The purpose of this dashboard is to relate data about academic degree production to occupations and the labor market in Oklahoma. This type of analysis can help inform decisions about academic programs, such as whether to expand, contract, start up, or end specific programs based in part on labor demands. This dashboard summarizes Oklahoma degree program data (public and private campuses) from 2014-15 to 2018-19 as it relates to statewide occupational trends during the same period and forecasted out to 2024. In order to connect degree data to occupational data, this dashboard utilizes the CIP to SOC Crosswalk as developed by the National Center of Education Statistics (NCES). More information regarding the CIP to SOC Crosswalk as well as definitions, methodologies and data sources within the dashboard can be found on this page below the dashboard.
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The relationship between CIP and SOC data provides data users with a resource for relating the Classification of Instructional Programs (CIP) and the Standard Occupational Classification (SOC). A CIP-SOC relationship indicates that academic programs classified in the CIP category likely prepare individuals directly for jobs classified in the SOC category. The relationship between occupations and academic programs can help demonstrate how much demand exists in the labor market for a specific occupation, and to what extent that demand is being provided through academic credentials. The connection between occupations and academic programs is not evenly connected. It is quite common that many programs will be associated with numerous occupations. For example, there are six academic programs that relate to sales managers. The most common program is Business Admin and Management, General (CIP 52.0201). In other cases, the number of academic programs is much fewer; there may even be just one program. For example, if you want to become a Mechanical Engineer, you typically have one occupational option: the Mechanical Engineering (CIP 14.1901) program. Finally, the CIP to SOC crosswalk is by no means a definitive way of describing the connection between academic programs and occupations, but merely attempts to describe what is typical or common.
State Occupation Data: Employment data are based on final EMSI industry data and final EMSI staffing patterns. Wage estimates are based on Occupational Employment Statistics (QCEW and Non-QCEW Employees classes of worker) and the American Community Survey (Self-Employed and Extended Proprietors). Forecasted data relies on a combination of government-published sources at the national (BLS), state, and regional levels and a combination of the short, mid, and long-term trends.
Degree Information: This report uses annual OSRHE-UDS degree data (Record D) to calculate degrees base on Classification of Instructional Programs (CIP) and fiscal year. Private institutions that did not submit graduation data to the State Regents for fiscal year 2019 were not included in the database. To protect student privacy, any disaggregation below a population of six will generate blank values within applicable fields.
Classification of Instructional Programs (CIP) is code system of instructional programs with the purpose to facilitate the organization, collection, and reporting of fields of study and program completions.
Detailed CIP descriptions are available here: Classification of Instructional Programs (Source: BLS)
Standard Occupational Classification (SOC) is a federal statistical coding standard used by federal agencies to classify workers into occupational categories for the purpose of collecting, calculating, or disseminating data. All workers are classified into one of 867 detailed occupations according to their occupational definition.
Typical Entry-Level Education represents the most common education level most workers need to enter an occupation. The assignments for this category are the following:
On-the-Job Training Needed indicates the typical on-the-job training needed to attain competency in the skills needed in the occupation. The assignments for this category are the following:
Location quotient (LQ) is an analytical statistic that measures industrial specialization of a given region relative to a larger geographic unit. In this case, Oklahoma as it relates to the nation. For example, an LQ of 1.0 in mining means that the region and the nation are equally specialized in mining; while an LQ of 1.8 means that the region has a higher concentration in mining than the nation.