CAEP
Three-Year Plan

Produced: Jun 20, 2025, 08:46 PM UTC - By Epifanio Cruz

Details

Consortium Information

In this section, information about the consortium, its primary and fiscal contacts, and CAEP funds received is auto-populated in NOVA.

As this information is auto-populated from your consortium's landing page in NOVA, make sure the information there is up-to-date, especially the Primary and Fiscal Contacts. This will ensure the correct information is auto-populated properly into the three-year plan.

Consortium Name:
41 Pasadena Area Consortium
Address:
3035 E. Foothill Blvd. | Pasadena, CA | 91107
Website:
https://pacadulted.com/
Funding Channel 2025-26:
Direct Funded
CAEP Funds 2025-26:
$2,371,140
CAEP Funds 2024-25:
$2,314,889
CAEP Funds 2023-24:
$2,290,380

Consortium Contacts

Auto-populated

ResponsibilityNameEmailTitlePhone
Primary Contactjrussell@thebest-alternative.comProgram Director(626) 840-9865
Primary Contactfsuarez2@pasadena.eduDean

Members

Auto-populated

Member AgencyMember TypeContactPhone
Pasadena Area CCDDistrictDr. Francisco Suarez
Pasadena UnifiedUnified School DistrictEpifanio Cruz(626) 396-5640 ext: 20044
Temple City UnifiedUnified School DistrictRichard Lohman(626) 548-5023

Executive Summary

The Pasadena Area Consortium (PAC) is comprised of three members: the Pasadena Area Community College District, Pasadena Unified School District, and Temple City Unified School District. The comprehensive process to create the 2025-28 PAC Three-Year Plan has allowed stakeholders to reflect upon consortium successes from the previous three years and to devise a clear path to bridge regional gaps for the coming three years. During the Three-Year Plan process, PAC stakeholders have assessed current levels of enrollment, compared that with regional needs, identified gaps, established metrics to meet those gaps, created broad activities with SMART goals to measure outcomes, and evaluated how CAEP funding will ensure success.

PAC successes have been substantial. The growth in PAC Participant enrollment since the 2022 Three-Year Plan is something all stakeholders worked hard to manifest and are proud of. PAC 2024-25 duplicated Participant enrollment is 5,029 students which is a 34.3% increase from pre-pandemic Participant enrollment of 3,743. Additionally, PAC data before 2022 had significant issues that hindered a clear understanding of current educational services members provided. In 202223 PAC stakeholders worked diligently to create uniform data protocols and processes and the result has been pristine data. This has enabled PAC Board Representatives to analyze quality data on a quarterly basis and to continually guide consortium decisions.

But there is still work to do. In the region served by PAC schools approximately 67,832 regional residents are English Learners and nearly 40,000 residents over the age of 25 do not have a high school diploma or equivalency. It is clear that substantial gaps exist in addressing regional needs for English Learners and adult high school students. 

During the planning process, PAC members analyzed EDD Labor Market Information (LMI) data and consulted with regional Workforce Development Boards and AJCCs. Those conversations and LMI data for Los Angeles County reveal sizeable labor shortages that exist in healthcare. PAC stakeholders have recognized the need to develop noncredit CTE pathways for English Learners to enter the healthcare industry and address those shortages. PAC members are leveraging ELL Healthcare Pathway Grant funds to create new healthcare programs or strengthen existing ones in Pharmacy Technician, Certified Nursing Assistant, Medical Assisting, and Phlebotomy.

PAC members have created meaningful metrics to address regional needs for adults in employment, English language acquisition, and diploma/equivalency achievement. Activities to meet these metrics will result in better consortium data aggregation and dissemination, increased enrollment and participation, higher student persistence and performance, and better instruction from professional development. Funding allocations for member institutions will ensure the Plan's success.

The PAC Board is confident this Three-Year Plan will close regional gaps and advance educational opportunities for regional adults.

Assessment

In order to effectively assess educational needs, regional alignment, and current levels of workforce services, PAC member stakeholders analyzed information from a large variety of resources to ensure PAC students efficiently receive the best educational services possible from PAC member schools.

Annually, PAC stakeholders analyze significant consortium data through its Annual Data Report (ADR). The PAC ADR aggregates enrollment, demographic, participation, persistence, and performance data from TOPSpro Enterprise (TE). Also, the ADR includes demographic, language-acquisition and unemployment and poverty data from the U.S. Census and the California EDD.

The ADR drives Pasadena Area Consortium processes, especially the Planning process. PAC Board Representatives look at enrollment to make funding allocation decisions. PAC stakeholders analyze consortium demographics of its students and the cities in which they live to identify regional gaps. Marketing efforts for CTE, ESL, and ASE/ABE rely on stakeholder analysis of performance and enrollment data. PAC stakeholders use the data to drive efforts at improving consortium efficiencies and increasing leveraged resources. 

PAC members also consult with regional Workforce Development Boards (WDB) partners. All member schools receive WIOA Title II Adult Education Family Literacy Act (AEFLA) funds so every school is a Title II MOU signatory with a regional Workforce Development Board (WDB), the Foothill WDB for PCC and PUSD and LA County WDB for TCUSD. In addition to signing the MOU, PAC members participate in the creation of each WDB Three-Year Local Area Plan. The goals and objectives of the MOU and the WDB Local Area Plan inform the consortium's assessment of current levels of workforce services in the region. More critically, PAC members engaged WDB staff in Round Tables to further refine information for the consortium assessment of the region.

Members are in continual contact with other regional workforce development and public service providers such as the Department of Rehabilitation, the Department of Public Social Services, and regional employers. PAC members meet with regional employers for the ELL Healthcare Pathways Grant and those conversations also inform regional needs assessments. These relationships and interactions informed the needs assessment of the Three-Year Plan.

In addition to analyzing data and engaging partners, PAC members extensively surveyed PAC stakeholders. Surveys were sent to PAC member faculty, staff and students and the responses to these surveys also informed needs assessment for the PAC Three-Year Plan.

By regularly reviewing the PAC ADR with its Census, EDD and LMI data, by examining WDB MOUs and Local Area Plans and engaging in meaningful collaborations with workforce development agencies, and by analyzing substantial survey data, PAC members strongly believe the approach and process used to assess regional needs was comprehensive.

What type of representatives make up your assessment planning board members?

Which of the following data sources were referenced and contributed to the consortium's understanding of needs, current levels and types of services, and gaps?

Member analysis of the PAC ADR drives the Three-Year Plan and the Annual Plan process. By annually reviewing the PAC ADR which contains significant Census and EDD data, members inherently conduct a regional needs assessment every year before creation of the PAC Annual Plan. Also, member collaboration with workforce development agencies annually informs PAC regional needs assessment. PAC feels its data review protocols and partner collaborations successfully provide a robust understanding of regional needs.

PAC stakeholders also continually analyze the PAC Annual Data Report to identify PAC student enrollment, Participation, Persistence, and Performance, and regional gaps for this student data. This data analysis informed discussions about funding allocations and utilization of carryover to address PAC Three-Year Plan goals.

Also, these discussions focused on preliminary Objectives to increase student enrollment and improve student Participation, Persistence, and Performance. As Metric Targets were agreed upon, those Targets were shared with PUSD and TCUSD stakeholders to encourage universal acceptance of the goals and to acknowledge that all stakeholders would be responsible for the success of the consortium.

The Pasadena Area Consortium also engaged in comprehensive efforts to elicit wide-ranging input in the development of this Three-Year Plan. Stakeholders from Pasadena City College, Pasadena Unified School District, Temple City Unified School District, regional workforce partners, and other service providers provided Three-Year Plan input through surveys and in planning meetings.

Regional Alignment and Priorities

Provide the names and types of the regional partner organizations that your consortium works with to ensure programs offered align with regional needs. *

Click Add Partner Organization, search for the organization’s name, and select it. If the organization is not listed, click Create a new one in the modal, enter the Partner Organization Name, and select the Partner Organization Type.

Partner Organization NamePartner Organization Type
Foothill Workforce Development BoardWorkforce Development Board
CA Department of RehabilitationCommunity Organization
Department of Public Social ServicesOther
Homeboy IndustriesCommunity Organization
Employment Development DepartmentCommunity Organization
Los Angeles County Workforce Development BoardWorkforce Development Board
Pasadena Chamber of CommerceCommunity Organization
Pomona Valley America's Job Center of California (AJCC)Workforce Development Board
East San Gabriel Valley America's Job Center of California Community Organization
What relevant education and workforce plans that guide services in the region were used to develop this Three-Year Plan?

What are the top priorities in relation to regional alignment?

PCC and PUSD are Title II MOU signatories with the Foothill WDB and TCUSD is a Title MOU signatory with the LA County WDB.  During the Three-Year Plan process, PCC and PUSD administration met with new FWDB administration to update the MOU between the entities and TCUSD stakeholders met with LA County WDB and Department of Economic Opportunity (DEO) staff to confirm its MOU with the LACO WDB.

The FWDB MOU with PCC and PUSD is primarily based on the legal code found in sections of the Workforce Innovation and Opportunity Act. The MOU states the purpose of the MOU is as follows:

"The purpose of the MOU is to establish a cooperative working relationship between the parties (PUSD, PCC and the FWDB) and to define their respective roles and responsibilities in achieving the policy objectives. The MOU serves to establish the framework for providing services to employers, employees, job seekers and others needing workforce services.

California's one-stop delivery system, the AJCC, is a locally driven system which develops partnerships and provides programs and services to achieve three main policy objectives established by the California Workforce Development Strategic Plan, which includes the following:

  • Foster demand-driven skills attainment
  • Enable upward mobility for all Californians
  • Align, coordinate, and integrate programs and services

These objectives will be accomplished by ensuring access to high quality AJCCs that provide the full range of services available in the community for all customers seeking the following:

  • Looking to find a job.
  • Building basic educational or occupational skills.
  • Earning a post-secondary certificate or degree.
  • Obtaining guidance on how to make career choices.
  • Seeking to identify and hire skilled workers."

Though the MOU calls for a cooperative working relationship, PCC and PUSD believe that a relationship with the FWDB has not been a robust one. During planning meetings with new FWDB administration PCC and PUSD had  staff and expressed the desire to make the plan provisions of the MOU more meaningful increasing referrals between the schools and the FWDB and increasing classroom training funds for PAC students. In 2025-26, FWDB staff will meet with PAC students, highlight WIOA services available to them, and provide enrollment opportunities to access those services.

In addition to updating the MOU with FWDB, PCC and PUSD administration collaborated with in the creation of the 2025-28 Local Area Plan. As a result of these discussions, the Foothill WDB identified the following broad themes around which they will mobilize efforts during the course of this four-year Plan:

  • Address the Lack of Digital Equity in Foothill WDB Communities 
  • Prioritize Local Businesses and Job Seekers 
  • Adopt a Holistic Approach to Supporting Communities in Recovery 
  • Plan Workforce Strategies to Improve Equity

TCUSD stakeholders also participated in planning meetings for LA County WDB 2025-28 Local Area Plan. The WDB Plan is not completed yet, but TCUSD will pursue WDB goals to assist the workforce needs of the regional population.

In the PAC Annual Data Report, consortium stakeholders review pertinent regional data to identify gaps. Since member schools provide ESL, HSD/HSE, Citizenship, and short-term CTE programs, stakeholders analyze those characteristics in the regional cities primarily served by PAC member institutions serve. Table 1 below depicts Educational Attainment, Language Spoken at Home, and Naturalization data. Table 2 notes regional Poverty and Unemployment data.

Table 1


City

5 Years & Older Speaks English < “Very Well”


As % of 5 Years & Older

Residents over 25 & No HSD

or HSE

As % of Population Over 25

Number of Foreign Born, Not a Citizen


Total Population

Pasadena

22,939

17.4%

11,190

10.3%

20,699

138,699

Arcadia

16,926

30.5%

3,396

6.0%

9,850

56,681

San Gabriel

15,640

41.1%

5,987

20.3%

10,107

39,568

Alhambra

27,322

33.7%

11,412

18.3%

14,816

82,868

Temple City

11,869

33.4%

4,037

11.4%

5,708

36,494

Altadena

5,059

11.9%

3,563

10.9%

3,393

42,846

TOTAL

99,755


39,585


64,573

397,156

Table 2


City

Unemployment Rate for May 24

Number Under Poverty Line

As % of Eligible Population

Total Population

Pasadena

4.7%

15,538

11.0%

138,699

Arcadia

4.0%

5,554

9.8%

56,681

San Gabriel

3.9%

5,065

12.8%

39,568

Alhambra

4.3%

6,878

8.3%

82,868

Temple City

4.4%

3,576

9.8%

36,494

Altadena

5.2%

3,213

7.5%

42,846

TOTAL


39,824


397,156

Summary of the Key Data Points

  • The population of the primary cities served by the PAC is 397,156
  • 99,755 residents, or 25% of the population, over the age of 5 Speak English Less Than “Very Well”
  • 39,585 residents, or about 10.0% of the population over the age of 25 do not have a high school diploma or equivalent
  • 64,573 residents, or 16.3% of residents are foreign born and not naturalized
  •  39,824 residents of the region are living under the poverty line
  • Cities have relatively low unemployment rates – demonstrating the realities of a current tight labor market

This data demonstrates that there are significant regional needs for ESL, HSD/HSE, and Citizenship programs as well the need for robust efforts in workforce development programs.

Please identify the categories of needs of your region.

During the early parts of 2025, the PAC gathered significant survey data to identify themes and gather further context on the the unique needs of PAC adult learners. PAC survey data demonstrated that for the most part, member schools were addressing student needs and providing the types of programs and classes they desired. 90.4% of PCC students said that they "were satisfied with the types of classes offered at PCC" and 100% of TCUSD and PUSD students were "were satisfied with the types of classes offered at PCC." Students from all three schools were also satisfied with the current modalities of courses provided. PCC students preferred in person classes (73.7%) and online classes with a set schedule (synchronous) (23.6%). TCUSD and PUSD ESL students overwhelmingly preferred in person classes (82.3%), but also preferred synchronous classes.

Additionally, survey data demonstrated that member schools were providing adequate support services to PAC students. Data showed PCC students accessed Academic Counseling (23.7%), Career and Employment Services (8.8%), Lancer Accessibility Resources (7.0%), Metro Passes (17.5%), and Translation Assistance (20.2%). 

Hundreds of  students accessed PCC Pop-up Health Clinics and Legal Assistance workshops. Noncredit Department data revealed that (Number?) students Mental Health Counseling fair and that (Number?) of students attended PCC Noncredit Job Fairs. PUSD and TCUSD are smaller K-12 institutions who do not have the resources to offer students a wide variety of support services, but these student populations do not necessarily require services. 69.6% of students accessed no services and these students did not indicate that the schools were not offering services they required.

Data did reveal that 23.7% of PCC Noncredit students and 16.7% of PUSD and TCUSD students are "Ready for credit classes at PCC." These students indicated that they need assistance with registering and over 50% of all students wanted to understand what support services were available to them. Thus, while PAC schools are doing a very good job of offering classes to meet he needs of their students, survey data indicates there is a significant number of students interested in transitioning and wanting to better understand what supports are available to do so.

What challenges does your region face that impact the programs you have previously or are currently offering?

The most critical need facing PAC regional residents is consequences from the wildfires. While it is not the mission of PAC institutions to provide direct aid to victims of the Eaton Fire, PAC members must provide services and support wherever possible. PCC had FEMA on campus within a week of the wildfires and all PAC schools have been doing everything in their capacity to support those who are suffering from the devastation.

In addition, to addressing regional needs from the Eaton Fires, PCC and PUSD are utilizing ELL Healthcare Pathway Grant funds to establish healthcare programs that provide pathways for regional English Learners into jobs to provide life-sustaining employment and address regional labor shortages.

Which populations are currently being served by your programs?

Contributions by Entities*

NameRoleThree-Year Plan Contribution
Students Student Provided data
Community College Faculty Community college faculty Provided data
K-12 District Faculty Teacher employed by local educational agencies Provided data
Community College Staff Classified staff Provided data
K-12 Staff Classified staff Provided data
Foothill WDB Workforce Development Board Participated in planning meetings
Community College Administration Administrator Participated in planning meetings
K-12 Administrators Administrator Participated in planning meetings

Regional Service Providers

For each Consortium Member service provider, enter the number of Participants in each program area.

Provider NameProvider TypeNumber of Participants in Program AreaTotal Participants
ABEASEAWDCSSCTEESLPre-ApprenticeshipShort Term CTEWorkforce Reentry
*Pasadena Area CCDMember Representative

0

422

77

265

589

3,024

0

0

27

4404
*Pasadena UnifiedMember Representative

0

340

0

0

9

36

0

0

6

391
*Temple City UnifiedMember Representative

0

11

0

0

0

184

0

0

0

195
Total Participants 0 773 77 265 598 3244 0 0 33 4990
* Consortium Member required to input number of Participants

For each service provider added, check the box in the program areas where services are provided.

No Service Providers for this consortium.

What industries do you currently serve/plan to serve in the future?

PCC and PUSD are recipients of California ELL Healthcare Pathway funds, so both PAC members are establishing new healthcare training programs to provide pathways for English Learners into healthcare fields that are experiencing labor shortages in the region.

Currently 80.4% of PAC Participants are enrolled in either an ESL or an ASE educational program. 12.8% of 2024-25 PAC Participants are enrolled in a short-term CTE program, but the overwhelming majority of those students (need this exact %) are enrolled in short-term CTE courses offered in the PCC Noncredit division that lead to a California Community College Chancellor's Office (CCCCO)  Noncredit Career Development and College Preparation Certificate of Completion. Both PUSD and TCUSD have some short-term CTE training programs that lead to an industry-recognized license or certification listed on the California Employee Training Provider List (ETPL). However, these programs are very nascent and enrollment in them over the past three years has been negligible. CTE educational programs for the Pasadena region are primarily offered by the PCC CTE Credit division which offers degree programs and certificate programs in ten areas of study.

Thus, it is fair to characterize PAC as a consortium that predominantly serves English Learners and adult high school students.

PAC stakeholders do recognize the importance of workforce development and transitioning students to employment. Stakeholders well understand that the process required in California ed code 84906 to develop the Three-Year Plan and subsequent Annual Plans involve strong collaboration with workforce development partners and robust employment outcomes for students. PCC and PUSD are leveraging ELL Healthcare Pathway Grant funds to develop strong Noncredit CTE programs to address these goals.

Of the three Pasadena Area Consortium members, PCC offers the most comprehensive instructional programs serving students in 6 of the 7 CAEP Program Areas. The only program area that PCC does serve students is Pre-Apprenticeship. 

The majority of the students served by PUSD are in ASE, but Twilight Adult School also serve a small population of students in ESL, short-term CTE, and Workforce Reentry. 

TCUSD primarily serves students in ESL, but also serves a small population of ABE / ASE students.

Table 3 below depicts 2024-25 duplicated Participant Enrollment by CAEP Program and instructional hours therein.

Table 3

Program

PCC

PUSD

TCUSD

Duplicated No. of Participants

Instructional Hours

Duplicated No. of Participants

Instructional Hours

Duplicated No. of Participants

Instructional Hours

ESL

3,045

337,059

36

2,182

184

10,065

ABE


4,931

0

0


551

ASE

424

49,191

340

43,311

11

604

CTE

597

36,936

9

1,002

0

0

Workforce Reentry

27

1,231

6

414

0

0

Adults Supporting K-12

266

15,420

0

0

0

0

Adults w/ Disabilities

77

4,325

0

0

0

0

Duplicated Total

4,436

449,093

391

46,909

195

11,220

PAC Participant enrollment across all members and across the CAEP program areas offered has increased every year since 2020-21 and is higher than pre-pandemic levels. However, when compared to the large number of residents in the six cities primarily served by PAC members who are English Learners, adult high school students, our below the poverty line, gaps exist that PAC members work diligently to close.


Metrics: CAEP Barriers & Metrics

Goals & Metrics

Metrics

Adult Ed Metrics

  • English Language Learner (149AE)

Metrics

Adult Ed Metrics

  • Completed Educational Functioning Level Gain (400AE)

Consortium Level Metric Targets

In this section, Consortium Level Actuals data from DataVista for the previous three years, including areas to input data for Consortium Level Targets are shown below.

The first row shows the required metric of Number of Adults Served. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Consortium Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Metric SetMetric DescriptionConsortium Level Metric Actuals Consortium Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllReportable Individuals (200AE) 5,465 7,520

8,994

9,174

9,356

Student BarriersEnglish Language Learner (149AE) 3,964 5,311

5,926

6,044

6,165

Member Level Metric Targets

In this section, Member Level Actuals data from DataVista for the previous three years, including areas to input data for member level Targets for the upcoming three years are shown below.

The first row shows the required metric of Adults Served Who Became Participants. The following rows show metrics previously selected in the CAEP Barriers and Metrics workflow section.

Input Member Level Targets as whole numbers for the upcoming three years for all of the rows of metrics shown below

The 2023-24 data in DataVista will be made available in Spring 2025 and the 2024-25 data will be made available in Spring 2026.

Pasadena Area CCD (Reported by Pasadena)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 4,159 5,917

4,524

4,615

4,707

ProgressCompleted Educational Functioning Level Gain (400AE) 1,109 1,811

1,167

1,191

1,214

* Mandatory for all members


Pasadena Unified (Reported by Pasadena Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 348 365

411

432

454

ProgressCompleted Educational Functioning Level Gain (400AE) 49 68

126

132

141

* Mandatory for all members


Temple City Unified (Reported by Temple City Unified School District)

Metric SetMetric DescriptionMember Level Metric Actuals Member Level Metric Targets
2022-23 2023-24 2024-25 2025-26 2026-27 2027-28
AllParticipants (202AE) 142 177

195

207

230

ProgressCompleted Educational Functioning Level Gain (400AE) 59

117

124

133

* Mandatory for all members

Member Spending Targets

The Percent of Available Funds Spent in 2022-23, 2023-24, and 2024-25, imported from NOVA, is in the first row. This is a required metric. Add 2025-26, 2026-27, and 2027-28 Targets for each member district’s Percent of Available Funds Spent.

Enter each of the Percent of Available Funds Spent as percentages for each year
Member% of Available Funds SpentMember Level Targets
2022-232023-242024-252025-262026-272027-28
Pasadena Area CCD 100% 100% 61%

90%

90%

90%

Pasadena Unified 100% 100% 28%

90%

90%

90%

Temple City Unified 100% 100% 52%

90%

90%

90%

Objectives

Objective #1: Address Educational Needs

Outreach and Enrollment 

As noted in Section 2 of the PAC Three-Year Plan, significant gaps exist between the enrollment of current PAC students receiving adult educational services and the large number of English Learners, adult high school students, and non-citizens who live in the region. Closing this gap for these priority populations is a substantial educational need for the region that PAC members are planning to address.

How large are these regional gaps? Specifically, for English Learners, (as noted in Section 2) the six primary cities served by the consortium have 99,755 residents over the age of 5 who “Speak English < Very Well.” Removing from that total the number of individuals who are aged 6-17 (based on a review of census data that is approximately 16.3%) that leaves approximately 83,794 regional residents who are English Learners in the region served by PAC schools. 3,265 PAC ESL students were Participant (achieved over 12 hours of ESL instruction). Thus, the under-enrollment gap would be approximately 80,529 residents or 96.1% of the population individuals who could use English Language acquisition programs.

PAC members recognize these gaps are quite significant and have pursued a number of outreach strategies to increase enrollment and these efforts have been very successful. PAC unduplicated enrollment across all CAEP programs has increased from 4,759 in PY 2021-22 to 8,785 (to date) in PY 2024-25, an increase of 84.6%.

However, a more immediate and critical educational gap the consortium has identified is PAC student Participation. This is the gap between consortium students who register at PAC schools and receive some services and the percentage of those students who persist to achieve 12 hours of instruction. PAC members prioritize strategies to pursue increased Participation because these students have already come to campuses and enrolled; outreach and marketing efforts to get students to campus have been successful. Getting the student to remain for 12 hours of instruction becomes the priority. PAC members recognize increasing the number of PAC participants this is the most direct way to close regional gaps.

PAC members have focused on increasing the number of PAC Participants and Participation rates and again have been successful. The number of unduplicated PAC Participants has increased from 2,133 in PY 2021-22 to 4,407 (to date) in PY 2024-25, an increase of 106.7%.

Yet PAC members recognize that the Participation rate can improve. The rate has stayed flat, 59.0% in 2021-22 to 59.6% in 2024-25. Members believe improving Participation rates is as critical as increasing overall enrollment in order to close regional gaps. 

In an effort to increase enrollment and the number of Participants, PAC members have created two smart goals for the 2025-26 Program Year.

  1. PAC members will implement multiple strategies (outlined below) to increase 2025-26 PAC duplicated student enrollment to 9,000 students.
  2. PAC members will implement multiple strategies (outlined below) to increase the number of PAC Participants to 4,450 students.

Strategies to increase enrollment:

  1. Improve targeted marketing efforts across the consortium.
  2. Outreach out to Community Based Organizations and other local organizations to increase community awareness of PAC programs and services.
  3. Outreach to K-12 district parents to increase K-12 ESL enrollment.
  4. Outreach to former students encouraging them to return.
  5. Market availability of expansive student support services to attract new students: Lancer Care, CSC Pop-up Health Clinic, Legal Assistance, Mental Health Counseling, Metro Pass, etc.

Strategies to increase number of Participants

  1. Share effective orientation and placement practices that encourage students stay enrolled consortium-wide.
  2. All consortia members will create student incentives such as awards, certificates, and formal recognition to encourage attendance and participation.
  3. All consortia members staff set SMART goals for student Participation and monitor goal progress.
  4. Continue to provide innovative counseling services to retain students.
  5. Continue to provide a variety of student support services to retain students: Lancer Care, CSC Pop-up Health Clinic, Legal Assistance, Mental Health Counseling, Metro Pass, etc.
  6. Enroll new students into courses that require 12 hours to continue course work (e.g. PUSD requiring that ASE students enroll in a 12 hour Job Readiness class before taking academic courses).

PAC members will pursue these strategies and develop more over the course of the Three-Year Plan.

PAC members will make strong efforts to increase Participation rates and totals. However, the consortium wishes to note that the current climate for immigrants and undocumented students could affect the consortium's ability to improve these rates and meet the metrics for Participants outlined in the Metrics section of the Three-Year Plan, 

Objective #2: Improve Integration of Services & Transitions

Select the strategies that your consortium is using to improve 1) integration of services and 2) transitions to post-secondary education and the workforce
  1. Utilizing Data

  2. Providing Professional Development

  3. Identifying Best Practices

  4. Offering Flexible Courses and Services

Not Entered

To improve integration of services, PAC stakeholders identified  transitions to post-secondary education, workforce and employment as priorities. PAC stakeholders have identified three areas of focus regarding istudent transitions.

  1. Better alignment with WDB partners.
  2. Improved student employment outcomes.
  3. Improved student transitions to post-secondary education.

Strategies to Improve These Outcomes

As noted in the Assessments section of this Three-Year Plan, PCC and PUSD are Title II signatories of an MOU with its WIOA Title I partner Foothill WDB. PCC and PUSD are hoping to improve the cooperation and collaboration with FWDB. During planning meetings with new FWDB administration, PCC and PUSD had  staff and expressed the desire to make the plan provisions of the MOU more meaningful by increasing referrals between the schools and the FWDB and increasing classroom training funds for PAC students. Activities over the next three years are intended to improve FWDB collaboration. 

Also, as noted in the Assessments section of this Three-Year Plan, currently 80.4% of PAC Participants are enrolled in either an ESL or an ASE educational program. Thus, it is fair to characterize PAC as a consortium that predominantly serves English Learners and adult high school students. Strategies to improve employment outcomes over the next three years primarily involve PAC schools focusing on developing quality Noncredit CTE programs and continuing successful Noncredit Job Fairs that have served nearly 1,000 job seekers over the 2024-25 Program Year.

Data did reveal that 23.7% of PCC Noncredit students and 16.7% of PUSD and TCUSD students are "Ready for credit classes at PCC." These students indicated that they need assistance with registering and over 50% of all PAC students wanted to understand what support services were available to them. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between PCC and K-12 members, improving dual enrollment and increased outreach and assistance to PCC Noncredit students to improve transitions to Credit.

Objective #3: Improve Effectiveness of Services

Select the programmatic strategies that your consortium is using to improve effectiveness of services:

Not Entered

Select the operational strategies that your consortium is using to improve effectiveness of services:

Not Entered

In the previous 2022-25 Three-Year Plan, PAC stakeholders recognized that gaps in data collection and aggregation complicated the consortium's ability to improve the effectiveness of its educational services. Over the past three years, PAC members have made excellent efforts to address those issues and the result is that the consortium knows precisely its enrollment, Participant enrollment, number of Persisters, number of students with Educational Functioning Level (EFL) Gains, and graduates. Vastly improved data protocols allow PAC stakeholders to set and monitor SMART goals to measure effectiveness of services.

PAC Annual Plan goals over the last three years have focused on Persistence rates, EFL Gain rates, and HSD/HSE equivalency rates in an effort to improve effectiveness. Persistence, as defined by PAC members (and the state), is the percentage of students who take a CASAS post-test who took a pre-test. A Gain in EFL occurs when a student who takes a CASAS pre- and post-test moves a level on the CASAS scale and an HSD/HSE success rate is number of diplomas/equivalencies earned vis-a-vis total enrolled.

Tables 4 - 6 below provide PAC Persistence rates by member over the last three program years (not including 2024-25).

Table 4 -  PCC Total Persistence Percentage Rates Across All Programs Over Three Years


2021-22

2022-23

2023-24

Total Persistence Rate

39.6%

49.4%

49.8%


Table 5 - PUSD Total Persistence Percentage Rates Across All Programs Over Three Years


2021-22

2022-23

2023-24

Persistence Rate

43.2%

38.9%

32.8%


Table 6 - TCUSD Total Persistence Percentage Rates Across All Programs Over Three Years


2021-22

2022-23

2023-24

Persistence Rate

5.6%

19.3%

64.2%


Tables 7 - 9 below provide Total EFL Gains across all programs over the last three program years (not including 2024-25).

Table 7 - PCC Total EFL Gain Percentage Across All Programs Over Three Years


2021-22

2022-23

2023-24

Gains as % of Total Enrollment

27.8%

29.4%

27.6%


Table 8 - PUSD Total EFL Gain Percentage Across All Programs Over Three Years


2021-22

2022-23

2023-24

Gains as % of Total Enrollment

38.6%

26.7%

27.6%


Table 9 - TCUSD Total EFL Gain Percentage Across All Programs Over Three Years


2021-22

2022-23

2023-24

Gains as % of Total Enrollment

2.8%

7.9%

36.7%


PAC creates SMART goals to improve Persistence and Performance in every Annual Plan.

Activities & Outcomes

Objective #1: Address Educational Needs

Improve Outreach and Targeted Marketing

PAC member institutions will use general and targeted marketing efforts noted in this Three-Year Plan to increase student enrollment all PAC programs. Key deliverables will include online and social media ads, traditional marketing collateral, flyers to community members and district parents for the K-12 members, and calendar of community events.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of the 2025-26 program year, PAC members will use targeted marketing to increase total student enrollment by 2% over 2024-25 levels.

By the end of the 2027-28 program year, PAC outreach efforts and targeted marketing will result in total student enrollment increasing to 4% over 2024-25 levels.

By the end of the 2029-30 program year, PAC outreach efforts and targeted marketing will result in total student enrollment increasing to 6% over 2024-25 levels.

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Objective #2: Improve Integration of Services & Transitions

Strengthen WDB & AJCC Collaboration

PCC and PUSD will plan and implement a number of meaningful ways to improve alignment with Foothill WDB. Key activities will include:

  • Initial stakeholder meetings to schedule FWDB outreach efforts
  • FWDB Case Managers will schedule and facilitate information sessions to provide outreach and information to PAC about available WIOA Title I services
  • FWDB will schedule and attend enrollment sessions to provide classroom training funds for PUSD students who are WIOA-eligible
  • FWDB will inform PAC members regarding FWDB events, and services

Deliverables would include:

  • A schedule of information sessions
  • FWDB Title I enrollment data
  • Customer Referral Individualized Training Agreement (CRITAs) for students receiving classroom training funds

All of these efforts will be implemented to improve student transition to employment.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of 2025-26 Program Year, FWDB will enroll and serve 10 PAC students with WIOA services, will provide 10 PAC students with classroom training funds (through CRITAs).

By the end of 2027-28, FWDB will enroll and serve 20 PAC students with WIOA services, will provide 20 PAC students with classroom training funds (through CRITAs).

By the end of 2029-30, FWDB will enroll and serve 30 PAC students with WIOA services, will provide 30 PAC students with classroom training funds (through CRITAs).

Adult Education Metrics and Student Barriers

  • All: Reportable Individuals (200AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2026
PUSD AdministrationPasadena Unified06/30/2026
PAC Program DirectorPasadena Area CCD06/30/2026

Develop New CTE Programs for ELL Healthcare Grant

PCC and PUSD will develop and implement short-term CTE programs for English Learners in Certified Nursing Assistant. Medical Assisting, Phlebotomy and Noncredit Pharmacy Technician.

Key deliverables include:

  • Approved robust course outlines for each program
  • Supplies purchased for all programs and classrooms set-up to start training
  • Facilities Agreement contracts with skilled nursing facilities, medical offices, labs, and pharmacies to serve as internship sites
  • Marketing collateral for all programs
  • Enrollment, completion, and employment data for program students

These activities will improve employment transitions for English Learners.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of the 2025-26 Program Year, PUSD Phlebotomy, CNA and MA programs will be operational and have completed 25 EL students across the three programs.

By the end of the 2027-28 Program Year, PUSD Phlebotomy, CNA and MA programs will be have completed 40 EL students and helped 60% of them find employment.  By the end of of 2027-28, PCC's Noncredit Pharmacy Technician program will be operational and will have completed 15 EL students.

By the end of the 2029-30 Program Year, PUSD Phlebotomy, CNA and MA programs will be have completed 60 EL students and helped 75% of them find employment.  By the end of of 2027-28, PCC's Noncredit Pharmacy Technician program will be operational and will have completed 25 EL students and helped 60% of these students to find employment.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC Administration and Curriculum TeamPasadena Area CCD06/30/2026
PUSD Administration and Healthcare Program TeamPasadena Unified06/30/2026
PAC Program DirectorPasadena Area CCD06/30/2026

Improve Transition to Post-Secondary

PAC CCD and K-12 members will strengthen existing efforts to increase transitions to post-secondary and Credit course at PCC. Strategies over the next three years to improve transition to credit will focus on increased counseling collaboration between PCC and K-12 members, improving dual enrollment enrollment, and increased outreach and assistance to PCC Noncredit students to improve transitions to Credit.

Key deliverables will include:

  • Scheduled sessions with PCC counselors on K-12 campuses to do outreach and application assistance
  • Scheduled sessions to do outreach for dual enrollment
  • Noncredit information sessions and other events to direct students to credit courses

These activities will assist English Learners and other Participants to improve transitions to post-secondary

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of the 2025-26 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 2% over 2024-25 levels; 4 PAC students will be dual enrolled in K-12 ASE and PCC courses.

By the end of the 2027-28 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 4% over 2024-25 levels; 6 PAC students will be dual enrolled in K-12 ASE and PCC courses.

By the end of the 2029-30 Program Year, the number of PAC Noncredit students who transition to Credit programs will increase by 6% over 2024-25 levels; 10 PAC students will be dual enrolled in K-12 ASE and PCC courses.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Objective #3: Improve Effectiveness of Services

Set and Monitor Goals for Increased Participants

All PAC individual member institution stakeholders will set SMART goals for the number of student Participants and the Participation rate:

  • Members will set SMART goals in each Annual Plan to increase number of Participants and implement strategies outlined in this Three-Year Plan to improve Participation metrics.
  • Members will monitor goal progress quarterly throughout each program year by analyzing TOPSpro Enterprise data. Key deliverables are the CAEP Summary Table and Board Agendas showing review of data.
Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of the 2025-26 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 2% over 2024-25 levels.

By the end of the 2027-28 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 2% over 2024-25 levels.

By the end of the 2029-30 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total Participant enrollment by 4% over 2024-25 levels.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Unified06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Set and Monitor Goals for Increased Performance

All PAC individual member institution stakeholders will set SMART goals for the number of student with EFL Gains, EFL Gain percentage rates, number of students who attain an HSD/HSE and graduation/equivalency completion:

  • Members will set SMART goals in each Annual Plan to improve student Performance metrics and implement strategies outlined in this Three-Year Plan to meet those goals.
  • Members will monitor goal progress quarterly throughout each program year by analyzing TOPSpro Enterprise data. Key deliverables are the CAEP Summary Table and Board Agendas showing review of data.

Efforts for this activity will improve effectiveness of services provided and help English Learners.

Outcomes

Use the space provided to identify the Outcomes that the activity will accomplish in the next year (Short-Term), in one to three years (Intermediate), and in three to five years (Long-Term). The brief description of each of these three types of outcomes should include one or more outcomes that are specific, measurable, achievable, relevant, and time-bound (SMART).

By the end of the 2025-26 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 2% over 2024-25 levels.

By the end of the 2027-28 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 4% over 2024-25 levels.

By the end of the 2029-30 program year, PAC members will use strategies outlined in this Three-Year Plan to increase total EFL Gains and HSD/HSE success rates by 6% over 2024-25 levels.

Adult Education Metrics and Student Barriers

  • All: Participants (202AE)
  • Progress: Completed Educational Functioning Level Gain (400AE)
  • Student Barriers: English Language Learner (149AE)

Responsible Positions, Responsible Consortium Members, and Proposed Completion Date

Responsible PositionResponsible MemberProposed Completion Date
PCC AdministrationPasadena Area CCD06/30/2028
PUSD AdministrationPasadena Unified06/30/2028
TCUSD AdministrationTemple City Unified06/30/2028
PAC Program DirectorPasadena Area CCD06/30/2028

Funds Evaluation

Member Allocations and Expenditures

Member AgencyPrior Year Total Leveraged FundsProgram Reporting Status
Pasadena Area CCD $6,901,343Certified
Pasadena Unified $1,003,009Certified
Temple City Unified $416,479Certified
Totals$8,320,831 3/3 Certified

PAC member schools have primarily used a formula based on percentages since its inception and those percentages have remained relatively consistent over the last five years. Members also analyze enrollment, program hours and other funding sources when deliberating annually for CFAD allocations.

Members will leverage CCCCO apportionment, Title II AEFLA funds, ELL Healthcare Pathway Grant funds, and WIOA Title I fees for training programs to ensure strategies, activities, and SMART goals will be successfully achieved over the next three years.

Certification

Pasadena Area CCD - Member Representative

Approved by Dr. Francisco Suarez

06/20/2025 09:41 AM PDT

Pasadena Unified - Member Representative

Approved by Epifanio Cruz

06/20/2025 01:46 PM PDT

Temple City Unified - Member Representative

  • Assistant Superintendent of Ed Services
  • rlohman@tcusd.net
  • (626) 548-5023
Approved by Jessica Goold

06/20/2025 09:38 AM PDT