WORKFORCE INVESTMENT ACT

1

• WORKFORCE INVESTMENT ACT
• PY 2000 (JULY 2000-JUNE 2001)
• Title 1-B Adults and Dislocated Workers
• Administrative Data Research and Evaluation
  (ADARE) Project
•  
• Agreement K-6558-8-00-80-60
•  
• Research Project No. 2
• Activity and Service Combinations
•   
• Prepared for
•  
• Division of Research and Demonstration
• Office of Policy and Research
• Employment and Training Administration
• U.S. Department of Labor
•  
•  Principal authors

2
Graphical Overview

• Research question
• What services are most common?
• What variation is there across states?
• What combinations of services and activities are
  received?
• Are there specific patterns that are particularly
  common, uncommon?
• Method of Analysis
• PY2000 (7/00-6/01) Adult and Dislocated Worker
  records are extracted from WIASRD state data
  files.
• States included
• Florida
• Georgia
• Illinois

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• We will examine two supportive services coded on
  the WIASRD file
• Item 330 Supportive Services
• Item 331 Needs-Related Payments or Stipends
• We consider three training services
• Item 335 Adult Education Basic Skills and/or
  Literacy Activities
• Item 336 On-the-Job Training
• Item 337 Occupational Skills Training or Skills
  Upgrading/Retraining, and/or Workplace Training
• We look at how many individuals are receiving
  multiple kinds of training services and how the
  training services relate to the supportive
  services.

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Combined Sample 7 States

• Among Adult recipients, levels of supportive
  services vary
• 5 overall for Core service recipients.
• Low partly by definition of Core, since often
  service receipt may cause a recipient to be
  identified as Intensive or Training.
• 10 overall for Intensive service recipients.
• 27 overall for Training service participants.
• Large differences across states.
• There is one state that provides no such services
  to Core recipients, and one state that provides
  such services to only 1 of Intensive recipients.
  (Maximums are 9 and 18, for Core and Intensive
  recipients, respectively.)
• One state provides such services to only 19 of
  those receiving Training, while one provides it
  to 61.

5
Combined Sample 7 States

• Among Dislocated Workers
• Proportion receiving support services is similar
  for Core and Intensive recipients, parallel to
  that for Adults.
• Proportion of Training recipients with support
  services among Dislocated Workers is somewhat
  smaller than for Adults.
• Variation among states for Dislocated Workers is
  very similar to that for Adults.
• States with high levels of services for Adults
  also tend to have high levels for Dislocated
  Workers.

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Figure 3 Needs-Related Payments/Stipends (Item
331)
Adults
35
30
25
20
Percent Receiving Services
15
10
5
0
CORE
INTENSIVE
TRAINING
Service Category
Combined Sample
Highest and Lowest State Values
Combined Sample 7 States

• Levels of needs-related services are generally
  low for Adults.
• Average is less than 1 for Core and Intensive
  service recipients.
• 5 of Training recipients receive it.
• Some states provide no such services to any
  individuals.
• One state provides such services to 29 of
  Training recipients, but the maximum among other
  states is only 6.
• We suspect that these low levels reflect budget
  constraints not low levels of need.

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Figure 4 Needs-Related Payments/Stipends (Item
331)
Dislocated Workers
20
Percent Receiving Services
10
0
CORE
INTENSIVE
TRAINING
Service Category
Combined Sample
Highest and Lowest State Values
Combined Sample 7 States

• Levels of needs-related services are also low for
  Dislocated Workers.
• Proportion receiving benefits is slightly lower
  than for Adults.
• Basic pattern is very similar.

8

• We consider three training services
• Item 335 Adult Education Basic Skills and/or
  Literacy Activities
• Item 336 On-the-Job Training
• Item 337 Occupational Skills Training or Skills
  Upgrading/Retraining, and/or Workplace Training
• Normally, only individuals coded as in Training
  received such services, and so we limit
  consideration to those in Training.

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Figure 5 Adult Basic Education,
Basic Skills/Literacy (Item 335)
Adults
30
Dislocated Workers
20
Percent
Participating
10
0
1
2
3
4
5
6
7
All
State
As percent of Training recipients.

• Basic Skills/Literacy training is provided to
  relatively few clients
• 10 of the combined Training sample received such
  training.
• One state offered this training to no Adults or
  Dislocated Workers in Training, while another
  offered it only to 1.
• Highest rate 22 of Adults in Training in one of
  the states participated.
• Overall, the proportion of Adults and Dislocated
  Workers receiving this component is very similar.
  (The two states where Dislocated Workers are
  more likely than Adults to get such training are
  relatively large states, which compensates for
  the fact that Adults are more likely to get this
  service in the other states.)

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Figure 6 On-the-Job Training (Item 336)
Adults
30
Dislocated Workers
20
Percent
Participating
10
0
1
2
3
4
5
6
7
All
State
As percent of Training recipients.

• On-the-Job Training is even less common than
  Adult Basic Education/Literacy training (compare
  figures 5 and 6).
• 6 of Adults have OJT.
• Overall, OJT is very uncommon for Dislocated
  Workers (2).
• The maximum is one state where over 20 of Adult
  Training recipients participate in OJT.
• Two states have OJT participation rates of less
  than 1 for both Adults and Dislocated Workers.
• We suspect that the low rates of OJT reflect
  difficulties in negotiating arrangements with
  employers in the face of substantial paperwork
  burdens.

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Figure 7 Occupational Skills Training/Upgrading/
Retraining or Workplace Training (Item 337)
100
90
80
Percent Participating
70
Adults
60
Dislocated Workers
50
1
2
3
4
5
6
7
All
State
As percent of Training recipients.

• Occupational Training/Upgrading/Retraining or
  Workplace Training is the most common component
  in every state.
• Overall, over 90 of Adults, and over 90 of
  Dislocated Workers receiving Training receive
  this kind of training.
• The smallest proportion is over 70.
• One state is close to 100.

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How common is overlap between types of training?
Figure 8 Overlap Between Services for Adults in
Training
100
335 337
5
80
1
337 336
Only 1 service
60
85
40
20
1
5
0
3
5
0
335Adult Educ.
336 On-the-Job Training
337 Occup. Skills, etc.
Combined Sample 7 States

• Overlap is modest overall
• 6 of all those receiving Training receive more
  than one of these three types.
• Almost all of these receive Adult Education and
  Occupational Skills training.
• Almost no one receives all three types of
  services (0.1)
• But most of those who receive adult basic
  educational services also receive occupational
  skills training (5 out of 9)

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Figure 9 Overlap Between Services for Dislocated
Workers in Training
335 337
100
80
Only 1 service
60
40
20
0
335Adult Educ.
336 On-th-Job Training
337 Occup. Skills, etc.
Patterns for Dislocated Workers are very similar
to those for Adults.
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• Receipt of services varies little by type of
  training.
• Nearly 3/4 receive no supportive services.
• Up to 5 receive needs-based support.
• Of these, over half are also receiving general
  supportive services.

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Analysis Details

• 1.0 INTRODUCTION
•  
• This is one of seven data-based reports covering
  Workforce Investment Act clients, activities and
  outcomes that will be completed in the current
  year under U.S. Department of Labor Agreement
  K-6558-8-00-80-60. Seven states are
  participating in this Administrative Data
  Research and Evaluation (ADARE) project--Florida,
  Georgia, Illinois, Maryland, Missouri, Texas and
  Washington.
•  
• The overall ADARE project includes seven
  research and evaluation components
•  
• Research Components
• 1. Mapping WIA One-Stop client flows.
• 2. Activity and service combinations (this
  report).
• 3. Core indicators of performance.
•  
• Evaluation Components
• 1. WIA One-Stop client flow demographics and
  status.
• 2. Low-income and welfare client priorities.
• 3. 'Flash' impact estimates of performance.
• 4. Consumer choices, individual training
  accounts (ITAs), and linkages to occupations in
  demand.
•  

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• 2.0 DATA SOURCES AND PROCESSING
• 2.1 Data Source
•  
• The base data for Workforce Investment Act
  client information are obtained from WIA
  Standardized Record (WIASRD) data, listing WIA
  exiters in PY2000 (July 2000-June 2001), provided
  to each of the ADARE project partners by the WIA
  administrative entity in their state. Among the
  ADARE project states, Florida and Texas were
  voluntary early implementers of the Workforce
  Investment Act of 1998. This means that the 2000
  WIA Program Year covered in this report was the
  second year of WIA reporting for Florida and
  Texas, but only the first year of such reporting
  for Georgia, Illinois, Maryland, and Missouri.
  The WIASRD file has three sections (1)
  individual information (2) activity and services
  information (3) program outcomes information.
•  
• 2.2 Data Processing
•  
• The Department of Economics at the University of
  Missouri-Columbia programming staff completed the
  following processing steps to arrive at the
  tabulations that appear below
•  
• 1. WIASRD data element 303 Date of WIA Exit was
  used to ensure that only exit dates between July
  1, 2000 and June 30, 2001 were included for the
  Adult and Dislocated Worker populations. This
  includes hard exits, and soft exits based on
  90 days having elapsed since the last recorded
  service.
•  
• 2. WIASRD data elements 304 Adult (Local) and
  305 Dislocated Worker (Local) were used to select
  the two sub-populations of interest. Duplication
  is permitted and does occur but the number of
  duplicated cases is very small. Youth, statewide
  activities supported by the 15 percent provision
  in the federal legislation, including Displaced
  Homemakers, Rapid Response, and National
  Emergency Grant funded services to clients, are
  not included.
•  
• 3. WIASRD data element 333 Date of First
  Training Service was used to assign an individual
  to the Training sub-population. Any Adult or
  Dislocated Worker with a valid Date of First
  Training Service was assigned to the Training
  Services sub-population.
• 4. Among remaining individuals meeting our
  criteria, WIASRD data element 332 Date of First
  Intensive Service was used to identify those
  receiving Intensive services. Individuals with a
  valid date on this variables (but with not valid
  date for element 333) were classified as
  Intensive service recipients, while all others
  were classified as Core service recipients.
•  
• 5. These steps resulted in the assignment of
  each person to one of the three mutually
  exclusive categories of WIA servicesCore,
  Intensive, and Training.
•  

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•   3.0 TABULATIONS
• This section contains tables providing
  information on WIA clients aggregated for all the
  available states and separately for states, but
  not identifying the states by name. This is the
  information underlying the figures presented
  above. State-specific information will be
  provided when states approve such release.
• It is worth stressing that our analyses are
  limited by the data elements that are available
  in the WIASRD file. In particular, the three
  variables specifying Training services are very
  broad, and it is clear that data element 337,
  Occupational Skills Training or Skills
  Upgrading/Retraining, and/or Workplace Training
  includes a wide variety of activities, which we
  cannot separately identify.
• A related issue is that differences in service
  use across states may, in part, reflect
  differences in reporting practices. We do not
  have independent verification of the data
  provided to us.
•  

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