The Journal of College Orientation, Transition, and Retention (JCOTR) focuses on the trends, practices, research, and development of programs, policies, and activities related to the matriculation, orientation, transition, and retention of college students. Also encouraged are literature reviews, "how-to" articles, innovative initiatives, successful practices, and new ideas.

Research in Higher Education is a journal that publishes empirical research on postsecondary education. Open to studies using a wide range of methods, with a special interest in advanced quantitative research methods. Covers topics such as student access, retention, success, faculty issues, institutional assessment, and higher education policy. Encourages submissions from scholars in disciplines outside of higher education. Publishes notes of a methodological nature, literature reviews and 'research and practice' studies. Aims to inform decision-making in postsecondary education policy and administration.

West central Georgia has become a burgeoning center for advanced manufacturing and logistics. With facilities for global brands across automotive, agriculture, tech, and biotech industries, the region (which includes Carroll, Coweta, Douglas, Haralson, Heard, Meriwether, and Troup counties) has experienced a 100+ percent surge in job demand for manufacturing engineers, machine operators, and material assembly shift technicians alone. This case study explores a cross-sector response to upskilling and reskilling talent in the region through West Georgia Technical College's establishment of a Regional Workforce Training Center, which has fostered impactful employer partnerships to drive skill acquisition for entry-level talent and incumbent workforces, enhance workforce diversity, and meet the evolving needs of both businesses and the community at large.

For more than 70 years, the federal government has supported efforts to improve adult literacy and other basic skills. Many adults need help with basic skills like reading, writing, mathematics, and English proficiency to succeed in the American workforce. Congress has long provided resources to help individuals address these educational challenges, most recently through Title II of the Workforce Innovation and Opportunity Act (WIOA) of 2014. But WIOA includes new requirements and incentives to strengthen the link between adult education and the overall workforce development system, to move adults into and along a career pathway. This report from a national evaluation of Title II examines the extent to which local adult education providers' instructional approaches and coordination with other agencies reflect this link and highlights the challenges providers experience in collecting related performance data. The report describes providers' reported experiences in program year 2018-19, the first year when the more than 1,600 providers receiving federal Title II funds were expected to operate under WIOA's rules and before the COVID-19 pandemic disrupted provider operations.

These appendices supplement the full report "Linking Adult Education to Workforce Development in 2018-19: Early Implementation of the Workforce Innovation and Opportunity Act at the Local Level. Evaluation Report. NCEE 2023-001r" (ED626771). They provide additional information about the analyses conducted for the report and present select results from a national survey of local adult education providers. This includes information about the key constructs and estimation approaches used in the report (appendix A), statistics that support key findings in the report (appendix B), and comparisons of statistics reflecting adult education in 2001-02 and 2018-19 (appendix C).