enhancing decision making using workforce outcomes in ohio
DESCRIPTION
Enhancing Decision Making Using Workforce Outcomes in OhioTRANSCRIPT
ENHANCING DECISION MAKING
USING WORKFORCE OUTCOMES IN OHIO
Joshua Hawley
Making Research Work for Educat ion
October 1, 2014 OERC Fall Conference
The Ohio State University
Background: Defining workforce measures
Why do we need workforce measures? What can we do in the OERC?Examples of Performance ReportingNext Steps
2
AGENDA
Workforce Outcomes are a commonly accepted tool to understand the success of programs
Workforce measures typically include some of the following (in plain English terms) Employment Outcomes (e.g., whether or not the individual
is employed after finishing the program) Wages (e.g., how much money do people make after
finishing the program) Sector/Occupation (e.g., what industry are people employed
in)
3
#1: DEFINING WORKFORCE MEASURES
4
5
EXAMPLES OF MEASURES: WIA
WIA Adult Outcomes
Youth
6
EXAMPLES OF MEASURES: CTE
OhioCore indicators
Studentplacement
GenderMale 79.33%Female 74.22%
Race/ethnicityAmerican Indian or Alaska Native 80.65%Asian 69.23%Black or African American 72.40%Hispanic or Latino 75.86%Native Hawaiian or Other Pacific Islander >95.00%
White 78.92%Two or more races NA
Note: this is Ohio’s performanceOnly for post secondary programs
Percentage of CTE concentrators who were employed, in military service or in apprenticeship programs in the second quarter following the program year in which they left postsecondary education.
7
New Federal Rules require using the same measures for the following programs,
– Adult
– Dislocated Worker
– Youth
– Wagner-Peyser
– Adult Education
– Vocational Rehabilitation
8
CONSOLIDATED MEASURES UNDER WIOA
Core programs and other authorized programs are required to report on common performance indicators:
– Percentage of workers that entered employment
– Percentage of workers that retained employment
– Median wages of these workers
– Credential attainment of these workers
– Measurable skill gains of these workers.
– Effectiveness of services to employers.
9
WIOA CONTINUED
10
Used By OWT and put into place as part of the newly designed Workforce Success Measures
11
PERFORMANCE METRICS
• To what extent do education levels increase?
• The percentage of participants who have earned a certificate, diploma, GED, degree, licensure or industry recognized credential during participation or within one year of completion.
• Do participants get and keep jobs in the short and long term?
• The percentage of participants employed in the 2nd quarter after program completion.
• The percentage of participants employed in the 4th quarter after program completion.
• What do participants earn in the short and long term?
• Average earnings in the 2nd quarter after program completion.
• Average earnings in the 4th quarter after program completion.
Business Engagement
• Are we meeting the needs of employers?
• The percentage of program completers who are still employed with the same employer in the 4th quarter that were also employed during the 2nd quarter after completion.
Workforce Investment ActAdult, Dislocated, Youth
Perkins Programs Ohio Technical Centers (Adult Workforce Education)
Career and Technical Education (High School) (Not Available)
Higher Education Only state scholarship and financial aid recipients.
Adult Basic and Literacy Education12
WORKFORCE PROGRAMS (UNDER STATE OWT SYSTEM)
Completers are defined according to a consistent definition, but it may diff er from that applied for federal reporting. Briefly a completer is defined as the following:
WIA (Program Exits from either self-assisted core or intensive service);
OTC (Finishes an OTC course at a Perkins funded site); ABLE (Completed a level and left or advanced or to a
higher level or Get a GED); and Higher Education (Enrolled in public college in Ohio and
received state financial aid; Choose Ohio First does include some private college students)
13
DEFINITIONSCOMPLETERS
First of all we need one name for this…but that’s another problem…you just need to remember that the OLDA is the data system. That’s the important one…
We can produce data on employment outcomes that are commonly defined in house.
Can match post secondary and program data to employment outcomes
This is no small task and it is an improvement over past practice where data were collected at varying periods, and treated diff erently in analysis.
Moreover, by developing common data systems we safeguard the security of the system Fewer moving parts means fewer people to interact with the data and
less data moving around
14
#2 WHAT CAN THE OERC/CHRR/OLDA DO
Answer targeted research requests How many teachers trained in Ohio end up working in the state? What are the employment outcomes of high school vs college
completers? (hint hint….many of these are done for researchers outside of OSU)
Design policy briefs Student dropout status and employment Third grade reading and high school to career success
Research or analysis tools Higher Education employment WIA/Workforce Outcomes Reporting
Dashboards Fully customizable search and results tools (we will see one in a
minute)
15
WHAT CAN WE DO?
16
EXAMPLE 1: EMPLOYMENT REPORTING FOR HIGH SCHOOLS
17
EXAMPLE 1: PILOT HIGH SCHOOL REPORTS
Using data from the Ohio Longitudinal Data Archive (OLDA), the OERC has been able to answer many of these questions, beginning for high schools, and present them in a format that schools can use. The report has four key question areas:
What are the employment outcomes of high school graduates?
What are the post secondary education outcomes of high school graduates?
What is the quality of post secondary education high school graduates are carrying out?
What happens to individuals that do not graduate from high school (dropout)?
18
NORTH UNION REPORTING
19
WHAT KIND OF EMPLOYMENT EXPERIENCES DO STUDENTS HAVE
AFTER SCHOOL?
4q=all four quarters <4q= at least one quarter of fiscal year
20
HOW WELL DO SCHOOLS COMPARE WITH EACH OTHER IN REMEDIAL
EDUCATION?
21
EXAMPLE 2: WORKFORCE OUTCOMES
Click icon to add picture
22
RESULTS:
23
SKILLS GAINS
Skills gains vary by program in significant ways. A high percentage of those in OCOG were enrolled in college, while a substantial fraction of OTC completers have a credential
24
WAGES
Short term and long term annual median earnings are highest for individuals receiving WIA Adult or Dislocated Worker retraining (about $18,000 to $28,000), and for those that completed Perkins OTC programs (about $20,000). Earnings are lowest for ABLE completers (about $12,000).
25
EMPLOYMENT
The majority of Perkins OTC and state-funded higher education completers were employed in Ohio two quarters and four quarters after finishing programs. Post-program employment was more than 50 percent for WIA completers and ABLE completers who earned a GED. In comparison, the labor market participation rate for Ohio in 2013 was 63.6 percent.
26
RETENTION
Overall: Across all programs, just under half to three-quarters of employed program completers worked for the same employer in the 2nd and 4th quarter after
program completion.
27
STATE EXAMPLE
28
COUNTY EXAMPLE
