Delaware Technical Community College TAACCCT Round 2 Grant Evaluation

“In September 2012, Delaware Technical Community College (DTCC) received a $2.5 million Trade Adjustment Assistance Community College and Career Training (TAACCCT) Round 2 Grant through the U.S. Department of Labor….DTCC…used this funding for three activities: (a) to design a uniform nursing curriculum for the campuses offering a nursing program, (b) to create a Certified Nursing Assistant training course (HLH130), and (c) to redesign the Essentials of College Algebra (MAT140) course into an emporium format” (p.3).

“In April 2013, DTCC contracted Hezel Associates, LLC to conduct an external evaluation of the TAACCCT project for all four years of the grant. The goal of the evaluation was to provide formative and summative feedback on project implementation and outcomes…” (p.3).

The following questions guided the evaluation:

“1. What is the level of implementation fidelity for the program by site, and across the program?

2. What program improvements were made during the implementation of TAACCCT Round 2?

3. How was the particular curriculum selected, used, or created?

4. How was the program managed and implemented?” (p.3-4).“

5. Did the grantees conduct an in-depth assessment of participants’ abilities, skills, and interests to select participants into the grant program?” (p.4.)“

6. What contributions did each of the partners (employers, workforce system, other training providers and educators, philanthropic organizations, and others as applicable) make in terms of (a) program design, (b) curriculum development, (c) recruitment, (d) training, (e) placement, (f) program management, (g) leveraging of resources, and (h) commitment to program sustainability?” (p.4).“

7. How do outcomes compare between new accelerated program students and comparison groups, including: (a) new non-accelerated program students and (b) old program students?” (p.4).

To answer these questions, the study team gathered both qualitative and quantitative data. “[R]esearchers administered student questionnaires to students enrolled in MAT140, HLH130, and the new nursing program; interviewed project staff and local industry partners involved in project activities; and reviewed programmatic documentation” (p.4). They also “analyzed extant data for MAT140, HLH130, and new nursing program students” and “data for students in non-emporium format MAT140, non-credit HLH130, and the old nursing program for comparison” to answer question 7 (p.5).

 (Abstractor: Author and Website Staff)

Key findings of the project implementation and outcome evaluation include: • “The project was implemented with fidelity to the work plan. Though project implementation took place across four campuses, each campus successfully carried out project activities efficiently and successfully” (p.5). • “TAACCCT Round 2 funds enabled DTCC to improve the new nursing program and MAT140, offer different program delivery methods, and provide support services to students. Grant funds provided DTCC the opportunity to increase space and update technology and equipment; redesign MAT140 into an emporium format and the new nursing program to a concept-based curriculum; offer accelerated options; and support students through tutors, faculty office hours, and other support services” (p.6). • “Local industry partners provided clinical sites and employment opportunities for students in HLH130 and the new nursing program. Project staff developed relationships with local facilities to establish clinical sites for HLH130 and new nursing program students. Through clinical experiences, students had the opportunity to gain hands-on work experience in the field and employers were able to assess strengths and weaknesses in technical and soft skills of potential new hires. Employer and clinical supervisors have been satisfied with the skills of the HLH130 and new nursing program students” (p.6). • “The new nursing program resulted in significantly higher program retention rates. Compared to the old nursing program, the new nursing program students had significantly higher program retention rates. Moreover, within the new nursing program, students in the accelerated program had significantly higher retention rates than students in the traditional program” (p.6). • “The emporium format of MAT140 did not have a positive impact on course pass rates. Students in the non-emporium format had significantly higher MAT140 pass rates. This may be due to the structure of the course, which required students to be independent and self-motivated to keep up with course benchmarks. While the pass rates of students in the emporium model were not as successful as anticipated, students who did pass the courses tended to do well in additional college-level math courses” (p.7). (Abstractor: Author and Website Staff)

• Last Updated:
• Created:
• Resource Publication Date: 2016
• Author(s): Glazier, Sarah.
• Organizational Author(s): Hezel Associates, LLC
• Funding Source: U.S. Department of Labor, Employment and Training Administration
• Resource Availability: Publicly available
• Posted by: Wesley Peterson
• Posted in: Workforce System Strategies