The study report, Shaping a Portal Web site: A Study of the Collaborative Online Workforce Education and Training Portal Demonstration Project, was completed in 2011 (but finalized in 2014) and shares findings for four state workforce agencies' implementation and use of the Collaborative Online Workforce Education and Training Portal, later known as Workforce Online Learning Information Portal (WOLIP). The purpose of WOLIP was to connect together, in a single location, adult learners accessing the public workforce system with online, nationwide education and training programs for specific disciplines and high growth industries. In July 2008, the Employment and Training Administration (ETA) awarded two-year demonstration grants to test the portal with Colorado, Maine, Mississippi, and Pennsylvania. With approved extensions, Pennsylvania ended their grant in December 2010, and Colorado, Maine, and Mississippi closed their grants in June 2011. While WOLIP, a collaboration of many partners with the grantees, including Southern Regional Education Board, Pennsylvania State University, the Sloan Foundation's Sloan Consortium and The Rutgers University Center for Women and Work, did provide some value to states, it did not follow its initial vision for various reasons. For instance, states' development and management of the portal was limited in terms of staff time and expertise, as well as contributions of state funding reserves for maintenance of the portal. For similar reasons, no state added additional resources, such as financial aid information, to the portal. The report also discusses other reasons for the lack of centralization of the portal. Rather, the portal primarily served as a place where states could list online courses in their state or local areas and where workforce staff or case managers could identify coursework for or with their clients; therefore, many workforce clients never saw or used the WOLIP or even knew it existed. Ultimately, WOLIP was more successful in giving states experience in implementing online learning in general, as most demonstration states during 2008-2011 lacked prior experience with online learning. While the portal was not adopted once the demonstration ended, two states, Pennsylvania and Mississippi, continued using an adaptation of the portal in an effort to enhance graduation and degree completion for workforce clients with thirty credits or less. The authors of this implementation study report are Heather A. McKay and Mary C. Murphree, affiliated with the Center for Women and Work (CWW), Rutgers University.