Iowa Community Colleges Employment Outcomes

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IOWA COMMUNITY COLLEGESEMPLOYMENT OUTCOMESNoncredit Career and Technical Education (CTE) ProgramsSEPTEMBER 2018ACADEMIC YEAR2015-2016COMMUNITY COLLEGES &WORKFORCE PREPARATIONPROSPERITY THROUGH EDUCATION

Iowa Departmentof EducationState of IowaDepartment of EducationGrimes State Office Building400 E. 14th StreetDes Moines, IA 50319-0146State Board of EducationGrimes State Office BuildingPhone: 515-281-8260Fax: 515-242-5988www.educateiowa.govRyan WiseDirector, Iowa Departmentof Education515-281-3436ryan.wise@iowa.govJeremy VarnerAdministrator, Division ofCommunity Colleges andWorkforce ra BurrowsChief, Bureau ofCommunity Colleges515-281-0319barbara.burrows@iowa.govPaula NissenConsultant, Bureau ofCommunity Colleges515-418-8273paula.nissen2@iowa.govBrooke Axiotis, Des MoinesMichael Bearden, GladbrookBettie Bolar, MarshalltownJoshua Byrnes, OsageAngela English, DyersvilleMichael L. Knedler, Council BluffsMike May, Spirit LakeMary Ellen Miller, Wayne CountyKimberly Wayne, Des MoinesFez Zafar, Student Member, CliveAdministrationRyan M. Wise, Director and Executive Officerof the State Board of EducationDivision of Community Collegesand Workforce PreparationJeremy Varner, Division AdministratorBureau of Community CollegesBarbara Burrows, Bureau ChiefPaula Nissen, Education Program ConsultantVlad Bassis, Education Program ConsultantVlad BassisConsultant, Bureau ofCommunity hed: 2018It is the policy of the Iowa Department of Education not to discriminate on the basis of race, creed, color, sexual orientation, gender identity, national origin, sex,disability, religion, age, political party affiliation, or actual or potential parental, family or marital status in its programs, activities, or employment practices asrequired by the Iowa Code sections 216.9 and 256.10(2), Titles VI and VII of the Civil Rights Act of 1964 (42 U.S.C. § 2000d and 2000e), the Equal Pay Act of1973 (29 U.S.C. § 206, et seq.), Title IX (Educational Amendments, 20 U.S.C.§§ 1681 – 1688), Section 504 (Rehabilitation Act of 1973, 29 U.S.C. § 794), and theAmericans with Disabilities Act (42 U.S.C. § 12101, et seq.). If you have questions or complaints related to compliance with this policy by the Iowa Departmentof Education, please contact the legal counsel for the Iowa Department of Education, Grimes State Office Building, 400 E. 14th Street, Des Moines, IA 503190146, telephone number: 515-281-5295, or the Director of the Office for Civil Rights, U.S. Department of Education, Citigroup Center, 500 W. Madison Street,Suite 1475, Chicago, IL 60661-4544, telephone number: 312-730-1560, FAX number: 312-730-1576, TDD number: 877-521-2172, email: OCR.Chicago@ed.gov.Noncredit Career and Technical Education (CTE) Program Outcomesiii

Iowa Community Colleges Employment Outcomes:Noncredit Career and Technical Education (CTE) ProgramsA statewide overview of education and employment outcomes of individuals enrolled in community collegenoncredit programs.Prepared byIowa Department of EducationDivision of Community Colleges andWorkforce PreparationGrimes State Office Building400 E. 14th StreetDes Moines, IA 50319-0146Iowa Workforce DevelopmentLabor Market Information Division1000 E. Grand AvenueDes Moines, IA 50319Phone: 515-281-8260Fax: 515-242-5988www.educateiowa.govPhone: 515-725-3860Fax: 515-281-9656www.iowaworkforcedevelopment.govJeremy VarnerDivision hy RossDirector, Labor Market Information Division515-725-3860cathy.ross@iwd.iowa.govBarbara BurrowsChief, Bureau ofCommunity Colleges515-281-0319barbara.burrows@iowa.govRyan MurphyChief, Labor Market Information Division515-281-7505ryan.murphy@iwd.iowa.govPaula NissenConsultant, Bureau ofCommunity Colleges515-418-8273paula.nissen2@iowa.govVladimir BassisConsultant, Bureau ofCommunity ITY COLLEGES &WORKFORCE PREPARATIONPROSPERITY THROUGH EDUCATIONivIowa Department of EducationJason CrowleyResearch o MatsuyamaResearch ov

Letter from the DirectorDear Education Stakeholders,One of the critical functions of the Iowa Department of Education is to provide andinterpret educational data. We do this to support accountability, transparency, andthe ongoing improvement of our educational institutions. Staff in the Division ofCommunity Colleges and Workforce Preparation continue to refine and improve themethods in which we collect, analyze, and report data to ensure that it is both meaningfuland easily understood. We trust the reader will find that to be the case in this, the firstedition of Iowa’s Community Colleges: Noncredit Career and Technical Education(CTE) Employment Outcomes Report.The Department has published numerous education outcomes reports for credit-bearing CTE programs, butwe are breaking new ground nationally with this study of noncredit programs designed to improve Iowa’stalent pipeline to meet future employment demands. These programs often lead to state licensure, industrycertification, or further postsecondary training in related credit programs. In all such cases, they help Iowaachieve Governor Kim Reynolds’ Future Ready Iowa goal of having 70 percent of Iowans in the workforce withpostsecondary education or training by 2025.In this report, you will find information about noncredit CTE program enrollment, completion, continuationinto further education and training, employment, wages, and in- and out-of-state migration. It also providesa mapping from each of the 16 CTE career clusters to the industry of employment for those students enrolledin noncredit training programs in Academic Year (AY) 2015/2016.Thank you for taking the time to review this report and for your ongoing support of CTE in Iowa. I look forwardto working with you on statewide collaborative efforts to provide quality education and training programsdesigned to equip Iowans with the skills and knowledge to meet their career and educational goals. Onlythrough the success of our students will Iowa’s workforce be ready for future jobs and economic prosperity.Sincerely,Ryan M. Wise, Ed.L.D.DirectorIowa Department of EducationNoncredit Career and Technical Education (CTE) Program Outcomesv

Table of ContentsReport Highlights.viiIntroduction. 1Future Ready Iowa. 2Iowa’s CTE Programs. 3Overview of the Research. 5Demographics of Noncredit CTE Students. 6Noncredit CTE Programs by Gender and Age. 7Pursuing Credit-Bearing Education. 10Education Retention and Migration. 13Workforce Cohort. 14Employment and Wages by State. 16Employment and Wages by Age and Gender. 17Employment and Wages by Age and Race/Ethnicity. 18Employment and Wages by Industry Sector. 19Employment and Wages by Contact Hours and CIP. 20Career Clusters. 24Enrollment by Career Cluster. 25Transition into the Workforce. 27Cluster to Industry. 28Employment by Career Cluster. 29Occupational Supply and Demand. 30Methodology and Research Limitations. 33Noncredit Cohort Formation. 33Data Fields Formation (for calculated fields). 33Employment and Wage Records. 34Supply and Demand Methods. 35Supply and Demand Limitations. 36References. 37Appendix A—Contents . 38viIowa Department of Education

ReportHighlightsIowa Community College Noncredit Career and Technical Education (CTE) ProgramsAcademic Year 2015/2016Programs Benefit Individuals, Employers, and the StateThe noncredit career and technical education (CTE) programs offered by Iowa’s 15 community colleges provide targeted pathwaysthat expedite the attainment of marketplace skills that benefit individuals, employers, and the state.These market-driven programs are highly responsive to regional workforce needs. They provide a starting point for individuals toacquire skills needed for high-demand job opportunities as well as satisfy continuing education units (CEUs) required of certainoccupations. These programs also offer continuing education for individuals to stay current in their jobs, meet local employer needswith custom job training designed for workplace preparation, and provide a pathway to further postsecondary education.Student DemographicsAs compared to credit-bearing students, noncredit CTE students at Iowa communityTop 10 Noncredit Programscolleges tend to be male, older, and more racially diverse.53.5% of noncredit63.4% of noncredit25.7% of noncredit studentsstudents were malestudents were 25 years orwere of a racial or ethniccompared to 45.9% ofolder compared to 21.7%minority group compared tocredit students.of credit students.21.7% of credit students.Continue EducationNoncredit CTE programs often lead to enrollment in credit programs, support creditstudents on their educational journeys, and help degree holders build and enhancecurrent marketplace skills.21.5% of noncreditOf those who continue into10.5% of noncredit studentsstudents continue intocredit programs, 84.0%hold previously earnedcredit-bearing programs.did so at an Iowa college orpostsecondary degrees.university.Health care and transportation programscomprise the highest noncredit CTEenrollments at Iowa community colleges.2,634Nursing Assistant/Aide2,016Commercial Vehicle Operator644Medication Aide539EMT Paramedic438Office Technology435438Welding Technology324438Fire Science288438Engineering Technology253438Business Management186438OSHA Technology

Top Career ClustersTop Industries for EmploymentThe National Career Clusters Framework organizes CTE programs into 16 careerclusters. The top career clusters by noncredit enrollment are health science andtransportation, distribution, and logistics.646.0%Health Science (4,479)24.0%Transportation, Distribution & Logistics (2,331)TopCareerClusters9.5%Manufacturing (927)8.7%Business, Management & Administration (850)6.4%438Architecture & Construction (618)5.4%438Law, Public Safety, Corrections & Security (517)EmploymentOf the noncredit students employed the yearfollowing program exit, nearly 70 percentwork in the following top six industries:32.7%Health Care13.5%Manufacturing8.1%Transportation6.6%Retail Trade6.2%438Construction6.0%438Administrative ServicesThe majority of students in noncredit CTE programs stay in Iowa and are employedthe first year following exit from their programs.91.8% of noncredit students were84.5% of noncredit students wereemployed in the first year followingemployed in the state of Iowa.exit from their programs.EarningsRead the full report:Earnings in the first year following program completion vary based on a variety offactors, including the number of contact hours required by the program, employerIowa Community Colleges EmploymentOutcomes: Noncredit Career and TechnicalEducation Programsdemand, and whether or not the programs were for continuing education credits.The following examples provide median annual wages for in-demand occupationsby number of required contact hours.MedicationHVAC Installation/Industrial MaintenanceAideRepairTechnology 28,848 49,260 54,11232 to 99 Contact100 to 200 Contact200 Contact HoursHoursHoursCOMMUNITY COLLEGES &WORKFORCE PREPARATIONPROSPERITY THROUGH EDUCATION

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 .

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