Transcript Document

Ensuring a Skilled Workforce
Jason Weedon, Senior Vice President, Corporate Relations
& Strategic Partnerships
IN DEPTH
What To Expect Today
1. Employers’ increasing expectations for the workforce which is
leading to higher education and training requirements.
2. National picture of education achievement and how college
and career readiness is an economic imperative.
3. Recognition for the state’s leadership in several education
metrics.
4. Areas of opportunity if all Cornhusker students are to graduate
ready to succeed in college and the workplace.
5. Strategies for NE chambers to support education reform to
help ensure a skilled workforce.
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IN DEPTH
The U.S. Economy and Our Education System
Are Directly Linked
U.S. workers lack the education
and skills needed to compete
successfully in the global economy.
• 53% of business leaders reported
difficulties in recruiting employees with
the needed skills, technical training
and education.
• 83% of U.S. manufacturers reported a moderate or severe
shortage of skilled workers.
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• By 2018 there will be 3 million fewer college graduates
than will be required by the labor market.
Education and Training Requirements
Increasing Over Time
Percentage of Workforce by Education Level
2018
40%
2002
40%
32% 33%
1973
32%
30%28%
27% 29%
35%
30%
25%
16%
20%
15%
12%
10%
11% 10%
5%
0%
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High School
Dropout
High School
Graduate
Some College /
Associate
Degree
Bachelor's &
Above
Source: Carnevale, A.P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements Through 2018.
Georgetown Center on Education and the Workforce. www9.georgetown.edu/grad/gppi/hpi/cew/pdfs/FullReport.pdf.
The Skills Gap
Unemployment is low, but demand for middle-skilled
workers outpaces Nebraska’s supply.
•
In 1950, 60% of jobs were classified as unskilled, attainable
by young people with high school diplomas or less. Today,
20% of jobs are considered to be unskilled.
•
One result: The demand for middle- and high-skilled
workers is outpacing the state’s supply of workers educated
and experienced at that level.
81% vs. 42%
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% of jobs in Nebraska
requiring some education
beyond high school
% adults in Nebraska with
an associate degree or
above
Sources: Carnevale, Anthony P. and Donna Desrochers (2003). Standards for What? The Economic Roots of K-12 Reform. Education
Testing Services. http://www.learndoearn.org/For-Educators/Standards-for-What.pdf ; Skills to Compete. http://www.skills2compete.org
National Center for Higher Education Management Systems, analysis of American Community Survey. http://www.higheredinfo.org
The Rise of Middle-Skill Jobs
Employment Shares by Occupational Skill Level
U.S.
29%
High
Skills
52%
51%
19%
Low
Skills
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Require
some
education
and training
beyond
high school
28%
Middle
Skills
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Nebraska
21%
0%
10%
20%
30%
40%
50%
Source: National Skills Coalition. (2010). The Bridge to a New Economy: Worker Training Fills the Gap.
http://www.nationalskillscoalition.org/assets/reports-/the-bridge-to-a-new-economy.pdf. ; National Skills Coalition. (2011).
State Middle Skill Fact Sheets. http://www.nationalskillscoalition.org/resources/fact-sheets/state-fact-sheets/.
60%
Returns on Investment in Education:
Higher Annual Earnings
$11,853
11%
$30,012
3%
$32,438
3%
$56,396
2%
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Mean Income
Unemployment Rate
Source: U.S. Census Bureau (2013). Current Population Survey. Figures are based on the total persons in the
civilian labor force. http://www.census.gov/cps/data/cpstablecreator.html
Returns on Investment in Education:
Increased Lifetime Earnings
Estimated Average Lifetime Earnings
by Education Level
$5,000,000
$4,000,000
$3,000,000
$2,000,000
$1,000,000
$- 0
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Source: Carnevale, Anthony P. et al. (June 2010). Help Wanted: Projections of Jobs and Education Requirements
Through 2018. Georgetown Center on Education and the Workforce.
How do U.S. Educational
Outcomes Compare
Internationally?
International Competitiveness
On the 2006 PISA, the U.S. ranked 25th out of 30 OECD countries in
mathematics performance.
550
Average Scale Score
500
450
400
350
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300
Higher than U.S. average
Not measurably different from U.S. average
Source: NCES. (2006). PISA Results. http://nces.ed.gov/surveys/pisa/.
Lower than U.S. average
International Competitiveness
Percentage of 25–34-Year-Olds with a Postsecondary Degree
(in 2011)
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Source: OECD. (2013). Education at a Glance 2013: OECD Indicators. OECD Publishing.
http://dx.doi.org/10.1787/eag-2013-en; National Center for Higher Education Management Systems. Analysis of
2011 American Community Survey. http://www.higheredinfo.org.
A Closer Look at Educational
Outcomes in Nebraska
Nebraska Students Are Graduating High School
and Moving on to Postsecondary
Percent of H.S. Graduates Going Directly to College among
Top Performing States:
70%
72%
72%
73%
79%
100%
79%
63%
50%
0%
National
Average
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NE
SD
NM
MA
CT
MS
However: Are NE high school graduates ready for college?
Source: National Center for Higher Education Management Systems, analysis of 2011 American
Community Survey. http://www.higheredinfo.org
Enrollment in College Does NOT Equal College
Readiness
Percentage of Students in Two-Year and Four-Year
Institutions Requiring Remediation
60%
55%
50%
40%
30%
20%
?
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Two-Year
U.S.
Two-Year NE
?
Four-Year
U.S.
Four-Year NE
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Source: http://www.completecollege.org/docs/CCA-Remediation-final.pdf.
20%
10%
0%
Enrollment in College Does NOT Equal College
Readiness
Percent of NE Students Completing a Bachelor’s
Degree Within 6 Years as Compared Nationally and to
Top Performing States
100%
64%
56%
66%
66%
66%
55%
69%
50%
0%
US
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Source: http://www.completecollege.org/docs/CCA-Remediation-final.pdf.
College-and Career-Ready Policy Agenda
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Where Nebraska Stands on Key College-and
Career-Ready Policies
CCR Policies
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Status
Standards
“Not rigorous enough” according to
independent external reviews.
Course-taking/Graduation
Requirements
In place.
NeSA Assessments
Proficiency standards “not rigorous
enough” when compared to ACT
and NAEP.
Reporting and Accountability
A new accountability system in
planning phase.
Expectations Gap: State Assessments
Proficiency on Nebraska State Assessment (NeSA)
as Compared to NAEP
79%
73%
100%
78%
66%
45%
36%
37%
37%
50%
0%
4th Grade
Math
8th Grade
Math
4th Grade
Reading
8th Grade
Reading
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Source: National Assessment of Educational Progress. (2013). Analysis of data downloaded from
http://nces.ed.gov/nationsreportcard/naepdata and Nebraska Public Schools State of the Schools
Report.
Taking Action
IN DEPTH
Chamber Action: State/Local Partnerships
KENTUCKY: The Kentucky Chamber of Commerce and Prichard Committee
for Academic Excellence demonstrate how business–education partnerships
can propel and rally support for college and career readiness, by:
• Making public education a top strategic priority for 2014.
• Hosting a statewide tour of local chambers with presentations about
college and career readiness.
• Implementing “Top 20 by 2020” – a statewide campaign to put
Kentucky in the highest tier of public education in the nation.
• Developing Business Leader Champions for Education — a group of
corporate executives and other KY business leaders who support
public education.
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Chamber Action: Local
TEXAS: In late 2012, the Austin Chamber of Commerce saw a problem in its
community: 84% of unemployed locals had never earned a postsecondary
degree.
The Austin business community announced that by 2015 they want to:
• Raise to 70% the share of local high school graduates who enroll
directly into college.
• Improve by 50% the number of students who complete
college/earn a degree.
• Encourage greater use of technology in schools.
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Over 50 companies, nonprofits and higher education institutions have signed
on in support.
IN DEPTH
Chamber Action: State/Local Partnership
Georgia: Since 2004, the state chamber of commerce has partnered
with numerous local chambers and the Georgia Partnership for
Excellence in Education to host more than 175 briefings (by request) on
“The Economics of Education.”
• Local audiences typically include state legislators, educators, fellow
business leaders and locally elected leaders.
• The briefings provide an overview of educational achievement and
attainment across the state, as well as the cost of an undereducated
population to both large and small communities.
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IN DEPTH
Chamber Action: Local
Arizona: The Tucson chamber responded to a “moral imperative to prepare our
young people for their future success” and a need to prepare our future workforce
to compete in the world economy.
•
In a quarterly newsletter, the chamber outlined the state’s education data,
advocated for increasing availability to data and improving accountability, and
outlined strategies for education improvement.
Iowa: The Greater Des Moines Partnership held inaugural “Business Summit for
Education Reform”. In conjunction with Iowa Chamber Alliance and Iowa Business
Council.
•
Purpose was to create strong, unified business voice and take leadership role
in aligning education and workforce goals to foster economic development.
Wisconsin: In 2012, the first round of test scores from Wisconsin’s new and more
rigorous annual assessments were released. Rooted in higher expectations, the
assessments yielded significantly lower scores than in previous years.
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In response, the Metropolitan Milwaukee Association of Commerce penned an oped:
•
“We need to improve the performance of all our kids. There is simply no other
option if we want our city to be an economic engine for generations to come.”
IN DEPTH
Where To Focus
1. Support next generation K–12 standards informed by
postsecondary and workforce.
2. Support rigorous measures of student achievement that are
aligned to the standards and set a higher bar for proficiency.
3. Advocate for data to obtain information on remediation rates
and to drive continuous improvement decisions.
4. Ensure new accountability indicators reflect the needs of
postsecondary and the workforce.
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How to Engage
1. Learn more about the links between education reform and economic
development.
•
•
It’s an issue of local, state and/or global competitiveness for the entire community.
It’s an issue of workforce development and closing the “skills gap” for the business
community.
2. Make college and career readiness the focus of strategic action for your
chamber.
• Engage your leadership (e.g., when speaking publically, include statements that
connect education reform with workforce development).
• Engage your members and employees (e.g., provide data on the achievement gap).
• Engage the media (e.g., convey business support for college and career readiness).
• Engage your policymakers (e.g., include education reform messages in
communication).
• Partner with other business or civic groups to further amplify your voices in support of
college and career readiness for all Nebraska students.
.
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For More Information: Achieve’s Business Center
for a College-and Career-Ready America
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www.businessandeducation.org