About the Report

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The report systematically documents and analyzes the use of technology-based learning (TBL) across the entire network of Job Corps centers, reporting on the TBL implementation process, the challenges TBL faced during implementation, and the best practices for TBL that instructors, managers, and directors identified.

Research Questions

• To what extent have Job Corps centers considered, planned for, and/or implemented technology-enhanced practices for math, reading, and technological literacy?
• What factors do Job Corps centers/operators consider in selecting, designing, and implementing TBL offerings?
• What TBL strategies are currently in use to support various developmental priorities, including basic education, soft skills, job readiness, and occupational-skills development? What instructional/curricular strategies are in use to support or complement the use of TBL resources?
• How satisfied are instructors/administrators with the effectiveness of TBL instructional resources?
• What are students’ perceptions of the TBL instructional resources and their overall experience using them in a Job Corps setting?
• To what extent does technological literacy continue to pose a challenge among Job Corps students, instructors, and staff? What strategies can Job Corps adopt to address this challenge?
• What is the capacity (e.g., hardware, software, and Internet connectivity) among Job Corps centers to implement TBL?

Key Takeaways

• Nearly all centers use some form of TBL hardware resources and software programs for remediation.
• Centers use a wide variety of technology-based programs, and they incorporate those tools into the classroom in different ways.
• Center-level decision makers, including leadership and instructors, drive the selection process for new TBL resources.
• While centers surveyed and staff interviewed report that they are generally satisfied with their use of TBL, they face some significant challenges, particularly related to cost of new resources, compatibility with existing center technologies, internet connectivity, network security restrictions, and (among a minority of instructors) capacity to effectively use TBL resources.

Research Gaps

• Future papers of the national P3 evaluation will discuss the implementation of Cohorts 2 and 3 pilots and the experiences of Cohort 1 pilots in sustaining P3-supported programs and systems change beyond the end of the pilot. In addition, a final report will reflect on the full scope of the national evaluation’s work, including the work supporting and synthesizing the pilots’ local evaluations and the collection of pilots’ data. (page 17)

Citation

Epstein, Z., Cropper, P., Glosser, A., Robinson, D., Rosenthal, L., Webster, R., Benson, V. (2018). Abt Associates. The Use of Technology-Based Learning for Basic Skills in Job Corps. Chief Evaluation Office, U.S. Department of Labor.

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This study was sponsored by the Employment and Training Administration, Office of Policy Development and Research, Division of Research and Evaluation, and was produced outside of CEO’s standard research development process.