Graduate Employment and Enrollment
Why we track this indicator
Data regarding outcomes for students after high school graduation helps to evaluate long term impacts of instructional programs, strategies, and approaches for ensuring students have the tools to succeed.
Graduate Employment and Enrollment Breakdown
Status: Red
Definition: This indicator looks at the number of students in each graduation cohort who met the definition of employed or enrolled, within Indiana, one year after their expected graduation year, divided by the total number of student in that cohort upon graduation.
Source: Indiana Department of Education
Last Updated: January 2025
Mitigating Factors: None
Methodology
Methodology: Using the weighted average formula we obtain the graduate employment and enrollment rate across Elkhart County. We then compare Elkhart County’s average to the State average. The difference between each data point is used to determine the trend.
Goal: To observe a higher percentage of graduate employment and enrollment compared to the state average.
Traffic Light:
Green: at least 1% higher than the state of Indiana
Gray: within +/- 1% of the state of Indiana
Red: at least 1% lower than the state of Indiana
Supporting Research
Heterogeneity in High School Career and Technical Education Outcomes
High school Career and Technical Education (CTE) has received increased attention from policymakers and researchers in recent years. This study fills a needed gap in the growing research base by examining heterogeneity within the wide range of programs falling under the broad moniker of CTE, highlighting the need for nuance in research and policy conversations that often consider CTE as monolithic. Using student-level course-taking records, unemployment insurance, and National Student Clearinghouse data, we examine outcomes including earnings, postsecondary education, and poverty avoidance. We find substantial differences for students in fields as diverse as health care, Information Technology (IT), and construction. We also highlight heterogeneity for student populations historically overrepresented in CTE, and we find large differences in outcomes for CTE students, particularly by gender.
But, Do I Need a College Degree?: Understanding Perceptions of College and Career Readiness among Students Enrolled in a Career and Technical High School
Career and technical education (CTE) and college preparation curriculum in high school are often treated as mutually exclusive options rather than integrated, symbiotic tracks. However, increasingly career fields require some postsecondary education, and access to four-year college degrees are important for long-term earnings and mobility. In this two-year case study, we examined how 16 juniors enrolled in a CTE high school described and perceived their college and career aspirations. Our findings revealed that participants saw vocational and academic goals as mutually beneficial but experienced them through distinctive pathways, a disconnect amplified by a lack of resources in our sample site. While mechanisms to promote college-going existed, they were often only available to subsets of students and of limited utility. From this research, we suggest that the education system should expand dual enrollment opportunities, provide mentorship of diverse career possibilities, and begin integration between college and career planning earlier in students’ schooling. Moreover, we examine the possibilities demonstrated by this case study for K-16 pathways and how postsecondary institutions can meaningfully engage with CTE schools to support this integration.
College and Career Preparation Activities and Their Influence on Post-High School Education and Work Attainment
This study examined students' participation in college and career preparation activities in high school, and the relationship between participation in these activities and students' education and work attainment within one year of high school graduation. This study used the High School Longitudinal Study of 2009 (HSLS:2009) dataset and participants included 12,217 public school students with 6,046 (49.49%) boys and 6,171 (50.51%) girls. Data analysis included descriptive statistics and multinomial logistic regression. Results indicate that socioeconomic status was the only significant predictor across all post-high school education and work outcomes. Significant predictors of post-high school education/work attainment were found but differed depending on which outcomes (i.e., education and/or work) were being considered.
Related Indicators
Click to see more data trends related to High Attendance Rate
Public Data
This data comes from a public source. The information pertaining to employment is found through the Indiana Department of Workforce Development. Education information (if not otherwise acknowledged) is found through the Indiana Department of Education.
Indicators in Action
The ‘Data Action Mini Grant’ program will provide low barrier grants to collaborating partners which will help increase cross-system collaboration and facilitate the community response to needs and/or gaps identified through the Elkhart County Child Dashboard. Applicants may request up to $2,000. Two or more applicants can collaborate for collaborative action based upon one or more data indicators and increase the grant request. By leveraging the ‘Data Action Mini Grant’ program partners can have a platform that helps to inform community goals and creates a stronger sustainability platform for their programs.
For a copy of the 1-page proposal template click here or email David Wiegner.