1. 1 Occupational Supply and Demand System (OSDS): Design Improvements and Recent Applications SHEEO/NCES Network Conference and IPEDS Workshop May 21, 2009 Presented by: Mark Schaff, Contributing Labor Economist, National Supply Demand Consortium for OSDS; and, Les Janis, Director, Georgia Career Information Center, Georgia State University, who Chaired the National Supply Demand Consortium which developed the OSDS.

2. 2 www.occsupplydemand.org

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4. 4  Units of Analysis contain clusters of related occupations and training programs.  A Unit of Analysis is a starting point for comparing the relative abundance of trained workers related to the demand for those workers.

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6. 6 OSDS contains national and state data. Supply Indicators  Programs and Schools  Program Completers by Degree Level  Program Completers by School and Gender  Occupational Licensing Data and Information Demand Indicators  Occupational Characteristics  Occupational Projections  Wage Trends  Occupational Employment by Industry

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9. 9 OSDS also contains: High-Demand, High-Wage, and High-Skill Occupations  Carl D. Perkins Career and Technical Education Improvement Act of 2006  State-specific methodology and criteria  Linked to Supply/Demand Indicators

10. 10 HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS PLANNING AND REPORTING REQUIREMENTS – PERKINS IV Guide for the Submission of State Plans II. PROGRAM ADMINISTRATION A. Statutory Requirements (excerpted from full list) 2. You must describe the career and technical education activities to be assisted that are designed to meet or exceed the State adjusted levels of performance, including a description… (f) The criteria that you will use to approve eligible recipients for funds under the Act, including criteria to assess the extent to which the local plan will… i. Promote continuous improvement in academic achievement; ii. Promote continuous improvement of technical skill attainment; and iii. Identify and address current or emerging occupational opportunities; (h) How such programs will prepare career and technical education students, including special populations, academically and technically for opportunities in postsecondary education or entry into high-skill, high-wage, or high-demand occupations in current or emerging occupations, and how participating students will be made aware of such opportunities; (i) How funds will be used to improve or develop new career and technical education courses… i. At the secondary level that are aligned with rigorous and challenging academic content standards and student academic achievement standards adopted by the State under section 1111(b)(1) of the Elementary and Secondary Education Act of 1965, as amended; ii. At the postsecondary level that are relevant and challenging; and iii. That lead to employment in high-skill, high-wage, or high-demand occupations; 9. You must describe how career and technical education in your State relates to your State’s and region’s occupational opportunities. [Sec. 122(c)(16)]

11. 11 HIGH-SKILL, HIGH-WAGE AND HIGH-DEMAND OCCUPATIONS PLANNING AND REPORTING REQUIREMENTS – PERKINS IV Guide for the Submission of State Plans (continued) III. PROVISION OF SERVICES FOR SPECIAL POPULATIONS A. Statutory Requirements 1. You must describe your program strategies for special populations listed in Section 3(29) of the Act, including a description of how individuals who are members of the special populations— (a) Will be provided with equal access to activities assisted under the Act. (b) Will not be discriminated against on the basis of their status as members of special populations; and (c) Will be provided with programs designed to enable the special populations to meet or exceed State adjusted levels of performance, and how you will prepare special populations for further learning and for high-skill, high-wage, or high-demand occupations. [Sec. 122(c)(9)(A)-(C)] You must describe how funds will be used to promote preparation for high-skill, high-wage, or high-demand occupations and non-traditional fields. [Sec. 122(c)(18)] IV. ACCOUNTABILITY AND EVALUATION C. Procedural Suggestions and Planning Reminders Your State is responsible for identifying, using national, state, or regional data, the occupations or professions that it will classify as high-skill, high-wage, or high-demand. See section 113(b)(2)(B)(iv). The U.S. Department of Labor, Bureau of Labor Statistics, offers a wealth of information and data to assist States in this effort. See http://www.bls.gov/home.htm, as well as the Department’s Web site at http://www.edcountability.net.

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14. 14 1.Occupational Supply Demand System (OSDS) www.occsupplydemand.org 2.Occupational Projections and Training Data (U.S. Bureau of Labor Statistics) www.bls.gov/emp/optd/home.htm 3.Science and Engineering Indicators 2008 (National Science Foundation) www.nsf.gov/statistics/seind08 Seminal Publications and Resources

15. 15 Occupational Projections and Training Data www.bls.gov/emp/optd/home.htm www.bls.gov/emp/optd/home.htm

16. 16 Science and Engineering Indicators 2008 www.nsf.gov/statistics/seind08 www.nsf.gov/statistics/seind08

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22. 22 OSDS Related Research Papers Schaff, Mark, Manual About Applications Of Labor Market Information (LMI) For Economic and Workforce Development, December, 2008. If your research paper references OSDS and you would like to list it on the OSDS website, please contact: Les Janis (lesjanis@gsu.edu) or Bus. Tel. No. (404) 413-1715lesjanis@gsu.edu

23. 23 With any questions or comments, please contact: Mark Schaff, Contributing Labor Economist, Occupational Supply Demand System Email: schaff.mark@yahoo.com Website: www.occsupplydemand.orgwww.occsupplydemand.org Les Janis, Director, Georgia Career Information Center Georgia State University Desk: (404) 413-1715 Email: lesjanis@gsu.edu Websites: www.gcic.peachnet.eduwww.gcic.peachnet.edu www.occsupplydemand.org