The recent Inside Higher Ed article, Fixes for Short-Term Pell, offers some interesting insights about the the potential effect of opening up Pell Grants for short-term training. Jim Jacobs, a community college president and researcher, believes it's a promising idea, but that changes to proposals are needed to ensure learner equity. Below are excerpts from the article that are worth thinking about, especially in terms of how they might impact adult learners. You can also check the National Association of Student Financial Aid Administrators for a record of proposed legislation around the Pell Grants.
Jacobs offers "three potential unintended consequences for social and economic equity that policy makers so far have failed to address with bills that would open up Pell Grants to shorter-term programs."
- Though touted among policy wonks, the “stacking” of credentials into an aggregation of mastered skills that can produce degrees is a process that lacks coherence among the majority of community colleges and offers little data to support employment or income gains. Perhaps equally important, there is no significant growth in employer acceptance of certificates instead of degrees.
- Investing Pell in short-term training may not advance long-term job prospects for students. Most predictions on the future of work suggest sustaining employment will depend on workers’ abilities to master new skills on the job. Short-term training programs tend to develop specialized skills, which may get an individual a job in the near term, but not necessarily include the foundational competencies that can affect income mobility -- where it counts -- on the job.
- Opening up Pell to short-term training may result in an increase of tracking less prepared students into these programs. Take the flagship community college workforce program -- nursing. In almost every community college, this program is in high demand, with far more students applying than can be accepted. As a result, “options” are then offered to underprepared students -- often low-income students of color -- into certificate programs for nursing aides, or at best licensed practical nurse (L.P.N.) programs.
Are Jacobs' points relevant to the adult learners in your programs? How might your work with career pathways stakeholders help address some of the concerns he mentions?
Best,
Mike Cruse
Career Pathways Moderator
michaelcruse74@gmail.com