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Access the launch event page and event program here. Chapter 1. The importance of tracking early career outcomes D. The best available data indicate that out of every ninth graders, 14 will complete postsecondary within six years, [iii] and that those born in D. During the pandemic, D. Outcomes for D. In a job market where over half of jobs 58 percent require a postsecondary degree, [vii] 26 percent of D.
This gap in educational attainment has implications for income. Between the ages of 18 and 34, the average income for D. This makes it particularly difficult to gather information on early career outcomes of former high school students because once they leave, they are not captured in more accessible, local data sources.
While challenging, tracking the early career outcomes of D. What are early career outcomes? Ideally, these outcomes would be available for D.
It is difficult for many of D. Creating a system that tracks early career outcomes is a worthy investment toward improvement: Having better access to the data could help D. Student-level data on early career outcomes could help D. This report presents a blueprint for how the District of Columbia can collect more information about the early career outcomes of former public school students. It takes stock of D. How about adult learners?
This report focuses on tracking the early career outcomes for D. In addition to these students, 5 percent of D. It is vital to track outcomes for this group as well, and there are currently different systems in place to do so. Some adult-serving schools are required to follow up with participants for accountability purposes.
There are also mechanisms in certain programs that link income data for adult learners after they complete or move on. In addition to discussing ways that D. Chapter 2. The city received two federal grants to create and build out an SLDS that would track progress at the individual student level. The first grant in focused on building a data warehouse and bringing together student-level data, including information on the transition from high school to postsecondary education, by establishing a unique student identifier for K students.
Public Schools, found that more data are needed to effectively measure if D. This section highlights D. The D. Policy Center developed a list of ideal indicators in each area that a data system would capture based on two sources. The first is a desk review of systems that successfully track early career outcomes across the country including in Kentucky and Maryland. The second source is a survey of high schools in D. LEAs reported having the most information related to students while they are still in high school, but progressively less access to data as students transition to postsecondary education and careers.
Seven LEAs responded five serving traditional high school grades , representing schools that served 76 percent of public high school students in D. Tables in the following sections provide the landscape of data that is currently available, and rely on findings from this survey when referring to LEAs. Each data point is categorized into one of four availability metrics: Available at the city-wide level for all D. High school college and career readiness While students are in high school, D.
Table 1. What does D. Student characteristics While D. Figure 2. Race and ethnicity of high school students in D. School Report Card, OSSE reports high school graduation rates within four and five years of beginning high school, attendance rates, and discipline rates suspensions and expulsions by school student-level data is available to support the calculation of these metrics.
Between school years and , the overall graduation rate increased from Graduation rate by student group from school year to College and career readiness D. PARCC scores for students in grades in school year While academic achievement measures can be collected centrally, many other indicators of college and career readiness are not captured in this way.
Postsecondary enrollment and outcomes Regularly available District-wide information on the transition to college or career is limited to enrollment in postsecondary within six months of graduation, from the National Student Clearinghouse.
It is even harder to get a sense of the educational or career path that alumni take when they start postsecondary, how many institutions they attend, or whether they are attending as full-time or part-time students. Table 2. What D. All surveyed LEAs reported having data on postsecondary enrollment six months after high school graduation, postsecondary retention, starting age, number of institutions attended, and full- or part-time status.
While these data points were available in some cases, they were not systematically collected and generally not available for all former students at any one LEA.
Further, LEAs reported that data are not always stored centrally, making analysis to inform practice difficult.
While much of the postsecondary data that LEAs have come from the National Student Clearinghouse, LEAs reported that they also collect information either directly through alumni surveys or from alumni who participate in postsecondary coaching programs offered by the LEA. Some LEAs require alumni to opt-in to a coaching program to stay connected to the alumni network.
Other LEAs reach out to all students via an alumni counselor. Because this kind of outreach requires strong relationships and resource commitments from the LEA, it shows that there is a high level of demand for information on postsecondary degree experiences. DCPS Persists DCPS Persists supports students through their college journey by matching students to coaches who will help them through various challenges that come up during their college years.
The program has evolved to not only include direct advisor support, but also scholarships, book awards, career stipends, and mental health supports. Advisors connect with alumni and use a detailed benchmark system to offer guidance as students pursue their passion, purpose, and plans, whether those plans are going to college or straight into the workforce.
In conjunction with college and career initiatives, KIPP Foundation has run a yearly alumni survey, with findings first published in The survey was first distributed to alumni via email and text but is now sent exclusively through email. The survey covers topics related to postsecondary completion as well as whether summer jobs or internships are career-aligned; whether alumni attending predominantly white institutions PWIs feel they are negatively judged based on their race; fears associated with food insecurity; and financial obligations such as whether alumni send money home to their families.
Data from both the survey and data-sharing agreements are used to inform service coordination and best practices. However, D. Making information available district-wide would help systematically analyze how D. Workforce At present, D. Therefore, the city and its public high schools lack the data to understand what types of supports current high school students and alumni need to be successful as they launch their careers and aim to attain high wage, high skill jobs.
Many research databases link student information to wage data using social security numbers. This presents complications for linking to workforce outcomes. Other systems have circumvented this problem by using a combination of birth dates and names.
Table 3. Three of the five surveyed LEAs reported having access to employment indicators such as employment status, part-time versus full-time, industry, occupation, and employer through surveys and alumni outreach. LEAs reported only having information for some alumni and in no instance did they have information for all or even a sizeable portion of alumni.
Even fewer LEAs reported having information on alumni related to their personal and financial well-being. Only two of the five LEAs surveyed reported having some information related to work training, day-to-day activities, short- and long-term goals, and access to mentors or support systems.
Most LEAs reported that they would be interested in having access to information related to financial security. Information on career goals and outcomes is even harder for LEAs to collect, but most reported that they would find this information useful to support students as they make plans for career, as well as supporting alumni currently in the workforce.
Amidst the difficulty that LEAs have gathering information on income and employment after graduation, there are some promising starts to collecting data on workforce outcomes through unemployment wage data and preliminary surveys of alumni networks.
Unemployment insurance wage data as a potential source in D. States that track income for high school alumni often use the wage data that employers report to state-administered unemployment insurance programs as one of their sources. These data cover most of the labor force aside from self-employed workers.
It is also more difficult to access information on military and federal civilian employment, which would present a challenge given that these are two major employers in the area where D. Perkins Vocational and Technical Education Act of These data are available only for participants in workforce training programs and career and technical education programs including some high school students, but not all , and include wage and employer information. SWIS is in the early stages of implementation.
Early efforts to survey alumni in D. In addition to school-based surveys, larger scale alumni surveys can provide valuable qualitative feedback on early career outcomes. Most of the respondents 62 percent were ages 24 to Almost the entire sample 95 percent graduated from a D. Respondents reported their postsecondary experiences, employment, average income, and education debt. While alumni who completed a postsecondary program had better early career outcomes in terms of employment and average earnings than alumni with just high school credentials, there was a broad range of incomes for all degree levels.
Variation in incomes appears to be highly correlated with access to career services. Across all degree types, alumni who had access to career assets including work-based learning like internships and apprenticeships, career exposure, career counseling, and employer connections had significantly better outcomes in terms of annual wages, feeling of financial stability, satisfaction, and optimism about the future.
Chapter 3. Successful methods and models for tracking early career outcomes This section highlights promising methods and models for tracking early career outcomes from across the country. It discusses strengths and weaknesses of each model and elaborates on implementation requirements specific to each.
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