National Association of Career and Technical Education Information Boise Idaho May 22, 2008

1. High-Skill, High-Wage, or High-Demand Career Pathways in Minnesota: A Step-by-Step Procedure that Links Student Credential Attainment to Employment Occupational Demand National Association of Career and Technical Education InformationBoise Idaho May 22, 2008 Academic and Student Affairs Office of the Chancellor Minnesota State Colleges and Universities www.mnscu.edu

2. Study Purpose and Presentation Outline • Using the Career Pathway Framework: • Using current Labor Market Information for ranking career pathway as In-Demand Career Pathways (IDCP) • Labor Market Information further analyzed at the pathway level to determine high-wage or high-demand or high-skill

3. Study Purpose and Presentation Outline • Using the Career Pathway Framework: • Develop a Career Pathway Sustained Student Interest (CPSSI) Ranking Using Longitudinal (2003-2007) Post-Secondary CTE Data on Concentrators • Match In-Demand Career Pathways (IDCP) Ranking to Career Pathway Sustained Student Interest (CPSSI) Ranking

4. Study Purpose and Presentation Outline • Using the Career Pathway Framework: • Develop a Typology that Relates In-Demand Career Pathways (IDCP) to Career Pathway Sustained Student Interest (CPSSI) • Identify High-Wage or High Demand or High Skill Career Pathways in the Matched List of Career Pathways

5. The 21st Century Career and Technical Education Framework: The National Framework Perkins IV Education and Employment Transitions High School Reform American Competitiveness The Intent of Perkins IV jointly addresses the three prominent national education and workforce development policy issues facing the United States in the 21st century

6. Minnesota State Colleges and Universities: General Information • The Minnesota State Colleges and Universities System comprises of: • 7 state universities, • 5 community colleges, • 7 technical colleges, and • 13 combined community and technical colleges In 2007, the Minnesota State Colleges and Universities System • Serves 382,000 students annually in credit and non-credit courses • Educates 64% of the state’s undergraduates • Serves more students of color than any other higher education provider in Minnesota – almost 33,000

7. Minnesota State Colleges and Universities: Graduate Information • 34,000 graduates leave the system, annually, with some type of academic credential • Of the total graduates produced by Minnesota higher education each year, the system educates: • 52% of the teaching graduates • 82% of the state’s new nursing graduates • 89% of state’s law enforcement officers • 89% of the new graduates in construction trades • 41% of the state’s new business graduates • About 9,000 firefighters and emergency first responders

8. Minnesota State Colleges and Universities: Workforce Development Information • More than 82% of the graduates stay in Minnesota to work or continue their education • Place more than 88% of the graduates in jobs related to their field of study • Provide career education to 6,000 employers and about 151,000 employees each year • Return $10.87 to the state’s economy for every $1 of net state appropriation

9. Minnesota Career Fields, Clusters & Pathways

10. Career Fields, Clusters, Specialties, and Program Majors: An Overlay of a Program of Study Framework Agriculture, Food & Natural Resources Health Science Technology Business, Management & Administration Career Field Awareness Career Field Awareness High School: Level 9 – 10 Foundation & Career Field Career Pathway Focus Career Pathway Focus Career Pathway Focus High School: Level 11-12 Career Cluster & Pathway Career Specialty Concentration Career Specialty Concentration Career Specialty Concentration Two-Year College: Level 13-14 Career Pathway & Specialty University: Level 15-16 Career Specialty & Program Major

11. Study Methodology • Developing an IDCP Ranking: • Rank each element – • projected employment growth rate 2006-2016 • projected total hires 2006-2016 percent share of • the 2006 base employment • 25th percentile hourly wage • current demand indicator rank • Sum Individual Ranks and re-rank sum • Lowest Sum indicates highest IDCP

12. Study Methodology • Develop an CPSSI Ranking Using Longitudinal (2003-2007) Post-Secondary CTE Data on Concentrator Success: • Concentrator definition based on Perkins IV • Three Entry-Cohorts (2003, 2004, 2005) • Success definition is sum of Graduation and Retention + Transfer • Success Rate definition is equal to: (Graduation + Retention+ Transfer)/Concentrator • Sum Individual Ranks of the three cohorts and re-rank sum • Lowest Sum indicates highest CPSSI

13. Study Methodology • Match IDCP Ranking with CPSSI Ranking • Produce a graphical representation of the relationships between the two rankings • Classify into four groups: • High IDCP Rank / High CPSSI Rank • High IDCP Rank / Low CPSSI Rank • Low IDCP Rank / High CPSSI Rank • Low IDCP Rank / Low CPSSI Rank Produce a Pathway List Based on Above Four Groups

15. Definition of High Wage or High-Skill or High-Demand Pathways • The Minnesota Department of Employment and Economic Development (DEED) definitions for what is High Wage, High Demand or High Skill: • High Wage: An occupation was determined to be High Wage if the median wage for the occupation was greater than $17.21 • High Demand: An occupation was determined to be a High Demand occupation if the 2006 employment for the specific occupation: • Represented at least 0.1% of 2006 total employment in all occupations (2,961) and • the projected total openings for the specific occupation as a share of 2006 employment in the specific occupation was greater than the share of projected total openings to 2006 total employment for all occupations (31.76%). The above criteria was applied at the Pathway level to define High Growth Pathways

16. Definition of High Wage or High-Skill or High-Demand Pathways • The Minnesota Department of Employment and Economic Development (DEED) definitions for what is High Wage, High Demand or High Skill: • High Skill: Using the DEED-LMI MN-adjusted education/training levels, the occupations selected for high skill have the following education/training levels: • Long-term on-the-job training • Work experience in a related field • Postsecondary vocational award • Associate's degree • Bachelor's degree • Degree plus work experience • Master's degree • Doctoral degree • First Professional degree The above criteria was applied at the Pathway level to define High Growth Pathways

17. Observations, Considerations and Issues in Demand Supply Matching • Each of the Listed Groups Above Lead to Actionable Steps • Mixture of Industry and Occupation Focus Among and Within Pathways • Customization of Pathways • No Electronic Tool for Matching, Use Federal and State Labor Market Information (LMI) • Read Behind the Ranking to Understand What Might be Happening Within the Pathway • Ranking Sensitive to Choice of Ranking Components • Using Local Advisory Committees to Validate Regional and National LMI • Understand what it means to Look Forward by Looking Back

18. Contact Information Pradeep Kotamraju Ph.D. System Director, Perkins Federal Grants Office of the Chancellor Minnesota State Colleges and Universities Wells Fargo Place 30 E. 7th Street, Suite 350 St. Paul MN 55101 Tel No: 651-282-5569; Cell: 612-701-7561 Fax: 651-296-3214 www.cte.mnscu.edu