|Principal Investigators:||Christopher T. King, PhD and Tara Smith, MPA
|Sponsor:||TG Public Benefit Program|
|Research Partners:||E3 Alliance|
|Project Duration:||October 2011 – August 2012|
|Description:||In partnership with E3 Alliance, the Ray Marshall Center (RMC) is participating in the Central Texas College Access and Persistence Program Evaluation. The evaluation seeks to increase regional capacity to provide critical and effective support to traditionally underrepresented college students to help ensure that they enter college and persist in their studies through completion. The project has two primary goals: 1) to increase Austin College Access Network (ACAN) member awareness of the nature and breadth of college access and persistence services offered in Central Texas and identify service gaps; and 2) to increase the capacity of ACAN member organizations for program evaluation and continuous improvement activities.
Under the project, RMC will:
|Reports Available:||Central Texas College Access and Persistence Program Evaluation: Outcomes and Impacts Summary Report
Authors: Tara Smith and Greg Cumpton
Date: January 2013
Publication Type: Report, 72pp.Initial Evaluation Findings: Central Texas College Access and Persistence Programs
Authors: Tara Smith and Greg Cumpton
Date: May 31, 2012
Publication Type: Report, 47pp.
Information Brief: Common Definitions
The Ray Marshall Center’s 2010-2011 project with the Austin College Access Network, as well as available reports, are accessible via this link: ACAN – “Staying Powers” Project
|Principal Investigators:||Christopher T. King, PhD and Robert W. Glover, PhD|
|Sponsor:||Austin Area Research Organization|
|Project Duration:||January 2012 – June 2012|
|Description:||The Workforce Potential Project, an initiative of the Social Equity Committee of the Austin Area Research Organization (AARO), aims to better align the local human capital supply and projected industry demand in support of economic growth in Central Texas. WPP targets area residents 25 years and older with some postsecondary achievement to obtain an associate’s degree or certification that will enable them to qualify for high-demand, high-wage jobs offering opportunities for stable employment and career advancement.
AARO engaged the Ray Marshall Center to conduct in-depth labor market research, including identification and analysis of industry sectors and occupations meeting WPP criteria; to prepare of a range of return-on-investment estimates; and to synthesize findings and recommendations for improving and connecting skills, education, and training capacity with projected job opportunities for the target population. The initial report, Workforce Potential Project: Analysis of Labor Market and Provider Capacity, presents the results of this collaborative research effort and provides a basis for advancing WPP toward implementation.
|Reports Available:||The Workforce Potential Project: Analysis of Area Labor Market and Provider Capacity
Authors: Robert W. Glover, Dan O’Shea, Christopher T. King, Laura Stelling, and Richard Fonté
Date: September 2012
Publication Type: Report, 60pp.
|Principal Investigator:||Christopher T. King, PhD
Co-Principal Investigator: Tara Smith, MPA
|Sponsor:||U.S. Department of Labor Employment and Training Administration|
|Research Partners:||Texas Workforce Commission|
|Project Duration:||December 2010 – June 2014
|Description:||Texas’ Workforce Data Quality Initiative aims to develop a comprehensive system for analysis of workforce and education participation and outcomes. In partnership with the Texas Workforce Commission, the Ray Marshall Center (RMC) is working to build, test, improve, and expand data linkages across linked individual-level, longitudinal education, and workforce records. Through this project, researchers will be able to identify and assess postsecondary pathways and transitions between education, employment, and other outcomes for students exiting the public school system as well as analyze the performance of the human capital development system in Texas, spanning secondary education through postsecondary education, and workforce training and employment. Additional data sources that will be linked into workforce and education records include corrections, Vital Statistics, and federal and military employment from the Federal Employment Data Exchange System (FEDES). The project will also identify barriers to linking these data systems and present possible options for addressing these barriers. Outcomes and data from the Workforce Data Quality Initiative will be used to enhance program improvement, performance management, and research. This will provide researchers and local ISD administrators, as well as state and local policy makers, with information that could ultimately be used to improve young adult connections with the workforce system and help students and parents identify career pathways to high-wage employment.|
|Reports Available:||Postsecondary Education, Training and Labor Market Transitions in Texas: A Regional Analysis
Authors: Greg Cumpton, Kristin Christensen, Christopher King, Charles Demakis, and Tara Smith
Date: June 2014
Publication Type: Report, 64pp.
Findings on Student Outcomes: Results from an Employer Survey Pilot Project
Workforce Data Quality Initiative Research Brief 7
Workforce Data Quality Initiative Research Brief 6
Workforce Data Quality Initiative Research Brief 5
Workforce Data Quality Initiative Research Brief 4
Workforce Data Quality Initiative Research Brief 3
Workforce Data Quality Initiative Research Brief 2
Workforce Data Quality Initiative Research Brief 1
The Texas WDQI Project
TAKS-ing Students? Evaluating Exit Exam Effects on Long-Term Student Outcomes in Texas
The Effects of Institutional Inputs on Time to Degree for Traditional and Nontraditional College Students
Work-study Financial Aid and Student Outcomes: Evidence from Community Colleges in Texas
|Principal Investigator:||Deanna T. Schexnayder|
|Sponsor:||TG Public Benefit Program|
|Research Partners:||E3 Alliance|
|Project Duration:||December 2010 – July 2011|
|Description:||In partnership with E3 Alliance, the Ray Marshall Center (RMC) is participating in the Austin College Access Network (ACAN) college persistence project entitled “Staying Powers: Building College Persistence for our Most Challenged Students.” The project’s goal is to conduct a program to enhance the collaboration of participating organizations in the Austin College Access Network to improve college persistence for the region’s low-income and first-generation students at several area colleges and universities. In particular, the program will help establish data capabilities and provide resources for engaging higher education partners to develop shared programming to improve retention.Under the project, RMC will:
|Reports Available:||Development of a Student Tracking System for ACAN Participants
Authors: Deanna Schexnayder, Patty Rodriguez, and Greg Cumpton
Date: January 2012
Publication Type: Report, 9pp.
The Ray Marshall Center’s 2011-2012 project with the Austin College Access Network, as well as available reports, are accessible via this link: ACAN
|Principal Investigator:||Deanna T. Schexnayder, MBA|
|Sponsor:||Texas Early Learning Council and University of Texas Health Science Center at Houston|
|Research Partners:||Steve Murdock, Ph.D., Hobby Center for the Study of Texas|
|Project Duration:||June 1, 2011 – October 31, 2012|
|Description:||The Ray Marshall Center is beginning work with the Texas Early Learning Council and University of Texas Health Science Center in Houston to identify and evaluate education programs and services in Texas for children under the age of 13. The project has four objectives:
1. To understand and estimate the number of children under age 13 who will be eligible for early childhood education programs and services and before and after school-age care programs and services in the near term (2012-2015).
2. To understand and document the current supply across the state of Texas of formal providers of early childhood education programs and services as well as school-age care for children under the age of 13 based on data from federal, state and local agencies and service providers.
3. To conduct a gap analysis based on objectives #1 and #2.
4. To generate a final, comprehensive state of Texas needs assessment analyzing Texas’ early childhood education and school-age care system; and provides recommendations for meeting identified gaps in programs and services and quality and recommendations for conducting periodic needs assessment.
|Reports Available:||Change in the Early Childhood and School Age Population in Texas, 2000 to 2010, and Projected to 2015
Authors: Steve H. Murdock, Michael Cline, Debbie Perez, and George Hough
Date: September 2012
Publication Type:Report, 140pp.
Publisher: The Hobby Center for the Study of Texas, Rice University
Texas Early Childhood Education Needs Assessment: Supply and Quality of Early Care and Education and School-Age Care
Texas Early Childhood Education Needs Assessment: Gaps between Need and Availability of Early Care and Education
Texas Early Childhood Education Needs Assessment: Final Report
|Principal Investigator:||Christopher T. King, PhD|
|Sponsor:||Foundation for Child Development|
|Project Duration:||April 2011 – June 2016
|Description:||In partnership with the Foundation for Child Development, the Ray Marshall Center is implementing a Dual-Generation Strategy Initiative. This project seeks to create and promote the field of “dual-generation” strategies, those in which children simultaneously participate in high-quality early and primary education (PreK-3rd) while their parents participate in leading-edge workforce development and education programs ultimately leading to long-term learning and economic success for low-skilled, low-income families in the United States. The goals of the project are to improve the understanding of dual-generation strategies among policymakers, researchers, and funders, as well as foster the implementation of dual-generation strategies at the federal and state levels. The project potentially has four (4) phases, the first two of which FCD is funding through the Center:
The Foundation for Child Development (FCD) is a national private philanthropy in New York City dedicated to promoting a new beginning for American education from PreKindergarten through Third Grade (PreK-3rd). PreK-3rd Grade Education is a seamless learning continuum, connecting high-quality PreK programs with high-quality elementary schools, to create a well-aligned primary education for all our nation’s children. The Foundation promotes the well-being of children, and believes that families, schools, nonprofit organizations, businesses, and governments at all levels share complementary responsibilities in the critical task of raising new generations.
|Reports Available:||Promoting Two-Generation Strategies: A Getting-Started Guide for State and Local Policy Makers (Revised and Updated)
Author: Christopher T. King, Cynthia J. Juniper, Rheagan Coffey, and Tara C. Smith
Date: August 2016
Publication Type: Report, 55pp
Austin Two-Generation Pilot Project Evaluation – UWGA
Promoting Two-Generation Strategies: A Getting-Started Guide for State and Local Policy Makers
Dual-Generation Strategy Initiative Research Brief
Investing in Children and Parents: Fostering Dual-Generation Strategies in the United States
|Principal Investigator:||Christopher T. King, PhD|
|Sponsor:||Robert Wood Johnson Foundation|
|Research Partners:||Johns Hopkins University and University of Baltimore|
|Project Duration:||December 2007 – December 2009|
|Description:||Researchers at the University of Texas’ Ray Marshall Center, in combination with those at Johns Hopkins University and the University of Baltimore propose to advance the understanding of work-based learning (WBL) and career advancement strategies and bolster the business case for these strategies by applying a rigorous return-on-investment (ROI) approach to two Jobs-to-Careers Projects, the Austin Healthcare Collaborative and the Baltimore Alliance for Careers in Healthcare. The research will offer a framework for applying state-of-the-art ROI to frontline health/healthcare worker efforts, compute initial ROI estimates for participants (e.g., employees, employers), taxpayers and society and address their implications. Questions to be addressed are:
The research will feature theoretical/conceptual analysis and fieldwork in year one, and data collection, impact and ROI estimation in year two. It will contribute to understanding the business case for WBL and career advancement strategies for frontline health/healthcare workers, guide future investments in frontline worker strategies, and increase understanding of the burden sharing of costs.
|Principal Investigators:||Robert W. Glover, PhD|
|Sponsor:||WorkSource: The Greater Austin Workforce Development Board|
|Research Partners:||Greater Austin Chamber of Commerce, Austin Community College|
|Project Duration:||September 2006 – August 2008|
|Description:||The Ray Marshall Center is conducting an evaluation of a pilot project to enhance educational offering in biotechnology at Austin Community College. Specializations in biotechnical instrumentation and in molecular diagnostics are being developed and implemented in collaboration with industry through a series of teacher externships. In addition, the college is developing a one-semester program in Biotechnology Preparation to provide job applicants with applied skills to access entry-level jobs in biotechnology. Faculty from three ACC departments are involved in this initiative: Electronics, Biotechnology, and Medical Laboratory Technician.
The Ray Marshall Center evaluation is considering both process issues and outcomes of the demonstration. The project will monitor implementation of the project, examining whether implementation was carried out as planned, and if changed, how and why. The evaluation will document the project’s results, assess to what extent the goals and outcomes of the project were accomplished, how well the project served its targeted audiences and constituencies, the measurable returns on investment of the project, and what lessons can be learned from the experience.
This pilot project is funded by the Texas Workforce Commission under its program “Meeting Industries’ Critical Workforce Needs” in biotechnology and administered by WorkSource: The Greater Austin Workforce Development Board. The program aims to foster workforce development for jobs in industry clusters targeted for economic development by Texas and by the Greater Austin Chamber of Commerce.
|Reports Available:||Evaluation of the Austin Biotech Workforce Education Consortium
Author: Robert W. Glover
Date: February 2009
Publication Type: Report, 68pp.
Austin Biotech Workforce Education Consortium: First Year Report
|Principal Investigator:||Cynthia Juniper, MA
|Sponsor:||George Kaiser Family Foundation, W. K. Kellogg Foundation, U.S. Department of Health and Human Services’ Administration for Children and Families|
|Research Partners:||Community Action Program of Tulsa County, Harvard University’s Center on the Developing Child and Graduate School of Education, Tulsa Educare, University of Oklahoma-Tulsa’s School of Community Medicine, Northwestern University’s Institute of Policy Research, Columbia University
|Project Duration:||July 2008 – September 2020
|Description:||In collaboration with a multi-disciplinary team of partners, the Ray Marshall Center (RMC) is developing and implementing a sectoral workforce development strategy for low-skilled, low-income parents of children served by early childhood programs in Tulsa, Oklahoma. There is emerging evidence that children whose parents hold stable jobs with progressively rising incomes exhibit better academic and behavioral outcomes. RMC and its partners have undertaken a dual-generation approach to poverty reduction that strengthens the investment in early childhood development by equipping Head Start parents with workforce training and gainful employment opportunities. This approach employs a more holistic model than traditional workforce development programs, as it also includes employee counseling and other support services to help parents complete training and adult basic education, retain their jobs, advance in their careers, and become economically self-sufficient. The goal is to develop a sustainable sectoral strategy that can be replicated beyond Tulsa to other communities across the nation.
In the first phase of the project (2008-2009), RMC designed a sectoral job development strategy focused on industries featuring jobs that pay well and provide much-needed employee benefits (e.g., health insurance, annual and sick leave) as well as career advancement opportunities. In April 2009, Community Action Program of Tulsa County launched the pilot, CareerAdvance®, at two Head Start sites in Tulsa involving 15 parents. The components of the CareerAdvance® are 1) GED and college readiness instruction, as needed; 2) skills training in the healthcare sector progressing from Certified Nursing Aide to Licensed Practical Nurse to Registered Nurse; 3) weekly peer support meetings addressing a flexible set of topics (e.g., life skills, work readiness, family finances); 4) conditional cash incentives (up to $3,000 a year) for participants meeting specified benchmarks to reinforce continued participation and help offset foregone earnings; and 5) workforce intermediation between healthcare employers and training institutions provided through Workforce Tulsa. The report on the project’s first year of operation is available at the link below.
In partnership with Harvard University and the University of Oklahoma – Tulsa School of Medicine, a second pilot site was opened in July 2009 at a Tulsa Educare Center. The second pilot, EduCareers, includes all components described above as well as enhanced mental health services for participating households, curriculum enhancements for the children, parent engagement training, and a medical home. The CareerAdvance® project has now been expanded to 2015 with support from the U.S. Department of Health and Human Services’ Administration for Children and Families. RMC and partners at Northwestern and Columbia University have been engaged to provide ongoing on data collection, implementation, and outcomes analysis of project participants.
|Reports Available:||CareerAdvance® Implementation Study Findings through FY2019
Authors: Cynthia Juniper and Christopher T. King
Date: February 2020
Publication Type: Report, 63pp.
CareerAdvance® Implementation Study Findings through FY2018
CareerAdvance® Implementation Study Findings through FY2017
CareerAdvance® HPOG II Transition and Expansion
CareerAdvance® Implementation Study Findings through July 2015
Sustaining Two-Generation Strategies: A Case Study of Tulsa’s CareerAdvance® Program
CareerAdvance® Implementation Study Findings Through July 2014
CareerAdvance® Implementation Study Findings Through July 2013
The Evolution of the CareerAdvance® Program in Tulsa, Oklahoma
Expanding the CareerAdvance® Program in Tulsa, Oklahoma
CareerAdvance® Implementation Report
CareerAdvance® Pilot Project
|Principal Investigator:|| Christopher T. King, PhD
|Sponsor:||U.S. Department of Labor, Employment and Training Administration|
|Research Partner:||Planmatics, Inc.|
|Project Duration:||June 2006 – March 2007|
|Description:||Industry competency models, which specify the knowledge, skills and performance needed by high performing workers, are key to guiding education and training institutions in developing curricula to meet the demands of businesses. The Department of Labor‘s Employment and Training Administration (ETA) has identified two key roles in promoting industry developed competency models that drive curricula, assessments and certifications:
To fulfill the information-brokering role, ETA is developing an electronic clearinghouse of existing industry recognized skill standards, competency models, and competency-based curriculum. This competency clearinghouse is intended to link to and be used in conjunction with two existing electronic resources in America’s Career InfoNet where users currently can search for skill certifications by occupation and industry and State occupational license requirements. The goal is to create an Internet site that will provide industry a means to publicize their emerging skill needs and where businesses, both small and large, educators, and individuals can go to ascertain the emerging skill demands in the U.S. workplace. It will be a tool for businesses and human resource professionals to develop job requirements; for educational institutions to use in curriculum development; and for career exploration and guidance.
Planmatics, Inc., working with its subcontractor the Ray Marshall Center, will support ETA’s efforts in this arena by carrying out a scan of selected industries that are part of the President’s High Growth Job Training Initiative in order to identify and catalogue the major competency models in use within these sectors. While our focus will be on industry-wide technical competencies, we also will report on competencies we find that address other levels in ETA’s building-block framework, for example, industry-specific and occupation-specific competencies.
This task will review existing national, state, and industry skills standards and competency models for 4 to 5 individual industry groups. Summary descriptions, commonalities and gap analyses will be forwarded to ETA as they are completed during this time.