Blog Posts

July 2, 2014

With competency-based education showing much promise for providing efficient pathways for adults with prior college credit but no degree to finish a postsecondary credential, many institutions are considering developing programs of their own. The ACC Network has collected a series of resources, links, and examples, that may be of interest to those considering embarking on this path.

June 27, 2014

By Patricia Steele
HigherEd Insight

Now that you’ve decided to evaluate and hired your external evaluator, how can your program get the most out of the evaluation process? Communication, careful monitoring and feedback, respect for the contract, and an emphasis on institutional learning will help your organization to get the greatest benefit from participating in evaluation.

June 25, 2014

Connecticut launched an aggressive degree completion program with a novel incentive structure on June 2. Under the plan, adults returning to state institutions with prior college credit are eligible for up to three free courses under a buy-one-get-one free arrangement. Since the program’s launch, Go Back to Get Ahead has received over 3,000 inquiries. Ed Klonoski, the president of Charter Oak State College, which leads the statewide effort, has authored a blog post for WCET, which is a partner organization of the ACC Network.


Click here to read more detail about the launch, marketing and outreach efforts, and initial response to the program.

June 20, 2014

In an effort to reengage some of the 737,000 adults with some college credit but no degree in Indiana, the state’s Commission for Higher Education has approved “Return and Complete,” a new statewide initiative to provide degree pathways and incentives for those who might be close to finishing a degree.

June 19, 2014

A brief from the Rutgers School for Management and Labor Relations examines how policies in local workforce investment areas can be adjusted to provide pathways for adults with prior college credit to pursue degree or certificate completion using resources from the workforce system. The brief, which is available here, focuses on how the Eligible Training Provider List (ETPL) can be an obstacle for clients of the workforce system to use training dollars to pursue for-credit courses as part of a degree program.

June 18, 2014

An example of close collaboration between a state workforce system and higher education comes from Indiana, where the state issued guidance that allows for the use of Workforce Investment Act (WIA) funds to cover the costs for students pursuing credit through prior learning assessment (PLA).

May 20, 2014

By Patricia Steele
HigherEd Insight

Jobs for the Future (JFF), with funds from Lumina Foundation’s Adult Degree Completion Initiative, is implementing the four-year Adult Completion Policy Project (ACPP), an initiative that brings together networks of stakeholders to develop and implement state policies to increase completion for adult students in community college occupational or technical programs.

May 5, 2014

Lumina Foundation released its annual report on national, state, and metro postsecondary attainment trends last week. While the overall news on attainment is positive, with the largest year-over-year increase in overall attainment since 2008 (now up to 39.4 percent of adults), the key metrics for adult learners are a mixed bag. This blog post takes a deeper look at the Stronger Nation report focusing on the implications for those working on adult degree completion programs.

April 22, 2014

By Patricia Steele
HigherEd Insight


You know what your program wants to evaluate and why, but how do you find, contract, and work with an evaluator? The steps below can help your organization to identify an evaluator who suits your needs, write an evaluation Request for Proposal (RFP), and develop a contract with your evaluator.

April 17, 2014

Lumina Foundation recently released a series of commissioned papers on student financial support. The papers propose diverse recommendations for overhauling funding and financial aid systems to reduce the monetary barriers to credential completion. We have provided brief summaries of recommendations made by a few of the authors who included a focus on how their ideas might affect adult learners.