Business of Data: Employer Engagement in Workforce Information

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1 Business of Data: Employer Engagement in Workforce Information Rachel Zinn WDQC Director July 10, 2015 WorkforceDQC.org

2 WDQC Mission Advocate for inclusive, aligned and market-relevant education and workforce data that can help our nation s human capital policies meet the challenges of a changing economy. Promote federal and state reforms for data systems that provide useful information for policymakers, students and workers, business leaders and educators. State Blueprint with 13 key features of a high-quality data infrastructure Address federal legislation, funding and technical assistance Policy agenda developed by broad coalition of national organizations, state leaders and technical experts across education/workforce spectrum

3 National Partners

4 Funders Apollo Education Group Bill & Melinda Gates Foundation Joyce Foundation Laura & John Arnold Foundation Lumina Foundation

5 Areas of Employer Engagement State Data Systems Talent Pipeline Management Industry Certification Data

6 State Blueprint Inclusive cross-agency council Count more students Metrics for career pathways Capture diverse credentials Industry validation Know if graduates get jobs Cross-state sharing of employment data LMI capacity and use Skills gap analysis Scorecards for students and workers Feedback reports to programs/schools Dashboards for policymakers State funding

7 Inclusive cross-agency council 20+ states have data governance w/ multiple agencies Some have business representation, e.g. Indiana & Mississippi Source: MS Manufacturers Association Having a skilled, qualified workforce is absolutely essential. By having me on the board to represent the private sector interest, it added a dimension that was missing You have to show employers the value proposition. - Jay Moon, President and CEO Mississippi Manufacturers Association

8 Skills Gap Analysis Supply = Workers w/ credentials Demand = Labor market needs Employer surveys add key info o Skill needs, not just credentials o Helps target training programs

9 State Support Employers can be a powerful advocate for SLDS Alabama Workforce Council recommended P20-W data In May, Alabama governor issued executive order for P20-W data system Source: Alabama Dept. of Commerce

10 Contact Rachel Zinn, Director , ext. 113 WorkforceDQC.org

11 Q & A

12 Managing the Talent Pipeline and Talent Flow Analysis A New Approach to Closing the Skills Gap

13 Employer Investment

14 Operationalizing Talent Pipeline Management

15 Core Capabilities

16 Workforce Segmentation

17 Simple vs. Extended Value Chains

18 Balanced Measures

19 Promote Leading Providers

20 Silo Measures End-to-End Performance

21 Talent Flow Analysis

22 What are we trying to answer? 1. Where do I get my best talent today? 2. Where will I most likely get my talent in the future? RIGHT TALENT RIGHT POSITION RIGHT TIME

23 Back-mapping How-To 1. Define targeted critical job functions 2. Describe employer-specific talent flows 3. Describe regional talent flows 4. Analyze opportunities for improving talent flows

24

25 What s Next

26 Audience Questions

27 Certification Data Exchange Project: The Impact of Industry Credentials Catherine Imperatore, Association for Career & Technical Education STATS-DC Conference 2015 July 10, 2015

28 Why Credentials? Context Increasing focus on credential attainment Growing integration of education and industry Framing questions What do we mean by credentials? Certifications? Industry-recognized certifications? What credentials hold value in the workplace? How we do measure the impacts of credentials? How can states track industry certification attainment and connect it to education and workforce outcomes?

29 Certification Data Exchange Project Match third-party industry certification data with state education and workforce data to learn which students are taking certification exams? which students are earning certifications? what are the characteristics of these students? how are employment and earnings related to taking certification exams and earning certifications? Project grew out of a 2012 Illinois-CompTIA pilot Expanded to more states and industry certifiers in 2014 and 2015 Receiving technical assistance from the Office of Career, Technical and Adult Education

30 Illinois and CompTIA pilot Roadmap Step 2: Conducting additional state pilot projects and developing use cases Technical Assistance grants to participating states Demonstration at US Department of Education Roadmap Step 1: Raising awareness and gaining consensus Expansion to other states and new industry certifiers Development of 4-step roadmap Involvement of ACTE Roadmap Step 3: Developing common data-sharing protocols

31 Illinois-CompTIA Pilot Research question Can we report on characteristics and employment outcomes of students who took and passed certification exams? CompTIA shared data with the state Individual-level records for Illinois test-takers Includes testing incidences and certifications earned First name, last name, geographic code (zip)

32 Data from Certifying Organization to State Match to State Education Data System Education Data Matched to Employment Data Illinois matched certification records with community college student data Used SSN to match with unemployment insurance wage records State reported back aggregate results

33 A Taste of the Results: Illinois-CompTIA Pilot Certified: 814 SSNs Not Certified: 574 SSNs 3 rd Post Exam Average Earnings Certified: $7,537/Quarter Not Certified: $5,288/Quarter 3 rd Post Exam Average Earnings were $2,249 greater for certified students. Average Earnings Gains: 3 rd Post Exam vs. Exam Quarter Certified: +12.3% Not Certified: +2.7% Source: CompTIA and Illinois Community College Board

34 Illinois and CompTIA pilot Roadmap Step 2: Conducting additional state pilot projects and developing use cases Technical Assistance grants to participating states Demonstration at US Department of Education Roadmap Step 1: Raising awareness and gaining consensus Expansion to other states and new industry certifiers Development of 4-step roadmap Involvement of ACTE Roadmap Step 3: Developing common data-sharing protocols

35 Roadmap 1 Raise awareness and gain consensus on need Develop use cases and conduct pilot projects Develop standards and guidelines on data sharing Establish national data exchange clearinghouse

36 Illinois and CompTIA pilot Roadmap Step 2: Conducting additional state pilot projects and developing use cases Technical Assistance grants to participating states Demonstration at US Department of Education Roadmap Step 1: Raising awareness and gaining consensus Expansion to other states and new industry certifiers Development of 4-step roadmap Involvement of ACTE Roadmap Step 3: Developing common data-sharing protocols

37 Expanding to New States More states interested in CompTIA data sharing California Kansas Maryland North Carolina Ohio Oklahoma DC Iowa Kentucky Washington Florida Of these, 6 states signed data-sharing agreements with CompTIA California Florida Iowa Oklahoma North Carolina Kentucky Illinois also signed a new agreement with CompTIA

38 Expansion Challenges Legal issues Many states could not sign an indemnification agreement SOLUTION: Simpler data-sharing agreement with no indemnification, based on a better understanding of FERPA Match issues CompTIA had few variables: first name, last name, geo code SOLUTION: CompTIA is adding DOB (month/yr) going forward Records with same names Zip code discrepancies (home or testing location)

39 Illinois and CompTIA pilot Roadmap Step 2: Conducting additional state pilot projects and developing use cases Technical Assistance grants to participating states Demonstration at US Department of Education Roadmap Step 1: Raising awareness and gaining consensus Expansion to other states and new industry certifiers Development of 4-step roadmap Involvement of ACTE Roadmap Step 3: Developing common data-sharing protocols

40 Technical Assistance From the Office of Career, Technical and Adult Education One year (fall 2014-fall 2015), option on a second year Consortium of states Iowa Illinois Oklahoma Florida California North Carolina

41 Illinois and CompTIA pilot Roadmap Step 2: Conducting additional state pilot projects and developing use cases Technical Assistance grants to participating states Demonstration at US Department of Education Roadmap Step 1: Raising awareness and gaining consensus Expansion to other states and new industry certifiers Development of 4-step roadmap Involvement of ACTE Roadmap Step 3: Developing common data-sharing protocols

42 Expanding to New Certifiers Additional certifiers Automotive Service Excellence/National Automotive Technicians Education Foundation Manufacturing Skill Standards Council ACT (National Career Readiness Certificate) Moving toward a common process Standard data-sharing agreement (CompTIA template) Minimum match criteria (first name, last name, birth month/yr, geo code) Secure data transfer (FTP) Ensuring state has the analytical bandwidth Uniform reporting template (Excel spreadsheets)

43 Questions to Explore What are the outcomes over the long term for certified v. noncertified students? How do certifications impact outcomes for students who complete a postsecondary program of study v. those who do not complete? How does the impact of certifications vary by sub-populations? What is the marketplace value of specific certifications?

44 Questions? Web site https://www.acteonline.org/certification_data Catherine Imperatore, ACTE

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