As reported by WorkSource for Dallas County, a program that has served over 3,000 achievers, 90% of achievers met job retention requirements and 84% are no longer receiving TANF. These figures highlight the program’s ability to not only provide skills for entry-level employment, but also to foster promotions and upward career ladder movement because WorkSource’s program required achievers to be working before entering the program.

Participants in New Jersey have an 88% employment rate six months after program exit with 91% employment and 93% retention one year after program exit.  See WNJPIN report card on the In-Home Learning System for the latest results.

Business Access In-Home Learning Communities have brought about increases in high school equivalency degree completion. Anecdotally, achievers report successfully preparing themselves for the GED test - one achiever reported failing five times before she used the System to study for and pass the GED test. Achievers also report increased GED acquisition by family and friends – after passing the GED herself, one achiever invited her granddaughter to utilize her computer to study for and pass the GED.

A report published in August 2002 by the Pew Internet and American Life Project entitled The Digital Disconnect: The widening gap between Internet-savvy students and their schools suggests that the mere presence of the Internet in the home will positively effect high school completion:

“Students insist that policy makers take the “digital divide” seriously and that they begin to understand the more subtle inequities among teenagers that manifest themselves in differences in the quality of student Internet access and use. The gap between students who do and don’t have access to the Internet at home is a serious matter to these students. In the classroom, it is apparent to Internet-savvy students when a classmate does not have access to the Internet. Indeed, students with easy Internet access assert that they have a clear and persistent advantage over their peers with little or no access.”

Business Access In-Home Learning Communities have brought about increases in college enrollment rates. In a study by the Pew Internet and American Life Project, entitled Use of the Internet at Major Life Moments published May 8, 2002, it is estimated that 11 million Americans who chose a school or college for themselves or a child in the past two years say their use of the Internet played a crucial or important role in that decision. Business Access achievers were no exception. Achievers and their families located scholarships, previewed colleges and prepared for the college application process online.

Business Access has brought computers and Internet access into the homes of clientele with very low literacy rates, little to no computer experience, and high general support requirements in areas with unpredictable Internet access and high rates of crime. Reaching an estimated average of three additional people per household, Business Access has added more than 5,000 “haves” to the side of technological literacy – an impact that will affect an untold number of children, family and friends of those directly reached.

Business Access achievers have access to more than 500 web-based courses 24 hours per day, seven days per week, 365 days per year. The courses can be repeated an unlimited number of times. Some examples of the flexibility of web-based courses through the Business Access In-Home Learning Community include:

• Achievers have utilized web-based courses in “just in-time” fashion – taking courses related to skills required for a promotion, transfer or currently posted job.
• Achievers have utilized web-based courses to prepare for new careers.
• Employers have established specific curricula for open jobs.
• Achievers have taken courses in addition to their assigned curriculum (current record is 79 courses).
• Achievers “try-out” courses to determine if the topic is of interest to them.
• Achievers repeat courses, repeat sections of courses and utilize help aides to improve the effectiveness of the training according to their needs.

In addition to the flexibility of the web-based courses themselves, Business Access achievers have expanded their opportunity to take courses because childcare and transportation is not required.

Business Access achievers have increased computer literacy. Having spent more than 800,000 hours online, achievers go beyond basic computer skills to incorporate the use of their personal computers, software, Internet, e-mail, message boards, chats, and instant messaging as a part of how they and their families live their everyday life.

Business Access’ In-Home Learning Communities are built to monitor, track and report results for workforce programs. Program personnel access reports regarding a single achiever’s or an entire community’s participation over the Internet (with proper security clearance). Reports compile data by category type (life skill, occupational skill, etc.) as assigned by the workforce entity and can be oriented to specific program goals.