November 2014 MINNESOTA’S Statewide Longitudinal Education Data System (SLEDS) Minnesota Department of Education Minnesota Department of Employment and Economic Development Minnesota Office of Higher Education

2 SLEDS What is the vision of SLEDS? The SLEDS project is being created to assist in identifying the most viable pathways for individuals in achieving successful outcomes in education and work The SLEDS data system will enable research to: Identify predictors of long-term student success Design targeted improvement strategies in programs Improve data driven decision making Meet federal funding requirements

3 SLEDS What data is included? Minnesota Department of Education (MDE) K-12 Enrollment K-12 Assessment ACT Advanced Placement Results International Baccalaureate (IB) Adult Basic Education Kindergarten Readiness Early Childhood Enrollment Career and Technical Education Minnesota Office of Higher Education (OHE) Post-Secondary Enrollment Post-Secondary Completions Institutional Characteristics Minnesota Department of Employment and Economic Development (DEED) Unemployment Insurance Wage Detail Records Employer Detail (including NAICS info) Workforce Training Participant Data Other GED Results Out of State Higher Education Enrollments and Completions (National Student Clearinghouse) Bold = SLEDS Release Italics = SLEDS Release 2014 Data is loaded twice a year (May & November)

4 SLEDS The 4P’s of a State Research Agenda Pathways: The movement of individual students between K-12 / Higher Education / Workforce Who enrolls in college and when? What industries employ college graduates and at what wages? Progress: The benchmarks or transition points students meet—or fail to meet How many students choose college, how many work? Which students enroll in developmental education? Predictors: The characteristics, patterns, or commonalities that help explain which students achieve successful outcomes and which do not Student demographics Immediate vs delayed entry into postsecondary education Performance: How well are education and workforce aligned for individual success? Where can we focus additional strategies and resources?

5 SLEDS Current SLEDS Products Getting Prepared Report on college participation, persistence and developmental education enrollments among Minnesota Public High School Graduates Graduate Employment Outcomes Employment outcomes of college graduates 1-2 years after graduation by college type, program and major SLEDS Mobile Analytics Reports focused on High School to College Transitions Website includes background info on project

6 SLEDS Web Access to Reports sleds.mn.gov

7 SLEDS Graduate employment outcomes tool Who will use this tool? Prospective students, to set realistic expectations for employment and wages following graduation. Parents and career counselors, to help prospective students plan their education. Education program planners interested in aligning program offerings to market demand. Policy makers interested in evaluating the state’s returns on investments in higher education.

8 SLEDS Key aspects of employment Wages: What hourly pay can a graduate expect 1, 2 or 4 years after graduation? Wage growth trends: How fast did wages grow over time? Industries of employment: What types of businesses employed recent graduates? Employment prospects: What share of graduates found jobs in the state? How many are continuing their education? Full-time year-round employment: What share of graduates were employed full-time, year-round during the 2 nd, 3 rd or 4 th year after graduation? What were their wages?

9 SLEDS Live demo

10 SLEDS Some data limitations A degree or award has a value beyond employment and earnings. Job market varies across the state and over time. Outcomes represent only the graduates who work in Minnesota identified by administrative wage data. Wages are based on initial earnings and may not reflect long-term prospects.

11 SLEDS Conclusion Choice of major is the main driver of economic success after graduation. There are more opportunities in MN for people with degrees that are technical or geared towards growing sectors. We see positive trends in full-time employment and earnings during the 2 nd, 3 rd, and 4 th years from graduation.

12 SLEDS Contact SLEDS Coordinators Meredith Fergus Manager of Financial Aid Research MN Office of Higher Education Kara Arzamendia Data Analytics Supervisor Minnesota Department of Education Rachel Vilsack Agency Performance Manager MN Department of Employment & Economic Development