1. EMSI Conference October 16, 2013 THE MONEYBALL APPROACH: CREDENTIALS THAT WORK

2. ABOUT JOBS FOR THE FUTURE Our Mission: JFF works to ensure that all lower-income young people and workers have the skills and credentials needed to succeed in our economy. Our Vision: The promise of education and economic mobility in America is achieved for everyone. Our Approach: JFF designs and drives the adoption of innovative, scalable approaches and models—solutions that catalyze change in our education and workforce delivery systems.

3. HOW JFF WORKS: SCALING INNOVATION DEVELOP EVIDENCE- BASED INNOVATIONS Develop promising education and career advancement innovations Prototype, test, evaluate and continuously improve models based on evidence Codify strongest strategies, including documenting costs and financing BUILD FIELD CAPACITY FOR SCALE Create products, tools, and technology platforms to accelerate implementation of successful solutions Assist states, districts, community colleges, and intermediaries in implementing proven teaching and learning models Accelerate knowledge development through technology-enhanced networks ADVOCATE AND INFLUENCE POLICY Craft state and federal policies, including sustainable funding streams, to promote the widespread adoption of proven solutions Elevate visibility of and demand for evidence-based solutions Remove policy barriers to increasing supply Increase incentives for adoption Secondary / Postsecondary / Workforce Alignment

4. COMMUNITY COLLEGE FOCUS Community Colleges enroll 13 million students or 45% of all US undergraduates Students are racial minorities – 56% of Native American undergrads – 49% of Hispanic undergrads – 43% of Black undergrads Students are nontraditional students – 60% are over 22 years old (15% are over 40) – 40% are the first generation to attend college – 16% are single parents Students juggle work/school/family – 80% of full time students are employed at least part time (21% are working full time) – 87% of part time students are employed at least part time (40% are working full time) Completion is a challenge – Fewer than 3 out of 10 full time students graduate with an associates degree in three years – Attending part time diminishes the chance of earning a credential Source: American Association of Community Colleges: http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx http://www.aacc.nche.edu/AboutCC/Pages/fastfactsfactsheet.aspx

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6. Real-time LMI is made up of job postings by occupation obtained from Internet job boards, company websites, and newspapers using spidering technology It is valuable to users because it is: – collected with regular frequency and de-duplicated – parsed to produce information on hiring requirements including education, experience, skills, and certifications Provides indications of current trends, emerging occupations, and current and emerging skill requirements 6 WHAT IS REAL-TIME LMI?

7. Traditional LMI Real Time LMI Employer Input Other Indicators Regional mapping Analysis of regional trends 7 Impacts districts and other feeder pathways Impacts planning and design of postsecondary pathways/curric ulum A DATA-DRIVEN APPROACH RESPONSIVE TO THE MARKET Impacts job counseling Identifies: jobs that are in high- demand; and employer- important skills/credentials

8. CREDENTIALS THAT WORK (CTW) 8 Credentials that Work gives decision makers the information to do the practical analysis to better align education and training investments with the needs of regional economies Working with community colleges CTW: Creates a framework to help design and offer courses of study that meet the needs of employers Demonstrates how both traditional and real time labor market data are needed to evaluate programs Trains users on how to best analyze the data and integrate it into ongoing decision-making processes

9. 9 DATA DRIVEN AND RESPONSIVE DECISION MAKING AUDIENCE: Board of Trustees, Senior Institutional Leadership SOURCE: Long Term Projections, State and Regional Economic Analysis, Industry and Trade Studies, Real Time LMI, Employer Input Strategic Planning AUDIENCE: Boards, Senior Institutional Leaders, Deans, Department Chairs, Instructors SOURCE: Long Term Occupational Projections, Job Vacancy Studies, Real Time LMI, Regional Economic Analysis, Employer Input Demand Driven Programming AUDIENCE: Instructors, Department Chairs, Deans SOURCE: Real Time LMI, Traditional LMI (O*NET), Employer Input, Postsecondary Program Review Curriculum Modification AUDIENCE: Counselors, Workforce Development Staff, Department Chairs, Deans, Lenders, Students SOURCE: Occupational Employment Statistics and Projections, Real Time LMI, Employer Input, Postsecondary Program Review Student Career Guidance

10. 10 INNOVATORS’ NETWORK Resources and Research LMI Implementation Templates and Trainings Forums CTW Virtual Community Access Discounted Software License Rate Trainings and Technical Assistance Real-Time LMI Access National Convenings Topical Webinars with National Workforce Experts Peer Sharing and Joint Outreach Customized LMI Reports Implementation Assistance Intensive Technical Assistance JFF’s Credentials That Work services are proprietary and confidential

11. Cabrillo College’s analysis of health care occupational productivity Texas State Technical College’s high- fidelity occupational analysis, competency-based curriculum alignment, student placement, grant and resource development, market research and business development, forecasting and research, performance, and outcomes measures LaGuardia Community College aligns programming to the demand in green occupations Cerritos’ investigation of advanced manufacturing employment opportunities and regional employer skill requirements Southern Maine Community College supports grant proposals KCTCS’ pilot Dynamic Skills Audit Harper College supports new program development in advanced manufacturing The Center of Excellence’s labor market research for California community colleges 11 CREDENTIALS THAT WORK (CTW) – EARLY ADOPTERS

12. Geography: Boston-Cambridge-Quincy MSA Traditional LMI Source: EMSI Real-Time LMI Source: Burning Glass Labor Insight Time Period: October 1, 2012 – September 30, 2013 12 SAMPLE ANALYSIS

13. EXAMPLES FROM THE GREATER BOSTON AREA 13 SOURCES: Burning Glass Labor Insight and Bureau of Labor Statistics; Boston, Cambridge, Quincy MSA Description2012 Jobs 10 Years % Change Real Time Job Postings (2012) Projected Annual Openings Median Hourly Earnings Education Level Registered Nurses60,81025% 8,955 2,821$39.00Associate's degree Real Estate Sales Agents57,65324% 772 2,971$15.40 Postsecondary non- degree award Bookkeeping, Accounting, and Auditing Clerks 36,82114% 2,555 973$19.97 Moderate-term on- the-job training First-Line Supervisors of Retail Sales Workers 31,3553% 7,001 930$17.04 Work experience in a related occupation Nursing Assistants28,51818% 1,537 928$13.72 Postsecondary non- degree award First-Line Supervisors of Office and Administrative Support Workers 28,48914% 3,080 1,230$27.43 Work experience in a related occupation Managers, All Other23,55715% 7,698 934$24.13 Work experience in a related occupation Sales Representatives, Wholesale and Manufacturing, Except Technical and Scientific Products 23,39911% 12,538 866$31.20 Moderate-term on- the-job training Property, Real Estate, and Community Association Managers 21,02526% 814 1,080$20.17 Work experience in a related occupation Maintenance and Repair Workers, General 20,25715% 1,899 718$20.84 Moderate-term on- the-job training

14. HEALTH INFORMATICS (HI) GROWTH SINCE THE RECESSION BLS Tracks only 1 HI Occupation, Medical records and health information technicians (SOC 29- 2071) Annual Openings Estimate (2012) 184 17% growth over 10 years (2012- 2022) Factors impacting recent growth – Bundled Medicare payment system in Affordable Care Act (Obamacare) 14 Source: Burning Glass Labor Insight Sources EMSI www.economicmodeling.comwww.economicmodeling.com http://www.burning-glass.com/healthinformatics/

15. OVERVIEW OF MEDICAL RECORDS & HEALTH INFORMATION TECHNICIANS 15

16. EDUCATIONAL ATTAINMENT (NATIONAL) 16

17. EMERGING HEALTH INFORMATICS JOB TITLES 17 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:8318

18. INDUSTRIES HIRING HEALTH INFORMATICS WORKERS 18 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:2088

19. EMPLOYERS SEEKING TO FILL HEALTH INFORMATICS JOBS 19 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:2088

20. HEALTH INFORMATICS SPECIALIZED SKILLS 20 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:2088

21. HEALTH INFORMATICS BASELINE SKILLS IN DEMAND 21 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:2088

22. HI CERTIFICATIONS IN GREATEST DEMAND 22 Source: Burning Glass Labor Insight Period: 10/1/12 – 9/30/13 Total Postings:2088 Real Time Job Postings Capability to break down certification requirements by occupation and skill level. RHIA certifications are for higher skill / education HI Jobs Health Information Technician jobs are typically middle skill jobs CCS are the lower skill / certification positions.

23. 41% of health informatics job postings require an Associates degree or less In this economy, employers can be more selective and post higher educational requirements in job ads 23 SOURCE: Burning Glass Labor Insight; October 1, 2012 – September 30, 2013. There were 8,318 job ads of which 2,872 were unspecified. HEALTH INFORMATICS EDUCATION REQUIREMENTS

24. 24 JOB PLACEMENT Identify Hiring Employers Find Job Openings Connect Students to Jobs Analyze Regional Demand Engage Active Employers Set up Internships Obtain Scholarships CURRICULUM DEVELOPMENT Identify Current Skills Needed by Industry Compare to Existing Offerings Setup New Employer Capstones Recruit Hiring Companies to Advisory Committees NEW PATHWAY DEVELOPMENT Identify Emerging Skills & Occupations Find Hiring Employers For Interviews Form Recommendations Based on Market Demand Drive New Curriculum Investments OPPORTUNITIES ARE IDENTIFIED

25. Successful integration of Real-Time LMI requires: Strong stewardship from senior leadership Significant stakeholder engagement Sufficient resources of time and talent Standards for evaluation Alignment with internal systems and structures 25 IMPLEMENTATION

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27. MARY WRIGHT PROGRAM DIRECTOR, CREDENTIALS THAT WORK mwright@jff.org TEL 617.728.4446 FAX 617.728.4857 info@jff.org 88 Broad Street, 8 th Floor, Boston, MA 02110 2000 Pennsylvania Avenue, NW, Suite 5300, Washington, DC 20006 WWW.JFF.ORG