From Data to Action: Nebraska’s Blueprint for Education and Workforce Success

Creating a data-informed decision culture in Nebraska 

Imagine a data system that not only answers your most pressing workforce development questions but also empowers you to make informed decisions that shape the future of education and employment in your state. Since its inception in 2019, the Nebraska Statewide Workforce & Educational Reporting System (NSWERS) has done just that, emerging as a trailblazer using state data for impactful insights. By pinpointing eight key outcomes—four in education and four in workforce—NSWERS enables policymakers to benchmark Nebraska’s education and workforce training systems against national standards. Through its robust research framework and innovative data visualization techniques, NSWERS also transforms complex data into actionable insights for educators, students, and families. With a mission to seamlessly integrate and organize Nebraska’s education and workforce data, NSWERS is dedicated to fostering a data-informed decision-making culture that paves the way for successful pathways of learning and earning for the people of Nebraska.

A 2021 analysis revealed a significant gap in Nebraska’s data collection: the state only tracked post–high school data for students who enrolled at in-state public postsecondary institutions. This left about one-third of each public high school cohort unaccounted for in the Nebraska workforce data. To truly understand which pathways and training programs best prepare students for success, decision makers needed comprehensive data on all learners. In response, NSWERS developed strategic recommendations to link data and fostered partnerships to enhance data collection and matching practices. NSWERS partners include Nebraska’s six Community Colleges , the Nebraska Department of Education, the Nebraska State College System, and the University of Nebraska System, with the Nebraska Department of Labor as an affiliate.

NSWERS also created a scaffolded research framework to analyze outcomes, featuring increasingly sophisticated questions to guide decision making. In the first stage, data users can explore the current state and answer foundational questions such as, “What do we already know about this outcome?” As the analysis progresses, data users explore more complex questions that involve forecasting projected outcomes, like “What is the probability this outcome will be achieved in the next five years?” or simulating future impacts of interventions: “How will this intervention affect the probability of achieving this outcome?” By collecting longitudinal linked data, decision makers can better understand how to allocate resources and support learners and earners in Nebraska. Additionally, students and families can leverage NSWERS data to make informed decisions about their chosen pathways. For example, NSWERS data can illuminate how high school coursetaking influences future outcomes, helping students choose classes that align with their postsecondary or workforce goals. 

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How NSWERS used the E-W Framework to guide decisions about data

NSWERS staff have used the Education-to-Workforce Indicator (E-W) Framework to pinpoint predictive indicators that are likely to impact the system’s eight priority outcomes. For instance, the E-W Framework highlights the importance of measuring math and reading proficiency in grade 3, based on research showing that early proficiency is highly predictive of later success. Building on this insight, NSWERS released a 2024 brief that examined the relationship between third grade reading proficiency and later outcomes, including college going, for the 2012 cohort of Nebraska public school students. The brief revealed 86 percent of students who exceeded third grade reading standards later enrolled in college, compared to only 53 percent of students who fell below those standards. These data underscore the critical role of early literacy in shaping long-term educational and workforce achievements.

NSWERS staff have also leveraged the E-W Framework to maximize the value of existing data. For example, the E-W Framework recommends tracking access to and completion of early college coursework, including dual credit, Advanced Placement (AP), and International Baccalaureate classes. Research cited by the framework shows that participation in these accelerated postsecondary pathways positively influences high school graduation, postsecondary enrollment, and postsecondary graduation—all key NSWERS priority outcomes. Although NSWERS already collected and reported data on dual credit, staff realized they could glean additional insights by also reporting on AP curricula designation. To address this, NSWERS initiated discussions with the Nebraska Department of Education on integrating AP data into its predictive indicators. As of fall 2024, NSWERS plans to include AP data in the data specifications for the next analysis cycle. This integration will enable NSWERS to explore how AP coursetaking relates to future postsecondary and workforce outcomes. 

NSWERS data are informing policy and practice

Leaders in Nebraska are already using NSWERS data to guide policy and practice. For example, the NSWERS brief that links third grade reading proficiency with high school graduation and college going was cited in a letter from state legislators to the Nebraska Education Commissioner. The legislators stressed the need for more data on student progress and what evidence-based interventions are in use. This information could help educators and policymakers understand how best to support early literacy, which in turn increases the students’ chances of succeeding in their future education and careers.  

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