion of the grant period (June 30, 2006) there were 177 students who had been enrolled in training. It is important to note that not all participants enrolled in the grant have ceased their participation in training. In fact, there were 65 students (37 percent) enrolled in college under other program opportunities at the end of the grant.

Students Attending

College Post Grant

Percent Attending Post Grant

Not Attending

College Post Grant

Chicago 19 32.2 40 Cincinnati 20 37.7 33 Keystone 26 40 39 Sub Totals 65 36.7% 112

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When the grant ended, there were 33 student participants (over 18 percent) who had successfully completed training including 14 students (10 from Chicago and 4 from Keystone) who received industry­recognized college/career technical training certificates:

• 4 Certified Nursing Assistants • 1 Dental Assistant • 1 Massage Therapy • 6 Medical Office Technology • 2 Phlebotomy Technicians

Also included in the total count of successful completers were 23 students who completed two­ terms of their program; a significant accomplishment given the grant lasted only two years. Some of the students continued taking college courses after the grant concluded.

College Graduates

After the grant ended, a number of grant participants wanted to continue their college experience. Sixty­five students continued in their program of interest. As part of this group, nine students (i.e., three from Cincinnati and six from Keystone) completed their Associate of Science Degree (AAS) in 2006.

The nine students who received degrees, included six students who completed their AAS in Surgical Technology, one who completed an AAS in Healthcare Management, one who completed an AAS in Medical Assistant Technology, and one who changed majors leaving the grant program in August 2005 but graduated under the center’s ACT program with an Associate of Science Degree on June 23, 2006 from Cincinnati State Technical & Community College. At the time of this report, she was working to finish a Bachelor of Science degree in nursing at Northern Kentucky University.

In addition, there were 10 students from Keystone and five from Chicago, listed below, who were part of the group of 65 who continued taking college courses and were scheduled to complete their college degree courses of study as noted:

• Six students are scheduled to complete an AAS in Surgical Technology; one in May 2007 and five in August 2007.

• Two students are scheduled to complete an AAS in Medical Office Assistant/Transcriptionist in May 2007.

• One student is scheduled to complete an AAS in Dental Business Assistant in May 2007.

• One student is scheduled to complete an AAS in Renal Technology in May 2007. • Two students are scheduled to receive their LPN in May 2007. • Three students are planning to complete their programs in 2008; one with an AAS in

Surgical Technology, one as a LPN, and the other in a Radiology program.

One of the students who completed an AAS in Surgical Technology was accepted by Temple University to study Pharmaceutical Science and will start training in August 2007. Another student who graduated with an AAS in Surgical Technology in August 2006 accepted a full­time position at Hershey Medical Center in Hershey, Pa., at a pay rate of $17.76/hour. At the time of this report, the student was planning to enroll in Penn State University (Capitol Campus) and

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study medicine at the Milton S Hershey School of Medicine. This student was also a recipient of the Donald A. Buchannon (Job Corps) Scholarship, totaling $2,500.

Data Collection Process and Methods

While considering the shortened time period and methods to enhance reliability and validity, the MTC Institute sought ways to demonstrate the rigor and trustworthiness of their approach by using quantitative and qualitative research. Researchers determined that they should use data driven methods combined with interviews of students and staff involved in the grant to arrive at their conclusions and recommendations as opposed to using case series studies which are vulnerable to bias and confounding.

The sampling methods typically associated with case studies are designed to look for the richest and most interesting cases. However, this method leaves itself open to strong sources of bias, as the most interesting cases are often population outliers. Therefore, to better understand how a population is reacting as whole, it is advisable to pursue alternative methods, which was our approach. The MTC Institute acquired access to CIS and pulled a student profile data sheet (ETA­640) on each student identified in the manual tracking log (Note: not all required O­Net codes were entered in CIS) so tracking had to be completed in a manual fashion. For each student, a search was launched for any placement information. For those with placement information, the investigators obtained student placement records (ETA­678). The data from these documents were manually transferred to an excel spreadsheet (see Appendix H) for entry into a statistical software program that provides tables (see Appendix E) and figures of demographic and statistical data, enabling the presentation of a variety of information. Tracking the data, MTC had promised to measure the following:

• retention and completion rates,

• percent of students who complete training in the project and become employed in the healthcare industry (job­training match),

• average wage of students employed, and

• long­term attachment to the workforce, and promotions or lateral moves in the healthcare field will not be captured as the grant timeframes were reduced to a total of two years.

This data was to be compared against Job Corps centers in the same or similar geographic area that are not participating in the project. Since the grant timeframes were reduced, researchers were only be able to compare students that were placed in a job at the selected comparison centers and were only able to make comparisons when students were placed in a job and not at six months after initial job placement, or twelve months after initial job placement.

The Philadelphia, Dayton, and Wilmington Job Corps centers were selected to be used for comparison purposes. Each of the centers had similar student counts, center program, and placement opportunities. Most importantly, the MTC Information Systems staff was able to pull data from CIS to accommodate the limited comparison study.

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Healthcare Grant Student Ethnicity/Race by Center

33

10 13

3

46

7

48

7 8

2

0 5 10 15 20

25

30 35 40 45

50

African American Hispanic White Native American, Pacific Islander,

and Asian

Chicago

Cincinnati

Keystone

Fig. 5

Student Demographic data

As mentioned previously, there were 177 students enrolled under the grant initiative. As can be observed in Figure 4, there were more female students than male at each of the three centers.

Healthcare Grant Student Gender by Center

20

45 40

45

14 13

0

10

20

30

40

50

Chicago Cincinnati Keystone

Female Male

Fig. 4

The ethnicity/race of the students in the project was predominantly African American. The grant solicited special recruiting of Hispanic students; however, despite extraordinary efforts to recruit Hispanic students, the outcome was less than anticipated. Figure 5 demonstrates that only 9.6 percent of the students are Hispanic.

Many certifications and licenses require the applicant to be over a set age depending on the State regulations. Figure 6 demonstrates that the majority of the students were older in line with the requirements. Students at the Keystone center were older and had better outcomes.

Healtcare Grant Student Age on June 30, 2006 by Center

0

2

4

6

8

10

12

14

17­19 20 21 22 23 24 25 26­27 Years of Age

Chicago Cincinnati Keystone

Fig. 6

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GED/High School Diploma Attainment by Location by Center

39

30 29

20 23

36

0 5

10 15

20 25

30 35

40

45

Chicago Cincinnati Keystone

GED/HSD Attainment Location Off Center

GED/HSD Attainment Location On Center

Fig. 8

Healthcare Grant Students by Center

59 53

65

0 10 20 30 40 50 60 70

Chicago Cincinnati Keystone

Fig. 9

Figure 7 identifies the highest grade completed based on the report of the student. The majority of the students claimed they reached the 12 th grade.

There were 94 students who obtained a GED or high school diploma prior to entering Job Corps. Figure 8 shows 79 students received a credential on a center. The Keystone center had the most with 36 students obtaining a GED or high school diploma on center.

Each of the centers exceeded the stated grant enrollment objectives. Of the 177 students, the Keystone center enrolled the most students with 65 as can be observed in Figure 9. The Keystone coordinator was in place the longest. The other two centers experienced turnover in the coordinator position.

0 1 4 2 14

3 14

4

22 14

74

21

1 2 1 0

0 10 20 30 40 50 60 70 80

7 8 9 10 11 12 13 14

Grade

Healthcare Grant Student Report of Highest Grade Attained

Female Male

Fig. 7

40

Student Separations From Job Corps by Type and by Center

27

5 6 11

1

47

2 1

28

5 7 8 3

0 5 10 15 20 25 30 35 40 45 50

Ordinary Disciplinary AWOL Resignation Medical Seperation Maximum Benefits

Chicago

Cincinnati

Keystone

Fig. 11

Students Placed in Healthcare Jobs by Center

20

7

18

0

5

10

15

20

25

Chicago Cincinnati Keystone

Fig. 12

Figure 10 displays the number of two­term completers. The Keystone center had substantially more two­term completers.

Figure 11 is identifies student separations delineated by center. As might be expected the majority of students had ordinary separations. There were relatively few disciplinary separations.

In looking at the placements (Figure 12) and whether the students secured employment in their field of training, Job Training Match (JTM) was used. It is important to note that 45 students entered employment in a healthcare field.

Healthcare Grant Two Term Completers by Center

5 3

15

0 2 4 6 8 10 12 14 16

Chicago Cincinnati Keystone

Fig. 10

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Healthcare Grant Student Placements by CIP by Center

0 2 4 6 8 10 12 14 16 18

Allied He

alth

Business

Consumer Services

Education

Marke

ting

Mechanics

Precision Production

Protective Se rv

ies

Public Serv

ices

Transportation &

Material Moving

Vocational Home E

c.

Chicago

Cincinnati

Keystone

Fig. 13

The student placements by Classification of Instructional Program (CIP) type is an indicator of what type of job group the students were initially placed. As noted earlier, Figure 13 demonstrates the majority of the students were in Allied Health, with Business following closely behind. The Keystone center had the most placements with 35.

There were 40 students (16 at Chicago, 7 at Cincinnati, and 17 at Keystone) placed in Allied Health occupations of the 97 students who were placed. Figure 14 provides information on which program of study they pursued while in the grant initiative, prior to taking a job.

College Program of Study for Grant Students Employed in Allied Health Fields

0

1

2

3

4

5

6

7

8

9

Certified Nursing Assistant

Dental Assistant

Emergency Medical Asst

Group Exercise Leader

Licensed Practical Nurse

Massage Therapy

Medical Assistant Technology

Medical Massage Therapy

Medical Office Assistant

Medical Office Technolo

Nursing

Registered Nurse

Surgical Technician

Keystone

Cincinnati

Chicago

Fig. 14

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Grant Research Question Response and Data Analysis

A number of questions surfaced as the data was being gathered and analyzed. The following questions and answers are provided:

Did students who were Advanced Training (AT) transfers do better than students who were not AT transfers? Answer: No, AT transfer students have lower wages.

After qualifying 'doing better' as higher wages, the mean of wages for placed students were compared, accounting for unreported wages (i.e., active students not yet placed, students not eligible for placement, those placed in post­secondary school, and those not seeking placement). The mean wage for those with no AT transfer status is higher than the mean wage than those with the AT transfer status. Those students without AT transfer status have a mean wage of $9.22, compared with a mean wage of $8.02 for AT transfer students.

For a nonparametric test, an alpha level of .05 is required. At an alpha level of .05, the results would indicate that AT transfer students have lower wages than those who are not AT transfer students. A nonparametric test was performed to determine results, as the data is not normally distributed. Hence, a two sample t­test is not appropriate in this case. The corresponding p­value in this case was .03225.

Does a longer time in Job Corps correlate with higher wage? Answer: Yes

Yes, a longer time in Job Corps was positively correlated with a higher wage. The corresponding p­value was <.0001. 1 This is incredibly significant evidence to support this statement.

In order to answer this question, a hypothesis test was performed. The null (no effect) hypothesis was that there was no relationship between length of time in Job Corps and higher wage. The alternative hypothesis was that a longer time in Job Corps correlated with higher wage. This is considered a one­sided hypothesis test. Once the hypotheses were formulated, the next step was to use statistical software to obtain a p­value.

Statistically, the p­value was the probability of observing such an extreme test statistic under the null hypothesis. Smaller p­values provided stronger evidence against the null hypothesis. It is important to note that the p­value was calculated by presuming that the null hypothesis was true. In order words, the p­value was essentially calculating the probability of observing similar data if there was no relationship between the two variables. The p­value summarizes the strength of the evidence for or against the null hypothesis. Due to the fact that the p­value in this case was so small, it provided strong evidence against the null hypothesis. Thus, the alternative was accepted; a longer time in Job Corps was positively correlated with higher wage.

Did a longer time in Healthcare Grant Program correlate with higher wage? Answer: Yes

1 Findings were statistically significant. In statistics, mathematicians typically define the alpha level to be the acceptable level of error. An alpha level of .05 means one is 95% confident in the conclusion. Therefore significant means that the p­value generated from the test statistic is less than alpha; it can therefore state a conclusion with (1­ alpha) percent confidence.

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There was a positive correlation between time in the HCGP and wage. More specifically, there was statistically significant evidence to indicate that a longer time spent in the healthcare grant program correlated with a higher wage. The corresponding p­value is .0004. Students who remained in college in pursuit of a certificate and/or degree had higher wages upon placement in a health occupation consistent with the training received.

A one­sided hypothesis test was performed. The null hypothesis was that there is no relationship between length of time in healthcare grant program and higher wages. The alternative hypothesis was that a longer time in healthcare grant program correlated with higher wage. Since the obtained p­value was so small in this case, the null hypothesis was rejected. Thus, the alternative is accepted.

Was there a correlation between length of time in Job Corps and higher wages? Answer: Yes

There was a statistically significant correlation between length of time in Job Corps and higher wage. The cutoff is 760 days. Dropping below the cutoff (i.e., lower than 760 days), the results reflect a loss of statistical significance.

Do the wages differ between those who earned a GED/HS Diploma on campus and those who arrived with a GED/HS Diploma? Answer: No

There was not a statistically significant difference between the wages of the two groups. However, the data suggests that students who obtained a GED/HS diploma on center had higher wages on average

Did the age of the student (upon entry to the healthcare grant or upon departure from the healthcare grant) correlate with higher wages? Answer: Yes

Age upon completion of the healthcare grant appeared to be a very strong predictor for wage. Higher age indicated higher wage. Results were statistically significant at all reasonable alpha levels. The corresponding p­value was .0074.

Do those students who were employed in an Allied Health field have higher wages? Answer: Yes

Those students who pursued or obtained a certificate or degree in an Allied Health field and were employed in an Allied Health field had significantly higher wages. The mean wage for those with employment in an Allied Health field was $10.19. For those in a non­Allied Health field, the mean wage was $8.25. The p­value in this case was .001 which provides statistically significant evidence that those with employment in an Allied Health field had higher wages.

Was there correlation between the TABE scores and students identified as having academic difficulties? Answer: No

There was no significant correlation. There were only 36 students identified by the centers as having academic difficulties, some of which caused the student to be separated. The mean

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highest TABE reading score of these students was 575 and the mean highest TABE math score was 577.

There was also no correlation to TABE scores and student success in the college program as measured by two­term completers. As a consequence, we are unable to cite a specific “cut score” for the TABE reading and math scores in an effort to improve the likelihood of success in college level coursework.

Comparison Center Data

In an effort to respond in part to the grant question, does a certificate in a specialized area in healthcare result in better wages, the MTC Institute collected additional center data (see Appendix G). Three centers were selected for comparison purposes. To the extent feasible the centers were located in areas that would have relatively similar labor market conditions. Those centers had an existing healthcare program on center and some data elements were available from the MTC Information Systems group.

Isolating the students who were involved in the healthcare programs during the program years 2005 and 2006 (i.e., July 1, 2004 to June 30, 2006), which was similar to the time of time frame of the grant. The data collection effort yielded a cohort of 150 students (i.e., 41 from Dayton, 87 from Philadelphia, and 22 from Wilmington). Each of the students included in the high wage comparison had completed a trade on center with the grant students going on to college for a healthcare certificate and additional education.

Did students from the first group (Chicago, Cincinnati, and Keystone) have higher wages than the students from the comparison centers? Answer: Yes, students from the grant group had significantly higher wages.

Students from the grant group (i.e., Job Corps centers of Chicago, Cincinnati, and Keystone) had an average wage of $9.04. By comparison, students from the control group (i.e., Job Corps centers of Dayton, Philadelphia and Wilmington) had an average wage of $8.33. A nonparametric test was performed to determine if this was a statistically significant difference. For a nonparametric test, an alpha level of .05 is required. The resulting p­value was .0373. Thus, at the required alpha level of .05, the results were statistically significant; students from the first group had significantly higher wages.

A check of the Job Corps Vocational Training Report Card (VTRC­20) for the last two months of the grant period revealed that most (89 percent) of those separated from the centers did not have either a six or twelve month follow­up recorded. Therefore analysis and comparison of data with other students or centers for six or twelve month employment or wages was not appropriate or useful.

Survey of Grant Students

Prompted by the need to answer several grant questions, in the absence of longevity job data, a survey by mail campaign was designed and implemented in November 2006 and concluded in January 2007.

45

Approval for the survey was received from the Job Corps Regional Directors. Regional Director, Lynn Intrepedi provided verbal approval at the Job Corps Leadership Conference in Washington D.C., noting that Regional Director Donna Kay had approved the concept earlier.

The survey was designed to be easily answered. It was understood, based upon discussions with the regional DOL directors and MTC vice president, JoAnn McDougall, that the students needed to fully understand that the survey was voluntary and that no negative consequences would follow should they not respond. As a result, the cover letter and survey made these points clear and the survey itself had the following language at the top of the single page, 11­ question survey.

The information you have about your experience going to college out of the Job Corps Center is very important in our research efforts to make the program work better. We are requesting that you take this short survey and return it in the enclosed postage paid envelope. This survey is voluntary. Please be assured that association with the grant project or responses to this survey will remain confidential. There will be no negative consequences to you personally for or for not responding to this survey.

Following a review by JoAnn McDougall and Dr. Scott Kimball, MTC Organizational Training Director, some minor wording modifications were made. The eleven questions were also presented and discussed with current and former Job Corps students. In addition, MTC Job Corps staff from the Chicago center and the corporate office reviewed the questions, without change. With the questions set, how to get the questions to the students and returned was addressed.

Student survey packets were assembled and mailed out on December 11 th and 18 th , 2006 believing most students would be around listed residences during the holiday season. The packets contained a stamped pre­addressed return envelope, the cover letter, and a color­coded survey form.

⇒ Yellow – Paul Simon Chicago Job Corps (59 surveys) ⇒ Blue – Cincinnati Job Corps (52 surveys) ⇒ Green – Keystone Job Corps (64 surveys)

When 43 envelopes were returned unopened, efforts were made to obtain updated addresses. Staff were only able resend 13 out of the 43 packets with amended addresses. Unfortunately, only 12 out of the 177 surveys were returned completed. Therefore, we a qualitative snapshot, but not have a statistically valid set of findings.

Survey Tally and Analysis

Out of those respondents:

• 92 percent agreed that obtaining a specialized healthcare certificate results in better wages.

• 92 percent greed that obtaining a specialized healthcare certificate is useful in attaining and retaining a career in healthcare.

46

• 100 percent agreed that receiving a specialized healthcare certificate assists with long­ term employment.

• 92 percent agreed that earning a certificate or degree was the main motivating factor that kept them in the program.

• 92 percent agreed that they were aware of homework assignments/ what was expected of them, and that they were able to manage these responsibilities.

• 58 percent disagreed with the statement, “My dedication to the program would have been greater if I would have had to pay for the program.” 33 percent agreed with the same statement.

• 66 percent agreed the coordinator encouraged good attendance habits.

• 33 percent agreed the coordinator’s access to performance scores would have resulted in better in grades; 42 percent disagreed.

• 50 percent of the students who responded to the survey did not use any of the tutoring resources provided; 33 percent used 1­2 hours per week; nearly 55 percent indicated they did not require any tutoring services; 27 percent indicated tutoring was inconvenient; and 18 percent said tutoring was not available or did not fit their needs.

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CHAPTER 6: FINANCE

The initial proposal and subsequent budgets for the healthcare grant included costs such as:

• Wages and fringe benefits for a program coordinator at each of the three Job Corp Centers.

• Tuition, supplies, meals and transportation for participating students.

• A total of 30 laptop computers to be used by students enrolled in the healthcare program.

• Other incidental costs to administer the program; i.e. staff travel, phone, postage, phone charges, etc.

• Indirect costs are calculated based on a percentage of the actual direct costs. Budgets were allocated based on the number of students proposed to participate in the program for each of the three facilities.

Under the direction of the MTC corporate finance department, additional cost codes were established to track costs separately from the normal costs of the Job Corps program. All transactions pertaining to the healthcare grant funding were closely monitored at each facility to insure that there was no crossover between funding sources.

Required quarterly financial reporting was administered by MTC corporate office finance department through the submission of the online Financial Status Report (SF269). Data was collected from the separate facilities through MTC’s financial system and consolidated for reporting purposes. Individual payments to MTC were also submitted on a consolidated basis and allocated to each facility after costs were incurred and paid to the multiple vendors used by each facility.

The majority of the cost sharing­cash contributions from MTC came from labor, fringe, travel, and miscellaneous supplies and materials donated through the MTC Institute. The Institute is the research division of MTC and is dedicated to promoting innovations, exemplary practices, and projecting trends. The focus of their work addresses practical issues facing those who work with youth within Job Corps and offenders in correctional environments. In this and other reports, the MTC Institute is continuing to shed light on the best practices influencing the educational attainment and training of Job Corps students for the 21 st century.

The budget report (see Appendix F) includes a final projection of costs, including the numerous hours spent compiling the data, reviewing the data, organizing the effort to report the data, researching the literature, and writing this report. Final expenditure reports have been submitted via the electronic financial reporting system.

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CHAPTER 7: CONCLUSIONS, IMPLICATIONS, AND RECOMMENDATIONS

Job Corps is needed more today than ever before in our economy. Many youth who come into Job Corps are children who were left behind. They tend to lack many of the social and family supports that their more­advantaged peers possess. 33

As a result of this study, it is clear that where college is demystified for Job Corps students, they perform very well and succeed. They, like most other new college entrants, need appropriate encouragement, structured guidance, financial support, and tutoring.

Job Corps students generally suffer from a lack of academic preparation. However, there are activities taking place in centers to improve students’ preparedness (e.g., advanced math curriculum). It is believed, with these changes and programs designed to orient and prepare students for college level work, most if not all Job Corps students can be successful in college level courses.

This grant was an excellent opportunity to explore more intensive partnerships with colleges, business and community leaders. MTC and Job Corps staff were successful in creating the partnerships that were needed to enhance recruitment, retention and placement, as well as post­ secondary education for the grant participants.

Recommendations

As a result of the grant, several items surfaced that could lead to better outcomes should another such initiative be undertaken. Some of the following items may also be considered important to enhance normal operations of a Job Corps center, helping students to be more successful in the new globally competitive work environment. The following recommendations are offered for further consideration: 1. Job Corps policy regarding the ability to take remedial courses at a college should be reviewed to determine if a change is warranted. Given the high rate of student need for remedial coursework upon entry to college, it appears that the PRH may need to accommodate students who need to take remedial or developmental courses at a college. 2. Centers and staff should promote the value of education and the fact that staying longer in Job Corps can significantly increase their wages. With the statistics derived in this study, longevity in Job Corps training and support (e.g., more education and training) plays a significant role in obtaining higher wages. 3. For students to maximize their potential within the college environment, it appears that programs should set higher thresholds of academic preparedness 4. An orientation program for college bound students has been cited as very helpful and useful. Job Corps should ensure there is an opportunity for students to have a peer or some other person knowledgeable about the transportation system to the college and college layout who is able to help new students acclimate. 5. Attendance at tutoring sessions during the initial semester should be mandatory. In addition, there should be some form of academic probation where struggling students are mandated to pair up with a tutor. Tutoring assistance should be provided on­site either using staff, peer tutors, on­

49

line tutoring, or contract tutors. Students should also be encouraged to use the tutors at the colleges.

6. To effectively provide the optimum level of program oversight and structure as well as the encouragement needed by Job Corps students, the ratio of students to coordinator, the number of students should fall within a range of 30 to 40, 7. It appears that Job Corps students have been conditioned by the various systems in Job Corps (e.g., Career Transition Services, Battelle, DIR, IMPAQ International) to expect a reward for participation in a survey. Future surveys should include a response reward.

Recommendations for Further Research

Consistent with the original intent of this grant research initiative, future projects of this nature could benefit from an extended period of time and include tracking beyond the initial six and twelve month time period to enable a certain level of job stability to be developed. This could provide important information about the potential for promotions and lateral movement within a chosen career field as well as motivation to obtain additional college coursework and credentials.

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Appendix A: Student Release of Information

HIGH GROWTH JOB TRAINING INITIATIVE RELEASE OF INFORMATION

I, ________________________, grant to the Job Corps Program of the United States Department of Labor and Management & Training Corporation (MTC) permission to obtain information needed for my enrollment and use of information about me and my participation in the High Growth Job Training Initiative. This access includes, but is not limited to:

• Release of information for transcripts from high schools or colleges/universities and sharing those transcripts with colleges and technical institutions participating under the High Growth Job Training Initiative.

• Release of information on current Job Corps enrollment documents and performance and recommendations from staff and work supervisors, and sharing the information received with colleges and technical institutions participating under the High Growth Job Training Initiative.

• Registering for courses on my behalf, if needed. • Accessing my records for data collection purposes including my performance and outcomes

and monitoring my academic progress should I be accepted into the program.

I waive any right that I may have to inspect or approve the information in advance.

I release MTC, Educational Institution(s), the Job Corps Program, the United States Department of Labor, and all persons acting under the direct permission or authority of the Job Corps Director from any liability that may arise from the use of the information.

Dated________________, 20_______ _____________________________ Student Signature

WITNESS: _____________________ _____________________________ Name Printed _____________________________ Job Corps Center

ACKNOWLEDGEMENT

I have read this document and it was fully explained to me by a Job Corps representative.

WITNESS: ______________________ _____________________________ Student Signature

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HIGH GROWTH JOB TRAINING INITIATIVE RELEASE OF INFORMATION

(For Minors)

I, _____________________________ (name of parent), as __________________ (father or mother or guardian) of __________________________ (name of student), a minor, understand my child is an applicant for or a participant in the High Growth Job Training Initiative. I grant to the Job Corps Program of the United States Department of Labor and Management & Training Corporation the right to obtain information needed for enrollment and to use information about the performance and program outcomes of ______________________ (name of student). This access includes, but is not limited to:

• Release of information for transcripts from high schools or colleges/universities and sharing those transcripts with colleges and technical institutions participating under the High Growth Job Training Initiative.

• Release of information on current Job Corps enrollment documents and performance and recommendations from staff and work supervisors, and sharing the information received with colleges and technical institutions participating under the High Growth Job Training Initiative.

• Registering for courses on my behalf, if needed. • Accessing my records for data collection purposes including my performance and outcomes

and monitoring my academic progress should I be accepted into the program.

I waive any right that I may have to inspect or approve the information in advance.

I release MTC, Educational Institution(s), the Job Corps Program, the United States Department of Labor, and all persons acting under the direct permission or authority of the Job Corps Director from any liability that may arise from the use of the information.

Dated________________, 20______ ____________________________ Parent Signature

WITNESS: _____________________ _____________________________ Name Printed _____________________________ Student Name _____________________________ Job Corps Center

ACKNOWLEDGEMENT

I have read this document and it was fully explained to me by a Job Corps representative.

WITNESS: ______________________ _____________________________ Parent Signature

54

Appendix D: Course Syllabus ­ Professionalism in Healthcare

Cincinnati State Technical & Community College

Course: MCH 4808 01 – Professionalism in Healthcare Pre­requisites: DE 0010, DE 0004 or equivalent Credit Hours: 4

Required Texts: Professionalism in Health Care A Primer for Career Success, Velma Walker and Lynn Brokaw (8 th Edition)

Course Description

Although hands‐on technical skills remain a high priority in the health and safety professions, good character, a strong work ethic, and personal and professional traits and behaviors are of equal importance. Regardless of job title or discipline, every health and safety student and worker must understand the importance of professionalism and the need to perform in a professional, ethical, legal and competent manner. This course describes the professional standards that apply to all healthcare workers‐the common ground that everyone shares in providing the highest quality of healthcare services for patients. Topics include key factors of professionalism, communication skill assessment, employability skills, healthcare teams, career decision making, diversity, legal and ethical boundaries and professional development.

Goals and Objectives

Having completed this course, students will be able to:

A. Explain why professionalism is important in healthcare and how to identify a healthcare professional

B. Describe the characteristics and behaviors that demonstrate a commitment to their job

C. Discuss the importance of character, values, morals, ethics, and other personal traits

D. Outline the elements of effective interpersonal relationships, teamwork, and working well with others

E. Explain how their personal image and personal skills affect their professional reputation

F. List the factors involved in professional growth and advancement

G. Assess their own personal levels of professionalism and identify strengths, weaknesses, and plans for improvement

H. Apply course concepts in developing and strengthening professional traits and behaviors

I. Understand the importance of communicating in a straightforward, understandable, accurate, and timely manner

J. Explain the impact of nonverbal communication

K. Exhibit respectful and empathetic behaviors when interacting with peers, superiors, subordinates, and customers in one‐on‐one and group situations

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L. Identify effective conflict management procedures and use them properly in order to function more effectively as a healthcare professional

M. List and explain the roles of the many career options in the healthcare arena

N. Understand the importance of working harmoniously with diverse races, sexes, ages, and cultures

O. Employ basic computer literacy and research skills for school or work

P. Explain the legal and ethical issues that a health occupations worker may encounter

Methods and Procedures

A. Lectures B. Career Success for Healthcare Professionals Video Series C. Healthcare Career Exploration CD‐ROM D. Group participation in discussions of lectures E. Interacting through groups and sharing on an individual basis F. Basic computer applications

Course Requirements

Many of the requirements for this course will be fulfilled using the Blackboard Learning System as well as the CD Rom that accompanies the textbook. Lecture notes, assignments, quizzes, and other resources will be available through the Blackboard Learning System. There is a mandatory two hour per week distance requirement for this course. If you do not have a computer at home you will need to inquire about the college’s computer lab hours of operation.

Proper grammar and sentence structure will be required for all assignments in this course.

A. Class Participation: Instructors are required to take daily attendance. Attendance and participation are extremely important. Your participation in class activities are what make the class fun and a productive learning experience. NO EXTRA WORK MAY BE TURNED IN TO MAKE UP AN ABSENCE AND/OR IN CLASS ASSIGNMENT. When you are absent you cannot be replaced and your absence affects us and what takes place that day. Because this class is largely experiential, attendance and participation are crucial! Students will be allowed one (1) absence throughout the duration of the term. A second absence will constitute an F in the course regardless of the amount of progress and participation up to that point. Students who stop coming to class and do not officially withdraw from the course will receive an F at the end of the term.

B. Lobby Assessment: You will be required to visit the lobby or waiting room of a busy hospital, clinic or physician group practice. During this visit you will need to observe the behaviors of the people who work there. Was professionalism evident? Why or why not? What could have been done better? A typewritten assessment of your visit and answers to the aforementioned questions will be due on the date specified. Be sure to include information such as place, date and time of the visit, as well as a description of the facility in your assessment.

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C. CD­ROM Activities: Students will be required to complete the video viewing, answer the questions, and complete the Learning Opportunities for each chapter covered in the course. The CD‐ROM is located in the back of the textbook. A printout of your responses to the Self­ Assessment, Learning Opportunities, and the Text Review Quiz will be due each week for homework credit.

D. Career Exploration Research Paper and Presentation: Students will be required to complete a career exploration assignment where they will use the internet to research at least three health careers that interest them. What are the primary responsibilities of healthcare workers in these areas? Where in the workforce would you find these types of professionals? What laws and regulations apply to these professions? What is the purpose of these laws and why are they in place? What licenses, certifications, or other credentials are required for these professions? Why are they required and by whom? How do people obtain the necessary credentials and maintain them over time? What would happen if they expired and were not renewed? What individual skills and characteristics are needed in these positions? What are the stress levels in these positions? Salary and benefits? Trends? Any other pertinent information should be included in this assignment. Students will present their findings to the class using PowerPoint and submit their papers in written form on the date specified.

E. Homework/Class Activities: Throughout the term, you will be required to complete activities in the text and be asked to respond to other individual self‐awareness inventories.

F. Problem Solving Assignment: Students will be divided into small groups and assigned a complex problem to solve. Students must use the problem‐solving model outlined in chapter four of the text to come up with potential solutions and present their findings to the class.

G. Group Presentation: Students will be divided into groups where they will be required to produce a collage, videotape, or fashion show demonstrating both professional and unprofessional dress, grooming, communication, conflict resolution methods, and any other topics covered in the course. Group presentations will be held in‐class on the date specified.

H. Cultural Experience Assignment: Students will be required to experience another culture, by going to a different church, an ethnic restaurant, a foreign film, or visiting a family in their home. Students will submit a summary of their experience and what they learned from it. This written summary should also include a proposal of how what they learned can be applied in the workplace. This assignment will be due on the date specified.

I. Discussion Boards: Weekly discussion board topics will be posted on Blackboard. Students will be expected to post at least 1 insightful comment per week throughout the term.

J. Chapter Quizzes: All weekly quizzes will be accessible through the Blackboard Learning System. You will be allowed only one attempt to complete each quiz and backtracking is prohibited. Once you have opened the quiz, you will have an allocated amount of time to complete it. All quizzes will automatically lock once the allotted time has lapsed.

K. Journal: Students will be required to keep a journal of their experiences and learning’s in the course. This entry can be a reflection of the lecture, class discussion, or the readings for that particular week. There should be at least one entry for each week that we meet. Complete journals will be due on the date specified.

L. Final Exam: All students will be required to complete a final exam. Further instructions will be given by the date specified.

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Chapter Quizzes 100 Lobby Assessment 50 In‐class CD‐ROM Activities 100 Career Exploration Paper 50 Career Exploration Presentation 50 In‐Class Activities 80 Group Presentation 50 Cultural Experience Assignment 50 Journal 80 Final Exam 100

__________ Total Possible Points 710

Final Grade Calculation:

710 ‐ 639 A 638 ‐ 568 B 567 ‐ 497 C 469 ‐ 426 D Below 426 F

Late Assignments

1. Late assignments will be accepted due to extenuating circumstances only and are subject to point deduction.

Disability Accommodations:

Copies of the college catalog are available in the Admissions Office for your use. Any student with a disability necessitating accommodations prescribed by the Americans with Disabilities Act or Section 504 of the Rehabilitation Act must meet with David Cover, Special Needs Counselor, prior to participating in classroom or laboratory activities. He will be the primary resource to determine what accommodations are necessary to provide the appropriate learning opportunity for the students. David Cover’s phone number is 569‐1613.

This is a proposed syllabus. The instructor reserves the right to change this document based on the experiences and needs of the students involved.

Tentative Assignment Sequence

WEEK TOPICS/ASSIGNMENTS 1 Introduction and Syllabus Overview

2 Making a Commitment to Your Job – Chapter 1, Professionalism in Healthcare ü Readings and CD Rom Activities – Due on the date specified ü Self‐Assessment/Learning Opportunities ü Chapter 1 Quiz – Available on the date specified

3 Personal Traits of the Health Care Professional – Chapter 2, Professionalism in Healthcare ü Readings and CD Rom Activities – Due on the date specified ü Prioritizing Activity

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ü Lobby Assessment – Due on the date specified ü Self‐Assessment/Learning Opportunities Activities ü Chapter 2 Quiz – Available on the date specified

4 Working with Others – Chapter 3, Professionalism in Healthcare ü Readings and CD Rom Activities – Due on the date specified ü Conflict Resolution Role Plays ü Self‐Assessment/Learning Opportunities Activities ü Chapter 3 Quiz‐ Available on the date specified

5 Trans­cultural Communication in Healthcare – Instructor Provided Readings ü Assessing Your Trans‐cultural Communication Goals & Basic

Knowledge – in‐class activity ü Overcoming Trans‐Cultural Communication Barriers ü Trans‐cultural Communication Skills Between Healthcare

Professionals ü Cultural Experience Papers – Due on the date specified

6 Personal Skills and the Health Care Professional – Chapter 4, Professionalism in Healthcare ü Readings and CD Rom Activities – Due on the date specified ü Self‐Assessment/Learning Opportunities Activities ü Language and Grammar Role Plays ü Chapter 4 Quiz – Available on the date specified

7 Career Exploration Presentations ü Career Exploration Papers ‐ Due on the date specified ü In‐class PowerPoint Presentations – on the date specified

Career Planning and Employment­ Chapter 5, Professionalism in Healthcare ü Readings and CD Rom Activities – Due on the date specified ü Self‐Assessment/Learning Opportunities Activities

Chapter 5 Quiz – Available on the date specified

8 Group Professionalism Presentations ü Final Exam –Due on the date specified

Available all term as an on­line resource

How to Get a Job in Healthcare – Instructor Provided Readings ü Writing a Healthcare Resume and Cover Letter ü How to Prepare for a Healthcare Interview ü Do’s and Don’ts During the Healthcare Interview ü Leaving a Healthcare Job Gracefully

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Appendix E: Data Tables

Student Age End of Grant

EndAge Frequency

17 2 18 14

19 9 20 23

21 23

22 27 23 22 24 19 25 24 26 11 27 3

Age by Center ­ End of Grant Center EndAge Frequency Center EndAge Frequency Center EndAge Frequency Chicago 18 3 Cincinnati 17 1 Keystone 17 1 Chicago 19 3 Cincinnati 18 6 Keystone 18 5 Chicago 20 10 Cincinnati 19 5 Keystone 19 1 Chicago 21 11 Cincinnati 20 7 Keystone 20 6 Chicago 22 9 Cincinnati 21 4 Keystone 21 8 Chicago 23 6 Cincinnati 22 8 Keystone 22 10 Chicago 24 8 Cincinnati 23 6 Keystone 23 10 Chicago 25 5 Cincinnati 24 5 Keystone 24 6 Chicago 26 3 Cincinnati 25 9 Keystone 25 10 Chicago 27 1 Cincinnati 26 2 Keystone 26 6

Keystone 27 2

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Mean Wages by Center Center N Obs N Mean Minimum Maximum Chicago 35 34 8.452941 5.75 12.2 Cincinnati 28 28 8.465714 6.25 11.5

Keystone 35 34 10.08824 6 25

Continued in College After Grant Frequency Row Pct Col Pct

Chicago Cincinnati Keystone

No 40 33 39 Row Pct 35.71 29.46 34.82 Col Pct 67.8 62.26 60

112

Yes 19 20 26 Row Pct 29.23 30.77 40 Col Pct 32.2 37.74 40

65

Total 59 53 65 177

Frequency of CIP by Center Frequency of CIP by Center Center CIP O­Net Frequency Center CIP O­Net Frequency

Chicago Allied Health 16 Cincinnati Allied Health 7 Chicago Business 10 Cincinnati Business 8 Chicago Consumer

Services 1 Cincinnati Consumer

Services 1

Chicago Education 1 Cincinnati Education 1 Chicago Precision 2 Cincinnati Marketing 1 Chicago Protective

Services 1 Cincinnati Mechanics 2

Chicago Vocational Home Ec.

3 Cincinnati Public Services 1

Keystone Allied Health 17 Cincinnati Transportation 1 Keystone Business 10 Cincinnati Vocational

Home Ec. 6

Keystone Consumer Services

2

Keystone Marketing 4 Keystone Transportation 1 Keystone Vocational

Home Ec. 1

Frequency Missing = 14

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Correlation between GED Received On­Center and Wage

Variable N Mean Std Dev Sum Minimum Maximum

GEDOn 98 0.45918 0.50089 45 0 1 Wage 96 9.03583 2.68865 867.44 5.75 25

Pearson Correlation Coefficients Prob > |r| under H0: Rho=0 Number of Observations

GEDOn Wage 1 0.15729

0.1259 GEDOn

98 96 0.15729 1 0.1259

Wage

96 96

Correlation between GED Received Off­Center and Wage

Variable N Mean Std Dev Sum Minimum Maximum

GEDOff 98 0.52041 0.50215 51 0 1 Wage 96 9.03583 2.68865 867.44 5.75 25

Pearson Correlation Coefficients Prob > |r| under H0: Rho=0 Number of Observations

GEDOff Wage 1 ­

0.12358 0.2303

GEDOff

98 96 ­

0.12358 1

0.2303

Wage

96 96

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Correlation between Time in Job Corps and Wage

Variable N Mean Std Dev Sum Minimum Maximum

JCDiff 98 460.6633 236.78 45145 93 1095 Wage 96 9.03583 2.68865 867.44 5.75 25

Pearson Correlation Coefficients Prob > |r| under H0: Rho=0 Number of Observations

JCDiff Wage 1 0.39275

<.0001 JCDiff

98 96 0.39275 1 <.0001

Wage

96 96

Testing Wage for Normality The Univariate Procedure

Variable: Wage Moments

N 96 Sum Weights 96 Mean 9.035833 Sum

Observations 867.44

Std Deviation 2.688649 Variance 7.228831 Skewness 3.109318 Kurtosis 14.02548 Uncorrected SS 8524.782 Corrected SS 686.7389 Coeff Variation 29.7554 Std Error Mean 0.274409

Basic Statistical Measures Location Variability

Mean 9.035833 Std Deviation 2.68865 Median 8.5 Variance 7.22883 Mode 8 Range 19.25

Interquartile Range

2.3

Tests for Location: Mu0=0 Test Statistic p Value Student's t t 32.92834 Pr > |t| <.0001

Sign M 48 Pr >= |M| <.0001 Signed Rank S 2328 Pr >= |S| <.0001

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Quantile Estimate

100% Max 25

99% 25 95% 14.7 90% 11.5 75% Q3 9.8 50% Median 8.5

25% Q1 7.5 10% 6.75 5% 6.25 1% 5.75 0% Min 5.75

Extreme Observations Lowest Highest

Value Obs Value Obs 5.75 34 14.7 28

6 15 15 31 6.25 85 17.7 27 6.25 40 17.7 72 6.25 4 25 26

Missing Value Missing Value Count Percent of

All Obs Missing Obs

. 2 2.04 100

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Comparing Wages for Advanced Training (AT) Transfers and Non­AT Transfers

ATTransfer=No Analysis Variable : NewWage

N Mean Std Dev Minimum Maximum

81 9.224815 2.862137 5.75 25

ATTransfer=Yes Analysis Variable : NewWage

N Mean Std Dev Minimum Maximum 15 8.015333 0.959106 6.25 10

Statistics Lower CL Upper CL Lower CL Upper CL Variable AT

Transfer N

Mean

Mean

Mean Std Dev

Std Dev

Std Dev

Std Err

NewWage No 81 8.5919 9.2248 9.8577 2.4791 2.8621 3.3862 0.318 NewWage Yes 15 7.4842 8.0153 8.5465 0.7022 0.9591 1.5126 0.2476 NewWage Diff

(1­2) ­0.279 1.2095 2.6975 2.3335 2.6662 3.1105 0.7495

Statistics Variable ATTransfer Minimum Maximum

NewWage No 5.75 25 NewWage Yes 6.25 10

NewWage Diff (1­2)

T­Tests Variable Method Variances DF t Value Pr > |t|

NewWage Pooled Equal 94 1.61 0.1099 NewWage Satterthwaite Unequal 66.6 3 0.0038

Equality of Variances Variable Method Num DF Den DF F Value Pr > F NewWage Folded F 80 14 8.91 <.0001

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Means of Wages for Allied and Non­Allied Health Field (CIP) Nonparametric Test to Compare Wages for Allied Health

Analysis Variable : Wage Placement N

Obs N Mean Std Dev Minimum Maximum

Allied Health

39 39 10.1887179 3.6158155 6.5 25

Not Allied Health

59 57 8.2470175 1.3536894 5.75 11.5

Classified by Variable Placement Sum of Expected Std Dev Mean Placement N Scores Under H0 Under H0 Score

Allied Health

57 2328 2764.5 133.880672 40.842105

Not Allied Health

39 2328 1891.5 133.880672 59.692308

Average scores were used for ties.

Wilcoxon Two­Sample Test Statistic 2328.0000

Normal Approximation Z 3.2566 One­Sided Pr < Z 0.0006 Two­Sided Pr > |Z| 0.0011

t Approximation One­Sided Pr < Z 0.0008 Two­Sided Pr > |Z| 0.0016

Z includes a continuity correction of 0.5.

Kruskal­Wallis Test Chi­Square 10.6300

DF 1 Pr > Chi­Square 0.0011

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Means of Wages for Allied and Non­Allied Health Field (CIP) Nonparametric Test to Compare Wages for Allied Health

Wilcoxon Scores (Rank Sums) for Variable NewWage Classified by Variable ATTransfer

Sum of Expected Std Dev Mean AT Transfer

N Scores Under H0 Under H0 Score

No 81 4111.5 3928.5 98.97746 50.75926 Yes 15 544.5 727.5 98.97746 36.3

Average scores were used for ties.

Wilcoxon Two­Sample Test Statistic 544.5

Normal Approximation Z ­1.8439 One­Sided Pr < Z 0.0326 Two­Sided Pr > |Z| 0.0652

t Approximation One­Sided Pr < Z 0.0342 Two­Sided Pr > |Z| 0.0683

Z includes a continuity correction of 0.5.

Kruskal­Wallis Test Chi­Square 3.4185

DF 1 Pr > Chi­Square 0.0645

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Correlation between Student Age at End of Grant and Wage

Correlation between Age and Wage Variable N Mean Std Dev Sum Minimum Maximum EndAge 98 22.23469 2.23746 2179 17 27 Wage 96 9.03583 2.68865 867.44 5.75 25

Pearson Correlation Coefficients Prob > |r| under H0: Rho=0 Number of Observations

EndAge Wage 1 0.24803

0.0148 EndAge

98 96 0.24803 1 0.0148

Wage

96 96

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Appendix F: Financial Data

BUDGET INFORMATION

SECTION A ­ Budget Summary by Categories

Budgeted Costs Actual Costs 1. Personnel $282,940 $249,682 2. Fringe Benefits 85,224 43,429 3. Travel 31,388 6,099 4. Equipment 0 0 5. Materials and Supplies 204,328 153,513 6. Contractual 521,076 470,695 7. Other 290,510 223,234 8. Total Direct Costs $1,415,466 $1,146,652 9. Indirect Costs 84,220 66,793 10. Training Cost/Stipend 0 0 11. TOTAL Funds Requested $1,499,686 $1,213,445

SECTION B ­ Cost Sharing/Match Summary*

1. Cash Contribution $54,350 $41,308 2. In­Kind Contribution 0 3. Total Cost Sharing/Match $54,350 $41,308

* Costs projected

No. Center Student Id JC Entry Date

JC Sep. Date

JC Sep. Type

Sep. Age

Gender Ethnicity or Race Highest Grade Claimed

GED Status O­net code Voc Training

Vocation Vocation#2 Voc.Start Date

Voc.End Date

Voc Completer

Job O­Net Code

Job CIP JTM­ Healthcare

JTM Non­ HC

Job Wage

Initial TABE­Read

Initial TABE­ Math

1 Philadelphia 777575 06/21/05 04/10/06 ORD 26 F African American 11 Enrolled but Not Complete 66008JT Health Occup Pantry Cook 07/25/05 08/05/05 65038A 20 No Yes $6.00 386 425 2 Philadelphia 798227 09/19/05 09/20/06 AWOL 19 M African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 10/17/05 11/14/05 No 3 Philadelphia 845838 04/24/06 09/21/06 AWOL 25 F African American 11 Eligible but Not Enrolled 66008JT Health Occup 06/26/06 09/21/06 No 4 Philadelphia 799373 10/04/05 09/29/06 ORD 26 F Hispanic 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 03/01/06 06/15/06 Yes 66008 51a Yes $11.50 494 515 5 Philadelphia 862279 06/26/06 09/08/06 RES 23 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/31/06 09/08/06 No 6 Philadelphia 859601 06/26/06 08/24/06 RES 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/31/06 08/24/06 No 7 Philadelphia 827234 01/30/06 03/17/06 ORD 18 F African American 10 Passed GED Test 66008JT Health Occup 02/20/06 03/17/06 No 8 Philadelphia 806773 10/17/05 08/07/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 02/15/06 03/14/06 Yes 58011 52a No Yes $8.10 576 681 9 Philadelphia 853586 05/30/06 08/24/06 AWOL 17 F African American 9 Eligible but Not Enrolled 66008JT Health Occup 06/21/06 08/24/06 No 10 Philadelphia 806798 10/17/05 09/06/06 ORD 23 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 11/30/05 05/04/06 Yes 49023a 52a No Yes $6.50 622 537 11 Philadelphia 848424 05/01/06 09/06/06 AWOL 16 F African American 9 Eligible but Not Enrolled 66008JT Health Occup 05/22/06 09/06/06 No 12 Philadelphia 821283 01/09/06 02/23/06 DID 21 M African American 11 Enrolled but Not Complete 66008JT Health Occup 02/01/06 02/23/06 No 13 Philadelphia 790381 08/22/05 08/31/06 AWOL 18 F African American 9 Ineligible/Not Qualified 66008JT Health Occup 09/26/05 02/16/06 No 14 Philadelphia 805498 10/17/05 11/17/05 AWOL 19 F African American 10 Ineligible/Not Qualified 66008JT Health Occup 11/07/05 11/17/05 No 15 Philadelphia 842335 04/10/06 08/21/06 MSWR 18 F African American 11 Eligible but Not Enrolled 66008JT Health Occup 05/01/06 08/21/06 No 16 Philadelphia 846301 04/17/06 07/25/06 RES 19 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 05/08/06 07/25/06 No 17 Philadelphia 821068 01/09/06 06/19/06 RES 19 F Hispanic 10 Ineligible/Not Qualified 66008JT Health Occup 01/09/06 05/17/06 No 18 Philadelphia 768585 06/14/05 04/21/06 ORD 22 F Hispanic 12 Obtained GED/HSD Elsewhere 66008JH EKG Techn 09/08/05 10/07/05 Yes No 19 Philadelphia 823810 01/30/06 06/02/06 DID 21 F African American 11 Ineligible/Not Qualified 66008JT Health Occup 02/20/06 06/02/06 No 20 Philadelphia 857632 06/12/06 08/28/06 AWOL 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/18/06 08/28/06 No 21 Philadelphia 776859 11/14/05 09/12/06 ORD 19 F African American 11 HS Diploma Obtained at Center 66008JT Health Occup 12/05/05 04/27/06 68005a 12a No No $8.25 537 430 22 Philadelphia 839834 03/27/06 08/18/06 RES 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 04/17/06 05/10/06 No 23 Philadelphia 801053 10/03/05 06/12/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JH EKG Techn 12/02/05 01/12/06 Yes No 24 Philadelphia 823897 01/23/06 09/29/06 ORD 21 F Hispanic 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 03/22/06 06/15/06 Yes 66008 52a Yes $11.50 503 462 25 Philadelphia 758350 04/19/05 08/21/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JH EKG Techn 08/12/05 09/13/05 Yes No 26 Philadelphia 804989 10/17/05 08/28/06 ORD 23 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 02/03/06 05/04/06 Yes 55305X 51a Yes $9.00 632 554 27 Philadelphia 821109 02/14/06 04/11/06 AWOL 22 F White 10 Ineligible/Not Qualified 66008JT Health Occup 03/06/06 04/11/06 No 28 Philadelphia 861365 06/26/06 09/14/06 AWOL 19 F White 10 Eligible but Not Enrolled 66008JT Health Occup 07/31/06 08/18/06 No 29 Philadelphia 857289 06/12/06 08/07/06 AWOL 22 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/17/06 08/07/06 No 30 Philadelphia 811720 11/14/05 09/29/06 ORD 22 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 12/05/05 04/27/06 No 31 Philadelphia 814854 01/09/06 07/20/06 AWOL 21 F Hispanic 11 Obtained GED/HSD Elsewhere 66008JT Health Occup 01/30/06 03/10/06 No 32 Philadelphia 862264 06/26/06 08/18/06 AWOL 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/31/06 08/18/06 No 33 Philadelphia 836395 03/13/06 05/05/06 AWOL 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 04/03/06 05/05/06 No 34 Philadelphia 871254 08/07/06 10/04/06 AWOL 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 08/28/06 10/04/06 No 35 Philadelphia 759280 04/19/05 08/15/06 AWOL 20 F African American 11 Failed GED Test 66008JH EKG Techn 11/17/05 12/14/05 Yes 49023A 52A No No $6.00 539 496 36 Philadelphia 830966 02/14/06 03/24/06 AWOL 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 03/06/06 03/24/06 No 37 Philadelphia 814179 01/09/06 03/07/06 AWOL 19 F African American 11 Ineligible/Not Qualified 66008JT Health Occup 01/30/06 03/07/06 No 38 Philadelphia 817119 01/23/06 05/08/06 RES 22 F African American 11 Ineligible/Not Qualified 66008JT Health Occup 02/14/06 02/17/06 No 39 Philadelphia 732812 12/14/04 07/21/06 ORD 27 F African American 10 Passed GED Test 66008JA Nurse Assist EKG Techn 03/21/05 11/11/05 Yes No 40 Philadelphia 766915 05/17/05 05/19/06 ORD 20 F White 11 Enrolled but Not Complete 66008JA Nurse Assist EKG Techn 11/08/05 02/10/06 Yes No 41 Philadelphia 762724 05/03/05 02/22/06 DID 23 F African American 10 Failed GED Test 66008JH EKG Techn 10/11/05 12/07/05 Yes No 42 Philadelphia 770240 05/31/05 08/04/06 ORD 18 F African American 11 Passed GED Test 66008JA Nurse Assist EKG Techn 10/12/05 02/09/06 Yes 49011X 47A No No $6.00 678 656 43 Philadelphia 861296 06/26/06 09/07/06 AWOL 19 F African American 11 Eligible but Not Enrolled 66008JT Health Occup 08/07/06 09/07/06 No 44 Philadelphia 857252 06/12/06 09/21/06 AWOL 19 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/18/06 09/21/06 No 45 Philadelphia 708370 11/29/05 07/24/06 ORD 23 F African American 9 Passed GED Test 66008JT Health Occup 01/04/06 02/16/06 55305 52A No Yes $6.50 554 589 46 Philadelphia 770270 05/31/05 03/13/06 DID 18 F African American 9 Passed GED Test 66008JA Nurse Assist EKG Techn 10/24/05 02/10/06 Yes No 47 Philadelphia 811996 11/14/05 07/20/06 RES 19 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 12/05/05 03/16/06 No 48 Philadelphia 827517 01/30/06 03/22/06 AWOL 19 F African American 11 Ineligible/Not Qualified 66008JT Health Occup 02/20/06 03/22/06 No 49 Philadelphia 802170 10/03/05 11/11/05 AWOL 21 F African American 10 Ineligible/Not Qualified 66008JT Health Occup 10/24/05 11/11/05 No 50 Philadelphia 827395 01/30/06 05/19/06 AWOL 22 F African American 10 Ineligible/Not Qualified 66008JT Health Occup 02/20/06 05/19/06 No 51 Philadelphia 856792 06/12/06 09/12/06 AWOL 23 F Hispanic 11 Eligible but Not Enrolled 66008JT Health Occup 07/18/06 09/12/06 No 52 Philadelphia 812117 11/14/05 10/05/06 RES 21 F African American 10 Ineligible/Not Qualified 66008JT Health Occup 12/05/05 03/21/06 No 53 Philadelphia 852697 05/22/06 09/01/06 AWOL 16 F African American 8 Eligible but Not Enrolled 66008JT Health Occup 06/12/06 09/01/06 No 54 Philadelphia 625179 03/13/06 10/03/06 AWOL 25 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 04/13/06 06/01/06 No 55 Philadelphia 671186 04/19/05 08/14/06 MSWR 24 F African American 10 Ineligible/Not Qualified 66008JA Nurse Assist EKG Techn 06/27/05 12/14/05 Yes No 56 Philadelphia 815119 11/29/05 01/23/06 AWOL 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 01/04/06 01/23/06 No 57 Philadelphia 844170 04/10/06 07/21/06 RES 17 F African American 10 Passed GED Test 66008JT Health Occup 05/01/06 07/21/06 49023A 52A No No $6.50 579 524 58 Philadelphia 724733 06/26/06 09/26/06 AWOL 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/31/06 09/26/06 No 59 Philadelphia 755121 03/22/05 08/18/06 ORD 19 M Hispanic 10 Failed GED Test 66008JH EKG Techn 08/23/05 09/13/05 Yes 65026 20 No Yes $16.00 462 444 60 Philadelphia 856750 06/12/06 09/07/06 AWOL 19 F African American 9 Enrolled but Not Complete 66008JT Health Occup 07/18/06 09/07/06 No 61 Philadelphia 690448 06/28/04 05/08/06 MSWR 24 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist EKG Techn 08/24/04 12/15/04 Yes 66008 51A Yes $8.50 572 489 62 Philadelphia 755325 03/22/05 07/18/06 ORD 19 F African American 10 HS Diploma Obtained at Center 66008JT Health Occup 04/11/05 05/20/05 No 63 Philadelphia 871196 08/14/06 10/03/06 AWOL 17 F Hispanic 9 Enrolled but Not Complete 66008JT Health Occup 09/06/06 10/03/06 No 64 Philadelphia 857280 06/12/06 08/11/06 DID 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 07/18/06 08/11/06 No 65 Philadelphia 842689 04/10/06 08/22/06 AWOL 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 05/01/06 07/18/06 No 66 Philadelphia 863390 08/07/06 09/29/06 AWOL 23 F Hispanic 10 Eligible but Not Enrolled 66008JT Health Occup 08/28/06 09/29/06 No 67 Philadelphia 756605 04/05/05 05/24/06 ORD 22 F African American 8 Passed GED Test 66008JA Nurse Assist 08/10/05 09/23/05 Yes 66008 51A Yes $14.00 589 495 68 Philadelphia 806755 10/17/05 12/01/05 DID 19 M African American 11 Ineligible/Not Qualified 66008JT Health Occup 11/07/05 12/01/05 No 69 Philadelphia 671252 04/06/04 08/07/06 ORD 21 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist EKG Techn 05/25/04 09/08/04 Yes 66008 51A Yes $14.00 613 600 70 Philadelphia 805184 10/17/05 09/29/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 02/08/06 05/04/06 Yes 66008 51A Yes $8.50 587 474 71 Philadelphia 815060 01/23/06 03/09/06 AWOL 18 F African American 11 Ineligible/Not Qualified 66008JT Health Occup 02/14/06 03/09/06 No 72 Philadelphia 843786 05/08/06 09/07/06 AWOL 22 F African American 9 Enrolled but Not Complete 66008JT Health Occup 05/30/06 08/08/06 No 73 Philadelphia 798225 09/19/05 08/11/06 ORD 22 F African American 12 Obtained GED/HSD Elsewhere 66008JH EKG Techn 11/18/05 01/19/06 Yes 49023A 52A No Yes $7.00 410 425

No. Center Student Id JC Entry Date

JC Sep. Date

JC Sep. Type

Sep. Age

Gender Ethnicity or Race Highest Grade Claimed

GED Status O­net code Voc Training

Vocation Vocation#2 Voc.Start Date

Voc.End Date

Voc Completer

Job O­Net Code

Job CIP JTM­ Healthcare

JTM Non­ HC

Job Wage

Initial TABE­Read

Initial TABE­ Math

74 Philadelphia 836975 04/17/06 07/18/06 RES 19 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 05/08/06 07/18/06 No 75 Philadelphia 752010 05/03/05 08/18/06 ORD 23 F African American 10 Passed GED Test 66008JA Nurse Assist EKG Techn 08/08/05 12/14/05 Yes 55305X 51a No Yes $6.50 529 548 76 Philadelphia 827343 01/30/06 07/21/06 ORD 22 F Hispanic 8 Passed GED Test 66008JT Health Occup 02/21/06 05/05/06 No 77 Philadelphia 566164 01/30/06 08/04/06 ORD 23 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 03/22/06 05/05/06 Yes 27308X 51a Yes $10.00 534 573 78 Philadelphia 798220 09/19/05 05/17/06 RES 19 F African American 9 Eligible but Not Enrolled 66008JT Health Occup 10/17/05 11/11/05 No 79 Philadelphia 853291 05/22/06 08/18/06 AWOL 17 F African American 11 Eligible but Not Enrolled 66008JT Health Occup 06/12/06 08/18/06 No 80 Philadelphia 762914 05/03/05 08/04/06 ORD 20 F African American 11 Passed GED Test 66008JA Nurse Assist 08/17/05 05/04/06 Yes 66008 51A Yes $10.50 582 515 81 Philadelphia 816640 12/05/05 07/31/06 OTHER 19 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 01/23/06 02/28/06 No 82 Philadelphia 704513 10/05/04 09/29/06 ORD 19 F African American 10 Failed GED Test 66008JA Nurse Assist EKG Techn 02/08/05 05/06/05 Yes 49023A 52A No Yes $5.50 518 485 83 Philadelphia 824351 01/23/06 03/03/06 AWOL 18 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 02/13/06 03/03/06 No 84 Philadelphia 848063 05/01/06 08/16/06 AWOL 16 F African American 9 Ineligible/Not Qualified 66008JT Health Occup 05/23/06 08/16/06 No 85 Philadelphia 732742 01/11/05 07/18/06 ORD 21 F African American 12 Obtained GED/HSD Elsewhere 66008JH EKG Techn 03/15/05 03/18/05 Yes 68005A 12a No No $6.50 582 585 86 Philadelphia 823425 01/23/06 03/13/06 AWOL 24 F African American 9 Passed GED Test 66008JT Health Occup 02/14/06 03/13/06 No 87 Philadelphia 717045 09/06/05 12/08/05 MSWR 24 F African American 11 Eligible but Not Enrolled 66008JH EKG Techn 10/21/05 10/27/05 Yes No 88 Wilmington 795499 09/13/05 05/03/06 RES 20 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 09/26/05 12/13/05 No 89 Wilmington 146277 04/25/06 08/28/06 DID 23 F African American 9 Enrolled but Not Complete 66008JT Health Occup 05/08/06 08/25/06 No 90 Wilmington 833889 02/28/06 07/21/06 AWOL 23 F African American 10 Enrolled but Not Complete 66008JT Health Occup 03/27/06 06/28/06 No 91 Wilmington 777583 06/21/05 06/19/06 TAT 21 F African American 12 Obtained GED/HSD Elsewhere 66008JG Phlebotomy 09/19/05 10/21/05 Yes No 92 Wilmington 758658 04/05/05 02/27/06 MSWR 24 F African American 12 Obtained GED/HSD Elsewhere 66008JG Phlebotomy 09/19/05 12/01/05 Yes No 93 Wilmington 850149 06/06/06 08/07/06 AWOL 21 F African American 9 Ineligible/Not Qualified 66008JT Health Occup 06/19/06 08/07/06 No 94 Wilmington 760996 04/19/05 05/02/06 RES 19 F African American 11 GED Certificate Obtained 66008JG Phlebotomy 10/19/05 01/26/06 Yes 55305X 51a Yes $10.00 596 604 95 Wilmington 810773 11/22/05 05/05/06 AWOL 25 F African American 11 Enrolled but Not Complete 66008JA Nurse Assist 02/14/06 04/03/06 Yes 66008 51A Yes $8.75 589 509 96 Wilmington 777504 06/21/05 08/03/06 ORD 22 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 02/14/06 06/07/06 Yes 49023A No No $8.05 460 396 97 Wilmington 855686 08/01/06 09/14/06 DID 18 F African American 10 Ineligible/Not Qualified 66008JT Health Occup 08/14/06 09/07/06 No 98 Wilmington 852840 06/06/06 07/25/06 AWOL 18 F African American 10 Enrolled but Not Complete 66008JT Health Occup 06/19/06 06/28/06 No 99 Wilmington 811263 11/08/05 07/28/06 ORD 20 F Hispanic 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 02/14/06 06/06/06 Yes 66008 51A Yes $10.75 539 580 100 Wilmington 847068 07/18/06 09/08/06 AWOL 21 F African American 8 Ineligible/Not Qualified 66008JT Health Occup 07/31/06 09/04/06 No 101 Wilmington 779932 06/28/05 07/03/06 ORD 21 F Hispanic 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist Phlebotomy 10/25/05 06/07/06 Yes 66008 51A Yes $10.00 613 540 102 Wilmington 793314 08/30/05 08/07/06 AWOL 18 F Hispanic 9 Ineligible/Not Qualified 66008JA Nurse Assist 01/27/06 06/05/06 Yes No 103 Wilmington 771804 05/24/05 02/28/06 DID 25 F African American 10 GED Certificate Obtained 66008JG Phlebotomy 09/14/05 12/07/05 Yes No 104 Wilmington 844517 04/26/06 10/12/06 DID 20 M African American 9 Ineligible/Not Qualified 66008JT Health Occup 05/08/06 10/10/06 No 105 Wilmington 816127 12/06/05 08/25/06 AWOL 18 F African American 9 Ineligible/Not Qualified 66008JA Nurse Assist 03/25/06 06/06/06 Yes 49023A 52a No No $6.30 484 438 106 Wilmington 844423 05/09/06 06/23/06 DID 17 F Hispanic 10 Ineligible/Not Qualified 66008JT Health Occup 05/22/06 06/22/06 No 107 Wilmington 838990 03/14/06 07/25/06 AWOL 21 F African American 12 Obtained GED/HSD Elsewhere 66008JT Health Occup 04/10/06 05/19/06 No 108 Wilmington 624146 03/14/06 08/14/06 AWOL 21 F African American 9 Ineligible/Not Qualified 66008JT Health Occup 04/03/06 06/02/06 No 109 Wilmington 830003 02/14/06 08/24/06 MSWR 20 F African American 10 GED Certificate Obtained 66008JT Health Occup 02/28/06 06/02/06 No 110 Dayton 853706 06/06/06 09/11/06 DID 16 M African American 8 Enrolled but Not Complete 66008JT Health Occup 07/31/06 09/11/06 No 111 Dayton 776980 07/19/05 09/19/06 ORD 21 F White 12 Obtained GED/HSD Elsewhere 66008JG Phlebotomy 08/15/05 05/31/06 Yes 49011 8b No No $6.50 678 576 112 Dayton 813788 11/29/05 09/12/06 AWOL 19 M African American 10 Enrolled but Not Complete 66008JT Health Occup 01/02/06 02/17/06 No 113 Dayton 837879 03/28/06 08/03/06 AWOL 16 M African American 10 Enrolled but Not Complete 66008JT Health Occup 05/01/06 08/02/06 No 114 Dayton 841878 05/09/06 08/28/06 AWOL 19 F African American 8 Ineligible/Not Qualified 66008JT Health Occup 06/05/06 08/28/06 No 115 Dayton 827873 02/14/06 11/15/06 MED 20 F African American 11 Failed GED Test 66008JT Health Occup 03/20/06 07/25/06 No 116 Dayton 691032 09/14/04 05/16/06 ORD 19 F African American 9 HS Diploma Obtained at Center 66008JG Phlebotomy 10/11/04 06/10/05 Yes 49023A 52a No No $7.25 534 468 117 Dayton 599903 09/27/05 01/24/06 ORD 21 F White 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 11/02/05 12/14/05 Yes No 118 Dayton 761345 05/10/05 02/16/06 AWOL 19 M Hispanic 11 Failed GED Test 66008JG Phlebotomy 06/06/05 09/23/05 Yes No 119 Dayton 768474 06/07/05 07/31/06 ORD 19 M White 8 Passed GED Test 66008JA Nurse Assist 08/22/05 04/19/06 Yes 66008 51A Yes $8.25 576 617 120 Dayton 828643 02/07/06 07/21/06 ORD 25 F African American 11 HS Diploma Obtained at Center 66008JG Phlebotomy 03/06/06 05/15/06 Yes 27305B 44a No No $8.00 559 462 121 Dayton 641929 11/01/05 09/19/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 03/27/06 08/11/06 Yes 49023A 52a No No $6.50 592 503 122 Dayton 798410 10/04/05 07/27/06 ORD 24 F White 11 Passed GED Test 66008JG Phlebotomy 11/21/05 05/15/06 Yes 32905 Yes $8.50 559 508 123 Dayton 844292 04/18/06 09/29/06 AWOL 18 F African American 8 Enrolled but Not Complete 66008JT Health Occup 06/19/06 09/29/06 No 124 Dayton 821781 01/24/06 04/17/06 AWOL 22 F African American 11 Eligible but Not Enrolled 66008JT Health Occup 02/27/06 03/13/06 No 125 Dayton 820812 01/17/06 06/29/06 ORD 24 F African American 10 Passed GED Test 66008JG Phlebotomy 02/20/06 05/15/06 Yes No 126 Dayton 735778 02/22/05 09/29/05 MSWR 17 F African American 11 Failed GED Test 66008JT Health Occup 04/25/05 04/29/05 No 127 Dayton 806405 01/10/06 08/02/06 DID 20 F African American 11 Enrolled but Not Complete 66008JT Health Occup 02/20/06 05/11/06 No 128 Dayton 815753 01/10/06 09/21/06 DID 19 F African American 9 GED Certificate Obtained 66008JT Health Occup 02/06/06 04/28/06 No 129 Dayton 779870 08/30/05 08/31/06 ORD 26 M White 12 Obtained GED/HSD Elsewhere 66008JE Pharmacy Te 10/17/05 01/09/06 Yes No 130 Dayton 830615 03/07/06 08/15/06 DID 18 F African American 10 Enrolled but Not Complete 66008JT Health Occup 04/11/06 08/04/06 No 131 Dayton 806432 11/29/05 09/28/06 ORD 18 F White 9 Passed GED Test 66008JG Phlebotomy 02/06/06 05/15/06 Yes 49011 8b No No $6.95 576 567 132 Dayton 740510 02/08/05 01/20/06 ORD 18 M African American 10 Passed GED Test 66008JG Phlebotomy 03/08/05 09/16/05 Yes No 133 Dayton 794610 09/20/05 11/30/05 DID 23 M African American 10 Passed GED Test 66008JT Health Occup 10/24/05 11/30/05 No 134 Dayton 609945 12/14/04 10/20/05 DID 22 M African American 11 Enrolled but Not Complete 66008JT Health Occup 02/07/05 08/05/05 No 135 Dayton 741506 04/19/05 03/02/06 MSWR 17 M White 8 Enrolled but Not Complete 66008JT Health Occup Maintenance Helper 09/19/05 03/02/06 65038B 20 No No $6.50 599 555 136 Dayton 420571 12/06/05 09/08/06 ORD 23 M African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 01/23/06 05/09/06 Yes No 137 Dayton 803653 10/25/05 03/03/06 MSWR 24 F African American 11 Enrolled but Not Complete 66008JT Health Occup 11/28/05 03/03/06 No 138 Dayton 662932 03/28/06 08/18/06 DID 20 M African American 11 Enrolled but Not Complete 66008JT Health Occup 05/01/06 08/17/06 No 139 Dayton 794779 08/30/05 09/28/06 ORD 22 F White 10 GED Certificate Obtained 66008JA Nurse Assist 01/06/06 08/11/06 Yes No 140 Dayton 725532 11/16/04 01/17/06 ORD 19 F African American 9 HS Diploma Obtained at Center 66008JG Phlebotomy 01/03/05 04/22/05 Yes No 141 Dayton 753583 05/10/05 09/19/06 ORD 22 M White 12 Obtained GED/HSD Elsewhere 66008JG Phlebotomy Pantry Cook 05/29/06 06/22/06 Yes 13011C 8b No No $6.25 447 441 142 Dayton 849436 05/09/06 09/05/06 AWOL 18 M African American 11 Enrolled but Not Complete 66008JT Health Occup 06/19/06 09/01/06 No 143 Dayton 795011 09/06/05 07/26/06 AWOL 23 F African American 11 Eligible but Not Enrolled 66008JG Phlebotomy 05/03/06 06/22/06 Yes 49023A 52a No No $6.50 529 482 144 Dayton 845251 05/02/06 10/02/06 AWOL 21 F African American 8 Passed GED Test 66008JT Health Occup 06/05/06 08/02/06 No 145 Dayton 792500 09/13/05 09/13/06 ORD 24 F White 10 Passed GED Test 66008JG Phlebotomy 11/21/05 06/22/06 Yes 66099D 51a Yes $8.50 613 520

No. Center Student Id JC Entry Date

JC Sep. Date

JC Sep. Type

Sep. Age

Gender Ethnicity or Race Highest Grade Claimed

GED Status O­net code Voc Training

Vocation Vocation#2 Voc.Start Date

Voc.End Date

Voc Completer

Job O­Net Code

Job CIP JTM­ Healthcare

JTM Non­ HC

Job Wage

Initial TABE­Read

Initial TABE­ Math

146 Dayton 790848 09/27/05 12/02/05 DID 17 F Asian 10 Ineligible/Not Qualified 66008JT Health Occup 11/07/05 12/02/05 No 147 Dayton 792984 09/13/05 08/09/06 ORD 18 F African American 9 HS Diploma Obtained at Center 66008JA Nurse Assist 12/05/05 05/09/06 Yes 68038 13 No No $7.50 565 467 148 Dayton 811773 12/06/05 05/08/06 DID 20 F African American 11 Enrolled but Not Complete 66008JT Health Occup 02/20/06 03/24/06 No 149 Dayton 629497 03/07/06 09/12/06 ORD 20 F African American 12 Obtained GED/HSD Elsewhere 66008JA Nurse Assist 05/01/06 08/18/06 Yes No 150 Dayton 718849 10/26/04 07/31/06 ORD 23 F African American 11 HS Diploma Obtained at Center 66008JA Nurse Assist 02/13/06 05/09/06 Yes 66008 51A yes $7.50 456 242

Initia

l Plac

emen

t

CIP

Desc

Voc 1 Voc 2 Voc 3 Voc 4 Voc 5 Voc 1 Voc 2

1 632728 11/20/80 Female Hispanic Chicago

5/25/05: Completed the Phlebotomy Certification program. (JC Separation 7/20/05 Completer) The ETA 6­78 reported on 7/21/05 the student was accepted and attended the Fall 2005 and Spring terms at Northeastern Illinois University, in Chicago, IL. as a full time student. Separation No 01/13/04 7/20/05 08/30/04 05/25/05 Yes 12 Yes No 636 629 636 629 Certified Nursing

Assistant Yes No Malcolm X Phlebotomy Technician

Phlebotomy (Certification) x x

Post Secondary School or Training

x x 1

2 626344 2/20/85 Female African American Chicago

3/28/05: Withdrew from grant program due to separation from the Job Corps program. Since the semester was already paid for, student continued her college training. (JC Separation 3/28/05 Disciplinary Discharge) The ETA 6­78 reported on 4/4/05 indicates the student continued her college training at Malcolm X city college in Chicago, Il. for the 2005 Summer term. Separation No 10/07/03 3/28/05 08/30/04 03/28/05 Yes 11 No Yes 508 508 508 543 Certified Nursing

Assistant Yes No Malcolm X Emergency Medical x x

Post Secondary School or Training

x x 2

3 614917 10/22/84 Female White Chicago

5/29/05: Student completed one Spring Term and one Summer Term for a total of 18 credit hours. Student obtained a full time job and decided she would rather work than continue with school. (JC Separation 7/29/05 Completer The ETA 6­78 reported on 12/26/05 the student has a full­time job in the healthcare field as a Nurse Assistant at $10.18 per hour with a JTM.

Separation No 09/23/03 7/29/05 08/30/04 05/29/05 No 12 Yes No 589 592 589 592 Certified Nursing Assistant Yes No Malcolm X Registered

Nurse Yes No 66008 Allied Health $ 10.18 1

4 667921 9/19/83 Female African American Chicago

10/28/05: Student completed one Spring Term and one Summer Term for a total of 18 credit hours. Student obtained a full time job and decided she would rather work than continue with school. (JC Separation 10/28/05 Completer) ETA 6­78 reported on 10/29/05 the student is working as a Cashier earning at $.6.50 an hour

Separation No 05/25/04 10/28/05 12/06/04 10/28/05 No 12 Yes No 570 533 599 582 Certified Nursing Assistant Yes No Malcolm X Licensed

Practical Nurse No No 59999 Business

(Administration Support)

$ 6.50 4

5 686684 2/20/83 Female African American Chicago

11/4/05: Two­term Completer. 3/31/06: Student has elected to leave the health care grant program. (JC Separation 4/05/06 Completer) The ETA 6­78 reported on 4/6/06 indicates the student is working full­time in the healthcare field as a Certified Nurse Assistant at $8.70 per hour with a JTM.

Separation No 06/22/04 4/5/06 12/07/04 03/31/06 No 12 Yes No 565 534 565 578 Certified Nursing Assistant Yes Yes Malcolm X Licensed

Practical Nurse Yes No 66008 Allied Health $ 8.70 1

6 573793 10/30/79 Female Native American, Pacific Islander,

Asian Chicago

5/19/06: Two Term Completer. Tsering has reached the 3 year limit for Job Corps enrollment, yet has two terms left in her nursing program. (JC Separation date 5/19/06 Completer) ETA 6­78 reported on 5/20/06 the student is working full­time as a Nursing Assistant position at $12.22 per hour, with a JTM.

Separation No 05/20/03 5/19/06 12/07/04 05/19/06 No 12 Yes No 416 598 570 598 Certified Nursing Assistant Yes Yes Daley Licensed

Practical Nurse Yes No 66008 Allied Health $ 12.22 1

7 613396 10/28/82 Female Native American, Pacific Islander,

Asian Chicago

9/8/06: Two Term Completer. Ying has reached her 3 year limit for Job Corps enrollment, yet she has two terms left in her nursing program. (JC Separation date 9/8/06 Completer) ETA 6­78 reported on 9/28/06 she is enrolled as a full time college students at Kennedy King College, 6800 S. Wentworth, Chicago, Il. 60621.

Separation No 09/09/03 9/8/06 12/07/04 06/30/06 Yes 12 Yes No 490 583 559 583 Certified Nursing Assistant Yes Yes Malcolm X Registered

Nurse x x x x x 1

8 616082 6/15/82 Female African American Chicago

5/25/05: Student completed one semester in the Registered Nurse program. Due to personal problems the student decided to return to her home in Wisconsin. (JC Separation 5/25/05 Completer) ETA 6­78 indicates student placed on 8/24/05 at ARC Learning Center as a full­time Personal Care Giver, with a JTM, at $8.50/hour.

Separation No 12/09/03 5/25/05 12/07/04 05/25/05 No 12 Yes No 570 493 570 493 Certified Nursing Assistant Yes No Malcolm X Registered

Nurse Yes No 66008 Allied Health $ 8.50 1

9 521895 8/30/82 Female White Chicago

3/7/05: Completed CNA under the healthcare grant. (JC Separation 4/29/05 Completer) ETA 6­78 indicated student was placed on 7/15/05 at Glenshire Nuring and Rehab Center as a full­ time Certified Nursing Assistant, with a JTM, at $8.00/hour. Separation No 08/24/04 4/29/05 01/10/05 03/07/05 No 12 Yes No 582 565 582 582 Certified Nursing

Assistant Yes No Truman Certified Nursing Assistant CNA* Yes No 66005 Allied Health $ 8.50 1

10 702925 3/8/85 Female African American Chicago

3/7/05: Completed CNA under the healthcare grant. Student wanted to remain in the program for LPN and was taking additional reading and math at the center to increase her TABE scores for admission to the grant LPN program, but subsequent testing did not raise scores. (JC Separation 4/29/05 Completer) The ETA 6­78 indicated on 3/29/05 that student was employed at Buckingham Pavillion as a full­time Nurse Assistant, with a JTM, at $7.35/hour.

Separation No 08/13/04 4/29/05 01/10/05 03/07/05 No 11 Yes No 554 555 554 555 Certified Nursing Assistant Yes No Malcolm X Certified Nursing

Assistant CNA* Yes No 66008 Allied Health $ 7.35 1

11 661983 11/15/80 Female Hispanic Chicago

3/7/05: Completed CNA under the healthcare grant. (JC Separation 3/21/05 Completer). The ETA 6­78 dated 7/26/05 indicates the student was working in the healthcare field as a Nurse Assistant at $7.35 per hour with a JTM. Separation No 06/15/04 3/21/05 01/10/05 03/07/05 No 12 Yes No 529 574 582 574 Certified Nursing

Assistant Yes No Truman Certified Nursing Assistant CNA* Yes No 65099B Vocational Home

Economics $ 6.75 1

12 658631 1/30/85 Female African American Chicago

3/7/05: Completed CNA under the healthcare grant. (JC Separation 3/31/05 Completer) ETA 6­78 indicates student was placed on 12/14/05 at Washington Inventory Service as a part­time Inventory Worker, with a JTM, at $9.10/hour. Separation No 03/23/04 3/31/05 01/28/05 03/18/05 No 12 Yes No 613 549 613 558 Certified Nursing

Assistant Yes No Truman Registered Nurse CNA* Yes No 55305X Allied Health $9.10 3

13 702874 1/13/84 Female African American Chicago

3/18/05: This was the student’s official last day of training under the grant. She went into AWOL status at the Job Corps center and was eventually terminated. She continued to attend her grant program classes while in AWOL status from the center and has continued with her college program. (JC Separation 3/21/05 AWOL) The ETA 6­78 reports on 7/26/05 a JTM. The student is employed as an Inventory Worker in the healthcare field at $9.10 per hour.

Separation No 08/31/04 3/21/05 01/31/05 05/31/05 No 8 No Yes 596 635 596 635 Health Foundations Yes No Malcolm X Surgical

Technician Yes No 55105 Allied Health $ 9.10 3

14 667430 5/14/85 Female African American Chicago

5/29/05: Student withdrew from grant program and wished to continue college from home. Completed one semester. (JC Separation 7/29/05 Completer) The ETA 6­78reports on 12/19/05 that the student is working as an Assistant Stylist/Bookkeeper at $6.50 per hour. Separation No 05/18/04 7/29/05 01/31/05 05/29/05 No 11 No Yes 596 505 596 520 Pharmacy

Technician Yes No Wright Psychiatric Rehabilitation Tech

No No 68005A Consumer, personal and misc services

$ 6.50 1

15 703471 6/16/87 Female Hispanic Chicago

5/16/05: Parent withdrew student but failed to come to center and submit official resignation papers. Student went into AWOL status at the Job Corps center and was eventually terminated. (JC Separation 5/16/05 AWOL Termination) According to the ETA 6­78 dated 6/27/05 the student is a Temporary Worker at $7.25 per hour.

Separation Yes 09/07/04 5/16/05 01/31/05 05/16/05 No 11 No Yes 556 535 589 574 Certified Nursing Assistant Yes No Malcolm X Licensed

Practical Nurse No No 93997X Precision Production $ 7.25 3

16 694529 4/28/82 Male African American Chicago

1/17/07: Mr. Dodd withdrew from when the college could not offer the last course in Psychiatric Rehabilitation Tech program. Two Term Completer (30 June 2006) ­ (JC Separation 1/17/07 Completer) He will continue college to complete degree post Job Corps. Active No 08/10/04 x 01/31/05 06/30/06 Yes 12 Yes No 604 605 604 605 Pharmacy

Technician Yes Yes Wright Psychiatric Rehabilitation Tech

x x x x x x

17 686705 3/14/84 Female White Chicago

5/17/06: Ms. Ewald completed all prerequisites for Radiology and maintained a 3.53 GPA, but was not accepted into the limited number of slots available for the Radiology program at Moraine Valley Community College. (JC Separation 5/19/06 Completer) As reported in her ETA 6­78 dated 9/7/06 Valerie is a full time college student at Moraine Valley Community College, 10900 South 88 th Ave., Palos Hills, Il. 60465.

Separation No 06/29/04 5/19/06 01/31/05 05/17/06 Yes 9 No Yes 570 562 570 562 Certified Nursing Assistant Yes No Malcolm X Radiology x x

Post Secondary School or Training

x x 1

18 717592 2/12/82 Female African American Chicago

3/31/06: Two Term Completer. Student chose to leave the LPN program early due to personal reasons. (JC Separation 3/31/06 Completer) As reported in her ETA 6­78 dated 8/14/06 this not considered a JTM Hibo is working full time as a Home Care Worker for $10.00 per hour Separation No 10/12/04 3/31/06 01/31/05 03/31/06 No 14 Yes No 490 552 556 552 Practical Nurse

(LPN) Yes Yes Harold Washington Licensed Practical Nurse No No 68038 Education $ 10.00 4

19 668149 2/24/81 Male White Chicago

11/28/05: Completed Medical Office Technology. Student completed all course work on 10/15/05 and a paid externship on 11/28/05. Student continues working with CTS staff for employment. (JC Separation 12/16/05 Completer) ETA 6­78 reported on 1/30/06 a JTM. The student is employed by a temp agency and is a Medical Clerical Worker at $9.50 per hour.

Separation No 04/20/04 12/16/05 01/31/05 11/28/05 No 11 No Yes 636 689 636 689 Medical Transcriptionist Word Processor Office Assistant Yes No West Side Tech Medical Office

Technology Medical Office Technology Yes No 55314

Business (Administration

Support) $ 9.50 1

20 660083 2/21/85 Male African American Chicago

11/21/05: Resigned from the program for personal reasons. (JC Separation 1/19/06 as a completer of Pharm Tech) ETA 6­78 reported on 10/13/06 that student was NP Not Seeking Placement. Separation No 08/05/05 1/19/2006 01/31/05 01/19/06 No 13 Yes No 554 570 554 570 Pharmacy

Technician Yes No Malcolm X Surgical Technician No No 65099B Vocational Home

Economics $ 5.75 1

21 712046 6/28/80 Female Hispanic Chicago

10/31/05: Completed Medical Office Technology. Student completed all course work on 10/15/05 and an externship on 10/31/05. (JC Separation 11/2/05 Completer) Student is currently working in the health care field as a Medical Receptionist at $9.00 per hour as verified on her ETA 6­78 on 11/03/05 with a JTM.

Separation No 10/12/04 11/2/05 01/31/05 10/31/05 No 12 Yes No 570 511 570 542 Medical Transcriptionist Yes No West Side Tech Medical Office

Technology Medical Office Technology Yes No 55305X

Business (Administration

Support) $ 9.00 1

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22 649802 5/20/86 Female African American Chicago

3/9/06: Student resigned due to personal reasons and is planning on continuing her courses from home. (JC Separation 3/10/06 Resignation) ETA 6­78 reported on 8/11/06 indicates the student is working as a collector at $10.00 per hour. Separation Yes 04/13/04 3/10/06 01/31/05 03/09/06 No 9 No Yes 576 571 576 571 Surgical

Technician Yes No Malcolm X Surgical Technician No Yes 59999

Business (Administration

Support) $ 10.00 1

23 593572 7/24/84 Male African American Chicago

5/29/05: Resigned after the completion of one college semester, and is continuing his college training from home. (JC Separation 6/2/05 Resigned) ETA 6­78 reported on the student is working as a CNA earning 8.00 per hour with a JTM. Separation Yes 07/22/03 6/2/05 01/31/05 05/29/05 No 11 No Yes 565 522 565 533 Certified Nursing

Assistant Pharmacy Technician Yes No Malcolm X Licensed

Practical Nurse Yes No 66008 Allied Health $ 8.00 4

24 682980 1/27/86 Female African American Chicago

5/29/05: Student resigned after completing one semester due to parents’ relocation to another state. (JC Separation 6/2/05 Resigned ) ETA 6­78 indicates on 7/20/06 student is working as a Nursing assistant in the health care field for $8.00 per hour with a JTM. Separation Yes 06/22/04 6/2/05 01/31/05 05/29/05 No 9 No Yes 624 586 624 586 Certified Nursing

Assistant Yes No Malcolm X Licensed Practical Nurse Yes No 66008 Allied Health $ 8.00 4

25 689552 7/12/86 Female African American Chicago

6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. She is expected to complete the Renal Technology program in May 2007.

Active No 08/24/04 x 01/31/05 06/30/06 Yes 12 Yes No 624 601 624 601 Pharmacy Technician x No Malcolm X Renal

Technology x x x x x x

26 718385 7/19/83 Female White Chicago

11/4/05: Completed Medical Office Technology. Student completed the Medical Office Technology program on 10/15/05 and an externship on 11/4/05. (JC Separation 11/11/05 Completer) ETA 6­78 of 12/24/05 indicates the student returned to Wisconsin and is currently employed as a Childcare Worker at $7.00 per hour with a JTM.

Separation No 11/09/04 11/11/05 01/31/05 11/04/05 No 12 Yes No 613 577 613 577 Medical Transcriptionist Yes No West Side Tech Medical Office

Technology Medical Office Technology Yes No 27308X Allied Health $ 7.00 1

27 701681 8/7/83 Female Hispanic Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. She is expected to complete the LPN program in May 2007. Active No 08/24/04 x 01/31/05 06/30/06 Yes 8 No Yes 636 517 636 582 x No Truman Registered

Nurse x x x x x x

28 727405 3/29/86 Female African American Chicago

8/29/05: Left the program for personal reasons. (JC Separation date 6/7/06, resignation) ETA 6­ 78 reported on 6/27/06 that she is working in the healthcare field as a crew member for $8.50 per hour. Separation No 11/30/04 6/7/06 05/26/05 06/07/06 No 12 Yes No 554 595 554 595 Certified Nursing

Assistant Yes No Malcolm X Certified Nursing Assistant

Registered Nurse Yes No 27308X Allied Health $ 8.50 1

29 726982 1/24/84 Female African American Chicago

06/31/06: Healthcare Granted ended; student entered the center’s ACT program. Student separated due to not meeting ACT requirements. (JC Separation 12/13/06 Completer) She was not a two­term completer. ETA 6­78 reported on 12/18/06 indicates she is working part­time in the healthcare field as a Home Care Assistant which is a JTM earning $7.30 per hour.

Separation No 12/14/04 12/13/06 05/26/05 06/30/06 Yes 12 Yes No 539 586 608 586 Certified Nursing Assistant Yes No Wright Licensed

Practical Nurse Yes No 66011 Allied Health $ 7.30 1

30 714693 9/4/82 Female Hispanic Chicago 6/5/06: Student resigned for personal reasons.(JC Separation 06/07/06, resignation) ETA 6­78 reported on 6/08/06 that she is working as a telephone sales representative for $8.50 per hour.

Separation Yes 10/05/04 6/7/06 06/13/05 06/07/06 No 12 Yes No 624 643 624 643 Medical Records Clerk Yes No Wright Phlebotomy

Technician No No 13002B Business

(Administration Support)

$ 8.50 4

31 708023 5/24/86 Male African American Chicago

5/06/06: Left the healthcare grant program for personal reasons. (JC Separation 05/12/06 Resignation) As reported on his ETA 6­78 dated 8/21/06 not a JTM. Darren is attending college full time at St Petersburg College in Pinellas Park, Fl 33781. Separation Yes 11/29/04 5/12/06 06/13/05 05/12/06 Yes 12 Yes No 653 649 653 649 EKG Technician Yes No Daley Registered

Nurse x x

Post Secondary School or Training

x x 1

32 720728 11/4/86 Female African American Chicago 11/23/05: Student resigned from the program for personal/family emergency. (JC Separation 11/23/05 Resignation) ETA 6­78reported on 1/28/06 that the student is employed as a cashier at $8.40.

Separation Yes 01/11/05 11/23/05 06/13/05 11/23/05 No 11 No Yes 582 511 570 585 Yes No Malcolm X Registered Nurse No No 49023A

Business (Administration

Support) $ 8.40 1

33 629919 9/30/86 Male Hispanic Chicago 5/01/06: Student was separated for disciplinary reasons. (JC Separation 5/01/06 Disciplinary Discharge) Student is not eligible for placement services. Separation Yes 03/30/04 5/1/06 06/13/05 05/01/06 No 9 No Yes x x Practical Nurse

(LPN) Yes No Malcolm X Surgical Technician x x Not Eligible x x 2

34 727241 10/23/85 Female African American Chicago 6/14/06: Student completed the Phlebotomy program.(JC Separation 6/14/06, completer) As reported on Jamie’s ETA 6­78 dated 8/1/06 not a JTM. Jamie is working as a Sales Associate for $8.00 per hour.

Separation Yes 01/11/05 6/14/06 06/13/05 06/28/06 No 12 Yes No 632 611 632 611 Medical Records Clerk Yes No Malcolm X Phlebotomy

Technician Phlebotomy (Certification) No No 49023A

Business (Administration

Support) $ 8.00 1

35 747726 12/12/84 Female African American Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. Active Yes 03/15/05 x 08/29/05 06/30/06 Yes 12 Yes No 529 528 592 575 x No Malcolm X Registered

Nurse x x x x x x

36 741001 2/11/80 Male African American Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. He is expected to complete the LPN program possibly as early as May 2007. Active Yes 01/31/05 x 08/29/05 06/30/06 Yes 12 Yes No 624 636 624 636 Certified Nursing

Assistant x No Malcolm X Registered Nurse x x x x x x

37 746820 5/17/84 Female African American Chicago

1/10/06: Student terminated from grant program due to JC separation for disciplinary issues. (JC Separation 1/10/06 ZT Disciplinary Discharge) No placement services are provided. Separation No 03/15/05 1/10/06 08/29/05 01/10/06 No 12 Yes No 596 558 596 558 Certified Nursing

Assistant Yes No Truman Licensed Practical Nurse x x Not Eligible x x 2

38 743990 7/10/86 Female Hispanic Chicago

3/13/06: Student was separated from the grant program due to her failure to return to center. (JC Separation 3/13/06 AWOL) As reported in Monica’s ETA 6­78 she is a full time student at the Cannella School of Hair Design, at 4269 S. Archer, Chicago, Il. 60632. Separation No 02/15/05 3/16/06 08/29/05 03/13/06 No 12 Yes No 589 559 589 559 Certified Nursing

Assistant Yes No Malcolm X Licensed Practical Nurse x x

Post Secondary School or Training

x x 3

39 732962 9/18/81 Female Native American, Pacific Islander,

Asian Chicago

4/23/06: Student resigned from the program in the middle of the term and states she plans on going back to college this summer from home. (JC Separation 4/24/06 Completer) ETA 6­78 indicates student was placed at Cherrydale Health on 5/23/06 as a Certified Nursing Assistant, with a JTM, at $10.25/hour.

Separation No 02/01/05 4/24/06 08/29/05 04/23/06 No 12 Yes No 501 553 544 554 Certified Nursing Assistant Yes No Harold Washington Licensed

Practical Nurse Yes No 66008 Allied Health $ 10.25 4

40 593486 3/7/84 Male African American Chicago 1/23/06: Student terminated from grant program due to failure to return from Winter break. (JC Separation 1/23/06 AWOL) This student was not placed in a job or school by the end of the placement period.

Separation Yes 08/19/03 1/23/06 08/29/05 01/23/06 No 10 No Yes 589 635 589 635 Hotel Clerk Yes No West Side Tech Medical Office Technology x x x x x 3

41 716621 2/21/80 Female White Chicago

6/01/06:Completed Medical Office Technology Program (JC separation 6/06/06, completer) As reported on Lily’s ETA 6­78 dated 10/8/06 considered a JTM. She is working as a Teacher Assistant for $8.50 per hour. Separation Yes 11/29/04 6/6/06 08/29/05 06/06/06 No 12 Yes No 524 486 576 522 Medical Records

Clerk Yes No Malcolm X Medical Office Technology

Medical Office Technology No Yes 55321

Business (Administration

Support) $ 8.50 1

42 684587 12/18/81 Male White Chicago

5/11/06: Student terminated from healthcare grant due to disciplinary reasons. (JC Separation 5/11/06 ZT Disciplinary Discharge ) Student is not eligible for placement services. Separation Yes 06/21/04 5/11/06 08/29/05 05/11/06 No 11 No Yes 513 506 599 584 Yes No Malcolm X Phlebotomy

Technician x x x x x 2

43 677013 7/11/85 Female White Chicago

5/15/06: Student resigned after two semesters for personal reasons. She did not complete her course of study. (JC Separation 5/17/06 Resignation) As reported in Kimberly’s ETA 6­78 she was placed in Post Secondary School/Training on 9/24/06 at West Coast Phlebotomy, Inc. 1678 Beavercreek Rd. Ste. N. Oregon City, Or. 97045.

Separation Yes 10/05/04 5/17/06 08/29/05 05/15/06 Yes 12 Yes No 589 617 589 617 Phlebotomy Technician Yes No Malcolm X Phlebotomy

Technician x x

Post Secondary School or Training

x x 4

44 731281 3/29/88 Female White Chicago

5/11/06: Student left the program for personal reasons. Student hopes to continue her medical training in the future. (JC Separation 5/11/06 Medical) ETA 6­78 indicated on 2/6/07 an NP Not Seeking Placement. Separation No 03/22/05 5/11/06 08/29/05 05/11/06 No 9 No Yes 624 624 624 624 Word Processor Yes No Malcolm X Registered

Nurse x x NP­Not Seeking Placement

x x 7

45 760166 10/15/87 Male White Chicago

4/20/06: Student separated for personal reasons in the middle of the semester. (JC Separation 4/20/06 Resignation) ETA 6­78 reported on 6/15/06 that student was working part­time as a Cook earning $6.25 per hour. Separation Yes 05/09/05 4/20/06 08/29/05 04/20/06 No 9 No Yes 702 535 702 571 Yes No West Side Tech Medical Office

Technology No No 65028 Vocational Home Economics $ 6.25 4

46 779541 8/27/83 Female African American Chicago 6/01/06: Student separated to join the military. (JC Separation 6/14/06 Resignation) As reported in her ETA 6­78 dated 7/24/06 a JTM. She is working full time at Help at Home as a Homemaker for $7.40 per hour.

Separation No 08/09/05 6/14/06 11/28/05 06/14/06 No 12 Yes No 539 523 579 574 Pharmacy Technician Yes No Malcolm X Registered

Nurse Yes No 66011 Allied Health $ 7.40 1

47 767933 1/12/82 Male African American Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. Active No 05/31/05 x 11/28/05 06/30/06 Yes 13 Yes No 589 597 589 597 Certified Nursing

Assistant x No Malcolm X Radiology x x x x x x

48 761763 9/16/85 Female White Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. She is expecting to complete the LPN program in 2008. Active Yes 05/17/05 x 12/06/05 06/30/06 Yes 9 No Yes 653 617 653 617 Certified Nursing

Assistant x No Malcolm X Licensed Practical Nurse x x x x x x

49 783082 11/28/81 Female White Chicago 1/10/06: Student terminated from grant program due to JC separation for disciplinary issues. (JC Separation 1/10/06 ZT Disciplinary Discharge) No placement services provided. Separation Yes 08/23/05 1/10/06 12/06/05 01/10/06 No 11 No Yes 614 580 614 580 Phlebotomy

Technician Yes No Malcolm X Licensed Practical Nurse x x Not Eligible x x 2

50 742296 1/29/84 Female African American Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. She is expecting to complete the Radiology program in 2008. Active Yes 07/19/05 x 12/06/05 06/30/06 Yes 12 Yes No 690 661 690 661 Phlebotomy

Technician x No Malcolm X Radiology x x x x x x

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51 749608 12/19/84 Male White Chicago 5/17/06: Student resigned for personal reasons after one semester of study. (JC Separation 5/31/06 Resignation) ) As reported on his ETA 6­78 dated 6/14/06 a JTM. Nathan is working full time as a CNA for $8.05 per hour.

Separation Yes 04/19/05 5/31/06 12/06/05 05/17/06 No 12 Yes No 604 600 604 600 Certified Nursing Assistant Yes No Malcolm X Emergency

Medical Yes No 66008 Allied Health $ 8.05 4

52 717838 3/16/83 Female Hispanic Chicago

5/07/06: Student resigned for personal reasons after one semester of study. (JC Separation 5/12/06 Resignation) ETA 6­78 reported on 06/16/06 that the student was working full­time as an independent living counselor earning $9.40 per hour with a JTM. Separation Yes 04/25/05 5/12/06 12/13/05 05/07/06 No 12 Yes No 544 608 606 608 Office Assistant Yes No Malcolm X Medical Office

Technology Yes No 55332 Business

(Administration Support)

$ 9.40 4

53 731000 2/7/88 Female African American Chicago

517/06: Student resigned for personal reasons after one semester of study. (JC Separation 5/31/06 Resignation) As reported on her ETA 6­78 dated 9/11/06 not a JTM. Tamesha is going to school full time at Kennedy King College, 6800 Wentworth, Chicago, Il. 60621. Separation Yes 03/29/05 5/31/06 12/13/05 06/30/06 Yes 9 No Yes 524 632 622 632 Certified Nursing

Assistant Yes No Kennedy King Licensed Practical Nurse x x

Post Secondary School or Training

x x 4

54 747983 6/7/85 Female Hispanic Chicago 6/30/06: Healthcare grant ended; student transferred into the center's ACT program to complete training. Active No 03/15/05 x 01/06/06 06/30/06 Yes 9 No Yes 559 499 559 540 Certified Nursing

Assistant x No Malcolm X Licensed Practical Nurse x x x x x x

55 784796 6/1/82 Female African American Chicago

5/05/06: Student failed to complete one semester of Medical Office Technology due to absences. (JC Separation 5/12/06 AWOL) As reported in her 6­78 dated 9/25/06 Janeea is a full time college student at Taylor Business Institute, 200 N. Michigan Ste. 301, Chicago, Il. 60601.

Separation No 08/23/05 5/12/06 01/06/06 05/05/06 Yes 12 Yes No 633 554 633 554 Word Processor Yes No Harold Washington Medical Office Technology x x

Post Secondary School or Training

x x 3

56 771502 11/13/85 Female African American Chicago

5/15/06: Student completed one semester and resigned from the program due to personal reasons. (JC Separation 5/15/06 Resignation) According to ETA 6­78 dated 7/12/06 the student is working in the Navy as a store keeper for $11.14 per hour. No JTM for health care profession.

Separation No 06/07/05 5/15/06 01/06/06 05/15/06 No 12 Yes No 582 482 582 561 Word Processor Office Assistant Yes No Malcolm X Licensed Practical Nurse No Yes 58023

Business (Administration

Support) $ 11.14 1

57 772757 11/29/84 Male African American Chicago

5/12/06: Student attended one semester and resigned due to personal reasons. (JC Separation 5/17/06 Completer Student's Notice of Separation in CIS lists her as a graduate.) ETA 6­78 indicates on 6/30/06 student is working full time as a Security Officer earning $10.00 per hour. Separation No 07/19/05 5/17/06 01/06/06 05/12/06 No 12 Yes No 624 542 624 608 Certified Nursing

Assistant Yes No Kennedy King Licensed Practical Nurse No No 63047 Protective

Services $ 10.00 1

58 731593 4/20/80 Male African American Chicago

5/17/06: Student resigned after one semester due to poor performance. (JC Separation 5/24/06 Completer. As reported in his ETA 6­78 dated 5/25/06 a JTM. Derrick is working part time as a laborer for $8.00 per hour.

Separation No 01/18/05 5/24/06 01/06/06 05/17/06 No 12 Yes No 534 519 579 575 Introduction to Manufacturing Yes No Malcolm X Emergency

Medical Yes No Yes 85998 Precision Production $ 8.00 1

59 786614 8/25/84 Female African American Chicago

06/30/06: Healthcare Grant ended; student entered the center’s ACT program. Student was separated for failure to adhere to ACT standards on 12/15/06. (JC Separation 12/15/06 Completer) She was not a two­term completer. Placement information is not available at this time.

Separation No 08/09/05 12/15/06 01/06/06 06/30/06 Yes 12 Yes No 613 634 613 634 Pharmacy Technician Yes No Harold Washington Licensed

Practical Nurse 1

60 594118 9/16/83 Female African American Keystone

10/22/04: Student chose to leave program. (JC Separation 10/22/04 Completer) ETA 6­78 indicated the student was placed on 12/29/04 as a Hostess, earning $6.00/hour. Separation No 07/29/03 10/22/04 07/19/04 10/22/04 No 12 Yes No 624 581 624 581 Word Processor Data Entry Clerk Yes No Luzerne Dental Assistant

(Certificate) No Yes 55323 Business

(Administration Support)

$ 6.00 1

61 563643 12/24/82 Female African American Keystone 3/21/05: Student refused to return from administrative leave. (JC Separation 3/21/05 Completer) ETA­6­78 indicated the student could not be located. Placement services ended on 3/21/06. Separation No 03/18/03 3/21/05 08/09/04 03/21/05 No 10 No Yes 510 414 560 496 Certified Nursing

Assistant EKG Technician Phlebotomy Technician Medical Assistant Yes No Lehigh/

Luzerne Medical Office Assistant Transcriptionist 1

62 579719 1/30/83 Male African American Keystone 1/3/05: Withdrawn due to behavior issues. (JC Separation 1/3/05 Completer) ETA 6­78 indicated the student was placed on 1/23/05 as a CNA, with a JTM, at $7.20/hour. Separation No 05/20/03 1/3/05 08/09/04 01/03/05 No 11 No Yes 526 458 570 507 Certified Nursing

Assistant Yes No Lehigh/ Luzerne

Group Exercise Leader

Massage Therapy Yes No 66008 Allied Health $ 7.20 1

63 577256 9/22/79 Female Hispanic Keystone

12/16/05: Two­term Completer. 5/25/06: Completed Medical Office Assistant/Transcriptionist (Certificate). Student is scheduled for transition on 6/2/06 and has plans after separation to remain enrolled in LCCC for an additional semester to earn her AAS Degree in the same major. Student’s time in the Job Corps program has expired. (JC Separation: 6/2/06: Completer) ETA 6­78 indicated student as placed on 8/31/06 as a Medical Secretary with a JTM, at $11.54 /hour.

Separation No 06/17/03 6/2/06 08/09/04 06/02/06 No 10 No Yes 422 510 565 561 Medical Records Clerk Data Entry Clerk Phlebotomy Technician

EKG Technician

Word Processor Yes Yes Lehigh/

Luzerne Medical Office Assistant Transcriptionist

Medical Office Assistant/Transcrip tionist (Certificate)

Yes No 55105 Allied Health $ 11.54 1

64 685939 6/14/84 Male African American Keystone

11/3/04: Student terminated from Job Corps due to AWOL. (JC Separation 11/3/04 AWOL) ETA 6­78 indicated the student was placed on 3/7/05, as a Psychiatric Services Coordinator, with a JTM, at $11.77/hour. Separation No 06/08/04 11/3/04 08/09/04 11/03/04 No 11 No Yes 632 592 632 592 Health

Foundations Patient Transport Yes No Lehigh Licensed

Practical Nurse Yes No 32931 Allied Health $ 11.77 3

65 597175 5/30/80 Female African American Keystone

5/26/05:Two Term Completer. Completed Dental Assistant Certificate Program. (JC Separation 6/24/05 Completer) ETA 6­78 indicated student was placed on 8/8/05, as a part­time Dental Assistant, with a JTM, at $10.00/hour. Separation No 07/29/03 6/24/05 08/09/04 05/26/05 No 12 Yes No 565 510 565 591 Word Processor Data Entry Clerk Yes Yes Luzerne Dental Assistant

(Certificate) Dental Assistant (Certificate) Yes No 66002 Allied Health $ 10.00 1

66 634735 3/3/85 Female African American Keystone

8/12/05:Two­term Completer. 8/11/06:Completed the Surgical Technology Program with an AAS Degree.( JC Separation: 10/13/06 Completer) Student has been accepted at Temple University to study Pharmaceutical Science, she expects to begin in January 2007. ETA 6­ 78 lists student as in a sales job at $8.05 with JTM (presumably non­healthcare = walmart) Separation No 01/06/04 10/13/06 08/09/04 06/30/06 Yes 12 No Yes 490 555 565 589 Surgical

Technician Data Entry Clerk Yes Yes Lehigh/ Luzerne

Surgical Technician

Surgical Technology Program ­AAS

Degree

Yes No 49023A Business

(Administration Support)

$ 8.05 1

67 420651 4/13/81 Male African American Keystone

1/17/06: Withdrawn from program due to inability to receive his certification from the college. Student was returned to center to complete CNA trade. (JC Separation 3/31/06 Disciplinary Discharge) 9/6/06. No placement information available; placement window closed 9/26/06. Separation No 05/25/04 3/31/06 08/09/04 01/17/06 No 11 No Yes 632 541 632 541 Certified Nursing

Assistant Yes No Lehigh/ Luzerne

Group Exercise Leader

Massage Therapy x x Not Eligible x x 2

68 599189 6/27/83 Female African American Keystone

4/27/06:Two Term Completer. Completed Massage Therapy Certificate Program. (JC Separation: 8/22/06 Completer) Will take the National Certification Exam for Massage Therapists at home in Maryland. ETA 6­78 indicated the student was placed on 10/8/06 as a full­time product handler, with a non­JTM, earning $9.01/hour. Separation No 09/09/03 8/22/06 08/09/04 06/30/06 No 12 Yes No 508 491 554 538 Office Assistant Word Processor Yes Yes Lehigh/

Luzerne Group Exercise Leader

Massage Therapy

Massage Therapy (Certificate) No No 93998 Construction

Trades $ 9.01 1

69 579990 1/7/84 Female African American Keystone

12/13/04: Student terminated from Job Corps due to discipline. (JC Separation 12/13/04 Disciplinary Discharge) ETA 6­78 indicated the student was placed on 2/28/05, as a part­time caregiver, with a JTM, at $9.25/hour. Separation No 06/03/03 12/13/04 08/09/04 12/13/04 No 12 Yes No 504 521 544 539 Certified Nursing

Assistant Yes No Lehigh Medical Office Assistant Transcriptionist Yes No 66011 Allied Health $ 9.25 2

70 664794 11/5/83 Female African American Keystone

12/16/04: Withdrew from program due to lack of academic progress. (JC Separation 12/16/04 Completer) ETA 6­78 indicated the student was placed on 4/11/05, as a CNA Trainee with a JTM, at $9.91/hour. Separation No 03/30/04 12/17/04 08/09/04 12/16/04 No 12 Yes No 560 548 560 564 Phlebotomy Clerk EKG Technician Yes No Lehigh Medical Office

Assistant Transcriptionist Yes Yes No 66008 Allied Health $ 9.91 1

71 594894 5/11/82 Female White Keystone

5/13/05: Withdrew to enroll in an LPN program at home. (JC Separation 5/13/05 Completer) ETA 6­78 indicated the student was placed on 5/21/05 as a part­time CNA, with a JTM, at $13.00/hour. Separation No 07/22/03 5/13/05 08/09/04 05/13/05 No 10 No Yes 570 567 570 567 Word Processor Data Entry Clerk Yes No Lehigh/

Luzerne Surgical Technician Yes No 66008 Allied Health $ 13.00 1

72 658165 7/13/80 Female White Keystone

10/13/04: Student terminated from Job Corps due to AWOL. (JC Separation 10/13/04 AWOL/Completer) ETA 6­78 indicated the student was placed on 2/14/05 as a Phlebotomist, with a JTM, at $13.00/hour. Separation No 03/09/04 10/13/04 08/30/04 10/13/04 No 12 Yes No 490 513 592 564 Phlebotomy

Technician Yes No Lehigh Licensed Practical Nurse Yes No 66099D Allied Health $ 15.00 3

73 601932 11/1/83 Male African American Keystone 9/7/04: Student terminated from Job Corps due to AWOL. (JC Separation 9/7/04 AWOL/Completer) ETA 6­78 indicated the student was placed on 9/15/04, as a Shift Supervisor, earning $8.05/hour.

Separation No 09/09/03 9/7/04 08/30/04 09/07/04 No 11 No Yes 613 657 613 657 Word Processor Data Entry Clerk Yes No Lehigh Pharmacy Technician No No 61099B Vocational Home

Economics $ 8.05 3

74 563392 6/26/84 Female African American Keystone 10/10/04: Student terminated from Job Corps due to discipline. (JC Separation 10/10/04 Disciplinary Discharge) ETA 6­78 indicated the student was placed on 12/15/04 as a part­time CNA, with a JTM, at $8.65/hour.

Separation No 03/11/03 10/10/04 08/30/04 10/10/04 No 10 No Yes 534 502 606 560 Certified Nursing Assistant Data Entry Clerk Yes No Lehigh Dental Assistant

(Certificate) Yes No 66008 Allied Health $ 8.65 2

75 648737 1/21/84 Male African American Keystone

8/12/05:Two­term Completer. 8/11/06:Completed the Surgical Technology Program with an AAS. Degree. (JC Separation 10/24/06: Completer) Student accepted a full­time position on 10/23/06, as a Surgical Technologist at Washington Adventist Hospital, with a JTM, earning $14.75/hour. ETA 6­78 has not arrived yet.

Separation No 03/02/04 10/24/06 01/18/05 06/30/06 Yes 12 No Yes 480 539 499 630 Word Processor Data Entry Clerk Yes Yes Luzerne Surgical Technician

Surgical Technology Program ­AAS

Degree

Yes No 32928 Allied Health $ 14.75 1

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76 698568 11/6/84 Female African American Keystone

5/13/05: Student chose to leave the healthcare grant program. (JC Separation 5/20/05 AWOL) ETA 6­78 indicated that the student was placed on 7/21/05, as a Photo Center Tech, earning $7.40/hour.

Separation No 09/21/04 5/20/05 01/18/05 05/13/05 No 11 No Yes 624 592 624 592 Health Foundations No No Luzerne Health Care

Management No No 55305X Business

(Administration Support)

$ 7.40 3

77 584152 6/27/85 Female African American Keystone

1/13/05: Withdrew for personal reasons. (JC Separation 1/25/05 AWOL) ETA 6­78 indicated that the student was placed on 9/17/05, as a Sales Associate, earning $7.25/hour. Separation No 06/03/03 1/25/05 01/18/05 01/13/05 No 9 No Yes 548 481 549 513 Word Processor Data Entry Clerk Security Officer Yes No Luzerne Medical Office

Assistant Transcriptionist No No 49011 Marketing and Distribution $ 7.25 3

78 151469 2/13/80 Female Hispanic Keystone

12/16/05: Two­term Completer. Student will remain in the healthcare grant program to complete entire training program. Student earned an A.A.S. degree in Health Care Management in December 2006 under the center’s ACT program. Separation No 11/16/04 1/3/07 01/18/05 06/30/06 Yes 12 Yes No 624 598 632 598 Word Processor Yes Yes Luzerne Health Care

Management

Health Care Management ­

AAS No No x 1

79 687516 3/16/87 Female African American Keystone

5/13/05: Withdrew due to medical issues with ordinary separation. (JC Separation 5/13/05 Completer) ETA 6­78 indicated that the student was not placed. Placement services ended on 7/6/06. Separation No 08/10/04 5/13/05 01/18/05 05/13/05 No 9 No Yes 544 457 566 513 Phlebotomy

Technician EKG Technician Yes No Luzerne Group Exercise Leader

Massage Therapy No No x 1

80 678362 11/23/86 Female White Keystone

4/29/05: Center withdrew student due to attendance and behavioral issues. (JC Separation 4/29/05 Completer) ETA 6­78 indicates that the student was placed on 7/18/05 as a General Worker, earning $7.25/hour. Separation No 06/15/04 4/29/05 01/18/05 04/29/05 No 10 No Yes 599 617 599 617 Phlebotomy

Technician EKG Technician Yes No Luzerne Group Exercise Leader

Massage Therapy No No 49023A

Business (Administration

Support) $ 7.25 1

81 682815 4/7/80 Male African American Keystone

5/13/05: Student chose to leave the program to enroll in a Radiology program at home. (JC Separation 5/16/05 Completer) ETA 6­78 indicated the student was placed on 8/6/05, as a Distribution Agent, earning $10.98/hour. Separation No 07/20/04 5/16/05 01/18/05 05/13/05 No 12 Yes No 544 496 544 570 Phlebotomy

Technician EKG Technician Yes No Luzerne Surgical Technician No No 55305X

Business (Administration

Support) $ 10.98 1

82 644563 6/21/83 Female African American Keystone

8/12/05:Two­term Completer. 8/11/06:Completed the Surgical Technology Program with an AAS. Degree. (JC Separation 10/10/2006 Completer) Student accepted a full­time position on 10/16/06, as a Surgical Technologist at St. Joseph Medical Center, with a JTM, earning $17.76/hour. ETA 6­78 has not arrived yet.

Separation No 02/24/04 10/10/06 01/18/05 06/30/06 Yes 11 No Yes 447 478 542 530 Word Processor Data Entry Clerk Yes Yes Luzerne Surgical Technician

Surgical Technology Program ­AAS

Degree

Yes No 32928 Allied Health $ 17.76 1

83 644560 4/24/81 Male African American Keystone

12/16/05: Two­term Completer. 10/18/06: Completed Surgical Technology Program. (JC Separation 10/26/06: Completer) Received his actual degree on 11/10/06 as he had clinical days to make. He has since applied to Washington Adventist Hospital was place as a full­time Surgical Tech., with JTM, earning $25.00/hour.

Separation No 04/20/04 10/26/06 01/18/05 06/30/06 Yes 11 No Yes 452 515 494 552 Phlebotomy Technician EKG Technician Yes Yes Luzerne Surgical

Technician

Surgical Technology Program ­AAS

Degree

Yes No 32928 Allied Health $ 25.00 1

84 708083 10/16/87 Female African American Keystone

5/13/05: Student chose to leave the healthcare grant program. (JC Separation 5/16/05 Resignation) ETA 6­78 indicated the student was enrolled on 10/31/05 in Duff’s Business Institute, in Pittsburgh, Pa. Separation No 09/21/04 5/16/05 01/18/05 05/13/05 Yes 10 No Yes 490 514 560 571 Health

Foundations No No Luzerne Group Exercise Leader

Massage Therapy x x

Post Secondary School or Training

x x 4

85 689574 8/2/84 Female African American Keystone

7/12/05: Student was removed from the healthcare grant due to poor academic progress and violating the college contract. (JC Separation 8/26/05 Completer) ETA 6­78 indicated the student was placed on 9/30/05, as a part­time Account Manager, with a JTM, at $9.50/hour. Separation No 08/17/04 8/26/05 01/18/05 07/12/05 No 12 Yes No 544 585 585 578 Office Assistant Word Processor Yes No Luzerne Surgical

Technician Yes No Yes 55305X Business

(Administration Support)

$ 9.50 1

86 135871 10/1/83 Female Hispanic Keystone 4/1/05: Terminated from healthcare grant due to poor attendance. (JC Separation 4/1/05 AWOL) ETA 6­78 indicated that the student was placed on 4/22/05, as a Shipping Clerk, earning $8.25/hour.

Separation No 11/16/04 4/15/05 01/18/05 04/01/05 No 12 Yes No 585 568 585 568 No No Luzerne Group Exercise Leader

Massage Therapy No No 58028

Transportation and Material Moving

$ 8.25 3

87 722875 5/18/83 Male Native American, Pacific Islander,

Asian Keystone

12/16/05: Two­term Completer. Student will remain in the healthcare grant program to complete entire training program. Student is expected to earn an AAS Degree in May 2007.

Active No 11/09/04 x 01/18/05 06/30/06 Yes 12 Yes No 606 541 606 541 Health Foundations x Yes Luzerne Surgical

Technician x x x x x x

88 640372 9/28/80 Male African American Keystone

8/12/05:Two­term Completer. 8/11/06:Completed the Surgical Technology Program with an AAS. Degree. (JC Separation 10/26/06: Completer). Student accepted a full­time position on 9/6/06, at Geisinger Hospital as a Medical Transporter/ Orderly, with a JTM, earning $11.24/hour. ETA 6­78 has not arrived yet.

Separation No 01/06/04 10/26/06 01/18/05 06/30/06 Yes 12 Yes No 645 664 645 664 Health Foundations Yes Yes Luzerne Surgical

Technician

Surgical Technology Program ­AAS

Degree

Yes No 66005 Allied Health x 1

89 667892 5/15/87 Female African American Keystone

9/12/05: Student chose to withdraw from the healthcare grant, citing the difficulty of the work as her reason. (JC Separation 9/30/05 Completer) ETA 6­78 indicated the student was placed on 10/17/05, as a Housekeeper, earning $6.25/hour. Separation No 04/13/04 9/30/05 01/18/05 09/12/05 No 9 No Yes 585 613 585 613 Word Processor Data Entry Clerk Yes No Luzerne Massage

Therapy No Yes 58023 Marketing and Distribution $ 6.25 1

90 715295 6/3/80 Male White Keystone

12/14/05: Student chose to withdraw from the healthcare grant because he no longer wanted to be a residential student at Keystone. He will continue to pursue his degree on his own. (JC Separation 12/14/05 Completer) ETA 6­78 indicated the student enrolled in Luzerne County Community College in Nanticoke, Pa., on 1/24/06. He will continue towards his degree in a healthcare field.

Separation No 12/07/04 12/14/05 06/05/05 12/14/05 Yes 12 Yes No 585 507 585 533 Phlebotomy Technician EKG Technician Yes No Luzerne

Health, Physical Education & Movement Science

x x

Post Secondary School or Training

x x 1

91 691975 11/28/86 Female African American Keystone 5/12/06:Two­term Completer. Student will remain enrolled to complete the entire training program, anticipated completion date 5/26/07. Active No 08/31/04 x 06/05/05 06/30/06 Yes 12 Yes No 534 559 576 559 Office Assistant Word Processor x Yes Luzerne Dental Business

Assistant x x x x x x

92 638244 10/26/82 Female African American Keystone

5/12/06:Two­term Completer. Student will remain enrolled to complete the entire training program anticipated completion date 12/17/06. Student ran out of Job Corps enrollment time before she could complete her Degree, she has relocated to Nanticoke. ETA 6­78 indicates that she is currently enrolled as a FT student at LCCC to complete her degree requirements. Separation No 01/28/04 12/30/06 06/05/05 06/30/06 Yes 12 No Yes 549 513 592 540 EKG Technician Phlebotomy

Technician Word Processor Office Assistant Yes Yes Luzerne Medical Office Assistant Transcriptionist x x

Post Secondary School or Training

x x 1

93 600118 3/11/81 Female Hispanic Keystone

6/20/06:Two Term Completer in Medical Office Assistant/Transcriptionist (JC Separation 6/22/06 Completer) No placement information available; case note in CIS by CTS provider indicates medical reason for not seeking placement. Place window is still open. Separation No 07/29/03 6/22/06 06/05/05 06/30/06 No 10 No Yes 393 376 554 543 Certified Nursing

Assistant Medical Transcriptionist Word Processor Office Assistant Yes Yes Luzerne Medical Office

Assistant Transcriptionist Medical Office

Assistant/Transcrip tionist (Certificate)

x x NP­Not Seeking Placement

x x 1

94 719504 11/10/83 Male African American Keystone

8/12/05:Two­term Completer. 8/11/06:Completed the Surgical Technology Program with an AAS. Degree. Student was offered and accepted a full­time position at Hershey Medical Center in Hershey, Pa, at a pay rate of $17.76/hour and is currently enrolling in Penn State University (Capitol Campus) and will study medicine at the Milton S Hershey School of Medicine, once he meets the admission requirements. Placement information is not yet available on the ETA6­78. Student was also the recipient of the Donald A Buchannon (Job Corps) Scholarship, totaling $2,500. Student will remain on center for up to 30 days, pending housing.

Separation No 11/02/04 12/1/06 06/05/05 06/30/06 Yes 11 No Yes 356 500 513 589 Office Assistant Yes Yes Luzerne Surgical Technician

Surgical Technology Program ­AAS

Degree

Yes No 32928 Allied Health $ 17.76 1

95 658387 1/1/83 Male African American Keystone

5/12/06: Student was removed from the healthcare grant program due to lack of academic progress and not meeting the GPA requirement. (JC Separation 5/31/06 Completer).Student was placed, prior to separation, as a Material Handler, earning $8.50/hour, on 6/3/06. Separation No 04/06/04 5/31/06 06/05/05 05/12/06 No 11 No Yes 461 504 490 570 Certified Nursing

Assistant Yes No Luzerne Surgical Technician Yes No No 58026

Business (Administration

Support) $ 9.25 1

96 680183 1/10/88 Male African American Keystone

8/22/05: Student was removed from the healthcare grant program due to poor academic progress. . (JC Separation 2/22/06 AWOL) ETA 6­78 indicates that the student was placed a cleaner earning $7.50/hour, on 4/9/06 Separation No 06/01/04 2/22/06 06/05/05 08/22/05 No 9 No Yes 548 499 582 551 Certified Nursing

Assistant EKG Technician Phlebotomy Technician Yes No Luzerne

Health, Physical Education & Movement Science

No No 85132 Construction Trades $ 7.50 3

97 702978 9/3/80 Female African American Keystone 5/12/06:Two­term Completer. Student will remain enrolled to complete the entire training program under the center’s ACT program acitipiated graduation May 2007. Active No 11/09/04 x 06/05/05 06/30/06 Yes 11 No Yes 441 507 494 540 EKG Technician Phlebotomy

Technician x Yes Luzerne Medical Office Assistant Transcriptionist x x x x x x

98 651882 9/24/82 Female African American Keystone

5/12/06: Student chose to leave the healthcare grant program to attend ACT College in Virginia in the Medical Assistant program. Student never started program in Virginia. (JC Separation 5/26/06 Resignation) No placement information available; placement window is still open. Separation Yes 09/28/04 5/26/06 08/29/05 05/12/06 No 11 No Yes 565 506 585 586 Yes No Luzerne Medical Office

Assistant Transcriptionist x x

Post Secondary School or Training

x x 4

99 656629 10/5/85 Male African American Keystone 2/1/06: Student was withdrawn from the health care grant program due to medical issues. (JC Separation 2/1/06 MSWR) Active Yes 04/06/04 x 08/29/05 02/01/06 No 11 No Yes 599 455 624 545 Certified Nursing

Assistant Yes No Luzerne Medical Office Assistant Transcriptionist x x x x x x

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100 576918 1/25/83 Female African American Keystone

5/8/06: Student returned to center to continue his training in the healthcare grant program, but elected to enter Medical Office Assistant/Transcriptionist versus his original selection of Surgical Technology. Separation Yes 04/12/05 11/12/05 08/29/05 11/11/05 No 12 Yes No 579 516 579 579 EKG Technician Yes No Luzerne Surgical

Technician Yes No 66008 Allied Health $ 6.50 4

101 734302 4/16/81 Female African American Keystone

7/1/06: Student transferred into healthcare major under the center’s ACT program. Anticipated completion date is 8/2007. ETA 6­78 indicated that the student was placed on 5/11/06 as a FT Resident Assistant, earning $6.50/hour. No other placement information is available. Placement window closed on 11/12/06.

Separation No 01/25/05 x 08/29/05 06/30/06 No 12 No Yes 424 567 561 567 EKG Technician Phlebotomy Technician x No Luzerne Surgical

Technician x x x x x x

102 699784 8/26/81 Female African American Keystone

7/1/06: Student transferred into healthcare major under the center’s ACT program. Anticipated completion date is 8/2007. Active Yes 08/17/04 x 08/29/05 06/30/06 Yes 12 Yes No 614 616 614 616 Certified Nursing

Assistant EKG Technician Phlebotomy Technician x No Luzerne Surgical Technician x x x x x x

103 703337 5/28/83 Female White Keystone

2/21/06: Student was withdrawn from the health care grant program due to a disciplinary issue. (JC Separation 2/21/06: Disciplinary Discharge) ETA 6­78 indicated the student was placed as a Sales Person/Clerk), earning $8.00/hour on 4/1/06. Separation Yes 09/14/04 2/21/06 08/29/05 02/21/06 No 12 Yes No 662 547 662 569 Medical Records

Clerk Medical Transcriptionist Yes No Luzerne

Medical Office Assistant Insurance Processor

No Yes 49023A Business

(Administration Support)

$ 8.00 2

104 650840 1/1/84 Female African American Keystone

8/11/06 Student was removed from the ACT program due to lack of academic progress. (JC Separation on 9/21/06 Completer) As of 11/09/2006, no placement information available, placement window is still open.

Separation No 04/06/04 9/21/06 08/29/05 06/30/06 No 10 No Yes 337 390 448 438 Certified Nursing Assistant Yes No Luzerne Dental Assistant Yes x x x x x

105 715318 3/24/84 Female African American Keystone

12/14/05: Student chose to leave the healthcare grant program to relocate to Pittsburgh and continue her training at Allegheny Community College. (JC Separation 12/14/05 Completer) ETA 6­78 indicates that the student was placed in date entry position earning $8.00/hour on 5/9/06. Separation Yes 11/09/04 12/14/05 08/29/05 12/14/05 No 12 Yes No 541 507 572 554 Office Assistant Word Processor Yes No Luzerne Medical Office

Assistant Transcriptionist No Yes 55307 Business

(Administration Support)

$ 8.00 1

106 726176 9/26/87 Female African American Keystone

10/14/05: Student chose to leave the healthcare grant program. (JC Separation 10/21/05 Resignation) ETA 6­78 indicates that the student enrolled in Georgetown Technical College, Conway, SC on 1/17/06. Separation Yes 11/30/04 10/21/05 08/29/05 10/14/05 Yes 11 No Yes 614 537 614 587 Certified Nursing

Assistant Yes No Luzerne Dental Assistant x x

Post Secondary School or Training

x x 4

107 728164 9/28/82 Male Native American, Pacific Islander,

Asian Keystone

1/9/06: Student was removed from the program due to poor academic progress. (JC Separation 1/9/06 Resignation) 9/3/06: ETA 6­78 indicates Not Placed Other as student was enrolled in a Continuing Education CNA training program at Robeson Community College taking two courses for a total of eight hours per week.

Separation Yes 11/30/04 1/9/06 08/29/05 01/09/06 Yes 8 No Yes 582 568 582 568 Certified Nursing Assistant Yes No Luzerne Surgical

Technician Yes x x

Post Secondary School or Training

x x 4

108 277757 10/15/80 Female White Keystone

12/16/05: Student chose to leave the healthcare grant program to relocate to Florida and attend community college to study Drug and Alcohol Counseling , which is not offered under the grant. (JC Separation 12/16/05 Resignation) The ETA 6­78 indicates the student enrolled in St. Petersburg College, St Petersburg, FL. On 2/12/06. Separation Yes 02/08/05 12/16/05 08/29/05 12/16/05 Yes 8 No Yes 585 526 585 569 Information Clerk Yes No Luzerne Dental Business

Assistant x x

Post Secondary School or Training

x x 4

109 737074 2/3/81 Female African American Keystone

1/11/06: Student chose to leave the health care grant program to return home and complete her education at the local community college. (JC Separation 1/11/06: Resignation) ETA 6­78 indicated the student enrolled on 1/19/06 in Southeastern Community College, Whiteville, NC.

Separation Yes 01/25/05 1/11/06 08/29/05 01/11/06 Yes 12 Yes No 592 516 592 591 Certified Nursing Assistant

Surgical Technician Yes No Luzerne

Medical Office Assistant Insurance Processor

x x

Post Secondary School or Training

x x 4

110 693653 6/20/84 Male African American Keystone

1/9/06: Student was removed from the health care grant program due to poor academic progress. Student refused to resign from the healthcare grant program, despite no longer meeting the GPA, progress, and attendance requirements of this special AT program. (JC Separation 1/9/06: Maximum Benefits) ETA 6­78 indicated the student was placed on 3/21/06 as a Stock Clerk, with a JTM for the center trade, earning $7.38/hour.

Separation Yes 10/12/04 1/9/06 08/29/05 01/09/06 No 12 Yes No 624 598 624 598 Word Processor Yes No Luzerne

Health, Physical Education & Movement Science

Yes No Yes 58023 Marketing and Distribution $ 7.38 8

111 734382 7/30/83 Female White Keystone 7/1/06: Student transfer into healthcare major under the center’s ACT program. Anticipated completion date 8/2007. Active Yes 01/11/05 x 08/29/05 06/30/06 Yes 12 Yes No 599 585 599 585 Certified Nursing

Assistant Surgical Technician x No Luzerne Surgical

Technician x x x x x x

112 685212 12/13/81 Female African American Keystone

5/12/06: Student was withdrawn from the healthcare grant program due to no longer meeting the requirements for academic progress and GPA. (JC Separation 5/25/06 Completer) ETA 6­78 indicates student was placed on 7/7/06 in a JTM, as a part time Home Health Aide at $8.50 per hour.

Separation No 07/27/04 5/25/06 08/29/05 05/12/06 No 11 No Yes 441 399 448 474 Certified Nursing Assistant Yes No Luzerne Dental Assistant Yes Yes No 66011 Allied Health $ 8.50 1

113 502412 11/13/79 Female African American Keystone

4/27/06: Although completing 600 hours of the Massage Therapy training under the healthcare grant, the student failed to meet the requirements for a certificate in Massage Therapy by April 28, 2006, which was the end of the program The college is no longer offering this program. The student refused to resign from the Job Corps program and was issued a maximum benefits separation. (JC Separation 4/28/06 Maximum Benefits) 10/11/06: Case note by CTS provider indicates no job placement due to not meeting job prescreening requirements. Placement window closed on 10/28/2006.

Separation Yes 08/03/04 4/28/06 09/06/05 04/27/06 No 10 No Yes 572 567 572 567 Certified Nursing Assistant Yes No Luzerne Massage

Therapy x 8

114 729555 10/26/85 Female African American Keystone

10/25/05: Student did not pass Anatomy & Physiology, which would have enabled her to continue in her program, and was dropped from the rolls by the college. Although no longer eligible for this special AT program, the student refused to resign from Job Corps and was issued a maximum benefits separation. (JC Separation 11/04/05 Maximum Benefits) ETA 6­78 indicates Not Seeking Placement at this time; placement window is closed.

Separation Yes 12/14/04 11/4/05 09/06/05 10/25/05 No 12 Yes No 537 504 570 561 Certified Nursing Assistant Yes No Luzerne Massage

Therapy Yes NP­Not Seeking Placement

x 8

115 753443 2/14/83 Female Hispanic Keystone

4/27/06: Although completing 600 hours of the Massage Therapy training under the healthcare grant, the student failed to meet the requirements for a certificate in Massage Therapy by April 28, 2006, which was the end of the program The college is no longer offering this program. (JC Separation 4/28/06 Completer) ETA6­78 reports that student was placed on 7/27/06 as a non­ JTM, and is working full time as a Laborer Unskilled at $9.20 per hour.

Separation No 03/29/05 4/28/06 09/06/05 04/27/06 No 12 No Yes 632 570 632 570 EKG Technician Phlebotomy Technician Yes No Luzerne Massage

Therapy No No 58023 Marketing and Distribution $ 9.20 1

116 536703 10/2/80 Male Hispanic Keystone

2/10/06: Student chose to withdraw from the health care program and leave the Job Corps program to accompany his friend on a recently planned trip to Europe. (JC Separation 2/10/06: Resignation) ETA6­78 reports that student was placed on 4/7/06 as a non­JTM, and is working full time as a Sales Associate at $10.00 per hour.

Separation No 01/18/05 2/10/06 01/17/06 02/10/06 No 12 Yes No 613 576 613 576 EKG Technician Phlebotomy Technician Office Assistant Word

Processor Yes No Luzerne Medical Office Assistant Transcriptionist No Yes 43008

Business (Administration

Support) $ 10.00 4

117 774730 11/7/83 Male African American Keystone 7/1/06: Student elected to enroll in a non­healthcare major in the center’s ACT Program. Anticipated completion date 5/2008. Active No 06/21/05 x 01/17/06 05/12/06 Yes 12 Yes No 528 623 570 623 Office Assistant Word Processor x No Luzerne Surgical

Technician x x x x x x

118 757667 1/24/81 Male African American Keystone 7/1/06: Student transferred into healthcare major under the center’s ACT program. Anticipated completion date 8/2007. Active No 05/31/05 x 01/17/06 06/30/06 Yes 12 Yes No 565 562 565 562 Office Assistant Word Processor x No Luzerne Surgical

Technician x x x x x x

119 762022 4/16/82 Female African American Keystone 7/1/06: Student transferred into a non healthcare major under the center’s ACT program. Anticipated completion date 5/2007. Active No 06/07/05 x 01/17/06 05/12/06 Yes 12 Yes No 542 521 570 569 Office Assistant Word Processor x No Luzerne Medical Office

Assistant Transcriptionist x x x x x x

120 774109 1/27/86 Female African American Keystone 7/1/06: Student transferred into healthcare major under the center’s ACT program. Student was withdrawn from the college program due to a major center violation. (JC Separation 11/21/06: Disciplinary Discharge)

Separation No 06/14/05 11/21/06 01/17/06 06/30/06 Yes 12 Yes No 585 554 585 554 EKG Technician Phlebotomy Technician Yes No Luzerne Dental Assistant x 2

121 774110 10/11/84 Female African American Keystone 7/1/06: Student transferred into healthcare major under the center’s ACT program. Anticipated completion date 8/2007. Active No 06/14/05 x 01/17/06 06/30/06 Yes 12 Yes No 554 589 554 589 EKG Technician Phlebotomy

Technician x No Luzerne Surgical Technician x x x x x x

122 762572 1/30/81 Male African American Keystone 7/1/06: Student was not accepted into his healthcare major of choice. The student transferred into a non healthcare major under the center’s ACT program. Anticipated completion date 5/2007 Active No 05/17/05 x 01/17/06 05/12/06 Yes 11 Yes No 482 467 554 574 Office Assistant Word Processor x No Luzerne Surgical

Technician x x x x x x

123 700132 10/24/85 Female White Keystone 7/1/06: Student transferred into a non healthcare major under the center’s ACT program. Anticipated completion date 5/2007 Active No 09/21/04 x 01/17/06 06/30/06 Yes 11 No Yes 453 474 526 561 Certified Nursing

Assistant x No Luzerne Surgical Technician x x x x x x

124 710718 5/8/88 Female Hispanic Keystone 7/20/06: Student elected to withdraw from the ACT program. (JC Separation 7/26/06 Completer) ETA6­78 reports that student was placed on 8/27/06 with a JTM, and is working full time as a CNA for $9.45 per hour.

Separation No 10/12/04 7/26/06 01/17/06 06/30/06 No 9 No Yes 483 481 565 625 Certified Nursing Assistant Yes No Luzerne Medical Office

Assistant Transcriptionist Yes No 66008 Allied Health $ 9.45 1

125 666068 4/14/79 Male African American Cincinnati

6/30/05: Terminated from healthcare grant due to unsatisfactory academic progress. (JC Separation 7/1/05 Completer) ETA 6­78 indicates student was placed as a JTM at $8.00 an hour as a Reception Clerk at Hilton Hotel on 8/05/05. Separation No 03/30/04 7/1/05 09/06/04 06/30/05 No 12 Yes No 604 545 604 545 Office Assistant Yes No CSTCC Surgical

Technician Yes No Yes 55305 Business

(Administration Support)

$ 8.00 1

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126 670650 8/9/83 Female African American Cincinnati

8/30/05: Student resigned from the healthcare grant and transferred to another major at Cincinnati State under the center’s ACT program. (Student graduated under the center’s ACT program with an Associate of Science Degree on 6/23/06 from Cincinnati State Technical & Community College. Student is currently working to finish a BS in nursing at Northern Kentucky University.) Active No 05/11/04 x 09/06/04 06/30/06 Yes 12 Yes No 604 598 604 598 Office Assistant Word Processor Data Entry Clerk x No CSTCC

Occupational Therapy Assistant

AAS x x x x x x

127 643855 11/4/82 Male White Cincinnati

3/31/05: Terminated from Job Corps and the healthcare grant. (JC Separation 3/31/05 Completer) ETA 6­ 78 indicates student has been placed at $8.00 an hour as a Janitor at Genesis Management Systems on 4/3/05. Separation No 03/16/04 3/31/05 09/06/04 03/31/05 No 11 No Yes 596 610 596 610 Welder SMAW Yes No CSTCC

Integrative Medical Massage

No No 67005 Construction Trades $ 8.00 1

128 643733 7/26/81 Female African American Cincinnati

2/1/05: Resigned citing personal reasons. (JC Separation 3/4/05 Completer) ETA 6­78 indicates the student was placed at $7.89 an hour as a Crew Member at White Castle on 4/16/05.

Separation No 04/13/04 3/4/05 09/06/04 02/01/05 No 12 Yes No 576 583 576 583 Certified Nursing Assistant Yes No CSTCC Respiratory Care No Yes 49023A

Business (Administration

Support) $ 7.89 1

129 680809 7/31/83 Female African American Cincinnati

2/04/05: Resigned from the healthcare grant for personal reasons. (JC Separation 2/04/05. Completer) ETA 6­78 indicates student has been placed part­time at $8.50 an hour as a JTM as a Customer Service Representative for Manpower on 5­01­05. Separation No 05/11/04 2/4/05 09/06/04 02/01/05 No 11 No Yes 538 531 538 531 Word Processor Data Entry Clerk Yes No CSTCC Medical Assistant

Technology No Yes 59999 Business

(Administration Support)

$ 8.50 1

130 670104 12/4/85 Female African American Cincinnati

9/17/04: Terminated due to unsatisfactory academic progress. (JC Separation 9/17/04 Completer) ETA 6­78 indicates student was enrolled in Cincinnati State Technical & Community College on 9/24/04 . Separation No 04/13/04 9/17/04 09/06/04 11/09/04 Yes 11 No Yes 341 536 608 583 Pantry Cook Station Cook Hotel Cook Yes No CSTCC Medical Assistant

Technology Yes x x

Post Secondary School or Training

x x 1

131 621200 5/2/82 Female African American Cincinnati

9/24/04: Resigned due to personal reasons. (JC Separation 9/24/04 Completer) ETA 6­78 indicates student was enrolled at Brown Mackie College in Cincinnati, Ohio on 5/23/05. ETA 6­78 indicates student was placed on 3/23/05 as a student at Bob Makie College. Separation No 10/07/03 2/4/05 09/06/04 09/24/04 Yes 11 No Yes 582 516 582 548 Pantry Cook Station Cook Hotel Cook Yes No CSTCC Medical Assistant

Technology x x

Post Secondary School or Training

x x 1

132 653354 6/10/85 Female African American Cincinnati

12/20/04: Resigned citing personal reasons. (JC Separation 1/7/05 Completer) ETA 6­78 indicates student was placed as a JTM at $11.57 an hour as a part­time Food Server at Deupree House on 1/01/06. Separation No 02/06/04 1/7/05 09/06/04 12/02/04 No 11 No Yes 624 540 624 540 Office Assistant Word Processor Data Entry Clerk Yes No CSTCC

Occupational Therapy Assistant

No Yes 65041 Vocational Home Economics $ 11.57 1

133 690456 12/24/79 Female African American Cincinnati

8/1/05: Officially terminated enrollment at Cincinnati State citing personal reasons. (JC Separation 7/22/05 Completer) ETA 6­78 indicates that student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 9­22­05. Separation No 06/22/04 7/22/05 09/06/04 08/01/05 Yes 12 Yes No 554 503 554 589 Office Assistant Yes No CSTCC

Health Information Management

x x

Post Secondary School or Training

x x 1

134 335272 6/28/82 Female African American Cincinnati

11/9/04: Terminated due to unsatisfactory academic progress. (JC Separation 11/19/04 Completer) ETA 6­78 indicates student was placed at $8.75 an hour as a CNA at Mike Group Inc. on 2/12/05. Separation No 08/26/03 11/19/04 09/06/04 11/09/04 No 8 No Yes 565 470 565 567 Pantry Cook Station Cook Hotel Cook Yes No CSTCC Medical Assistant

Technology Yes Yes No 66008 Allied Health $ 8.75 1

135 624070 6/9/84 Female White Cincinnati

12/31/05: Two­term Completer. 08/06: Graduated with an Associates Degree in Medical Assistant Technology. (JC Separation 9/15/06 Completer) 678 on 2­1­07 indicates student was placed as a store clerk at $7.50 with JTM (non healthcare presumably) Separation No 02/17/04 9/15/06 09/06/04 06/30/06 Yes 12 Yes No 636 570 636 570 Data Entry Clerk Office Assistant Word Processor Yes Yes CSTCC Medical Assistant

Technology Medical Assistant Technology­AAS No Yes 49023A

Business (Administration

Support) $ 7.50 1

136 534455 12/4/85 Male African American Cincinnati

11/9/04: Terminated due to unsatisfactory academic progress. (JC Separation 12/3/04 Completer) ETA 6­ 78 indicates the student was placed at $6.25 an hour as a Crew Member at Red King’s Food on 5/23/05. Separation No 09/02/03 12/3/04 09/06/04 11/09/04 No 10 No Yes 547 503 579 573 Carpentry Helper Yes No CSTCC

Health and Fitness Technology

Yes No No 65017 Vocational Home Economics $ 6.25 1

137 666941 3/2/86 Female African American Cincinnati

11/9/04: Terminated due to unsatisfactory academic progress. (JC Separation 2/25/05 Completer) ETA 6­ 78 indicates that student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 5/05/05. Separation No 04/06/04 2/25/05 09/06/04 11/09/04 Yes 10 No Yes 559 556 559 556 Office Assistant Word Processor Data Entry Clerk Yes No CSTCC Medical Assistant

Technology Yes x x

Post Secondary School or Training

x x 1

138 710292 4/14/80 Female African American Cincinnati

6/30/05: Terminated from healthcare grant due to unsatisfactory academic progress. (JC Separation 7/1/05 Completer) ETA 6­78 indicates student was placed at $7.25 an hour as a Childcare Provider at Youthland Academy on 5/22/05. Separation No 09/14/04 7/1/05 11/17/04 06/30/05 No 12 No Yes 554 549 554 549 Office Assistant Word Processor Yes No CSTCC Medical Assistant

Technology Yes No No 68038 Education $ 7.25 1

139 685682 9/3/87 Female African American Cincinnati

6/13/05: Separated from Job Corps for misconduct, terminated from healthcare grant on the same date. (JC Separation 6/13/05 Disciplinary Discharge) Not eligible for placement services.

Separation No 06/22/04 6/13/05 11/17/04 06/13/05 No 9 No Yes 582 567 582 567 Office Assistant Data Entry Clerk Med/Clinic Laboratory x x CSTCC Medical Assistant Technology x x Not Eligible x x 2

140 694945 11/15/80 Female African American Cincinnati

2/1/05: Terminated due to unsatisfactory academic progress. (JC Separation 2/11/05 Completer) ETA 6­ 78 indicates student was placed at $7.50 an hour as a Home Health Aide at Bea’s Family Care on 6/29/05. Separation No 08/31/04 2/11/05 11/17/04 02/01/05 No 12 Yes No 596 628 596 628 Office Assistant Yes No CSTCC Nursing Yes Yes No 66011 Allied Health $ 7.50 1

141 716972 7/14/82 Male White Cincinnati

12/31/05: Two­term Completer. Student has resigned from the healthcare grant and from Cincinnati Job Corps. (JC Separation 6/28/06 Completer) ETA 6­78 indicates student was placed at $10 an hour as a Cook at TGI Friday’s on 7/13/06. Separation No 10/26/04 6/28/06 11/17/04 12/31/05 No 12 Yes No 596 583 596 583 Office Assistant Yes Yes CSTCC Nursing No No 65026 Vocational Home

Economics $ 10.00 1

142 669895 3/2/82 Female White Cincinnati

8/30/05: Terminated from healthcare grant due to unsatisfactory academic progress. (JC Separation 9/23/05 Completer) ETA 6­78 indicates student was placed as a JTM at $9.00 an hour as a General Cashier at Express Personnel on 10/20/05. Separation No 09/28/04 9/23/05 02/07/05 08/30/05 No 12 Yes No 678 631 678 631 Office Assistant Word Processor Data Entry Clerk Yes No CSTCC

Clinical Laboratory Technology

Yes No Yes 49023A Business

(Administration Support)

$ 9.00 1

143 674253 11/22/80 Female African American Cincinnati

6/24/05: Terminated from healthcare grant due to unsatisfactory academic progress. (JC Separation 7/1/05 Completer) ETA 6­78 indicates student was enrolled at Brown Mackie College in Cincinnati, Ohio on 8/15/05. Separation No 02/25/04 7/1/05 02/07/05 06/24/05 Yes 11 Yes No 576 592 576 592 Pantry Cook Hotel Cook Yes No CSTCC Medical Assistant

Technology Yes x x

Post Secondary School or Training

x x 1

144 694883 11/14/79 Female African American Cincinnati

5/27/05: Resigned from Job Corps and the healthcare grant program due to personal reasons. (JC Separation 5/27/05 Resignation) ETA 6­78 indicates student was placed on 1/16/06 at $6.30 an hour as a Crew Member at Kentucky Fried Chicken. Separation No 11/09/04 5/27/05 04/18/05 05/27/05 No 11 No Yes 570 626 570 626 Office Assistant Yes No CSTCC Nursing No Yes 49023A

Business (Administration

Support) $ 6.30 1

145 743124 2/4/83 Male African American Cincinnati

6/30/05: Terminated from healthcare grant due to unsatisfactory academic progress. (JC Separation 6/30/05 Completer) ETA 6­78 indicates student was placed as a JTM at $7.50 an hour as a part­time Laborer at Quickstaff Personnel on 10/20/05. Separation No 02/08/05 6/30/05 04/18/05 06/30/05 No 12 Yes No 544 546 572 586 Office Assistant Word Processor Yes No CSTCC Medical Assistant

Technology Yes No Yes 58023 Marketing and Distribution $ 7.50 1

146 715881 6/1/88 Male African American Cincinnati 6/9/05: Separated from Job Corps for misconduct, terminated from healthcare grant on the same date. (JC Separation 6/9/05 Disciplinary Discharge) Not eligible for placement services. Separation No 10/26/04 6/9/05 04/18/05 06/09/05 No 10 No Yes 570 526 570 597 Carpentry Helper x x CSTCC Surgical

Technician x x Not Eligible x x 2

147 739283 5/12/84 Female African American Cincinnati 8/19/05: Resigned from healthcare grant due to personal problems. (JC Separation 8/19/05 Completer) No placement information in CIS. Separation No 01/25/05 8/19/05 04/18/05 08/01/05 No 12 Yes No 604 557 604 557 Office Assistant Yes No CSTCC Surgical

Technician x 1

148 730285 3/2/87 Female White Cincinnati

6/30/05: Terminated from healthcare grant due to unsatisfactory academic progress. 9/6/05: Student reenrolled in healthcare grant after remediation. 11/8/05: Withdrawn from the healthcare grant due to unsatisfactory academic progress. (JC Separation 12/16/05 Completer) ETA6­78 indicates a pending Not Placed Other for 7/20/06. Separation No 10/07/04 12/16/05 04/18/05 11/08/05 No 9 No Yes 589 500 589 586 Office Assistant Word Processor Yes No CSTCC Nursing Yes Pending Not

Placed Other x 1

149 759440 11/18/85 Male African American Cincinnati

12/31/05: Two­term Completer. 2/1//06: Separated from Job Corps and the center’s ACT program due to enlistment in the military. (JC Separation 8/18/06 Completer) Placement information is not currently available; placement service window is still open. Separation No 05/03/05 8/18/06 06/27/05 06/30/06 Yes 12 Yes No 596 537 596 644 Pantry Cook Yes Yes CSTCC

Integrative Medical Massage

M ilitary x 1

150 665613 7/15/80 Male African American Cincinnati

7/21/05: Resigned from the healthcare grant citing personal/family issues. (JC Separation 8/4/05 Completer) ETA 6­78 indicates student was placed as a JTM at $8.00 an hour as a Cook at Hospitality Home East on 11/15/05. Separation No 06/08/04 8/4/05 06/27/05 07/21/05 No 12 Yes No 582 427 582 549 Pantry Cook Station Cook Hotel Cook Yes No CSTCC

Integrative Medical Massage

No Yes 65028 Vocational Home Economics $ 8.00 1

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151 735834 10/30/86 Female African American Cincinnati

1/4/06: Resigned from the healthcare grant to unsatisfactory progress. (JC Separation 2/24/06 Completer) ETA 6­78 indicates student was placed at $10.54 an hour as a Patient Attendant at Children’s Hospital on 3/31/06. Separation No 01/25/05 2/24/06 06/27/05 01/04/06 No 10 No Yes 624 583 624 583 Pantry Cook Yes No CSTCC Nursing Yes No 66008 Allied Health $ 10.54 1

152 810079 3/30/86 Female African American Cincinnati

8/31/06: Resigned from the center’s ACT program due to insufficient amount of credits. (JC Separation 9/14/06 Completer) ETA 6­78 indicates student was placed on 9/22/06 in College at Cincinnati State.

Separation No 10/27/05 9/14/06 11/16/05 06/30/06 Yes 12 Yes No 534 552 534 552 Certified Nursing Assistant Yes No CSTCC Nursing x x

Post Secondary School or Training

x x 1

153 808695 3/14/82 Female African American Cincinnati

2/6/06: Resigned from the healthcare grant. Did not re­register this term. (JC Separation 3/3/06 Completer) ETA 6­78 indicates student was placed as a JTM at $9.75 an hour a Nurses Aide at Norwood Retirement Center on 3/26/06. Separation No 10/27/05 3/3/06 11/16/05 02/06/06 No 12 Yes No 549 527 549 595 Certified Nursing

Assistant Yes No CSTCC Massage Therapy Yes No 66008 Allied Health $ 9.75 1

154 797088 7/15/82 Female African American Cincinnati

2/6/06: Student returned to center for remediation. (JC Separation 4/27/06 Completer) ETA 6­78 indicates student was placed as a JTM at $9.00 an hour as a Home Health Care Aide at Caring Hearts Home Health on 5/18/06. Separation No 09/20/05 4/27/06 11/16/05 02/06/06 No 11 No Yes 582 581 582 581 Certified Nursing

Assistant Yes No CSTCC Massage Therapy Yes No 66008 Allied Health $ 9.00 1

155 808671 4/13/81 Female African American Cincinnati

5/26/06: Resigned from the healthcare grant due to poor progress. (JC Separation 5/26/06 Completer) ETA 6­78 indicates student was enrolled at Cincinnati State Technical & Technical and Community College in Cincinnati, Ohio on 6­13­06. Separation No 10/27/05 5/26/06 11/16/05 05/26/06 Yes 12 Yes No 624 604 624 604 Certified Nursing

Assistant Yes No CSTCC Nursing Yes x x

Post Secondary School or Training

x x 1

156 808795 8/30/86 Female African American Cincinnati

4/9/06: Resigned from the healthcare grant due to poor grades. (JC Separation 4/17/06 Completer) ETA 6­ 78 indicates student was placed on 8/28/06 as enrolled College at Cincinnati State Technical and Community College in Cincinnati, Ohio. Separation No 10/27/05 4/17/06 11/16/05 04/09/06 Yes 12 Yes No 596 583 596 583 Certified Nursing

Assistant Yes No CSTCC Medical Massage Therapy

Yes x x

Post Secondary School or Training

x x 1

157 805834 12/25/85 Female African American Cincinnati

2/6/2006: Resigned from the healthcare grant due to poor grades. (JC Separation 4/17/06 Completer) ETA 6­78 indicates student was placed on 8/28/06 as enrolled College at Cincinnati State Technical and Community College in Cincinnati, Ohio. Active No 10/27/05 9/29/06 11/16/05 02/06/06 No 12 Yes No 534 508 542 531 Certified Nursing

Assistant Pantry Cook Yes No CSTCC Medical Assisting Yes No No x 1

158 806757 8/28/84 Female African American Cincinnati

4/9/06 Resigned from the healthcare grant due to poor grades. (JC Separation 4/21/06 Completer) ETA 6­78 indicates student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 4/26/06. Separation No 10/13/05 4/21/06 11/16/05 04/09/06 Yes 12 Yes No 582 590 582 590 Certified Nursing

Assistant Yes No CSTCC Medical Massage Therapy

Yes x x

Post Secondary School or Training

x x 1

159 806668 5/12/83 Female African American Cincinnati

4/9/06 Resigned from the healthcare grant due to poor grades. (JC Separation 4/21/06 Completer) No placement information; placement time period has not yet expired. Separation No 10/13/05 4/21/06 11/16/05 04/09/06 No 12 Yes No 589 614 589 614 Certified Nursing

Assistant Yes No CSTCC Nursing Yes x 1

160 750570 6/2/81 Male White Cincinnati

1/31/2006: Resigned from the healthcare grant due to poor grades. (JC Separation 2/10/06 Completer) ETA 6­78 indicates student was placed at $10.50 an hour as a Mechanical Inspector at Dutch Tree and Landscaping on 3/20/06. Separation No 04/05/05 2/10/06 11/16/05 01/31/06 No 7 No Yes 596 533 596 587 Certified Nursing

Assistant HVAC techniciam

Brake Technician

Service Apprentice Yes No CSTCC Medical Assisting Yes No Yes 85302A Mechanics and

Repairers $ 10.50 1

161 798809 2/16/82 Female African American Cincinnati

2/6/06: Resigned from the healthcare grant. Did not re­register this term. (JC Separation 2/20/06 Completer) ETA 6­78 indicates student was placed part time at $7.00 an hour as a Store Clerk/Cashier at United Dairy Farmer on 7/05/06. No JTM. Separation No 10/04/05 2/20/06 11/16/05 02/06/06 No 10 Yes No 582 610 582 610 Certified Nursing

Assistant Yes No CSTCC Nursing No No 49023A Business

(Administration Support)

$ 7.00 3

162 806091 3/4/86 Male African American Cincinnati

2/6/06: Resigned from the healthcare grant due to poor grades caused by non­attendance. (JC Separation 2/28/06 Completer) ETA 6­78 indicates student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 3/17/06. Separation No 10/13/05 2/28/06 11/16/05 02/06/06 Yes 12 Yes No 604 641 604 641 Certified Nursing

Assistant Yes No CSTCC Nursing Yes x x

Post Secondary School or Training

x x 1

163 756327 9/11/88 Female African American Cincinnati 2/6/06: Resigned from the healthcare grant due to poor grades. (JC Separation: 2/24/06 Completer) ETA 6­78 indicates that on 11/17/06 student was Not Placed Other. Separation No 03/22/05 2/24/06 11/17/05 02/06/06 No 9 No Yes 529 500 579 541 Certified Nursing

Assistant Pantry Cook Yes No CSTCC Nursing Yes No No Not Placed Other x 1

164 756276 5/8/83 Male African American Cincinnati

6/26/06: Resigned from the healthcare grant due to poor grades. (JC Separation 6/28/06 Completer) ETA 6­78 indicates student placed part time at $8.50 an hour as a general warehouse worker at UPS Headquarters on 7­22­06. Separation No 03/22/05 6/28/06 02/06/06 06/28/06 No 11 No Yes 582 564 582 564 Certified Nursing

Assistant Develpomental Assistant Yes No CSTCC Medical Assisting Yes No No 58028

Transportation and Material Moving

$ 8.50 1

165 822671 1/21/84 Female African American Cincinnati

4/9/06: Resigned from the healthcare grant due to poor grades. (JC Separation 4/13/06 Completer) ETA 6­78 indicates student was placed as a JTM at $9.60 an hour as a CNA at Ohio Presbyterian Retirement Home on 7/24/06. Separation No 01/10/06 4/13/06 02/06/06 04/09/06 No 13 Yes No 576 636 576 636 Certified Nursing

Assistant Yes No CSTCC Nursing Yes Yes No 66008 Allied Health $ 9.60 1

166 820589 9/15/85 Female African American Cincinnati

4/9/06: Resigned from the healthcare grant due to poor grades. (JC Separation 4/17/06 Completer) ETA 6­78 indicates student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 6/1/06. Separation No 01/10/06 4/17/06 02/06/06 04/09/06 Yes 12 Yes No 570 552 570 552 Certified Nursing

Assistant Yes No CSTCC Nursing Yes x x

Post Secondary School or Training

x x 1

167 822658 1/10/83 Female African American Cincinnati

6/9/06: Student resigned from the healthcare grant for personal reasons. (JC Separation 6/09/06 completer) ETA 6­78 indicates student was placed part time as a JTM, at $8.50 an hour as a Home Health Aide at Internal Quality Healthcare on 6/18/06. Separation No 01/10/06 6/9/06 02/06/06 06/09/06 No 12 Yes No 604 576 604 576 Certified Nursing

Assistant Yes No CSTCC Medical Massage Therapy

Yes No 66008 Allied Health $ 8.50 1

168 822680 3/30/86 Female African American Cincinnati

4/9/06: Resigned from the healthcare grant due to poor grades. (JC Separation 4/17/06 Completer) ETA 6­78 indicates student was enrolled at Cincinnati State Technical & Community College in Cincinnati, Ohio on 4/28/06. Separation No 01/10/06 4/17/06 02/06/06 04/09/06 Yes 12 Yes No 596 572 596 572 Certified Nursing

Assistant Yes No CSTCC Nursing Yes x x

Post Secondary School or Training

x x 1

169 793253 12/9/86 Female African American Cincinnati

6/27/06: Resigned from the healthcare grant due to poor grades. (JC Separation 6/28/06 Completer) ETA 6­78 indicates student was placed at $8.00 an hour as a Pan and Broom at Paramount Kings Island on 8/06/06. No JTM. Separation No 10/04/05 6/28/06 02/06/06 06/28/06 No 11 No Yes 565 565 579 626 Certified Nursing

Assistant Yes No CSTCC Medical Massage Therapy

Yes No No 68014A Public

Administration and Services

$ 8.00 1

170 702532 4/15/85 Male African American Cincinnati

10/03/06: Student was no longer retained in the ACT program due to unwillingness to accept supervision. (JC Separation 10/03/06 Completer) ETA 6­78 indicates student was placed at $9.85 an hour as a vehicle service attendant at Hertz on 10/12/06. Separation No 11/09/04 10/3/06 02/06/06 06/30/06 Yes 8 No Yes 490 517 566 577 Service

Apprentice Yes No CSTCC Medical Assisting No Yes 83099 Mechanics and Repairers $ 9.85 1

171 818276 12/10/85 Female African American Cincinnati

4/9/06: Resigned from the healthcare grant due to poor grades. (JC Separation 4/17/06 Completer) ETA 6­78 indicates student was placed at $7.40 as a part­time Sales Clerk at Wal Mart on 5/26/06. Separation No 01/10/06 4/17/06 02/06/06 04/09/06 No 12 Yes No 570 628 570 628 Certified Nursing

Assistant Yes No CSTCC Nursing Yes No No 49023A Business

(Administration Support)

$ 7.40 1

172 792147 4/13/88 Female African American Cincinnati

6/27/06: Resigned from the healthcare grant due to poor grades. (JC Separation 7/21/06 Completer) ETA6­78 indicates student was placed part time as a JTM, at $8.25 as a Cook at Foodbrand­CVG on 7/30/06. (Note: Student also completed Pantry Cook during JC enrollment.) Separation No 08/23/05 7/21/06 02/06/06 06/30/06 No 11 No Yes 547 482 572 584 Certified Nursing

Assistant Pantry Cook Yes No CSTCC Nursing Yes No Yes 65026 Vocational Home Economics $ 8.25 1

173 801774 12/26/86 Female African American Cincinnati

11/30/06: Student removed from ACT program due to lack of cooperation with the center. (JC Separation 12/08/06 Completer) There is currently no placement information available; placement service period still open. Separation No 10/01/05 12/8/06 02/06/06 06/30/06 Yes 12 Yes No 559 581 559 581 Certified Nursing

Assistant Yes No CSTCC Nursing x 1

174 698154 2/25/84 Male African American Cincinnati

10/03/06: Student was no longer retained in the ACT program due to unwillingness to accept supervision. (JC Separation 10/03/06 Completer) ETA indicates student remained enrolled at Cincinnati State Technical and Community College and was placed on 10/10/06. Separation No 11/09/04 10/3/06 02/06/06 06/30/06 Yes 10 No Yes 411 490 589 558 Certified Nursing

Assistant Welder SMAW Yes No CSTCC Medical Assisting x x

Post Secondary School or Training

x x 1

175 794085 4/6/81 Female African American Cincinnati

6/9/06: Resigned from the healthcare grant due to poor grades (JC Separation 6/09/06 Completer) ETA6­ 78 indicates student was placed at $8.25 per hour as a Food & Beverage Associate at FoodBrand­ LLC on 8/27/06. No JTM. Separation No 09/06/05 6/9/06 04/16/06 06/09/06 No 10 No Yes 539 396 572 592 Certified Nursing

Assistant Office Assistant Yes No CSTCC Nursing Yes No No 65032 Vocational Home Economics $ 8.25 1

176 833876 2/1/88 Female African American Cincinnati 6/30/6 Healthcare grant ended; student transferred to the center's ACT program.

Active No 03/14/06 x 04/16/06 06/30/06 Yes 10 Yes No 544 558 579 558 Certified Nursing Assistant x No CSTCC Nursing x x x x x x

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177 806272 2/17/81 Female White Cincinnati 6/30/6 Healthcare grant ended; student transferred to the center's ACT program.

Active No 01/31/06 x 04/16/06 06/30/06 Yes 12 Yes No 624 622 624 622 Certified Nursing Assistant x No CSTCC Nursing x x x x x x

Page 8

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Endnotes and References

1 US Census Bureau. Projected State Populations, by Sex, Race, and Hispanic Origin: 1995­2025. Retrieved from http://www.census.gov/population/projections/state/stpjrace.txt. 2 US Census Bureau. Projected State Populations, by Sex, Race, and Hispanic Origin: 1995­2025. Retrieved from http://www.census.gov/population/projections/state/stpjrace.txt 3 Bureau of Labor Statistics (2006). Youth unemployment, Summer 2006. Retrieved from http://www.bls.gov/opub/ted/2006/aug/wk4/art02.htm 4 National Job Corps Association 50­50 Flash April 16, 2004. 5 Derby, D. C. and Smith, T (2004). An Orientation Course and Community College Retention. Community College Journal of Research & Practice; Oct2004, Vol. 28 Issue 9, p763­773. 6 Vogt, P. W.(1999). Dictionary of statistics and methodology: A non­technical guide for the social sciences. Sage Publications: Thousand Oaks, CA. 7 The determination on two­term completions was made by the grant’s Federal Project Officer during a conference call on November 30, 2004 It was determined during this call that students would not have to complete all courses on the submitted centers’ course listings during the two­terms as previously discussed, but justification on why a course listed was not available would be retained. Therefore, centers should keep detailed documentation, by student, when courses listed on the course listings were cancelled, not offered during the term, or when students did not make it in to an offered course due to waiting lists for entry, etc. When a situation of this nature existed, the student should substitute another required course for the credit hours needed.

Ms. Davis shared with Ms. Logan and Ms. Marshall the statistics from two of the colleges on the percentage of the general populations’ need for remedial programs at two of the colleges (60% at one college and 80% at another). Ms. Hackworth, health care coordinator at Cincinnati State Community College, shared with the conference call participants that more recent information for Cincinnati State had increased to 85­93% of incoming students needed some sort of remediation.

The two­term completion applied to all three centers. The five terms (Cincinnati) versus three terms was discussed. The Federal Project Officer mentioned the disparity it might present, however a change was not made. 8 Recruitment & Retention in Higher Education (Mar2006). First­Generation Students and College Choice. Vol. 20 Issue 3, p6. 9 American Association of Community Colleges ( 2006, January). AACC fast facts. Retrieved August 9, 2006, from http://www.aacc.nche.edu/Content/NavigationMenu/AboutCommunityColleges/Fast_Facts1/Fast_Facts.htm 10 Alliance for Excellent Education (2006). Straight A’s: Public Education Policy and Progress. Washington, D.C.:. Retrieved from http://www.all4ed.org/publications/StraightAs/Volume6No16.html 11 Sanoff, A. P. (2006) A Perception Gap Over Students' Preparation. Chronicle of Higher Education, Vol. 52, Issue 27. 12 Kutner, M., Greenberg, E., Jin,Y., and Paulsen, C. (2006). The Health Literacy of America’s Adults: Results From the 2003 National Assessment of Adult Literacy (NCES 2006–483). U.S.Department of Education.Washington, DC: National Center for Education Statistics. Retrieved from http://nces.ed.gov/pubs2006/2006483.pdf. 13 Welsh, P. (2006). For once, blame the student. USA Today. March 8, 2006. 14 Duckworth, A. L., & Seligman, M. E. P. (2005). Self­discipline outdoes IQ in predicting academic performance of adolescents. Psychological Science, 16(12), 939­944. 15 Doyle, W. R. (2006). Community College TRANSFERS and College Graduation. Change; May/Jun2006, Vol. 38 Issue 3, p56­58.Retrieved from http://www.carnegiefoundation.org/change/sub.asp?key=98&subkey=1711. 16 Davis, K. D., Winsler, A. and Middleton, M. (2006). Students' Perceptions of Rewards for Academic Performance by Parents and Teachers: Relations With Achievement and Motivation in College. Journal of Genetic Psychology; Jun2006, Vol. 167 Issue 2, p211­220. 17 Ibid. pg. 216. 18 Ibid. pg. 219. 19 Lucas, B. (2006). A Formula for Motivating People to Learn. People Management; 6/29/2006, Vol. 12 Issue 13, p50. 20 Derby, D. C. and Smith, T (2004). An Orientation Course and Community College Retention. Community College Journal of Research & Practice; Oct2004, Vol. 28 Issue 9, p763­773. 21 John M. Bridgeland, J. M., DiIulio, J. J. and Morison, K. B. (2006). The Silent Epidemic: Perspectives of High School Dropouts. Retrieved from http://www.gatesfoundation.org/nr/downloads/ed/TheSilentEpidemic3­ 06FINAL.pdf

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22 Gerwert, C. (2006). H.S. Dropouts Say Lack of Motivation Top Reason to Quit. Peter D. Hart Research Associates. Education Week; 3/8/2006, Vol. 25 Issue 26, p1­14. 23 Yuksel, S. (2006). Undergraduate Students' Resistance to Study Skills Course. College Student Journal; Mar2006, Vol. 40 Issue 1, p158­165. 24 Mayer, R. (2006). Step Up to the Study Challenge. Ignite Your Faith: Christian College Guide, Vol. 64 Issue 7, p36­42. 25 MTC Institute (2005). Industry Recognized Certificate Programs and Job Corps. Management & Training Corporation: Centerville, UT. 26 Gunderson, S., Jones, R., Scanland, K. (2004). The Jobs Revolution. Changing How America Works, Washington, D.C.: Copywriters, Inc. p. 30. 27 MTC Institute (2005). Industry Recognized Certificate Programs and Job Corps. Management & Training Corporation: Centerville, UT. 28 Vanderbilt, W. (2006). Certification in Academia: Preparing the Next Generation. Certification Magazine; Sep2005, Vol. 7 Issue 9, p12. 29 American Association of College of Nursing (2006). Fact Sheet: Nursing Shortage. Retrieved February 19, 2007 from http://www.aacn.nche.edu/Media/FactSheets/NursingShortage.htm 30 Test of Adult Basic Education (TABE) scoring. For the Job Corps system there are six levels that an individual can be assigned upon initial TABE testing. To get credit for a gain in academic level, the student must progress to the next level upon retest. The levels are defined as follows: Level 1 = Literacy Under 367 Numeracy Under 313 Level 1 = Literacy 368­460 Numeracy 314­441 Level 3 = Literacy 461­517 Numeracy 442­505 Level 4 = Literacy 518­566 Numeracy 506­565 Level 5 = Literacy 567­595 Numeracy 566­594 Level 6 = Literacy above 596 Numeracy Above 595 Note: When a student tests (TABE) at above 566 in Numeracy and 567 in Literacy they are generally not required by the Center to continue taking any academic programs. 31 Note: Three students who had already completed the CNA program under the grant were allowed as grant completers, and students who completed Job Corps vocational programs other than in health and business were allowed to remain in their grant training. Grant entry from that point on was limited to students who had already completed health or business technology training. 32 To learn more about the Sheltered Instruction Observations Protocol (SIOP) please visit the SIOP Institute web site at http://www.siopinstitute.net/about.shtml. 33 Rothman, R. (2006). Educating Vulnerable Pupils. Voices in Urban Education: Annenberg Institute for School Reform at Brown University. Retrieved September 15, 2006 from http://www.annenberginstitute.org/VUE/summer06/Rothman.html