2013 management information systems conference 1 l abor & e ducation d ata : s uccess s tories...
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2013 Management Information Systems Conference 1
LABOR & EDUCATION DATA: SUCCESS STORIES
Wednesday, February 13, 2013
Carol Jenner, Washington State Education Research and Data Center
Neal Gibson, Arkansas Research Center
Michael Taquino and Mimmo Parisi, National Strategic Planning & Analysis Research Center (nSPARC) at
Mississippi State University
Jeff Sellers and David Stevens, State Support Team
Photos are stock photos. Release for web use of all photos on file.
2013 Management Information Systems Conference
• Why include workforce data in a P-20W SLDS?
• What are the relevant types of workforce data?
• How can/should education and workforce data be linked?
• What compelling examples of education and workforce data linkage and use are available for other states to replicate and customize?
• Questions and Answers
OVERVIEW
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2013 Management Information Systems Conference
WHY INCLUDE WORKFORCE DATA
IN AN SLDS?
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Traditionally, for program evaluation• Career/Technical Education (CTE) follow-up• Evaluation of workforce training programs• Short-term follow-up is common
In a P-20W setting• How many graduates participate in the
Washington workforce?• How do employment characteristics vary by
student major field of study? • Do graduates stay with the same employer they
had while enrolled?• Multi-year follow-up is possible
WHY INCLUDE WORKFORCE DATA: WASHINGTON
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The share of jobs requiring postsecondary education or training is increasing• Success in employment is a critical element in
evaluating the effectiveness of education and training programs
• Awareness of employment outcomes of specific programs can help guide education and career decisions [careerbridge.wa.gov]
Critical questions (examples from K-12)• How do employment and enrollment after high
school relate to employment patterns established during high school?
• What are the workforce outcomes for completers of a particular program in my school? (Career/Technical Education)
WHY INCLUDE WORKFORCE DATA: WASHINGTON
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"Employment and Wages Online Annual Averages, 2010," Bureau of Labor Statistics. <www.bls.gov/cew/cewbultn10.htm>
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WHY INCLUDE WORKFORCE DATA: ARKANSAS
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2013 Management Information Systems Conference
WHY INCLUDE WORKFORCE DATA: ARKANSAS
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• Workforce Outcomes Inform Educationo Performance-Based Program Managemento Align Education with Workforce Expectations
Perkins and Career Pathways
• Education Pipeline Informs and Strengthens Economic Development Initiatives
WHY INCLUDE WORKFORCE DATA: MISSISSIPPI
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WHAT ARE THE RELEVANT TYPES OF WORKFORCE DATA?
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Unemployment Insurance (UI) Wage Data (the gold mine!)• Total wages and hours worked• Employee name, SSN, employer account number
UI Claimant Data• Individuals with 680 hours of covered employment
in a base yearEmployer characteristics (added to wage record)
• Industry, Ownership (private, government, foreign)• Number of employees• Location
Workforce training program participantsK-12 Staff (collected by SEA), Retirement data
TYPES OF WORKFORCE DATA: WASHINGTON
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TYPES OF WORKFORCE DATA: ARKANSAS
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WIATAAWPUIFEDESWRISTANF
Workforce Programs
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TYPES OF WORKFORCE DATA: MISSISSIPPI
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• MDHS
• MDE
• MSDH
• Head Start
• MDE
•152 Districts
•900 Schools
• IHL
• 8 Universities
• MCCB
• 15 Com. Colleges
• ABE
• Labor Market Data
• K-12 Career Technical
• Employment/Wage
• WIA, TAA, WP
• TANF/SNAP
• Rehab Services
• Corrections
• Community College
Early Childhood K-12 2-4 year College Workforce
2013 Management Information Systems Conference
HOW CAN/SHOULD EDUCATION AND
WORKFORCE DATABE LINKED?
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SSN is the key to linking• Data quality strategies:
o Use name information o Removing from matching files the SSNs associated with
employment before an individual was old enough to worko Screening education records for SSNs issued before an
individual was born
Enhancing the percentage of cohort with SSN• SSNs linked from other education sectors• Non-education data sources (driver license, state
ID)Emphasis on de-identified data sets and
summary data
LINKING EDUCATION AND WORKFORCE DATA: WASHINGTON
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What can/should be done with workforce data?• Analysis of workforce outcomes for program
completers: High school graduates, CTE completers, degree recipients, dropouts and “stop-outs”
o Percent remaining in the state to worko Industry of employment and change over timeo Wage trajectories, number of employers over multi-year
spans
• Workforce characteristics of enrolled students: High school students, college students, financial aid recipients
o How many students are employed while enrolled in high school or college?
o How does employment during high school relate to employment after high school?
• Workforce analysis of teachers who leave teaching
LINKING EDUCATION AND WORKFORCE DATA: WASHINGTON
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2013 Management Information Systems Conference
What can’t be done with workforce data?• From Washington UI wage data, we do not know:
o Employment outside of Washingtono Federal, military, postal service employmento Occupationo Distribution of wages within a quartero Different jobs or positions for a single employero Specific employee locations for multi-site employers
• Linking to workforce data (other than teacher data from SEA) is not possible without employee SSN
LINKING EDUCATION AND WORKFORCE DATA: WASHINGTON
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LINKING EDUCATION AND WORKFORCE DATA: ARKANSAS
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Identity Resolution
De-identified Research Data
TIM
Identity Data Only
TrustED
KIM
Identity Resolution
De-identified Research Data
Research Data Only
Knowledgebase Identity Management
TrustEd Identifier Management
Research Databases
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LINKING EDUCATION AND WORKFORCE DATA: ARKANSAS
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Level of Reporting
• New FERPA regulations allow for feedback reports to the previous institution, at the individual level.
• Current workforce regulations only allow for aggregates to be reported. For these data to be used effectively by providers of workforce training, individual level data are needed.
2013 Management Information Systems Conference
LINKING EDUCATION AND WORKFORCE DATA: MISSISSIPPI
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WHAT EXAMPLES OF EDUCATION AND WORKFORCE
DATA LINKAGE AND USE ARE AVAILABLE TO BE
REPLICATED AND CUSTOMIZED?
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EXAMPLES OF WORKFORCE DATA USE: WASHINGTON
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P-20W and CTE – a perfect match• Indicator 5S1 – Secondary Placement
o Denominator (the cohort): Number of CTE concentrators who left secondary education during the reporting year
o Numerator: Number in the cohort who were “placed” in postsecondary education or training, or in employment in a specific post-exit quarter
o Washington uses P-20W data (Washington public postsecondary enrollment, National Student Clearinghouse, and UI wage data) to develop this indicator
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EXAMPLES OF WORKFORCE DATA USE: WASHINGTON
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COUNTPERCEN
T OF TOTAL
Total regular high school graduates, 2009 (most of 2008-09 cohort) ~61,700
Total evaluated for workforce participation (73% of grads) ~45,100 100%
Total with earnings 76%
Total with earnings during last two years of high school* 62%
Earnings during school year 57%
Earnings during summer 2008 only 6%
Earnings post-high school* 57%*These two categories are not mutually exclusive, so totals may add to more than 100%.
Source: “Workforce Participation: Washington State High School Graduates, 2008-09” Washington Education Research & Data Center, February 2011. <http://www.erdc.wa.gov/briefs/> (forthcoming)
How many high school students are employed during the school year?
2013 Management Information Systems Conference
EXAMPLES OF WORKFORCE DATA USE: WASHINGTON
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Median earnings of 2009 graduates
Note the difference in
earnings between CTC and 4-year students
Source: “Workforce Participation: Washington State High School Graduates, 2008-09” Washington Education Research & Data Center, February 2011. <http://www.erdc.wa.gov/briefs/> (forthcoming)
Often, one answer leads to more questions
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EXAMPLES OF WORKFORCE DATA USE: ARKANSAS
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EXAMPLES OF WORKFORCE DATA USE: MISSISSIPPI
2013 Management Information Systems Conference
EXAMPLES OF WORKFORCE DATA USE: MISSISSIPPI
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Workforce Pipeline for JOB CREATION
Sector: Transportation and Logistics Potential Site: Desoto County Pipeline: Postsecondary Students Graduating within One Year
COMMUNITY COLLEGE
PUBLIC UNIVERSITY
Computer and Information Sciences and Support Services.
472 137
Transportation and Materials Moving. 19 0
Business, Management, Marketing, and Related Support Services
1,278 1,010
TOTAL… 1,769 1,147
Source: Mississippi State Longitudinal Data System, 2012
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QUESTIONS AND ANSWERS
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For more information on labor and education data:
Arkansas ARC: https://arc.arkansas.gov/
Mississippi nSPARC: http://www.nsparc.msstate.edu
Washington ERDC: http://www.erdc.wa.gov
ADDITIONAL RESOURCES
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