Education System Overview 

Within the Northeast Region of Michigan there are seventeen (17) public K-12 school districts served by three (3) ISDs/ESDs, a small number of private, parochial or charter schools and a home schooling component that serve a population of 134,947 (1998 population figures) in the eight county Region. Three (3) community colleges provide post-secondary options to the Region as well as several four-year colleges/universities that offer some programs in the Region through partnerships with the community colleges (primarily in business and related programs). 

K-12 Districts 

Funding and Expenditures  [See Appendix B, Table 34] 

School funding varies with the size of the school with per-pupil expenditures generally in line with revenues. The Region overall is below the state average of $7,139 for general fund revenues and $4,110 for per pupil expenditures. Three districts (Gaylord, Johannesburg-Lewiston and Wolverine districts) exceeded the state average for revenues (by a maximum of $600), all other districts were between $258 to $1,319 below the state average. Wolverine receives the most revenue per pupil and Rogers City receives the least. Per-pupil expenditures range between $3,277 and $4,507.Only three districts (Alcona, Mackinaw City, and Wolverine) exceed the state average for per-pupil expenditures. Mackinaw City has the highest per pupil expenditure for instructional programs, Fairview has the lowest. 

Enrollment  [See Appendix B, Tables 31-32] 

Over the past six (6) years the public K-12 school enrollments have ranged annually from a low of 236 students (in the smallest district), to over 5,843 students (in the largest district). Enrollments in eight of the districts have been decreasing since 1994, seven districts have remained relatively stable and two districts have seen increases: Gaylord and Inland Lakes.Overall, enrollments in the region increased from a total of 22,242 in 1994-95 to a maximum of 22,657 in 1996-97. Since 1997-98 total enrollments have declined to their current number (1999-2000) of 21,956. Although “schools of choice” may have had some impact on the enrollment figures, the changes noted are not apparent for other schools in the districts that might have expected enrollment changes based on the “schools of choice” initiative. In addition to “schools of choice” and the private/parochial and charter schools, there has been a “significant” but unmeasured impact by home schooling. It is felt that there has been a significant rise in the number of students being home schooled, however, due to reporting limitations, the exact number of students or degree of impact cannot be accurately assessed. 

Graduation Rates  [See Appendix B, Table 31] 

The percentage of students graduating from all schools in the Northeast MWA has been increasing during the reporting period so that in 1997-98 (the last year data is available) twelve of the 17 districts exceeded the state average for graduation of 82.8%. Current graduation rates range from 64.3 percent to 100 percent, including ten districts with graduation rates of 90 percent or greater and an additional three districts with rates between 80 and 90 percent. Four districts have graduation rates of less than 80 percent.Schools in the region not meeting the state average for the 1997-98 reporting year had, in previous years, met or exceeded state averages (See Enrollment and Graduation Rates data, Appendix B,Table 31). Graduation rates are calculated according to the state method, and defined as “percentage of 9th grade students who will complete their senior year and graduate. 

Career and Technical Education 

The Career and Technical Education programs at the high school and community college level are geared to provide the vocational training necessary for many in-demand occupations. 

Enrollment  [See Appendix B, Table 38] 

Enrollment in Career Technical Education (CTE) programs at the high school or community college level varies with the size of the school, or in the case of the community colleges with the college’s location. K-12 districts with larger enrollments are able to offer students a greater variety of program choices, but all districts have opportunities to participate in career development programs to some level. Small schools in the Region can send students to the career centers, however distance, transportation and time issues make participation more difficult for students from the smaller districts. Enrollments in CTE programs represent approximately 15-20 percent of the total student population and include students who are enrolled in the programs from outlying districts. 

Graduation Rate  [See Appendix B, Tables 38-39] 

Graduations from the CTE programs have averaged from 65-100% for the schools reporting. The percent of CTE students that participate in some type of continuing education range from 43 to 75 percent, thus impacting the number of students who are entering the workforce upon the completion of the program. Data for CTE enrollments and completions is incomplete for all districts and reporting years. Programs having the
greatest enrollment, based on existing data, include agriculture, marketing, business service technologies, automotive and welding. Programs specific for workforce training at the high school level in “high-skill high-wage” jobs would appear to be limited. 

Community Colleges 

Budget  [See Appendix B, Table 45] 

The budgets for the three community colleges within the region vary tremendously. The percent of the budget dedicated to technical education ranges currently from 46.2 percent for North Central to 54 percent for Kirtland. The budget percentages have been changing over the last five years, with technical education at Alpena generally experiencing a decrease in the percent of the overall budget, Kirtland has experienced an
increase since 1994-5 and North Central experienced an initial increase, but is now below its 1994-5 percentage. 

Enrollment  [See Appendix B, Table 44] 

The available data suggests that enrollments in community college technical education programs have declined over the reporting period, with the greatest decline occurring at North Central Michigan College (NCMC) which serves Cheboygan and Otsego counties (two of the three counties in the 8 county Region with the largest populations).In 1994-5 the technical programs comprised38.7 percent of the enrollment for Alpena Community College (ACC), 61.8 percent for Kirtland Community College (KCC) and 32.8 percent for NCMC, as compared with 32.7 percent for ACC, 55.1 percent for KCC and 24.7 percent for NCMC in 1999-2000. Programs having the greatest enrollments at the community colleges include criminal justice/law enforcement, concrete technology, automotive, machine tool, nursing/health care, business, accounting and computer aided design. Not all community colleges offer the same programs.As an example, Concrete Technology is offered only at Alpena Community College; the area in which this industry is located. 

Overall enrollment trends differ between the community colleges in the Region.Since 1996/1997, Alpena Community College enrollment levels have remained relatively stable. Kirtland Community College however has recently experienced a decrease in total enrollment, with numbers dropping since the 1997/1998 academic year.North Central Michigan College has experienced an increase in total enrollment since the
1996/1997 academic year. This increase in total enrollment for NCMC has occurred during a period when the enrollment in technical programs has decreased. 

Graduations  [See Appendix B, Table 44] 

Student completion data from community college technical programs is incomplete but suggests that these programs do not have a high number of students completing their technical programs. It is assumed that students leave their college programs to obtain jobs. Colleges have been unable to track these students because the current student tracking systems look at “graduation” as successful completion whereas many
students enroll in technical programs without graduation as a goal making it difficult for the colleges to determine the actual factors impacting the students’ non-return to the classroom. 

Workforce Development System Overview 

State supported initiatives, such as MichiganWorks!, Work First/Welfare Reform, WIA/JTPA, Employment Service Agency and vocational rehabilitation services, are other potential labor sources. Many of these programs offer training in a variety of forms, such as On-the-Job Training, classroom training for basic and occupational skills, computer literacy skill development, employability skills and other employment skills training.Job seeking and employee searching assistance are provided through many of these programs, including the Job Bank and Talent Bank databases available on-line. 

Adult Education  [See Appendix B, Table 43] 

Adult education programs are offered in five of the 17 school districts (Alpena, Atlanta, Cheboygan, Crawford and Gaylord) in the Region.The enrollment numbers vary significantly, with some programs providing GED opportunities to individuals in local county correctional facilities. Generally, the enrollment over the past five years has been increasing in Alpena, decreasing in Cheboygan, and fluctuating for Atlanta and Gaylord. 

The budget figures differ substantially depending on whether the program is operated in a dedicated facility, with the associated overhead expenses, or in a existing school facility, where such expenses are covered. For example, the per student expenditure numbers in 1999-2000 from $ 389 to $ 3,766. Consequently, it is difficult to draw a meaningful correlation between budget figures and student outcomes. 

Workforce Investment Act /Job Training and Partnership Act (WIA/JTPA)  [See Appendix B, Table 49-52] 

In July 2000, the Workforce Investment Act programs replaced the Job Training and Partnership Act programs. The data collected is based on the JTPA programs. JTPA was established to prepare those youth and adults who face serious barriers to employment for participation in the in the labor force. This preparation was provided through job training and other services to increase educational and occupational skills and
decrease welfare dependency. JTPA has programs directed to the economically disadvantaged, adults (22 years or older), older workers (55 years or older), youth programs (14-21 years) for economically disadvantaged, and dislocated workers. 

Information available at the time of the Scan indicates that dollars expended on all“JTPA” programs in the Region have ranged between $1,509,548 and $2,325,059. The amount of money spent has fluctuated over the reporting period with $1,678,591 being spent for the fiscal year ending June 30, 1999. Additionally, between $513,443 and $747,088 has been spent annually on the Economic Dislocation Worker Adjustment Assistance ACT (EDWAAA) program, with $678,831 being spent during the fiscal year ending June 30, 1999. 

The number of individuals served in these programs has decreased in the last three years, from 472 in 1997 to 412 individuals served in the Region during program year 1999. The participants received services such as on-the–job training, occupational skills training, job search assistance, basic readjustment skills assistance, employability skills training and internship placements. 

Michigan Rehabilitation Services  [See Appendix B, Table 51] 

The Michigan Rehabilitation Services Agency serves people with severe disabilities. The expenditures for services vary significantly by county. Expenditures have fluctuated for each of the counties during the past five years. Regionally the largest budget during the last five years was in 1995 and the smallest in 1997, at approximately 80 percent of the 1995 budget. The 1999 budget, up from 1997, was still below 1995, at 92.6 percent of the 1995 level. 

The Michigan Rehabilitation Services Agency provides a wide variety of job training and placement related services. The number served in the Region has generally been increasing over the last five years, with a minor decrease in 1999. Within the eight county Region of Northeast Michigan, Michigan Rehabilitation Services have served between 825 and 950 people annually for each of the last five years, however during the period 1997 to 1999 between 56.2 and 60.2 percent of the clients had also been served (and counted) in the previous  year. The average “pass-through” time for these programs is 18 months. 

Employment Service Agency  [See Appendix B, Table 48] 

The Northeast Michigan MWA Region receives services under Employment Service programs in several areas. Individuals and businesses have access to potential placements “on-line” via Talent Bank and Job Bank. This internet based service is available through Michigan Works! Agencies, and offices throughout the Region as well as at some community libraries, and college libraries and labs. Other services and
programs available include basic skills assessment and training/ testing, placement and referral services; employability skills training; counseling; and assistance with resume and employment search activities.Expenditures for the Employment Service Agency for the NE Region have been stable over the past two years (1998 and 1999)at $427,898. Unemployment rates in the Region have ranged from 7.7 percent in 1998 to 13.1 percent in 1992 compared to the state averages of 3.9 percentto 8.9 percent for the same years. Seasonal unemployment fluctuates widely depending on the area. 

Work First/Welfare Reform  [See Appendix B, Tables 50-54] 

The goal of the Work First /Welfare Reform programs has been to “establish and/or maintain a connection to the labor market for Temporary Assistance to Needy Families (TANF) recipients to increase the participant income, therefore reducing or eliminating their family’s need for public assistance”. In the Northeast Michigan region this program has served 6,739 individuals over the reporting period, with 1,253 individuals served in 1999. The percent of program “completers” achieving employment has ranged from 45.1% (in 1994-95) to 62.4% in 1999. The number of individuals “completing” training programs, achieving employability skills, but not employed (37.6% in1999) constitutes an additional potential resource for workforce training and availability. 

Programs available to participants in Work First include an overview of the basic skills and workplace competencies valued by employers, development of work maturity skills (employability skills), practice in resume’ writing and interview skills, basic skills training, computer literacy skills, on-the-job training opportunities, child care assistance, technical training, counseling and referral services. 

The expenditures for Work First/Welfare Reform programs in Northeast Michigan have ranged from $596,231 in 1995 to $1,195,131 in 1998.Most recently, the expenditure for these programs was $1,104,916 in 1999. 

Education [See Appendix B, Tables 31, 35-37, 41-42] 

Performance Measures 

Graduation rates are one of the performance measures for the K-12 districts and that information has been provided previously. To summarize, thirteen of seventeen districts in the Northeast Michigan Region met or exceeded the state average for high school graduation in the 1998 graduation year. (1998 is last year for which complete data is available). 

Michigan Education Assessment Program (MEAP) is often considered a performance measure. 

Student performance on the MEAP in all districts varies widely. Because the MEAP has been modified several times during the data period, it is difficult to make a relationship between the programs available at the district level and student performance on the MEAP. However, a review of the data available for the Region suggests that students from districts with smaller class sizes may perform at higher levels on the MEAP. Overall, the scores for all districts do not, for the most part and for the years reported, meet or exceed the State of Michigan averages for the MEAP. No district was able to consistently meet State of Michigan averages. (See Appendix B, Tables 35-37 for complete data on MEAP results.) MEAP results for 1998-99 were not available for review. If schools are to be able to use MEAP as a tool for strengthening programs and curriculum, a more longitudinal database of results will be needed so that districts can make curriculum decisions based on meaningful data. 

Career preparation skills and educational plans (EDP’s) are additional performance measures.The data regarding achievement of these skills and widespread use and acceptance of educational plans is incomplete. Based on the information available, over the last five years there has been an increase in the number of schools in the Region incorporating such plans and skills into the curriculum and a somewhat improved tracking of the effectiveness of these measures. However, if students are to perceive preparation for a career as a goal of their education there will need to be a greater involvement in and increased emphasis on career preparation at the K-12 level. 

Workforce Development System
Performance Measures 

Adult Education  [See Appendix B, Table 43] 

The adult education completion rates range from 48 percent to 89 percent during the reporting years, with the average rate being between 58 and 60 percent for the last three years. The number of students earning either their GED or Diploma has generally been increasing over the reporting period, with the vast majority receiving their GED. Most of the adult education programs are granting GEDs at a rate of greater than two to one as compared with H.S. diplomas. 

Workforce Investment Act / Job Training and Partnership Act (WIA/JTPA)  [See Appendix B, Tables 49 and 52] 

Program completion rates for JTPA vary tremendously across the services provided.In 1997, the percentage of people completing programs ranged from 24.4 percent to 100 percent depending on the program. In 1998 the completion range was from 36.7 percent to 93.3 percent, in 1999 the range was 42.0 percent to 100 percent of those who started completing the specific program in which they were participating. The Regional placement rates for Job Training and Partnership Act programs are between 54 and 100 percent, for program years 1997-1999. Most recently, in 1999 the placement rate was between 64 and 91 percent of those who complete the program. The average wages in 1999 were between $ 5.45 and $ 11.37 per hour.Based on this information, it would appear that JTPA has been successful in providing participants, who complete the program successfully, with access to higher wage jobs. However, there continues to be a wide disparity in wages as well as a significant number of individuals who do not complete the program or are not placed once they have completed. These individuals should represent additional entrants into the workforce. Because they receive more intensive interventions and follow-up while in the program, the potential for successful completion and placement is greater. 

Michigan Rehabilitation Services  [See Appendix B, Table 51] 

The rate of successful rehabilitations has ranged between 47 and 52 percent during the last four years (1996 through 1999) for the agency’s 21 county service district. The agency’s goal is 50 percent. The percent of participants involved in advanced training, such as college or vocational training has been decreasing over the reporting period from 29.5 percent in 1995 to 8.5 percent in 1999. The placement rate for the Region has
fluctuated, from 14.5 percent in 1995 up to 18.0 in 1997 and down to 9.8 percent in 1999. The available training can either be provided directly by the specific program or such training can be contracted through the local community colleges. 

Employment Service Agency  [See Appendix B, Tables 48 and 53] 

The Employment Service Agency provides “job seeking” support to individuals. The Agency provides access to available jobs, referrals, coaching for job seeking skills, access to Talent Bank and Job Bank information, basic skills and computer literacy training, and other services related to jobs. The number of individuals served in the Region by the Agency during the 1999 program year was 19,530 individuals. Data
available to describe the numbers seeking employment compared to those who entered the workforce as a result of Employment Service Agency assistance was unavailable at the time of the Scan. However, anecdotal evidence indicates that job seeking pursuits vary depending on the season of the year as well as activity in the business and industry sectors. The Northeast Michigan Region consistently has had higher
unemployment rates, on average, than the State of Michigan. However, seasonally adjusted rates will vary considerably based on the location. As an example, in 1999 Cheboygan County had anunemployment rate of 21.6 percent in January, but had an unemployment rate of 2.4 percent in July, during the tourist season, compared to the State annualaverage of 3.8% (in 1999). The high number of seasonal jobs in Northeast
Michigan creates a significant challenge for developing our workforce potential. 

Work First/Welfare Reform  [See Appendix B, Tables 50 and 54] 

Over the reporting period (1995-1999), completion rates ranged from 81.9 %to 90.6%, with a rate of 83.2 % in 1999. In that year 1,043 of the total 1,253 participants completed their particular program. Placement rates have generally been increasing, ranging from 45.1% in 1995 to 62.4% in 1999. The average wage earnedin 1999 ranged from $ 6.07 to $ 6.37 per hour. Of concern is the low wage achieved by these participants, based on these wages, few participants would “eliminate their family’s need for public assistance”. If these individuals were prepared to enter the workforce in high-skill and high-wage positions, the goal of this program would be more easily realized. 

Worker Enhancement System Overview 

Job training occurs through a variety of state initiatives, such as WIA/JTPA, EDJT, Worker Enhancement initiatives, job training for new employees, customized training for specific skill development for employers. Funding for these initiatives comes from state grants (such as EDJT, CDBG, JTPA, etc.), employer funding and community college general funds (local tax dollars). Employer satisfaction is tracked at the
completion of the specific program and six months following completion. Complete data from the community colleges was unavailable regarding the activities related to job training at the community colleges. However, the data available indicated that a high number of individuals are being served by community colleges through these programs. Anecdotal evidence suggests a high rate of satisfaction with these  programs. 

Economic Development and Job Training (EDJT) [See Appendix B, Tables 55 and 57] 

Economic Development and Job Training is the link between local training providers, employers, economic development organizations, local Michigan Works! agencies, Michigan Department of Career Development and the Michigan Department of Economic Development Corporation. All Michigan based companies are eligible to compete for the specialized training funds, which are channeled through community colleges, intermediate school districts, licensed proprietary schools and trade academies. 

The services provided using EDJT or CDBG grants include career guidance, basic skills, employability skills, academic skills and technical skills training based on individual company needs. Within Northeast Michigan these programs are being provided through the community colleges on a contractual basis. The number of participants in these programs has been increasing each year during the reporting period (1995-2000). Based on the compiled data, it is difficult to identify how many individuals have been served, since participants may be involved in more than one service and hence counted in each program area. The total number of participants reported (duplicated headcount), was 715 individuals in 1995-1996 compared with 2230 during the most recent reporting year, 1999-2000. Completion rates have ranged from 63.2 percent to 100 percent and most recently (1999-2000) from 83.3 percent to 100 percent. 

Budget data is incomplete.In 1999-2000 Alpena Community College spent $307,000 on EDJT/CDBG programs, with program participation of200 enrollees and 169 participants completing the training. In 1999-2000 North Central Michigan College spent $418,000 on EDJT/CDBG programs, with program participation of538 enrollees and approximately 521participants completing the training. At North Central Community College, the grant expenditures for these programs have ranged from approximately $432,000 in 1996-1997 to $418,000 in 1998-1999. 

Customized Training Programs  [See Appendix B, Tables 56 and 57] 

Customize training programs are provided based on specific business or industry needs. These programs typically do not include initial assessment, but address only specific training needs requested. These programs are often funded, at least in part, by the business or industry requesting the training. The customized training is provided through the three community colleges in the Region. The data available for customized training is limited. Basic Skills training was provided to 176 individuals at Alpena in 1996-1997, and in 1998-1999 at total
of 396 individuals received basic skills training at either Alpena or North Central. Additionally, the number of individuals receiving technical training has increased from 49 in 1996-1997 to 136 at North Central in 1999-2000. In the years 1997-1998 and 1998-1999 a total of 44 individuals received academic skills training under these programs at North Central. 

Budget and enrollment data for customized training is incomplete.Alpena spent approximately $100,000 on customized training programs in 1999-2000 to train 500 enrollees, with 425 completers. 

Workforce Investment Act  [See Appendix B, Credential Lists, p. B-40] 

The Workforce Investment Act specifies core indicators of performance for workforce activities in Adult and Dislocated Workers, and a separate set of core indicators for performance in Youth Programs. Included in these performance indicators at both levels is the attainment of a recognized credential. A credential is defined as a nationally recognized degree or certificate or State/locally recognized credential. Credentials include, but are not limited to, a high school diploma, GED, or other recognized equivalents, post-secondary degrees/certificates, recognized skill standards, and licensure or industry recognized credentials, and all State agency recognized credentials. 

For older youth, a credential must be coupled with employment, entry into post-secondary education, or entry into advanced training. A time frame of three quarters after exit is allowed to provide adequate time for individuals to take tests, which may occur after training is completed and may only be offered once a year. 

For Adult and Dislocated Workers, this measure is limited to those who are in training because that is the only set of services that leads to attainment of a credential.This measure includes all individuals who received training regardless of whether they had jobs at registration. It recognizes not only individuals who enter employment, but also incumbent workers, students and welfare-to-work participants, who have jobs or are placed in jobs, but continue receiving training services to attain more skills and better jobs. A time frame of three quarters after exit is allowed to provide adequate time for individuals to take tests, which may occur after training is completed and may only be offered once a year.