OUTCOME 5

Career Readiness


BALTIMORE'S PROMISE HAS A GOAL THAT

Youth Earn Quality Post-Secondary Credentials or Receive Training and are Career Ready

Research shows that education directly impacts poverty and unemployment. A bachelor’s degree has also been linked with longer life expectancy, lower incarceration rates, and greater civic engagement. Similarly, an individual with appropriate training (via apprenticeships or formal skills training programs) has increased chances of securing employment and earning a living wage. Individuals with professional certifications or licenses earn more than individuals without those credentials at each level of education below a bachelor’s degree. Providing youth with the skills, knowledge, and experience relevant to the current demand for workers will help to ensure that those youth will have the opportunity to begin successful careers and earn a living wage.

Baltimore’s Promise has identified post-secondary enrollment, the six-year college graduation rate for Maryland four-year public institutions, and the youth unemployment rate as the key indicators for this outcome area.

Key Metrics

Postsecondary enrollment.

In 2014, 52.0% of Baltimore City Public Schools graduates enrolled at a postsecondary institution within 16 months of high school graduation.

Statewide six-year college graduation rate for Maryland's four-year public institutions.

In 2014, 40.3% of students graduated within six years of college enrollment.

Youth unemployment rate.

In 2014, 20% of youths aged 16 to 24 were not attending school, not working, and did not possess degrees beyond high school.

CAREER READINESS WORK GROUP

As part of its initial charge, the Career Readiness work group sought to:

  • Identify and examine the impact of strategies and related policies to increase college completion rates.
  • Identify and examine the impact of post-secondary career readiness strategies to provide work experience, training, and career credentialing opportunities for young adults with a high school diploma.
  • Identify and examine the current sector-based employment programs and policies, community college-based partnerships, and strategies for opportunity youth ages 18–24.

Recommendations

The Career Readiness work group put forth the below set of initial, strategic recommendations to move the needle on our key indicators for this outcome. The group monitored the following progress to date:

RECOMMENDATION 1

Increase college completion rates by implementing a large-scale guaranteed scholarship model for four-year colleges/universities and conducting further research to understand the impact of tuition guarantees on the population of students who attend community colleges to pursue associate degrees and/or transfer to four-year institutions.

Progress to Date:

  • The set of scholarship model criteria developed was shared with city leaders as they considered the development of a guaranteed scholarship model.
  • Further research was conducted to understand strategies that provide wrap-around support addressing academic and non- academic needs during the high school advising/matching phase, transition from high school to college matriculation, and year-to- year retention during college.
  • A small task group with representatives from the institutions of higher education commonly attended by BCPS graduates was created to implement retention elements identi ed as best practices through research.

RECOMMENDATION 2

Improve the quality of data collected on training completion, job placement, job retention, and wages. Develop a mechanism to inform consumers and policy makers about outcomes related to workforce training.

Progress to Date: The work group is actively pursuing strategies toward the further development and implementation of this recommendation including:

  • Actively promoting career credentialing/skills training for high demand occupations in growth sectors as a viable alternative to and/or a rst credential on the way toward a degree. For example, a mini-pilot of web-based career assessment and guidance tool, My Best Bets, is underway at three Baltimore out-of-school youth- focused organizations, per the coordination of TheCONNECT.
  • Supporting the Baltimore Workforce Investment Board (BWIB) and its staff at the Mayor’s Of ce of Employment Development (MOED) in building the capacity to serve as the local repository for performance data on tuition-free, community-based occupational skills training programs.
  • Supporting the Baltimore Educational Research Consortium (BERC) as it conducts research to better understand the educational and employment trajectories of BCPS students, using administrative data assembled by the Maryland Longitudinal Data System Center (MLDSC).
  • Exploring effective interventions to increase cohort-level completion, job placement, and the consistent collection and public reporting of wage data regarding for-credit and non-credit tuition-based certi cate and degree programs. For example, BERC and the Community College of Baltimore County (CCBC) are analyzing educational pathways and completion rates of graduates of city schools that enroll at CCBC.

RECOMMENDATION 3

Expand opportunities for tuition/supports for credentialing programs in conjunction with expansion of existing effective training programs and the creation of new training programs.

Progress to Date: A proposal to create the Baltimore Fund for Occupational Training via the Baltimore Workforce Investment Board was developed. The Fund will help sustain, strengthen, and expand the existing network of high-quality, tuition-free, community-based credentialing programs that meet employers’ needs for skilled workers and align with jobs in growth sectors. The proposal was shared with a state lawmaker for possible inclusion in the 2016 legislative package, but corresponding legislation was never introduced. The work group has revised this recommendation in an effort to support a two-year initiative to double the number of opportunities for 18–24 year olds to participate in occupational skills training that leads to career track employment. The updated recommendation will be adopted as a demonstration model in the coming months.

College Enrollment

About half of high school graduates from Baltimore City Public Schools enroll in college within 16 months of graduating.

High School Graduates Who Enrolled in College 16 Months Post High School

 

High School Graduates Who Enrolled in College 16 Months Post High School

Females across Maryland and in Baltimore City enrolled more frequently than males over the last decade, but the gap there appears to be closing. In a racial and ethnic context, the groups with the lowest percentages of enrollees in 2014 were blacks and Hispanics, both in Maryland and in Baltimore City.

High School Graduates in the Class of 2014 Who Enrolled in College Within 16 Months by Gender and Race/Ethnicity

 

High School Graduates in the Class of 2014 Who Enrolled in College Within 16 Months by Gender and Race/Ethnicity

Degree Completion

Post-secondary education and skills training can improve a wide range of life outcomes. Recent studies show that as many as 78% of future jobs will require training and or education beyond a high school diploma. Additionally, annual earnings increase significantly, as individuals attain post-secondary education, with annual income almost doubling between those possessing a high diploma and those possessing a bachelor's degree.

In the Baltimore City region, careers in healthcare comprise the largest share of mid-skilled job opportunities, defined as jobs requiring skills above a high school diploma but less than a bachelor's degree. Additionally, Baltimore City Public Schools graduates who enroll in college struggle to complete degrees.

First-time, Full-time Undergraduates Completing a Degree Within Six Years of Enrollment

(By Institution Type)

First-time, Full-time Undergraduates Completing a Degree Within Six Years of Enrollment

Between 2010 and 2014, the median income for Baltimoreans with bachelor’s degrees was about 40% higher than for those with only high school diplomas.

Median Earnings by Education Level

 

Median Earnings by Education Level

Between 2010 and 2014, women with high school diplomas and bachelor’s degrees in Baltimore City earned less than men with the same levels of education.

Differences Between Median Earnings Among Female and Male Graduates in Baltimore City

Differences Between Median Earnings Among Female and Male Graduates in Baltimore City

Opportunity Youth

Providing youth with the skills, knowledge, and experience relevant to the current demand and need for workers will help to ensure that those youth will have the opportunity to begin successful careers and earn a living wage. The percentage of Baltimore City youth who are not attending school, not working, and do not possess a post-secondary degree is higher than their state counterparts.

One in five young people ages 16-24 (approximately 18,000 young people) are disconnected from work and school in Baltimore City.

Young Adults 18-24: Not Attending School, Not Working, and No Degree Beyond High School

(Baltimore City & Maryland)

Young Adults 18-24: Not Attending School, Not Working, and No Degree Beyond High School