Missouri Workforce Initiatives and Issues

Missouri Workforce
Initiatives and Issues

A report on state-level opportunities to align business and education goals
Board of Directors
Tyler Nottberg,
U.S. Engineering Company
Kate Ferrell Banks,
Ferrell Capital
Erin Brower,
Hallmark
Todd Geiman,
BOK Financial
David Oliver,
Berkowitz Oliver LLP
Neal Sharma,
DEG
J. Michael Stradinger,
Holland 1916
Dr. John Vandewalle,
Lumen Touch
REGIONAL BOARD
Maxine Clark,
Clark-Fox Foundation
Teresa Maledy,
Commerce Bank
TRUSTEES
Chad Hansen,
Fontg. Hansen
Jonathan Freiden,
U.S. Toy/Constructive PlayThings
ALLIANCE STAFF
Torree Pederson, President
Linda Rallo, Vice President
CONTACT
Alliance for Childhood Education
22052 W. 66th Street, Suite 200
Shawnee, KS 66226
913-484-4202
info@aceinvests.org
The Alliance is a non-profit, non-partisan alliance of

business leaders committed to improving the Missouri and
Kansas education systems for workforce development and
economic growth. The Alliance business leader members
work to strengthen businesses and the economy through
proven investments in children. We take a critical look at the
knowledge, skills and abilities businesses need their employees
to have in the 21st century, including the ability to be
communicators, collaborators, and critical thinkers. We educate
policy-makers and the public about high-quality investments
that protect Americas competitive edge in a global market
place, build a foundation for lasting economic security, and help
our nations children get on the right track.
2 Missouri Workforce Initiatives & Issues Report

ALLIANCE FOR CHILDHOOD EDUCATION
A Word From Our Chairman

ACE is a non-profit, non-partisan coalition of business leaders
committed to improving Missouris education system. Our
organization was founded on the premise that the business
community has the obligation, opportunity and capacity to
increase college and workforce readiness for all students.
ACE is the only business organization in Missouri focused
exclusively on education policy.
Today, the Show-Me State faces growing labor shortages.

As our working population ages and our economy changes,
companies must look to the next generation to fill new
and existing positions across a range of industry sectors.
It is therefore imperative that we think about investing in
education as an economic development initiative. And while
it is important to promote workforce initiatives to satisfy
short-term needs, we need to address the strategic issue of
sustainable workforce development over the long term. This
starts with education.
Tyler Nottberg, Successful businesses and communities depend on access
Chairman to reliable, qualified workers in order to generate growth.
Alliance for Childhood Education Those workers must possess a strong set of leadership,
communication and analytical skills in order to become
employable and create opportunities for upward mobility.
As business leaders, we have an opportunity to support

investments in workforce development by promoting policies
that remove barriers and promote innovation when it comes
to education. For example, programs like CAPS (Center for
Advanced Placement) are effective at inspiring students to
think about future careers while getting businesses involved in
the actual education process.
As a business leader and on behalf of ACE, I strongly support

a legislative platform that embraces alignment between our
K-12 institutions and the needs of Missouri businesses.
This report outlines concrete steps we can take to generate
measurable outcomes towards this effort. It is a starting
point for a broader conversation about how to address our
workforce challenges creatively. All of us at ACE stand ready
to partner with communities, businesses and policymakers to
build a better workforce.
3
Table of Contents
A Word from Our Chairman............................................................... 3
Contents.................................................................................................. 5
Executive Summary .............................................................................. 6
The Report.............................................................................................. 7
Introduction..................................................................................... 7
The Problem..................................................................................... 7
Innovative Programs to Address Workforce Needs.................... 8
Government Obstacles & Outdated Policies .............................11
Whats Next ....................................................................................15
Conclusion .....................................................................................16
Appendix - Regional Maps.................................................................17
Central ............................................................................................18
Kansas City.....................................................................................19
Northeast ........................................................................................20
Northwest .......................................................................................21
Ozark...............................................................................................22
South Central.................................................................................23
Southeast ........................................................................................24
Southwest .......................................................................................25
St. Louis ..........................................................................................26
West Central...................................................................................27
EXECUTIVE SUMMARY
Workforce availability and readiness ranks as the most important factor to the success of businesses. A national
analysis by Georgetown Universitys Center on Education and the Workforce projects that the proportion of jobs
that require postsecondary education is increasing.
In his State of American Business address, President and CEO of the U.S. Chamber of Commerce, Thomas J.
Donahue, articulated what is needed to address this problem, stating we need to help young people, as well
as adults, who need retraining, obtain credentials- degree, certificate, or otherwise- that are valued in the labor
market. We need to encourage work-based learning opportunities and develop more partnerships between local
business communities and local educators.1 States, regions and communities are taking proactive approaches
discussed by Donahue to address their future workforce needs, including establishing partnerships of school
districts, higher education institutions and employers to collaboratively address workforce supply and demand,
channeling their higher education efforts to better prepare students for their careers, making career pathway
courses and industry qualification options available to students while they pursue their high school degree, and
offering education and career opportunities to adults that lack a high school degree.
Organizations are replicating these approaches in Missouri, however, they need legislative action to allow, create
or ease the implementation of these ideas. Legislation offered during the 2017 legislative session is geared toward
helping Missouri incorporate these approaches into its workforce ecosystem.
1 Donahues address can be accessed at the following link: https://www.uschamber.com/speech/2017-state-american-business-address.

INTRODUCTION
In todays economy, the most important factor to
the success of most businesses is its workforce. Site
Selection Magazine, a publication focused on business
location analysis and trends, reinforces this point. An
October 2016 survey of corporate real estate leaders
listed workforce skills as the top factor for businesses
when considering where to locate.
Confronted with workforce trends suggesting a high-

er proportion of jobs will need postsecondary educa- While middle-skill jobs in
tion or training, states, communities, employers, and
organizations are not leaving their workforce fates
occupations such as
to chance. The way they are approaching workforce production and
readiness is evolving and they are creating innovative transportation are being
solutions to address workforce needs.
eliminated through
THE PROBLEM automation and
outsourcing, newer
Recent projections from Georgetown Universitys
Center on Education and the Workforce analysis on middle-skill jobs that
national workforce needs show that jobs that required require the ability to use
postsecondary education comprised 59% of all jobs
in 2010 but will increase to 65% of all jobs by 2020.2 technology are in high
Closing this workforce needs gap will be crucial for demand in growing
Missouri employers and job-seekers to succeed in
2020 and beyond.
occupations such as
health care, high-tech
Many of the jobs will require what workforce experts manufacturing, and
refer to as middle-skills, which generally is defined as
more education or training than a high school degree information technology.
but not a 4-year college degree. And the jobs requir-
ing these skills are evolving. While middle-skill jobs
in occupations such as production and transporta-
tion are being eliminated through automation and
outsourcing, newer middle-skill jobs that require the
ability to use technology are in high demand in grow-
ing occupations such as health care, high-tech manu-
facturing, and information technology.3 The Center
estimates that these jobs will grow to comprise about
30% of all jobs in 2020.
The analysis projects that overall job growth between

2010 and 2020 will be 11%. The chart on the next page shows the fields that are expected to have higher than
average growth, average growth and below average growth.
2 This information is available at https://cew.georgetown.edu/wp-content/uploads/2014/11/Recovery2020.ES_.Web_.pdf.
3 The Fall 2016 Issues in Science and Technology dives further into the subject in an article entitled, The Importance of Middle-Skill Jobs,
available at http://issues.org/33-1/the-importance-of-middle-skill-jobs/.
7
Percent Job Growth Projected By Field
Between 2010-2020
Healthcare
Support
25
Healthcare 24%
professional
and
technical
20 Social
Sciences 20%
18% Community
Services and
Arts
15 Mgmt
and Office
14% professions Food and
Professional
Education Services
12% STEM
Sales and
Office
11% 11% Support
10 10%
9%
Blue Collar
6%
5
0 Higher than Average Lower than

average growth growth average growth
Source: Georgetown Universitys Center on Education and the Workforce
Many of these occupations will require postsecondary education and/or specialized training. In addition, most
of the future jobs will demand workers have the soft skills necessary to succeed. Some of these skills include
effective communication, emotional intelligence, the capacity to work well with others, time management, and
the ability to form productive habits. Workers learn these skills during their first years in life, even before they
start Kindergarten. To meet anticipated workforce needs, it will require a concerted effort of education providers,
employers and future workers.
INNOVATIVE APPROACHES TO ADDRESS WORKFORCE NEEDS

Communities are finding innovative approaches to address workforce gaps. These solutions include creating
partnerships to connect education institutions to the workforce needs of businesses, allowing school districts to
adopt curriculum that corresponds with qualifications to work in specialized fields, broadening higher educa-
tion institutions course offerings to encompass in-demand skills and knowledge, and creating opportunities for
low-income adults to earn a high school degree and in-demand job skills.

CAPS Program
One of the most creative approaches to address workforce preparation challenges was fostered just across Mis-
souris border in Kansas. The Blue Valley Center for Advanced Professional Studies (CAPS) is a partnership
that connects secondary public schools, higher education institutions and businesses. This unique partnership
allows students to earn high school and college credit while gaining hands-on experience at local businesses.
The subjects of classes, the content of courses, and the real world experiences of students evolve along with the
industries that participate.4 The partnership was created to align workforce needs with education curriculum and
opportunities for students.
Communities are now emulating the Blue Valley CAPS program. Its success crossed Missouris border into the
North Kansas City area, where a partnership of seven school districts (Excelsior Springs School District, Liber-
ty Public Schools, Platte County School District, Kearney School District, Park Hill School District, Smithville
School District and North Kansas City School District),
two higher education institutions (Metropolitan Commu-
nity College and Northwest Missouri State University) and
more than 200 regional businesses partners formed to align
workforce needs with education opportunities.5 School
districts in Southwest Missouri and the Springfield Chamber
of Commerce have developed a similar program. GO CAPS
(Greater Ozarks Centers for Advanced Professional Studies)
is a collaborative of 13 school districts that work together
with the chamber to provide students with opportunities in
the fields of Engineering and Manufacturing, Entrepreneur-
ship, Medicine and Health Care and Technology Solutions.6
Additionally, the Affton School District in St. Louis County
launched a similar program in 2015 with designs to expand
and partner with neighboring school districts.7
Channeling Higher Education Toward

Workforce Needs
Indiana recognizes that meeting future workforce demands

will require a concerted effort across education platforms.
The states strategic plan for higher education, Reaching
Higher, Delivering Value, takes action on this recognition.8
The plan organizes its priorities into three areas: Comple-
tion, Competency, and Career. The Completion area stresses
the importance of college affordability, readiness, and student support while the Competency area focuses on the
need to shift away from a credits-based approach to measuring success and toward a competency-based ap-
proach that prioritizes student learning outcomes.
4 Information about the Blue Valley CAPS program is available at http://bvcaps.yourcapsnetwork.org/.

5 Information about the Northland CAPS program was obtained from a April 9, 2015 presentation entitled About the Northland CAPS Inno-
vation Education Partnership presented by Dr. Bill Nicely, Dr. Utpal Goswani, and Dr. John Jasinski at the Missouri Department of Higher Educations
Blueprint for Higher Education Commission Hearing 6 on April 9, 2015.
6 Obtained from http://www.springfieldchamber.com/?src=gendocs&ref=gocaps.
7 Obtained from a Kansas City Star article written by Joe Robertson entitled, School districts nationwide are checking out Blue Valleys CAPS
program, published on July 19, 2015.
8 The full strategic plan is available at https://in.gov/che/files/77185_2016_RHDV_Report_Master.pdf.
9
The Career area adopts three strategies for ensuring the education gained in the classroom can be applied in the
workplace. These strategies include intentional career planning, integrated workplace experiences and stream-
lined job placement. The intentional career planning strategy emphasizes treating K-12 and higher education as
preparation for a career through early career planning, alignment of academic and career advising and employer
engagement. The integrating workplace experience strategy focuses on incorporating internships, community
service and other work-and-learn opportunities into the high school and higher education curriculum and
actively involving employers in the process. Finally, the streamlined job placement strategy calls for a mix of job
placement tactics including expansion of a virtual marketplace that connects students with employers, adopting
effective job placement programs across higher education disciplines, encouraging opportunities for businesses
and students to collaborate prior to employment and measuring progress toward job placement goals through
data collection and surveys.
Career, Technical and Agricultural Education

in Georgia
The Career, Technical and Agricultural Education

(CTAE) programs in Georgia give middle school and
high school students opportunities to begin pursuing a
career or preparing for college while also earning their
high school degree. The programs give Georgia students
career options encompassing more than 130 career
pathways. Each of the pathways fall into one of the 17
clusters designated by the National Career Cluster Mod-
el. In some cases, the courses and curriculum align with
industry qualifications, giving students a head start upon
graduating from high school.
According to the 2015 CTAE Annual Report published

by the Georgia Department of Education, CTAE pro-
grams were available in 180 school districts, with student
enrollment in at least one CTAE class approaching one
million students.9
The Excel Center in Indiana
While much of the attention on workforce issues is

placed on college readiness and advanced degrees, com-
munities are also finding solutions to help individuals
without a high school degree or professional certification
obtain educational and occupational credentials. To help adults tap into their economic potential, Goodwill es-
tablished the Excel Center, a public high school for adults in Indianapolis, Indiana.10 The center opened in 2010
and now serves about 3,000 individuals each year. Its mission is to provide educational opportunities and profes-
sional qualifications to individuals lacking a high school degree.
The center seeks to cater to the needs and success of its students. It provides coaches to help students navigate
logistics, including transportation and child care, and makes courses available to accommodate the schedules of
students.
9 Information about Georgias CTAE program and their most recent annual report is available at http://www.gadoe.org/Curriculum-Instruc-
tion-and-Assessment/CTAE/Pages/default.aspx.
10 More information about the Excel Center is available at http://www.goodwillindy.org/education/.
Alignment
These approaches offer solutions to align the needs of employers with the resources of education institutions and
the education, skills and training of the future workforce. The diagram below shows how these approaches align
these three workforce segments.
This alignment of workforce needs with education opportunities can help Missouri address its workforce gaps.
However, government action will be required to ease or remove obstacles that may impede the types of innova-
tive approaches previously discussed.
SOLUTIONS TO GOVERNMENT OBSTACLES & OUTDATED POLICIES

Innovative solutions are often confronted with government obstacles and outdated policies, which can make it
more difficult to achieve desired outcomes. Legislation filed during the 2017 legislative session aims to remove or
ease these government barriers as well as update policies. The following describes these barriers and the legisla-
tion filed to address them.
Visiting Scholars (HB 97 & SB 401)
The Northland CAPS program is providing students with both hands-on experience and classes with curriculum
in the fields of Engineering and Advanced Manufacturing, Global Business and Entrepreneurship, Medicine and
Healthcare and Technology Solutions that can be taken for high school and college credit. However, current law
requires the instructors of the classes, who are employed by partnering businesses, to obtain a teaching certificate
to teach in public schools. This requirement results in a barrier described in the following diagram.
11
House Bill 97 and Senate Bill 401, often referred to as the Visiting Scholars legislation, allows the state board of
education to issue an initial visiting scholars teaching certificate as long as the instructor:
Is employed as part of a business-education partnership;

Has the appropriate education degree or occupational qualifications;
Completes an application prescribed by the board; and
Is subjected to a background check.
The initial certificate qualifies the instructor to teach for one year. The certificate can be renewed up to two times.
Business-Centric Curriculum (SB 44 & HB 253)
Many industries require certification, licenses, competency exams or other qualifications to work as a profession-
al in their fields. While there is a need for workers in many of these fields and while there are opportunities to
pursue these qualifications through education organizations, school districts currently lack the authority to offer
credit for courses that teach the content of industries qualifications.
Senate Bill 44 and House Bill 253 require the state board of education to establish a procedure where a high
school student can complete a Career and Technical Education Certification (CTEC) offering for high school
credits. This offering can include:

An industry certification;
A state-issued professional license;
An occupational competency assessment; or
A CETC exam.
The legislation also establishes a process whereby industries, businesses, school districts or higher education
institutions can suggest a new business qualification to be added to the list of approved CTEC offerings that can
be completed for high school credit.
Flexibility for Higher Education Institutions (SB 328 & HB 758)
Missouris higher education institutions are limited to offering curriculum that fits within their state coordinat-
ing board of education approved mission statements. While many colleges and universities may have the capacity
to offer a broader range of degrees, including those that may help students gain the education and qualifications
for in-demand skills, they are prohibited to do so if the institution is prohibited from awarding the degree or if
the degree does not align with its board-approved mission.
Senate Bill 328 and House Bill 758 provide greater flexibility to institutions of higher education to offer cours-
es and degrees that align with education qualifications that are in demand by employers. Under the legislation,
community colleges are afforded the ability to offer baccalaureate degrees and applied bachelors degrees when
an industrys profession requires the degree; however, the ability for the institution to do so is contingent upon
certain criteria and the approval of the coordinating board of education.
Similarly, the bills also allow the coordinating board for higher education to approve the ability of institutions of
higher education to offer degrees outside of their board-approved missions. To receive approval, the institutions
must meet certain criteria, including establishing a clear plan to meet the articulated workforce need.
13
Adult High Schools (SB 406 & HB 680)
While those that have not graduated from high school have options to obtain equivalent General Educational
Development (GED) degrees, there are few options for these individuals to earn a high school diploma while
gaining the necessary qualifications to work in certain fields.
Senate Bill 406 and House Bill 680 requires the Department of Elementary and Secondary Education (DESE)
to grant a license to a Missouri-based non-profit organization to establish and operate four adult high schools
through a competitive bidding process. Attendees of the high school are required to be at least 21 years of age.
The non-profit organization operating the high schools is required to give priority to individuals that receive
income-dependent assistance from the federal, state or local government. The legislation provides locations for
the facilities, which include:
The City of St. Louis;

Butler County or a county contiguous to Butler County;
Greene County or a county contiguous to Greene County; and
Boone County or a county contiguous to Boone County.
The adult high schools are required to cater to the needs of attendees by having onsite child care and by allowing
the attendees to take courses at their own pace.
Additionally, the schools are required to create a comprehensive plan that aligns its curriculum with the needs of
the surrounding region.

WHATS NEXT?
While these approaches will help align and strengthen Missouris workforce ecosystem, success in preparing the
next generation for workforce needs will require steadfast dedication of employers, school districts, higher edu-
cation institutions and future workforce participants as well as the resolve to evolve with workforce needs.
States are developing and utilizing metrics to measure progress and anticipate future needs. Ohio recently es-
tablished workforce metrics designed to track the effectiveness of its workforce programs. Data analysis under
the Workforce Success Measures program uses workforce outcomes to inform a dashboard that helps program
administrators and policy makers identify trends, share successful innovations and identify opportunities. As the
state expands its workforce programs, it plans to incorporate their results into the program.11
With so many actors involved in the workforce ecosystem, more than one governing agency is responsible for
the success of a states career pipeline. Workforce advocates suggest that states charge a cross-agency council with
data administration. Members of the council should include representatives from agencies that administer or
coordinate workforce programs, early childhood education, K-12, career and technical education, higher educa-
tion and social services.12 Indiana established a similar entity, the Indiana Career Council.
It is also important to note that, those that stand to benefit the most from this focus on workforce needs may be
those who direct their attention and investment to the earliest years of childrens lives. Children have the greatest
ability to learn and maintain the critical soft skills that employers demand during the first five years of their lives.
As a result, early education programs such as Parents as Teachers and pre-K pay big dividends over the long-
term should also be part of the broader workforce development plan.
11 http://reports.workforce.ohio.gov/downloads/faq.pdf.
12 http://www.nationalskillscoalition.org/resources/publications/file/State-Policy-Reforms-to-Improve-Workforce-Data-Final-Dec-7-2015-1.
pdf.
15
CONCLUSION
National workforce trends are encouraging states to think differently about how they prepare next generations
workforce for employers needs. In 2010, 59% of all jobs required a postsecondary degree or training. By 2020,
this figure is expected to grow to 65%.
Organizations, communities, regions and states are tackling their workforce issues with unique approaches. To
meet its future workforce needs, Missouri will need to marshal its organizations and institutions to change the
way they think about and act on workforce preparation.

Appendix
Regional Mapping of Current Jobs by Economic Sector
17
Central
Economic Sector Number of Jobs

Education, health care and social assistance 85,871
Retail trade 42,848
Manufacturing 29,935
Arts, entertainment, recreation, accommodations and food services 27,687
Public administration 27,079
Construction 20,466
Professional, scientific, management, administration and waste mgmt 19,735
Finance and insurance, real estate, rental and leasing 17,917
Other services, except public administration 13,178
Transportation and warehousing and utilities 12,846
Agriculture, forestry, fishing/hunting, mining 7,278
Information 7,061
Wholesale trade 6,264
Source: Data is derived from Experians 4th Quarter 2016 estimates based on recent American Community Survey (Census) data.

Kansas City

Retail trade 62,468
Construction 30,870
Information 15,144
19
Northeast

Retail trade 15,415
Construction 10,528
Information 2,048

Northwest

Retail trade 15,320
Construction 8,319
Information 2,089
21
Ozark

Retail trade 39,236
Profession, scientific, manafement, administration and waste management 22,474
Construction 15,191
Information 5,396

South Central

Retail trade 9,962
Construction 6,907
Information 1,020
23
Southeast

Retail trade 22,038
Construction 11,083
Information 1,942

Southwest

Retail trade 19,441
Construction 8,653
Information 2,667
25
St. Louis

Retail trade 114,352
Construction 53,087
Information 23,821

West Central

Retail trade 14,101
Construction 9,205
Information 1,602
27
Alliance for Childhood Education
22052 W. 66th Street
Suite 200
Shawnee, KS 66226

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Missouri Workforce

Initiatives and Issues

The Alliance is a non-profit, non-partisan alliance of

2 Missouri Workforce Initiatives & Issues Report

A Word From Our Chairman

Today, the Show-Me State faces growing labor shortages.

As business leaders, we have an opportunity to support

As a business leader and on behalf of ACE, I strongly support

1 Donahues address can be accessed at the following link: https://www.uschamber.com/speech/2017-state-american-business-address.

6 Missouri Workforce Initiatives & Issues Report

Confronted with workforce trends suggesting a high-

The analysis projects that overall job growth between

0 Higher than Average Lower than

Source: Georgetown Universitys Center on Education and the Workforce

INNOVATIVE APPROACHES TO ADDRESS WORKFORCE NEEDS

8 Missouri Workforce Initiatives & Issues Report

Channeling Higher Education Toward

Indiana recognizes that meeting future workforce demands

4 Information about the Blue Valley CAPS program is available at http://bvcaps.yourcapsnetwork.org/.

Career, Technical and Agricultural Education

The Career, Technical and Agricultural Education

According to the 2015 CTAE Annual Report published

The Excel Center in Indiana

While much of the attention on workforce issues is

SOLUTIONS TO GOVERNMENT OBSTACLES & OUTDATED POLICIES

Visiting Scholars (HB 97 & SB 401)

Is employed as part of a business-education partnership;

Business-Centric Curriculum (SB 44 & HB 253)

12 Missouri Workforce Initiatives & Issues Report

Flexibility for Higher Education Institutions (SB 328 & HB 758)

The City of St. Louis;

14 Missouri Workforce Initiatives & Issues Report

16 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

18 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

Economic Sector Number of Jobs

20 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

Economic Sector Number of Jobs

22 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

Economic Sector Number of Jobs

24 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

Economic Sector Number of Jobs

26 Missouri Workforce Initiatives & Issues Report

Economic Sector Number of Jobs

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