Download
1 / 33
330 likes | 491 Views
Susan Clark-Johnson Executive Director. Where we are today. Unemployment has risen faster for minorities than for non-Hispanic whites, deepening pre-existing disparities.
E N D
Where we are today • Unemployment has risen faster for minorities than for non-Hispanic whites, deepening pre-existing disparities. • The recession has forced many highly skilled workers into the marketplace, crowding out trainees and lesser-skilled workers hoping to move.
Where we are today • A 2010 poll from Behavior Research Center showed that 13% of Arizonans – notably including young people and Hispanics – were considering leaving by next year. • Funding for career exploration and Career & Technical Education has been reduced at both the state and federal level.
Where we are today • Less than half of students whose parents did not go to college enrolled in a postsecondary institution after high school. • Per capita personal income in 2008: Arizona: $34,339 Nationally: $40,000
Where we are today • Arizona ranks 37th in proportion of jobs that by 2018 will require a bachelor’s degree, and 5th in jobs for high school dropouts. • 61% of all jobs in Arizona will require some training beyond high school in 2018.
Where we are today • Of the 907,000 job vacancies created in Arizona in 2018 due to new positions and openings due to retirements, only about 123,000 will be available for high school dropouts.
Where we are today • Arizona has nearly 2.5 million residents of prime working age, 25 to 64 years old. • Just a quarter of all Arizonans age 25 and over have a bachelor’s degree or higher.
Where we are today • What’s the difference in median earnings between a person with a high school diploma and one with a bachelor’s degree?
Where we are today • What’s the difference in median earnings between a person with a high school diploma and one with a bachelor’s degree? $21,353
Where we are today • Only 25% of Arizona 4th graders are “at or above proficient” in reading, according to a nationally comparative measure.
Where we are today • Only 46% of Maricopa County college enrollees were considered college ready in mathematics.
Action Plan: Employers • A diverse workforce is an economic asset.
Action Plan: Employers • A diverse workforce is an economic asset. • Arizona should embrace moving to the top tier in human resources, including a new culture of achievement.
Action Plan: Employers • A diverse workforce is an economic asset. • Arizona should embrace moving to the top tier in human resources, including a new culture of achievement. • Employability is a key skill that many Arizona students and workers lack.
Action Plan: Employers • Career planning should start earlier and include employers as partners.
Action Plan: Employers • Career planning should start earlier and include employers as partners. • A 21st century “safety” net for workers may be needed given the frayed connections between employees and employers.
Action Plan: Students, parents & counselors • Career planning has been hit and miss.
Action Plan: Students, parents & counselors • Career planning has been hit and miss. • Students’ aspirations often don’t match plans and actions.
Action Plan: Students, parents & counselors • Career planning has been hit and miss. • Students’ aspirations often don’t match plans and actions. • Parents and students agree with employers: Start career activities earlier, preferably in middle school.
Action Plan: Students, parents & counselors • The process of finding information and a career can be mysterious.
Action Plan: Students, parents & counselors • The process of finding information and a career can be mysterious. • Finding one’s way takes effort, even for the most persistent and successful.
Top issues for low-skill adults wanting to move up: • Financial pressure. • Insufficient information about career pay and career path opportunities. • Pressures of combining learning, work and family. • Outdated learning modes. • Negative experiences in early workforce years. • Lack of completion and success. • Language, literacy and basic skills. • Learning and skills must go hand in hand for earnings gains.
Top issues for low-skill adults wanting to move up: • Direct connection to good jobs. • Support, skills, connections and credentials. • Combining learning and work. • Incentives and bonuses for achievement.
What we’re doing right • The Grand Canyon Diploma • P-20 Alignment • CLIP Grants • Arizona Board of Regents 2020 Vision • American Graduation Initiative • Science Foundation Arizona
Three major goals • Promote a thriving Arizona “educonomy” through strategies directed by integrated and aligned workforce and pipeline data.
Three major goals • Create and promote a new culture of achievement for all Arizonans by redefining the state’s college-ready and career-ready achievement standards across all age groups to include a strong foundation in academic, workplace and applied skills.
Three major goals • Engage all Arizonans in the culture of achievement through expansion of programs proven to enhance in-school and on-the-job success.
Three major goals • Promote a thriving Arizona “educonomy” through strategies directed by integrated and aligned workforce and pipeline data. • Create and promote a new culture of achievement for all Arizonans by redefining the state’s college-ready and career-ready achievement standards across all age groups to include a strong foundation in academic, workplace and applied skills. • Engage all Arizonans in the culture of achievement through expansion of programs proven to enhance in-school and on-the-job success.
To Learn and Earn On the Web: MorrisonInstitute.asu.edu
