Solving Labor Market Problems With TOP Codes

Transcription

1 TOP-CIP-SOC: MAKING IT WORK FOR YOUR CTE PORTFOLIO CCCAOE Conference March 25, 2015

2 Today s Workshop Background Information Problems with the codes discovered Potential Solutions Wrap Up

3 Today s Workshop Background Information Problems with the codes discovered Potential Solutions Wrap Up

4 Centers of Excellence for Labor Market Research The Centers of Excellence for Labor Market Research (COE) deliver statewide, regional, and local labor market research customized for community college decision making and workforce development. As a technical assistance provider, the COE work with colleges, regions and sector networks to identify opportunities and trends in high growth, emerging, and economically critical industries and occupations. estimate the gap between labor market demand, available training, and existing or future workers. help regions respond to workforce needs by providing them quality information for decision-making.

5 Centers of Excellence for Labor Market Research Problem: Integrating the crosswalk into the LaunchBoard revealed that the occupations attached to CTE program codes sometimes were: 1) Not the best fit for community college CTE program goals 2) Not relevant to the training offered 3) over-assigned (one occupation assigned to several TOP codes) COEs went through the process of reviewing the current version of the crosswalk line by line, program by program and developed a new version of the crosswalk to be integrated into the LaunchBoard.

6 What are TOPs The Taxonomy of Program (TOP) is a system of numerical codes used at the state level to collect and report information on programs and courses, in different community colleges throughout the state, that have similar outcomes. TOP codes are unique to California Community Colleges.

7 CIP stands for Classification of Instructional Programs. These codes are used by the US Department of Education to describe and aggregate college majors into a systematic description of instructional activity. CIP codes are used by all other postsecondary institutions in the U.S. What are CIPs

8 What are SOCs Standard Occupational Classification (SOC) system's unique, 6-digit numerical identifier for each occupation. Broad 2-digit categories to unique 6- digit occupations

9 Codes and crosswalks What do you use TOPs, CIPs and SOCs for? Why do you need a crosswalk between them?

10 TOP to CIP to SOC Existing crosswalk is based on the federal CIP to SOC crosswalk Anything lost in translation?

11 Today s Workshop Background Information Problems with the codes discovered Potential Solutions Wrap Up

12 Problems Discovered Three general categories of problems: Limitations related to TOP system Limitations related to improper assignment of TOP codes Crosswalking limitations

13 I. Limitations of TOP system A. Missing Levels in the Hierarchy Individual programs are assigned to the 4th and 6th digit (TOP 1210 and for example); there are no functioning 3rd and 5th levels as umbrella levels of the classification system. Level / Code TOP 2-digit Health 3-digit (Partially in use) 4-digit Medical Assisting* Respiratory Care/Therapy* 5-digit , etc. (Partially in use) Clinical Medical Assisting 6-digit Administrative Medical Assisting Health Facility Unit Coordinator These are all 5-digit levels. Correct 6-digit codes would be , and

14 I. Limitations of TOP system B. 4-digit Level Treated as Program Level TOP system allows classifying individual programs under 4-digit TOP codes that are more generic and often have programs under. This creates confusion Level TOP # of CC with Programs 4-digit 6-digit Medical Assisting* Total, all programs under 4-digit TOP Clinical Medical Assisting Admin. Medical Assisting Health Facility Unit Coord. Total, all 6-digit programs Computer Information Systems Software Applications How is Medical Assisting different from the others?

15 I. Limitations of TOP system C. Limited Room for Emerging Programs The All Other is an element inserted throughout TOP but only as a separate 4-digit (e.g Other Health Occupations). No separate 6 th digit option exists (e.g Medical Assisting, All Other). As a result, many very different programs are neighbors under these general All Other categories making data analysis problematic. How often should TOPs be revised? How to keep up with changes?

16 I. Limitations of TOP system D. Two Codes for the Same Program TOP system allows colleges to code very similar programs under completely different parts of the classification system (2-digit TOP codes) Medical Office Technology Prepares individuals to perform medical office administrative duties by manual and/or electronic means. Includes a knowledge of medical terminology, as well as hospital, clinic, or laboratory procedures, and compiling and maintaining medical records Administrative Medical Assisting Principles and techniques to assist with administration in health care offices and clinics. Includes receptionist duties, maintaining patient records, billing, insurance, bookkeeping, appointments, and scheduling. Should TOP system allow both? Why or why not?

17 II. Limitations of assignment protocols A. Usage of 4-digit TOP codes Some colleges assign programs to broader 4-digit codes instead of specific 6-digit codes. This creates confusion when analyzing programs within and across colleges. Should colleges be encouraged to select 6-digit code? When creating new programs, should colleges select their CIP codes as well?

18 II. Limitations of assignment protocols B. Usage of General program codes Some colleges assign programs to general TOPs rather than selecting a specific code. It is challenging to connect these programs to occupations and get relevant labor market data. Example: Dental Occupations vs Dental Assisting Dental Hygienist Dental Laboratory Technician Why do colleges select general programs?

19 II. Limitations of assignment protocols C. Updating codes for emerging programs All Other TOP codes are often used by colleges to create new/emerging programs that do not have a separate TOP code. However, many programs stay within the All Other category for a long time, even after a TOP code has been created. Example: Energy Systems Technology vs Other Engineering and Industrial Technology What is the protocol for colleges to submit the change in the TOP code?

20 III. Crosswalking challenges A. CIP is often more specific than TOP e.g Computer Electronics Computer Engineering Technology/Technician Computer Electronics Computer Installation and Repair Technology/Technician. B. CIP codes capture different levels of programs (e.g. 4-year, Master s, etc.). It might make existing CIP to SOC crosswalk irrelevant for community colleges e.g. Business Administration (different set of occupations for 4-year programs vs. community college programs) e.g. Postsecondary teachers

21 III. Crosswalking challenges C. Many different programs train for the same occupation(s). Care should be taken when analyzing program in the labor market e.g. Graphic Designers (TOP Applied Design, Commercial Art, Graphic Art and Design, Digital Media, Computer Graphics and Digital Imagery) D. Skills enhancement programs are difficult to crosswalk to coccupations e.g. Small business and entrepreneurship

22 Today s Workshop Background Information Problems with the codes discovered Potential Solutions Wrap Up

23 Solutions Open Forum 1. What short-term quick fix solutions do you see? What could Chancellor s Office do better? What could colleges do better?

24 Solutions Open Forum 2. What long-term solutions do you see? What could Chancellor s Office do better? What could colleges do better? 3. Who else needs to be engaged in the discussions of these challenges and solutions?

25 Today s Workshop Background Information Problems with the codes discovered Potential Solutions Wrap Up

26 Thank You! Zhenya Lindstrom Director, San Diego-Imperial Region Center of Excellence for Labor Market Research Laura Coleman Director, South Central Coast Region Center of Excellence for Labor Market Research