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The report of the Trade Adjustment Assistance Community College and Career Training (TAACCCT) national evaluation presents survey results across all four rounds of TAACCCT grants to describe how the implementation of grant activities differed for three subgroups of colleges: rural colleges, colleges whose grant activities focused on their local economy’s recovery and expansion, and colleges that implemented work-based learning activities.

The report presents interim findings of the Pathways evaluation consisting of an implementation study and a descriptive outcomes study. The purpose of the outcomes study is to document program outputs and participant outcomes. The purpose of the implementation study is to:

The Employer Perspectives Study describes strong employer-community college partnerships. It draws insights from employers identified by colleges as partners that have contributed to their programs. Abt Associates and the Urban Institute, with their partners Capital Research Corporation and the George Washington University, (the research team) interviewed 41 employers to better understand their perspective of what constitutes a strong partnership with a college.

The brief highlights the goals of the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grant program and provides an overview of evaluation activities for the four rounds of TAACCCT grants. Using information from grantee documents, third-party evaluation plans, and the solicitations for grant applications (SGAs) from all four rounds of grants, the brief describes grant requirements, proposed evaluation designs, and TAACCCT grant funding for evaluations. This brief concludes with a preview of the national evaluation of the TAACCCT grant program.

The brief provides an overview of the types of Trade Adjustment Assistance Community College and Career Training (TAACCCT) grants awarded, the geographic distribution of grant funding, and characteristics of the colleges receiving TAACCCT funding from the grants across the four rounds awarded (2011–14). This brief uses information from grantees’ original proposals and supporting documentation and data from the U.S. Department of Education’s Integrated Postsecondary Education Data System to obtain a richer understanding of the types of institutions participating in TAACCCT.

The brief provides an overview of the various approaches the Trade Adjustment Assistance Community College and Career Training (TAACCCT) grantees planned to implement, the industries targeted at the start of their grants, the degrees and certifications they planned to develop, and the types of partnerships grantees would leverage during the grants. These activities are the core of what the grantees intended to do during their grant period.

The brief presents preliminary results on key outcomes and characteristics of grant-funded program participants from the first four years of Trade Adjustment Assistance Community College and Career Training (TAACCCT). The TAACCCT grant program is primarily focused on capacity building and sustainability, with grant funding directed at institution building rather than at tuition assistance for students to help them pay for education and training.

The report presents the findings of the United Services Military Apprenticeship Program (USMAP) Implementation Study and Feasibility of an Impact Study as conducted by L&M Policy Research and the Urban Institute. In undertaking the analysis, the L&M-Urban team interviewed key staff members involved with USMAP operations. In addition, the team conducted 11 focus groups at two Navy and two Marine Corps bases with USMAP apprentices, USMAP completers, and USMAP supervisors.

The paper describes a study that explores the ways in which the public workforce system is collaborating with its community college partners to address the training needs of America’s workforce. It also examines how collaborations between One‐Stop Career Centers (One‐Stops) and community colleges can be enhanced to benefit workers, employers, and society at large. Findings are based on what was learned from 15 site visits to pairs of One‐Stops and community colleges. Throughout the report “site” refers to a One‐Stop/ community college pair.