Preparing Youth for the World of Work: A National Perspective

1. Preparing Youth for the World of Work: A National Perspective Liann Seiter and Simon Gonsoulin, NDTAC

2. Overview • Overview of youth of transition age • Discussion of preparing youth for the world of work : A national perspective • Q&A with John Linton, Simon Gonsoulin, and Liann Seiter • Discussion of upcoming Topical Calls in this series

3. Important Human Development During Transition Age Transition age refers to the period from 16–25 years old Transition from adolescence to adulthood is a unique developmental period where youth usually: • Make long term decisions about their career • Complete schooling/vocational training • Obtain and maintain gainful employment • Establish their future family relationships • Move away from family of origin to more independent living situations Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

4. Federal Offenders that are Youth of Transition Age According to the Bureau of Prisons, 7.4% of Federal offenders in institutions are youth of transition age (18–25 year olds) Data provided by Bureau of Prisons from October 2013

5. Youth of Transition Age in Title I, Part D, Subpart 1 Programs in SY 2011–12

6. Youth of Transition Age in the Juvenile Justice System Youth of transition age in the justice system face barriers to successful development: • High likelihood of mental health disorders • High rates of comorbidity (multiple diagnosable mental disorders) • Greater likelihood of coming from economically disadvantaged, single-parent households • High rates of learning disabilities and/or history of school failure • High likelihood of child welfare system involvement Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

7. Justice-Involved Youth of Transition Age with Mental Health Problems Justice-involved youth of transition age with mental health problems often involved with the following systems: • Child Welfare • Special Education • Mental Health Services • Vocational Rehabilitation • Independent Housing Interplay between these systems can be counterproductive and prevent youth’s needs from being met When these youth age out of child systems into adult systems, they face barriers to access Source: Zajac, K., Sheidow, A. J., & Davis, M. (2013). Transition age youth with mental health challenges in the juvenile justice system. Washington, DC: Technical Assistance Partnership for Child and Family Mental Health.

8. Polling Question Does your State use Title I, Part D, Subpart 1 funds to support eligible students in adult corrections? • Yes • No • I’m not sure

9. Polling Question Does your State use Title I, Part D funds currently to support career/technical training (in any type of program or facility)? • Yes • No • I’m not sure

10. Polling Question Does your State use Carl D. Perkins Vocational and Technical Education Act funds to support programs offered in either juvenile justice or adult correctional facilities? • Yes • No • I’m not sure

11. “Discussion of Preparing Youth for the World of Work”A National Perspective NDTAC Webinar; December 18, 2013 John Linton, Director, Office of Correctional Education, OVAE, U.S. Department of Education john.linton@ed.gov

12. What I plan to discuss… • Current re-entry emphasis in the executive branch of the federal government • Youth in this context • Re-entry and employment • In facility programming – challenges and opportunities • A few resources for your consideration

13. Reentry as An Administration Priority

14. Multiple goals in different arenas can be addressed by effective re-entry policies and programs. • Reentry presents a major opportunity to improve public safety, public health, workforce, education, family, and community outcomes.

15. Education while incarcerated has been shown to reduce recidivism • Consistent positive effect sizes with wide variety of education services, advanced and basic, academic and occupational. • A broad spectrum of prisoners benefit – unlike other “correctional treatment” services. “When you put this in perspective, and couple these effect sizes with a significant number of offenders who are released each year who could benefit from correctional education, this elevates correctional education to one of the most productive and important reentry services.”* *Gerald G. Gaes; “The Impact of Prison Education Programs on Post-Release Outcomes”

16. Education and Justice Departments Announce New Research Showing Prison Education Reduces Recidivism, Saves Money, Improves Employment August 22, 2013 Attorney General Eric Holder and Secretary of Education Arne Duncan today announced research findings showing that, on average, inmates who participated in correctional education programs had 43 percent lower odds of returning to prison than inmates who did not. Each year approximately 700,000 individuals leave federal and state prisons; about half of them will be reincarcerated within three years. The research, funded by the Justice Department's Bureau of Justice Assistance, was released today by the RAND Corporation. Department of ED and DOJ joint press release

17. RAND juvenile justice chapter • Currently in clearance, late February release • Different context for correctional education research in juvenile justice • Some interventions shown to boost academic achievement, diploma completion and employment • “Recidivism” benefit more elusive within the juvenile justice population • Computer assisted reading instruction, “personalized instruction,” and CTE were the promising correctional ed interventions in juvenile justice. Study web page at RAND

18. Prisoners recognize their educational needs

19. From the adult offender literature, post release employment realities… • Recent Indiana study. • State prisoners released in 2006, 41% known to be in the workforce sometime over the following year. • That number fell to 25% for those released in 2009. • Of those who did gain employment, half made less than $5,000 in a year’s time. • Most were employed as temporary workers. • Thin labor market attachment!

20. Why so poor? • Employability challenge – per a recent Australian Lack of job skills Educational disadvantage/low literacy skills Employer resistance – fear of crime, racism Lack of job contacts Behavioral problems Lack of qualifications Low self-esteem, confidence, and motivation Absent or poor work experience history Difficulty adjusting to the routine of work

21. “Employer Resistance…” • Both criminal record and arrest records are hugely significant to employers. • Administrative actions ongoing, including EEOC • One of the main concerns with the “school to prison” pipeline… • Prevention much more potent than any remedial action • State variation in access to juvenile records. • New DOL youth offender grant program, includes support for “expungement” as a core related service.

22. Huge challenge, dissected • Career Technology Education (CTE), explicit job skills development, plus credential attainment • According to our CTE “Reform Blueprint,” high quality CTE is… • Aligned with college and career ready standards • Aligned with general and specific labor market needs • Integrates academic and technical content and also employability skills • Offers work based learning opportunities • Completers hold industry recognized credentials

23. “Career Pathways,” joint commitment letter • April 2012, ED, DOL and HHS – public commitment to a connected system integrating… • Education, training and support services to • Secure industry relevant certifications • Obtain employment in an “occupational area” • Advance to higher levels of “future education” and employment in that area. • “Key components” and “guiding principles” identified • Collaborative management allows constructive employer engagement.

24. Reentry Education Model…

25. Challenges of CTE in institutions • Resources! (Space, equipment, materials, instructors, and etc.) • Time! (Length of program, students cycling in and out) • Range of offerings! Is there a large enough student body in a facility to support multiple CTE programs?

26. Employability development • Basic skills, Job skills, “Soft skills” • Challenge to identify, to measure and to develop • OVAE Employability Skills Framework Project • Defining, validating, and measuring employability skills • PA project… PACTT Alliance • Project includes “Rubrics” and “Checklists” • Provides guidance on individual portfolio development • Specific to the juvenile justice context

27. On the cutting edge… • Emerging work on reentry and employment by the Council of State Governments Justice Policy Center. • This publication, plus a tool kit

28. Question and Answer If you have a question for the presenter please ask your question over the phone If you are in “listen only” mode, type your question into the Chat Pod

29. Preparing Youth for the World of Work Topical Call Series • Running more effective career/technical education (CTE) programs in your facilities • Common CTE programs and ways they can be improved • Needs/challenges of youth in adult correctional facilities • Successful programs that work • Transitioning youth to career technical schools or meaningful employment during reentry • Connecting youth to programs that provide career assistance in their communities • Preparing youth to enter two-year colleges or trade schools • Organizational partnerships between facilities, schools, and employers

30. Polling Question What would you like to learn more about on future topical calls related to preparing youth for the world of work?