Education Research & Data Center Spring 2014 Conference Carol Jenner, ERDC

 ERDC data  Timing  “Thinking P-20”  Suggestions for requestors 2

 Early learning: Early Childhood Education and Assistance Program (ECEAP)  Washington public primary/secondary/postsecondary  National postsecondary  Apprenticeship  Washington employment/unemployment  Additional employment for specific uses (out-of-state, federal, military)  K-12 staff, early learning staff P20W Data 3

Sector and categoryData series begins Early Learning: ECEAP2000 Public K-12 Enrollment, withdrawal status Graduation Assessments Course-taking GED2002 Public postsecondary Enrollment4-yr: ; CTC 2002 Degrees, certificates4-year: ; CTC: before 2000 ApprenticeshipsBefore 2000 Employment, unemploymentBefore 2000 P20W Data 4

 Approximately 6 million unique education- sector name-birthdate-student identifier combinations grouped by ERDC-assigned “P20 ID”  Links improve as individual is represented in increasing number of sectors  For example: ◦ James King* born attends school 1 ◦ Buddy King* born attends school 2 the next year ◦ Not enough information to relate the two ◦ Then James “Buddy” King* born enrolls in a CTC P20W Data *These are invented names, used for illustrative purposes. 5

 Collection and preparation by originating agency ◦ Usually after the end of a term, year, calendar quarter  Followed by collection and processing (including identity resolution) by ERDC ◦ Unemployment Insurance (UI) Wage example: Timing April-JuneJulyAugust-September January-March wage data submitted by employer and processed by Employment Security January-March wage data available for research January-March wage data incorporated into P20W data system 6

 Running Start – student enrolled in a college class and receives both high school and college credit (if successful)  Tech Prep – student enrolled in a high school class and receives both high school and college credit if he/she receives a ‘B’ grade or above  College in the High School – student enrolls in a high school course and receives both high school and college credit (if successful) Timing 7

1. Student enrolls in Running Start class 2. At the end of the college term, grade is recorded at the college 3. Transcript information is provided to high school registrar 4. Running Start credit is recorded at various times in the high school transcript record – often not in spring high school record even if course was a spring term course Credits do show up in K-12 transcript files by graduation Timing 8

1. Student enrolls in high school Tech Prep class AND must register or be registered in the CTC SERS* system near the beginning of the high school term to be eligible for college credit 2. At the end of the high school term, high school grade is entered in SERS system 3. College credit recorded via “direct transcript,” typically lagged by one college term Effect: many Tech Prep credits appear in the CTC transcript in the academic year following high school course completion Timing SERS=Student Enrollment Reporting System, which thankfully contains an articulation file that relates high school class to college course. 9

Thinking P20W  Longitudinal, cohort-based analyses ◦ Cohort member characteristics from a single source and point in time ◦ Cohort is followed over time as opposed to a series of snapshots ◦ Prior characteristics can be incorporated  Cumulative ◦ Can address educational attainment of a cohort  Ready data allows for richer analysis 10

 Applications Match Study – Enrollment outcomes for undergraduate applicants to public baccalaureate institutions Thinking P20W Before P20WUsing P20W Student characteristicsAge and gender of applicants Age, gender, race/ethnicity for all; low-income status and school characteristics (high school applicants) Prior higher educationRequired many assumptions High school dual credit, DTA associate’s degree Cohort definitionRequired many assumptions Prior year high school graduates, DTA associate’s degree applicants Status of those offered admission who do not attend Based on National Student Clearinghouse “Applications Match Study, Fall 2010,” ERDC, August

 Educational attainment of high school graduates through Thinking P20W “Washington’s Postsecondary Education Pipeline: Six-Year Outcomes for Public High School Graduates, ,” ERDC, February

 Median hours worked by June 2009 high school graduates who attended a Washington public higher education institution in the year immediately following high school graduation Thinking P20W Junior YearSenior YearPost-HS “Workforce Participation: Washington State High School Graduates, ,” ERDC, April

 First look at the results of linking ECEAP children, their spring assessment outcomes, and Fall 2013 WaKIDS kindergarten assessment outcomes Thinking P20W “Early Childhood Program Participation & WaKIDS Outcomes,” ERDC, March Developmental Area: Social-Emotional 14

 Don’t limit questions to median earnings  Consider also: ◦ Industry of employment ◦ Full-time/part-time status ◦ Working while enrolled ◦ Number of employers ◦ Time-spans of a year or more rather than specific quarters ◦ Length of time to reach living wage ◦ Adjust for inflation ◦ Spells of unemployment Thinking P20W 15

 Washington resident bachelor’s degree graduates: one year after graduation (maximum quarter wages) Field of Study Grads Grads Arts & Humanities$8,200$7,000 Social & Behavioral Sciences$8,800$7,800 Business & Communication$11,200$10,300 STEM$12,700$10,600 Education$10,500$9,200 Health$16,400$15,900 Trades$10,600$8,500 “Labor Outcomes: Public Baccalaureate Institution Graduates, and ,” ERDC, December Median wage values for 2008 have been inflation-adjusted to 2012 dollars using the Chain-Weight Implicit Price Deflator (IPD) for Personal Consumption Expenditures. Median wages are rounded to the nearest hundred dollars. See the cited publication for complete specification for these measures, which were requested by the National Governor’s Association. Thinking P20W 16

 A cohort can originate in the employment sector ◦ Employees new to the Washington workforce in a particular quarter or year ◦ What are the prior education experiences of this cohort? (Washington education data plus National Student Clearinghouse are data sources) ◦ How recently were they enrolled? ◦ How recently did they complete a degree or certificate? ◦ In what industries are they employed? Thinking P20W 17

 Think P20!  Off-the-shelf and traditional approaches can answer basic questions but longitudinal and cumulative data can enhance the effort  Remember the timing of data receipt and the effort involved in cross-sector linking.  Do not require a report “before its time”  Feel free to consult with ERDC folks when preparing a request for data or analysis Suggestions 18