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Practices with Promise Workforce Outcomes eShowcase

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Practices with Promise Success Story

Submitted By: Shelly Connor, RCC, Central/Mother Lode, CCC

Region Organizes Trainings on Use of Labor Market Data for Decision-Making

  • Type of Practice: Data-Backed Decision Making
  • Type(s) of Users Served: Associate Degree Students, External Certification Seekers, First-time Students, Higher Unit Certificate Students, Lifelong Learning Students, Low Unit Certificate Students, Returning Students, Skills-Builders Students, Transfer Students
  • Sector(s): Advanced Manufacturing, Agriculture, Water & Environmental Technologies, Information & Communication Technologies (ICT)/Digital Media, Retail/Hospitality/Tourism, Small Business
  • Momentum Point(s) & Leading Indicators : LI 1 (click here for description)
  • Regions Involved: Central Valley, Mother Lode
  • Colleges Involved: Fresno City College, Merced College, Modesto Junior College, Reedley College, San Joaquin Delta College, West Hills College-Lemoore
  • Other Organizations: Centers for Excellence; Employment Development Department; Tulare County Workforce Investment Board

The Challenge

The Central/Mother Lode Region reviews labor market data at its quarterly steering committee meetings in order to ensure that its training programs are aligned with labor market trends. However, the Regional Consortia Chair (RCC) found that steering committee members, DSNs, and CTE deans often find the labor market information (LMI) provided by the Centers of Excellence (COE) highly complex, requiring lengthy explanations and analysis in order for the data to be useful in decision making. Further, some deans and DSNs were not aware of the availability of various sources of LMI data. The RCC recognized a need for a better understanding of how the LMI data is obtained and analyzed in order for the information to be useful in decision making.

The Solution

The RCC and COE decided to organize training sessions on the use of LMI for decision making. Two events were held, in different sections of the region. COE invited consultants from the CA Employment Development Department to make the initial part of the presentation, in order to familiarize participants with the data available through their agency. In the second hour of the training, a COE director led a deep dive into the ways in which LMI is used. Participants were taught how to analyze data in order to connect labor market needs to programs of studies. Attendees also learned about the many ways in which LMI can be analyzed in order to make data-based decisions about college training programs that reflect labor market needs.


As a result of the training the RCC has heard from steering committee members that they now understand how LMI is obtained and analyzed and that they feel better equipped to utilize LMI to make decisions about training needs. Counselors are also using the LMI data when advising students on career choices.

Due to the positive response to the two events, another will be held in the summer 2014 in another section of the region. The RCC also plans to host a follow up (advanced) training, perhaps repeating it in different sections of the region, in 2015.

The Data

40 people participated in the two training events in April 2014. These included deans, counselors, and faculty members, as well as one person from a workforce investment board.

It is too early to see how the training sessions might have impacted student outcomes. However, we hope to see increases in student enrollment and completion in areas with high labor market demand.

Supporting Information

Check out the Centers of Excellence website here

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Common Metrics

Leading Indicators

LI 1 Alignment of skillsets within a program (or set of courses) to a particular occupation and the needs of the labor market
LI 2 Regionalization of stackable certificates aligned with a particular occupation ladder
LI 3 Alignment of a certificate with state-, industry-, nationally-, and/or employer- recognized certification
LI 4 Creation of a credit certificate from non-credit certificate
LI 5 Curriculum articulation along a career or multi-career educational pathway
LI 6 Updating the skills of faculty, teachers, counselors, and/or “supporting staff to student” to reflect labor market needs
LI 7 Integration of small business creation and/or exporting modules into for-credit curriculum in other disciplines

Momentum Points

Middle School Cluster
MP 1Completed an individual career and skills awareness workshop in middle school that included a normed assessment process and was in a Doing What Matters priority or emerging sector
Transition from Middle School to High School
MP 2Completed a bridge program between middle school and high school and revised student career/education plan
MP 3Completed a student orientation and assessment program while in middle school or high school
High School Cluster
MP 4Completed one course in high school within a CTE pathway
MP 5Completed two or more courses in high school within a CTE pathway
MP 6Completed a CTE articulated course
MP 6aSuccessfully completed a CTE dual enrollment course or credit by exam, with receipt of transcripted credits
MP 7Completed a program in high school within a CTE pathway
Transition from High School to College Cluster
MP 8Completed a bridge program between high school and college in a CTE pathway
MP 9Completed college orientation and assessment as a first-time community college student who entered a community college CTE pathway
MP 10Transitioned from a high school CTE pathway to a similar community college CTE pathway
MP 11Transferred from a high school CTE pathway to a similar CSU, UC or private/independent university CTE pathway
MP 12Completed a counselor-approved college education plan, for first-time community college students who enter a CTE pathway
MP 13During high school, participated in an internship, work-based learning, mentoring, or job shadowing program in a CTE pathway
MP 14Percentage of community college students, who participated in a high school CTE pathway, whose first math or English course was below transfer-level
Community College Cluster
MP 15Completed two courses in the same CTE pathway
MP 16Retention rate between Fall and Spring within a CTE pathway
MP 17Completed a non-CCCCO-approved certificate within a CTE pathway
MP 18Completed a CCCCO-approved certificate within a CTE pathway
General Education and Transfer Progress Cluster
MP 19Completed a work readiness soft skills training program (either stand-alone or embedded) within a CTE pathway
MP 20Completed college level English and/or math, for students in a CTE pathway
MP 21Completed the CSU-GE or IGETC transfer track/certificate for students in a CTE pathway
MP 22Completed requirements in a CTE pathway, but did not receive a certificate or a degree
MP 23Completed an associate degree in a CTE major
MP 24Completed an associate degree in a major different from student’s college CTE pathway
MP 25Transferred from community college to a four-year university in the same CTE pathway
MP 26Transferred from community college to a four-year university in a major different from their CTE pathway
Community College Transition To Workforce Cluster
MP 27Participated in a college internship or workplace learning program within a CTE pathway
MP 28Attained a job placement in the same or similar field of study as CTE pathway
MP 29Acquired an industry-recognized, third-party credential
Workforce Progress Cluster
MP 30Attained a wage gain in a career in the same or similar CTE pathway
MP 31Attained wages equal to or greater than the median regional wage for that CTE pathway
MP 32Attained wages greater than the regional standard-of-living wage
MP 33Participated in incumbent worker training or contract education in a CTE pathway (for example training for layoff aversion, meeting heightened occupational credentialing requirement, transitioning employees whose occupations are being eliminated, or up-skilling existing employees)
MP 34Exception


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