Iowa Community Colleges Employment Outcomes

IntroductionNONCREDIT CTE PROGRAMSIowa’s Community Colleges: Noncredit Career and Technical EducationNoncredit CTE programs offered(CTE) Employment Outcomes Report (first edition), is the first statewideby Iowa’s 15 community collegesattempt to analyze data and report on the outcomes of students enrolledare market-driven programsin community college noncredit programs and provide institutional datafor college administrators and policymakers as they engage in planningand program approval. According to the Community College ResearchCenter (CCRC):“Substantive information is needed on outcomes to assess fullythat are highly responsive toregional workforce needs. Theseprograms expedite the attainmentof marketplace skills, equippingindividuals to enter the labor marketand secure gainful employment.the contributions of noncredit workforce education to students,employers, and the community it is crucial to document the valueof noncredit workforce education for individuals and to determinewhich recorded outcomes have the most value for individuals indifferent occupations, industries, and labor markets,”[1] (pg. 4,CCRC, 2008).In this report, employment and wages are analyzed to illustrate theimportant impact that the noncredit education and training providedby Iowa’s community colleges has on the state’s economy. Followingstudents on the individual level is the preferred method of reportingeducation outcomes by program. Confidentiality laws, however, restrictDATA ANALYSISthe ability to link individual student records to employment and wagesNoncredit CTE programs wereanalyzed separately, by Classificationof Instructional Program (CIP), inorder to assess the benefits of each.To ensure a uniform approach toresearch, only programs consistingof 32 or more contact hours wereanalyzed, which is comparable totwo credit hours and is the equivalentof the shortest credit certificateprogram in Iowa that has provenlabor market value.for most researchers. In addition, educational records and employmentrecords are held in two different state agencies, the Iowa Department ofEducation (Department) and the Iowa Workforce Development (IWD).The Department and IWD have overcome this hurdle by forming apartnership dedicated to evaluating and reporting education outcomes(i.e., continued education, employment, and wages) for communitycollege credit certificate, diploma, and associate degree awards, as wellas noncredit programs through strict data sharing agreements andconfidentiality agreements.[1] Van Noy, M., Jacobs, J., Korey, S., Bailey, T. & Hughes, K. L. (2008, March). TheLandscape of Noncredit Workforce Education: State Policies and Community CollegePractices, CCRC Brief Number 38. NY, NY: Community College Research Center.AGENCY PARTNERSHIPThe Iowa Department of Educationand Iowa Workforce Developmentpartnered to evaluate and reporteducation, employment, andwage outcomes for individuals innoncredit CTE community collegeprograms. This partnership hasallowed for data sharing throughagreements that adhere to allUnemployment Insurance (UI) andFamily Educational Rights andPrivacy Act (FERPA) regulationsand rules. Research objectives areclearly stated in the agreementsand limited staff have access. Inaddition, staff from both agenciessigned confidentiality agreementspertaining to the reporting and useof student records.Noncredit Career and Technical Education (CTE) Program Outcomes1

Future Ready Iowa“Future Ready Iowa” is Governor Kim Reynolds’ initiative designed tobuild Iowa’s talent pipeline for the careers of tomorrow. The initiativewas created after Iowa received a National Governors’ Association grantFUTURE READY IOWA GOALThe goal of Future Ready Iowa isfor 70 percent of Iowa’s workforceto have education or trainingbeyond high school by 2025in 2014 to develop strategies to improve the educational and trainingattainment of its citizens and to align degree and credential programswith employer demand.Education and training beyond high school has become the new minimumthreshold for Americans to earn a living wage and attain middle-classstatus. In 1973, only 28 percent of U.S. jobs required education beyond aThe Future Ready Iowa initiative:high school diploma; by 2025, almost two out of three jobs in the nation»»builds Iowa’s talent pipelineto ensure the state has aworkforce ready to fill thehigh-quality, well-paying jobsof today and tomorrow;»»aligns Iowa’s education,workforce, and economicdevelopmental efforts toovercome skills gaps; and»»assesses workforce demandsand aligns programmingto ensure Iowans have theskills necessary to obtainemployment in highdemand occupations.are projected to require at least some postsecondary education or training[2]. Iowa’s economy reflects this national trend and has seen a steadyincrease in the demand for postsecondary education and training in theindustries that form the mainstay of the economy.To address the demand for a more skilled workforce, Future Ready Iowaset a goal for 70 percent of Iowa’s workforce to have education or trainingbeyond high school by 2025. In 2016, a Future Ready Alliance was formedto develop a strategic plan for meeting this goal. After meeting over thecourse of a year, the Alliance of business, education, and communityleaders, released its recommendations in 2017.In 2018, the Future Ready Iowa Act, which addresses the Alliance’srecommendations, was signed by Governor Reynolds via House File 2458.This act is designed to strengthen Iowa’s talent pipeline by establishing aregistered apprenticeship development program, a volunteer mentoringprogram, summer youth internships, summer postsecondary coursesfor high school students aligned with high-demand career pathways, anemployer innovation fund, and skilled workforce scholarship and grantprograms.A Collaborative ApproachFuture Ready Iowa is not an isolatedprogram, but rather a collaborativeapproach to highlighting bestpractices, nurturing high-qualitypartnerships, and ensuring taxpayerdollars are focused on those areasthat will maximize progress toward[2] Carnevale, A.P., Smith, N., Gulish, A., and Hanson, A.R. (2015). Iowa: Education andWorkforce Trends through 2015. Washington D.C. Georgetown University Center onEducation and the Workforce.2Iowa Department of Educationour shared goal.

Iowa’s CTE ProgramsA study published by the American Association ofCommunity Colleges (AACC) [3] indicates that thefollowing overarching issues affect community collegeRESEARCH HIGHLIGHTnoncredit workforce education:Noncredit CTE EnrollmentOf the 244,745 noncredit programenrollments at Iowa’s communitycolleges during AY 2015/2016, nearlyhalf (47.6 percent), or 116,540, werein noncredit career and technicaleducation programs.1. the extent to which noncredit workforceeducation and state policies play a role inworkforce development, provide disadvantagedgroups with access to higher education, andgenerate revenue for colleges;2. how colleges organize their noncredit workforceprograms to balance the tradeoffs betweenthe desired flexibility of noncredit educationenrollments for both North Iowa Area Communityand the integration of credit and noncreditCollege (NIACC) and Northeast Iowa Communityprograms; andCollege (NICC) represented 61.0 percent of the total3. the extent to which noncredit workforceeducation provides recorded outcomes forstudents, such as transcripts or industrycertifications, and the extent to which outcomedata are available.CTE enrollments at each of those colleges.Such high percentages may relate directly tothe rural versus urban setting. Des Moines AreaCommunity College (DMACC), located in the DesIowa community colleges offer both credit-bearingMoines metropolitan statistical area (MSA), andand noncredit CTE programs throughout the state.Kirkwood Community College (KCC), in the IowaPrograms vary based on the demand for particularCity/Cedar Rapids MSA, have a higher number ofskill sets identified through sector boards, employerCTE enrollments overall, but have fewer noncreditrelationships, and local labor market data. In someCTE enrollments as a percentage, than the more ruralportions of the state, noncredit enrollment representsareas of the state served by NIACC and NICC.the highest percentage of all CTE enrollment. Figure1, on the following page, illustrates the percentage ofIn summation, more populated areas of the state maynoncredit enrollments (including those less than 32have more educational choices than less populatedcontact hours) as it relates to total credit and noncreditareas. In less populated areas, where there are fewerCTE enrollment by college. For example, the numberchoices related to training options, the responsiveof total credit and noncredit CTE enrollments duringdevelopment of noncredit programs to address theAY 2015/2016, for Kirkwood Community Collegeneeds of local employers seems to have a greater(KCC), was 6,809 students, and noncredit enrollmentsimpact on CTE enrollment.represented 26.6 percent of that total. The noncredit[3] Van Noy, M., Jacobs, J., Korey, S., Bailey, T. & Hughes, K. L. (2008). Noncredit Enrollment in Workforce Education: StatePolicies and Community College Practices.Noncredit Career and Technical Education (CTE) Program Outcomes3

FIGURE 1. PERCENTAGE OF NONCREDIT CTE ENROLLMENT TO TOTAL CTE ENROLLMENT(TOTAL OF ALL CREDIT AND NONCREDIT AY 2015/2016)Figure 1 Abbreviation Key:KCC - Kirkwood Community CollegeDMACC - Des Moines Area Community CollegeEICC - Eastern Iowa Community CollegesHCC - Hawkeye Community CollegeIWCC - Iowa Western Community CollegeIHCC - Indian Hills Community CollegeWITCC - Western Iowa Tech Community CollegeNICC - Northeast Iowa Community CollegeICCC - Iowa Central Community CollegeNIACC - North Iowa Area Community CollegeILCC - Iowa Lakes Community CollegeSCC - Southeastern Community CollegeSWCC - Southwestern Community CollegeIVCCD - Iowa Valley Community College DistrictNCC - Northwest Community College4Iowa Department of Education

Overview of the Researchafter their noncredit CTE programs at the communitycollege. These individuals may have transferred fromNoncredit coursework/programs are in high demandone community college to another, continued theirin Iowa, yielding 244,745 enrollments in the 2015/2016education at their current locations, or transferred toacademic year (AY 2015/2016). Of those, there werefour-year institutions. Transfer students were analyzed116,540 noncredit Career and Technical Educationby college type (two- or four-year, and private or public)(CTE) enrollments (47.6 percent).and by transfer location, allowing for the study ofgraduate out-migration (leaving Iowa).For data consistency, it was necessary to establishcriteria to define noncredit programs [4]. Thirty-twoNext, data were sent via secure file transfer to IWD to(32) contact hours was determined to be comparablematch the records to the UI wage records. This matchto two credits, which is the equivalent of the shortestprovided employment, wage, and industry data bycredit certificate program in Iowa that has proven laborquarter using the following timeframes:market value. Additionally, programs are groupedQuarter 1: January 1 to March 31by those containing 32 to 99, 100 to 200, and moreQuarter 2: April 1 to June 30than 200 contact hours to further distinguish amongQuarter 3: July 1 to September 30programs and their impact on the workforce. All dataQuarter 4: October 1 to December 31were extracted from the Management InformationSystem (MIS) based on this criteria.Three periods of time are analyzed in this report:»» Year Prior to Enrollment in Noncredit - The four fullCompared to credit enrollment, noncredit students arequarters prior to the quarter in which the individualmore likely to be enrolled in multiple programs andstarted his or her earliest noncredit course.less likely to provide personal identification such as»» During Enrollment in Noncredit - All quarters,social security number (SSN), race/ethnicity, or dateincluding and between the quarter in which theof birth. Therefore, prior to following the studentsindividual started his or her earliest noncreditinto the workforce and further education, studentswithout SSNs and/or birthdates were excluded fromthe analysis due to matching restrictions. Matchingto Unemployment Insurance (UI) wage records iscourse and exited his or her latest noncredit course.»» Year Following Enrollment in Noncredit - The fourfull quarters following the quarter in which theindividual exited his or her last noncredit course.conducted using SSNs, and birthdates are needed toDue to the confidentiality of the wage record data, IWDmatch to the National Student Clearinghouse (NSC).processed the records and returned aggregate data forThis process limited the analysis to 10,551 students outthe Department to analyze and use in this report. Dataof the 13,645 enrolled in noncredit CTE programs withwas thoroughly scrutinized to maintain confidentialityat least 32 contact hours.and all rules, regulations, and restrictions for each ofthe data sources was strictly followed. Additionally,Once extracted, data were sent to the NSC to identifydata-sharing agreements have gone throughstudents who enrolled in credit-bearing programscomprehensive legal review.[4] Iowa Department of Education, Division of Community Colleges, Methodology and Research Limitations, Data FieldFormation, Program of Study (POS).Noncredit Career and Technical Education (CTE) Program Outcomes5

Demographics of Noncredit CTE StudentsOf the 10,551 noncredit CTE students studied, over half (52.5 percent) weremale (N 5,543) and 4,818 were female. Additionally, there was a smallnumber of students who did not indicate gender (N 190).DEMOGRAPHICSOverall, the majority of communitycollege noncredit CTE studentswere 25 years of age and older,white/non-Hispanic, and male.The students were divided into two age groups, under 25 years of age and25 years or older. Two-thirds of noncredit students were age 25 years orolder (N 6,685) and 3,866 were under the age of 25.Race/ethnicity was also identified; however, a significant number ofstudents (N 3,643) did not report race/ethnicity. Of the 6,908 who didreport, 74.3 percent were white/non-Hispanic (N 5,130), and 1,778 wereAGEminority students.»»63.4 percent of studentswere 25 years of age andolder.»»67.8 percent of all studentswho self-identified as being aminority were 25 yeas of ageand older.FIGURE 2. AGE GROUPS BY GENDER: AY 2015/2016GENDER»»53.5 percent of students whoindicated their gender weremale.FIGURE 3. AGE GROUPS BY RACE/ETHNICITY: AY 2015/2016RACE/ETHNICITY»»6Iowa Department of Education25.7 percent of students whoindicated their race/ethnicityidentified themselves asbeing minorities.

Noncredit CTE Programs by Gender and AgeClassification of Instructional Program (CIP) codesreported through the MIS are six digits in lengthand used to categorize programs. These codes, forRESEARCH HIGHLIGHTpurposes of simplicity, have been aggregated toHigh Program EnrollmentOf the 10,551 students who werematched through the NationalStudent Clearinghouse, 43.2 percentwere enrolled in health-relatednoncredit CTE programs, followedby 20.0 percent in noncredit CTEtransportation and materials movingprograms.the first two digits (series), which represents theoverarching program title.Figure 4 illustrates the noncredit CTE programs bytwo-digit CIP, with the number of students in each,reported by gender and age. The largest programby enrollment encompasses training in the HealthProfessions and Related (N 4,563), followed byTransportation and Materials Moving (N 2,112).FIGURE 4. NONCREDIT CTE PROGRAMS BY 2-DIGIT CIP, GENDER, & AGE: AY 2015/2016CIP DescriptionUnder Age 25Male FemaleAge 25 and OlderUnknownMale FemaleTotalUnknownHealth Professions and Related3442,074354381,614584,563Transportation and Materials 906986548511-408719584Mechanics and Repairers, General1189-429197582Homeland Security, Law Enforcement, Firefighting,and Related Protective ucation291833-63Family and Consumer Science/Human Services39-939363-261243Business Management, Marketing, and RelatedPrecision Production TradesEngineering Technologies and Engineering RelatedConstruction TradesComputer and Information Sciences and SupportServices14Agriculture-81Personal and Culinary Services73-201-31Communications Technologies/Technicians andSupport Services28-812-30--611-17--5-715-64-41Foreign Languages, Literatures, and Linguistics2Visual and Performing Arts-Communication, Journalism and Related---Legal Professions and Studies----Parks, Recreation, Leisure, and Fitness oncredit Career and Technical Education (CTE) Program Outcomes7

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Noncredit Career and Technical Education (CTE) Programs IOWA COMMUNITY COLLEGES SEPTEMBER 2018 . i i i iii Iowa Department of Education . Director, Iowa Department. of Education 515-281-3436. ryan.wise@iowa.gov Jeremy Varner. Administrator, Division of Community Colleges and . Workforce Preparation 515-281-8260. jeremy.varner@iowa.gov Barbara .