I-BEST (Integrated Basic Education and Skills Training)
Local governments can invest in this strategy using State and Local Fiscal Recovery Funds (SLFRF) from the American Rescue Plan Act (ARPA).
- This strategy can help address educational disparities. The U.S. Department of Treasury has indicated that strategies that help achieve this outcome are eligible for the use of Fiscal Recovery Funds.
- Investments in this strategy are SLFRF-eligible as long as they are made in qualified census tracts or are designed to assist populations or communities disproportionately impacted by COVID-19.
Program overview
- Occupational training paired with basic skills: I-BEST is a community and technical college–based program that allows students who are enrolled in basic education programs (e.g., Adult Basic Education, English as a Second Language) to concurrently receive occupational training. It aims to accelerate the rate at which adult basic education students enroll in and complete college-level training for occupations that are in high-demand and offer high-wage employment opportunities.
- Increased opportunities for existing basic education students: Typically, technical and community colleges look to recruit from their existing pool of enrolled basic education students into their I-BEST programs. The only eligibility requirement is a demonstrated need for basic education. Students may continue to enroll in I-BEST courses as they work toward occupational credentials until they are no longer in need of basic education instruction.
- Targeted skill development in high-demand sectors: I-BEST programs can be structured in a variety of ways, but typically involve pairing short (1-2 quarter) certificates focused on a specific occupational skill integrated with a basic education course. For example, a two-quarter introductory welding course may be offered via the I-BEST model, with basic skill instruction contextualized to welding skill instruction offered throughout the course. I-BEST programs generally offer occupational training in high-demand fields such as automotive, electrical, nursing, precision machining, and welding.
- Co-teaching model: The program’s signature design component is fully integrated team teaching, whereby a basic skills instructor and an occupational skills instructor jointly design and facilitate classes during at least fifty percent of instructional time.
- Support services for student success: Acknowledging the unique challenges that basic education students may face, I-BEST makes support services available for students outside of classroom instruction through I-BEST Navigators and Coaches. Support services include academic and career advising, financial literacy, structured career pathways, and financial aid. In addition, students are connected to community resources offered through partner agencies such as the Department of Health and Social Services, the Housing Authority, Workforce Development One-Stops, and local food banks.
- Strategies
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Sector-specific job training
- Cost per Participant
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Variable
Multiple studies with a rigorous design demonstrate that Integrated Basic Education and Skills Training is a well-supported strategy for improving attainment of college-level occupational training and certifications.
- A 2018 randomized controlled trial conducted at three community colleges in Washington state found that I-BEST increased attainment of a credential by 15.3 percentage points.
- A 2017 randomized controlled trial observed that I-BEST increased attainment of a vocational, technical, or professional certificate by 18.1 percentage points among participants, in addition to being associated with an increase in employment during the first year after the I-BEST program of 10.7 percentage points.
- Recruit from existing pool of basic education students and from external partnerships: A college’s own adult basic education provides a significant recruiting pipeline for the I-BEST program. Administrators could employ strategies such as in-class presentations, referrals from academic advisors or teachers, as well as brochures and flyers to engage with existing students. Some existing programs also established relationships with third-party organizations, like businesses or career centers, to identify prospective I-BEST students. Finally, colleges may look at existing occupational classes, and assess the need for basic skills instruction among the class. If enough occupational students demonstrate need, a basic skills instructor may be placed into the class as a co-instructor.
- Utilize and build faculty capacity around team teaching: Success of this program hinges upon the pairing of basic skills education with occupational training delivered jointly by a basic skills instructor and an occupational skills instructor. The instructors collaboratively design and facilitate sessions, which requires proficiency in the best practices of team teaching. Effective programs will provide faculty with training on the I-BEST model and team teaching. Introductory resources to the I-BEST model are included below.
- Incorporate credit- and credential-bearing courses: While most I-BEST programs are relatively short in length (e.g., one to two quarters), community and technical colleges should ensure that the credits they yield count toward workforce credentials. This ensures that the program can serve as part of a larger educational pathway.
- Partner with local stakeholders to identify target occupations: Occupational skill training provided by I-BEST programs should be informed by demand from the local labor market. Engaging external stakeholders like employers or workforce development agencies can enable the I-BEST curriculum to be tailored to provide students with skills that are not only in-demand locally, but in sectors that yield high-quality jobs.
- Increase access to financial support for students: A key barrier to participation in I-BEST for students is cost. Tuition for I-BEST is the same as college courses, which are more expensive than the basic education courses. Linking students to financial support, like Washington State does through its Opportunity Grant program, is an essential component for successful implementation.
- Assist students with the transition from school to work via support services: Support services, like dedicated career counselors, can help ensure that I-BEST graduates successfully make the transition from the program to their next step–either further education or a high-quality job. Career counselors may establish partnerships with local employers to enable direct placement into jobs.