Transcript HIGH-SKILL, HIGH-WAGE AND HIGH

High Skill, High Wage, and High Demand
and its Role in Perkins V
The proposed cut of 13 percent from Perkins Title I current levels is based
in part on insufficient data and programs that are not align with high-skill,
high-demand occupations. The Occupational Supply Demand System
(OSDS) system can provide consistent quality information at no cost to
the state. You can utilize the high-skill, high-demand, and high-wage data
to focus on programs that meet your state's criteria, prioritize pathway
development, and provide documentation.
Kathy Wilkins
Montana University System
Les Janis
Georgia State University
NACTEI Conference
May 12, 2011
www.occsupplydemand.org
 Units of Analysis contain clusters of related occupations
and training programs.
 A Unit of Analysis is a starting point for comparing the
relative abundance of trained workers related to the
demand for those workers.
OSDS contains national and state data:
Supply Indicators




Programs and Schools
Program Completers by Degree Level
Program Completers by School and Gender
Occupational Licensing Data and Information
Demand Indicators




Occupational Characteristics
Occupational Projections
Wage Trends
Occupational Employment by Industry
HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS
PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
There are many references to “high-skill, high-wage or high-demand
occupations” as contained in the State Plan Guide, in the Consolidated
Annual Report Instrument and Instructions pertaining to the Carl D. Perkins
Career and Technical Education Act of 2006.
HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS
PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
Guide for the Submission of State Plans
II. PROGRAM ADMINISTRATION
A. Statutory Requirements (excerpted from full list)
2. You must describe the career and technical education activities to be assisted that are designed to
meet or exceed the State adjusted levels of performance, including a description…
(f) The criteria that you will use to approve eligible recipients for funds under the Act, including
criteria to assess the extent to which the local plan will…
i. Promote continuous improvement in academic achievement;
ii. Promote continuous improvement of technical skill attainment; and
iii. Identify and address current or emerging occupational opportunities;
(h) How such programs will prepare career and technical education students, including special
populations, academically and technically for opportunities in postsecondary education or
entry into high-skill, high-wage, or high-demand occupations in current or emerging
occupations, and how participating students will be made aware of such opportunities;
(i) How funds will be used to improve or develop new career and technical education courses…
i. At the secondary level that are aligned with rigorous and challenging academic content
standards and student academic achievement standards adopted by the State under
section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended;
ii. At the postsecondary level that are relevant and challenging; and
iii. That lead to employment in high-skill, high-wage, or high-demand occupations;
9. You must describe how career and technical education in your State relates to your State’s and
region’s occupational opportunities. [Sec. 122(c)(16)]
HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS
PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
Guide for the Submission of State Plans (continued)
III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS
A. Statutory Requirements
1. You must describe your program strategies for special populations listed in Section 3(29) of the Act,
including a description of how individuals who are members of the special populations—
(a) Will be provided with equal access to activities assisted under the Act.
(b) Will not be discriminated against on the basis of their status as members of special populations;
and
(c) Will be provided with programs designed to enable the special populations to meet or exceed
State adjusted levels of performance, and how you will prepare special populations for further
learning and for high-skill, high-wage, or high-demand occupations. [Sec. 122(c)(9)(A)-(C)] You
must describe how funds will be used to promote preparation for high-skill, high-wage, or highdemand occupations and non-traditional fields. [Sec. 122(c)(18)]
IV. ACCOUNTABILITY AND EVALUATION
C. Procedural Suggestions and Planning Reminders
 Your State is responsible for identifying, using national, state, or regional data, the occupations
or professions that it will classify as high-skill, high-wage, or high-demand. See section
113(b)(2)(B)(iv). The U.S. Department of Labor, Bureau of Labor Statistics, offers a wealth of
information and data to assist States in this effort. See http://www.bls.gov/home.htm, as well as
the Department’s Web site at http://www.edcountability.net.
HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS
PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
Consolidated Annual Report (CAR)
Narrative
1. Implementation of State Leadership Activities
Section 124(b) and (c) of Perkins IV describe the required and permissible uses of State leadership
funds,
respectively. Provide a summary of your State’s major initiatives and activities in each of the required
areas, as
well as any of the permissible areas that your State has chosen to undertake during the program year.
a. Required Uses of Funds (excerpted from complete list)
 Providing preparation for non-traditional fields in current and emerging professions, and other
activities that expose students, including special populations, to high skill, high wage
occupations, except that one-day or short-term workshops or conferences are not allowable.
 Providing support for programs for special populations that lead to high skill, high wage and high
demand occupations.
HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS
PLANNING AND REPORTING REQUIREMENTS – PERKINS IV
Consolidated Annual Report (CAR)
Performance Reports
Definitions: Gender, Racial/Ethnic and Special Populations
In completing the [Performance] forms, each State must use the definitions for the race, ethnicity, special
populations, and other student categories as described below.
Special Populations and Other Student Categories Described in NCLB
Unless otherwise noted, the following categories and definitions are described in section 3 of Perkins IV.
Nontraditional Fields: Occupations or fields of work, including careers in computer science, technology,
and other current and emerging high skill occupations, for which individuals from one gender
comprise less than 25 percent of the individuals employed in each such occupation or field of work.
OSDS contains:
High-Demand, High-Wage, and High-Skill
Occupations

Carl D. Perkins Career and Technical Education
Improvement Act of 2006

State-specific methodology and criteria

Links to Supply/Demand Indicators
With questions or comments, or to include your state’s
high-demand, high-wage, and high-skill occupation
criteria in OSDS, please contact:
Les Janis, Director
Georgia Career Information Center
Georgia State University
Desk: (404) 413-1715
Email: [email protected]
Websites: www.gcic.peachnet.edu
www.occsupplydemand.org