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Practices with Promise Success Story

Submitted By: Margo Turner Mead, Technical Assistance Provider, Communications, CCC

Bay Area Consortium Helps Identify Regional CTE Priorities

  • Type of Practice: Regional Collaboration
  • Type(s) of Users Served: Associate Degree Students, External Certification Seekers, First-time Students, Higher Unit Certificate Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Advanced Manufacturing, Advanced Transportation & Renewable Energy, Agriculture, Water & Environmental Technologies, Energy, Construction & Utilities, Global Trade & Logistics, Health, Information & Communication Technologies (ICT)/Digital Media, Life Sciences/Biotech, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : MP 27, MP 28, LI 1 (click here for description)
  • Regions Involved: East Bay, North Bay, San Francisco/San Mateo, Santa Cruz/Monterey, Silicon Valley
  • Colleges Involved: Berkeley City College, Cabrillo College, Canada College, Chabot College, City College of San Francisco, College of Alameda, College of Marin, College of San Mateo, Contra Costa College, De Anza College, Diablo Valley College, Evergreen Valley College, Foothill College, Gavilan College, Hartnell College, Laney College, Las Positas College, Los Medanos College, Merritt College, Mission College, Monterey Peninsula College, Napa Valley College, Ohlone College, San Jose City College, Santa Rosa Jr College, Skyline College, Solano Community College, West Valley College
  • Other Organizations: The Bay Area Community College Consortium (BACCC)

The Challenge

Fostering regional collaboration in order to develop sustainable workforce training programs that are responsive to the needs of employers and the regional economy.

The Solution

The Bay Area Community College Consortium (BACCC) is one of California’s seven regional CTE consortia, which offer a forum for colleges, businesses and other workforce development stakeholders to work together on improvement efforts. BACCC coordinates and supports the work of 26 colleges and 10 Economic and Workforce Development initiatives. BACCC has been particularly successful in leveraging its consortium structure to identify regional priorities and kick off multi-college efforts.


By drawing on the knowledge of diverse workforce development stakeholders, BACCC learned an important lesson: It is often cumbersome for major employers to work with community colleges because their CTE programs have been developed separately and differently from campus to campus, requiring industry or Workforce Investment Boards to engage each college program individually. Once this basic challenge was on the table for stakeholders to examine, they decided to work together to make improvements on a wide range of targeted issues.

The Data

BACCC has instigated a large number of multi-college and industry partnerships that are transforming CTE offerings.

For example:
• In response to labor market demand, the number of colleges offering solar installation courses went from one to seven in roughly two years;
• Eight colleges and 28 industry partners co-developed a sample advanced manufacturing curriculum and created work-based learning opportunities at six companies; and
• 21 colleges and 55 industry partners worked together to align medical assisting curricula and to create a virtual electronic medical records lab that is now in use at eight colleges.

Supporting Information

Check out the BACCC website here

Read about BACCC on page 26-27 of the 2013 CTE Pathways Initiative Report

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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Understand why regional collaboration is more important than ever.