INTEGRATING DATA ACROSS WORKFORCE AND EDUCATION PROGRAMS AND USING IT EFFECTIVELY TO PROMOTE CONTINUOUS IMPROVEMENT

Transcription

1 INTEGRATING DATA ACROSS WORKFORCE AND EDUCATION PROGRAMS AND USING IT EFFECTIVELY TO PROMOTE CONTINUOUS IMPROVEMENT Tim Harmon Office of Community College Research and Leadership, University of Illinois at Urbana-Champaign

2 Goals for today s discussion 2 Provide some background context and information (10 min.) Pose four questions for discussion (<20 min.) Engage session participants in discussion (>60 min.)

3 Joyce Foundation s Shifting Gears Initiative 3 Goal: Increase postsecondary education and labor market success for low-skilled and low-income adults. States: Illinois, Indiana, Michigan, Minnesota, Ohio and Wisconsin. Focus: State-led systemic change through reengineering adult education, workforce development and postsecondary education policies to support economic growth and expand job opportunities for lowskilled workers in the Midwest. Also has a focus on use of data for research and engagement.

4 Workforce Data Quality Initiative 4 Goal: Provide funding to selected state workforce agencies (SWAs) to strengthen and expand longitudinal data systems (LDSs) to facilitate the tracking of individual participants through education and employment programs and into the labor force pdf

5 Workforce Data Quality Initiative 5 Required data sources: WIA Title I; Wagner-Peyser Act; Trade Adjustment Assistance program; Unemployment Insurance (UI) wage records; UI benefit data; and Federal Employment Data Exchange System (FEDES) data.

6 Workforce Data Quality Initiative 6 States are also encouraged to include: Vocational Rehabilitation; Registered Apprenticeship; Temporary Assistance to Needy Family (TANF); and Supplemental Nutrition Assistance Program (Food Stamps).

7 Workforce Data Quality Initiative 7 USDOL also expects states to show how their workforce LDS connects and builds on the Department of Education s Statewide Longitudinal Data Systems (SLDS) project. Statewide Longitudinal Data Systems Grant Program

8 Related Initiatives and Resources 8 Race to the Top: One goal is building data systems that measure student growth and success, and inform teachers and principals about how they can improve instruction. NGA Complete to Compete: College completion metrics. Data Quality Campaign: A national, collaborative effort to encourage and support state policymakers to improve the availability and use of high-quality education data to improve student achievement.

9 Related Initiatives and Resources 9 Center for Law and Social Policy (CLASP): recommendations on state data systems and performance management for WIA reauthorization. Illinois Pathways to Results (PTR) initiative: improving student transition results for critical career pathways. CQI model that includes use of data to analyze equity and outcomes for students in programs of study.

10 Discussion Questions 10 How to make available timely information that can be used by education and training systems improve their performance? How to connect data to see how well education and workforce training investments are meeting labor market needs? How to provide consumers with user-friendly information that will help them select education and training programs to meet their needs? How can states use data to motivate and guide continuous improvement?

11 11 How to make available timely information that can be used by education and training systems improve their performance? Types of Measures: Federal accountability measures Pipeline measures/transition measures: movement of students from one educational or training setting to the next: high school to college, adult education to college, developmental/remedial to credit instruction Momentum points: Key milestones within a setting that are correlated with success, such as completion of college math, fall to fall retention or completion of 30 credit hours.

12 12 How to make available timely information that can be used by education and training systems improve their performance? Application of Measures: Cross silo/system level: looking across funding streams to see how effective all programs are together at serving particular types of students. Cohort analysis: Taking a group of students who are beginning at the same level, and tracking them over time to observe group results. Career Clusters/pathways/programs of study: looking at movement of students along a career pathway. Sector-based strategies: Looking at relationships between critical industry sectors and their sources of labor supply over time.

13 Advanced and Professional Degree Programs SLDS and WDQI Data Sources Postsecondary Baccalaureate Programs Postsecondary Associate Degree Programs UI/FEDES covered Employment ES Registrants UI claimants Postsecondary Technical/ Certificate Programs Secondary Adult Ed/Bridge WIA Title I TAA Voc Rehab TANF Elementary Registered Apprenticeship SNAP 13

14 14 How to connect data to see how well education and workforce training investments are meeting labor market needs? Demand/ Supply analysis Occupational projections data; wage data Data on credentials awarded by major field are available for community colleges and other postsecondary institutions through the Integrated Postsecondary Education Database System (IPEDS)

15 Demand-supply gap analysis SOC Code Description Avg Annual Opening 2009 Median Hourly Earnings 2007 Completers Community College 2007 Completers - Region Bookkeeping, accounting, and auditing clerks 317 $ Customer service representatives 553 $ Shipping, receiving, and traffic clerks 113 $ Medical and clinical laboratory technicians 19 $ Radiologic technologists and technicians 39 $ Emergency medical technicians and paramedics 52 $ Licensed practical and licensed vocational nurses 119 $ Source: EMSI, based on IPEDS data from 2007 and state regional employment projections. 15

16 16 How to connect data to see how well education and workforce training investments are meeting labor market needs? What is the workforce program contribution to supply? Dual client/student analysis Other sources of supply information Licensure data Industry certification data Do students remain in the industry for which they were trained?

17 17 How to provide consumers with user-friendly information that will help them select education and training programs to meet their needs? WIA sec. 122 legacy: Was it the data, or the concept? Market concept in a niche funding source for training All student data problem for providers and states Consumer information connected to career pathways: Making pathways explicit for consumers Providers Programs Performance

18 18 How to provide consumers with user-friendly information that will help them select education and training programs to meet their needs? How does development of and linkage of workforce client data to SLDS affect this? Adult on-ramps to post-secondary credit instruction and credentials What do consumers want to know? What can we tell them? Providers, programs Content, duration, skills, credentials When, where offered Costs for tuition, fees, materials Outcomes Student feedback, satisfaction Other?

19 How can states use data to motivate and guide continuous improvement? 19 Disaggregate outcome data by: College/Provider Cluster/pathway/program of study Entering skill levels of students (adult education, developmental/remedial education) Demographics (gender/race/ethnicity/disability) Other targeted populations (dislocated workers, TANF recipients) Other?

20 20 How can states use data to motivate and guide continuous improvement? Engagement context: Institutional Funding stream-specific Cross-silo/system Improvement cycle: Implement measures Review results Understand process contributions to student results Modify processes Build sustainability Apply lessons to next cycle

21 Thank you! 21 Tim Harmon, Office of Community College Research and Leadership, UIUC