News Releases

Lincoln, NE — The Nebraska Statewide Workforce & Educational Reporting System (NSWERS), in partnership with Nebraska’s six Community Colleges, the Nebraska Department of Education, the Nebraska State College System, and the University of Nebraska System, has launched insights, a web-based tool that informs decision making in the areas of education and workforce.

The public-facing website allows users to easily navigate and explore education and workforce data products through interactive charts, graphs, maps, and a variety of data products.

“The insights platform serves as a valuable resource for individuals and organizations seeking to address the challenges and opportunities facing the state,” said Dr. Matthew Hastings, Executive Director of NSWERS. “Resources such as data dashboards, special reports, and data briefs help users interpret and analyze data, enabling informed decision making by policymakers, educators, employers, parents, students, and other community members.”

The insights website supports decision making for eight outcomes within Nebraska’s education and workforce training systems: high school graduation, college going, postsecondary persistence, postsecondary graduation, time to employment, employment gap, industry placement, and employment location.

“Nebraskans need sound, objective data and research to guide decision making, inform choices about career pathways, and effectively target investments,” said Leah Barrett, President of Northeast Community College and NSWERS Executive Council President. “NSWERS’ state-of-the-art research and analytics allow for an assessment of Nebraska’s education and workforce training systems, enabling new insights for the state to expand opportunities and grow our economy.”

To view the new insights platform for data-driven decision making, visit: insights.nswers.org.

Lincoln, NE — Nebraska’s unemployment rate remains low, but the state faces critical workforce shortages that threaten economic growth and the delivery of essential services, according to the new “Employment Gap” report from the Nebraska Statewide Workforce & Educational Reporting System (NSWERS).

The report reveals a notable mismatch between the demand for skilled workers in key occupations and the supply of qualified graduates. High-demand fields such as education, healthcare, and technology are particularly affected, with occupations like nurses, software developers, and accountants experiencing significant unmet demand.

“Addressing Nebraska’s employment gap is not just about filling jobs–it’s about securing the future of our state’s economy,” said Dr. Matthew Hastings, Executive Director of NSWERS. “This data brief sheds light on one of Nebraska’s most pressing workforce challenges and provides valuable insights for educators, policymakers, and workforce leaders to align their efforts with labor market needs.”

To address these challenges, the report emphasizes several strategies:

• Increasing program completion rates in key occupational fields.
• Promoting in-state employment and retention of college graduates.
• Upskilling and retraining existing workers to meet evolving market needs.

The report underscores the importance of building a sustainable talent pipeline to drive Nebraska’s economic growth and secure long-term business success.

To view the data brief, visit: https://insights.nswers.org/briefs/nswers-employment-gap-brief-2025.pdf.

Nebraska third graders who struggle with reading are significantly less likely to graduate high school on time and pursue higher education than those with strong reading skills. However, students who receive the right support can make substantial academic progress, even if they start below reading standards. In fact, most third graders maintain or improve their grade-level reading proficiency by seventh grade.

A new data product from the Nebraska Statewide Workforce & Educational Reporting System (NSWERS) tells the exemplar story of two Nebraska girls, Mia and Lila, who took different reading paths. Lila’s early advantage led her to a seamless transition into higher education, while Mia’s perseverance showcased the possibility of overcoming initial setbacks. Their journeys highlight the impact of early reading proficiency on future success and the importance of targeted reading support.

To access the story, please visit: https://insights.nswers.org/stories/a-tale-of-two-readers.

NSWERS stories make use of the scrollytelly format, an interactive visual experience of one topic’s impact on education or workforce outcomes, in this case, the impact of early reading proficiency on high school graduation and college going.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) has released a new report that sheds light on the critical factors impacting how quickly Nebraska’s public college students secure stable employment after graduation. This data brief explores the importance of securing stable employment within six months of leaving college, aligning with the federal student loan grace period – a crucial time when students begin repaying loans and making their initial career steps.

“This report underscores the power of college graduation, relevant work experience, and targeted fields of study in shaping successful transitions from college to career,” said Dr. Matthew Hastings, Executive Director of NSWERS. “By focusing on degree completion and work-integrated learning opportunities, Nebraska can enhance economic stability for its workforce and provide clear pathways for recent graduates.”

Key findings in the data brief include:

• Earnings Growth: Graduates who secure employment promptly after college see a stronger trajectory in earnings, contributing to long-term financial stability.
• College Graduation: Completing a degree significantly boosts a graduate’s chances of securing timely employment, underlining the value of degree attainment in today’s job market.
• Work Experience: Relevant work experience during college, including internships and part-time jobs, markedly improves timely employment prospects.
• College Major: Field of study plays a crucial role in employment outcomes, with majors such as Information Technology and Health Sciences boasting higher rates of timely employment, showing how targeted career preparation can impact graduates’ job readiness.

This brief serves as a valuable resource for policymakers, education leaders, parents, and students alike, shedding light on the factors that contribute to a successful transition from college to career.

For further insights from the report, please visit: https://insights.nswers.org/briefs/nswers-timely-employment-brief-2024.pdf.

NSWERS briefs are research summaries of factors influencing education or workforce outcomes, in this case, the impact of college major, college graduation, and prior work experience on timely employment.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) has published a new data brief examining the relationship between early reading proficiency and key academic milestones for Nebraska students, including high school graduation and college enrollment. The report, based on historical data from the Nebraska State Accountability-Reading (NeSA-R) test, underscores the long-term impact of third grade reading skills on students’ educational success.

The brief shows that Nebraska third graders who struggle with reading are significantly less likely to graduate high school on time and pursue higher education. However, the findings also demonstrate that students who receive the right support can make substantial academic progress, even if they start below reading standards.

“This data brief highlights the critical role early reading proficiency plays in shaping students’ long-term educational outcomes,” said Dr. Matthew Hastings, Executive Director of NSWERS. “It also provides encouraging evidence that even students who begin behind can catch up and succeed with the proper interventions and support.”

KEY FINDINGS:

• High School Graduation and College Enrollment: Nebraska students who exceed third grade reading standards graduate high school on time at a rate of 97% and attend college at a rate of 86%. In contrast, students who are below state reading standards graduate on time at 79% and attend college at just 53%.
• Progress for Struggling Readers: Among students who are below third grade reading standards, 58% achieve reading proficiency by seventh grade, illustrating that with the right support, significant academic gains are possible.
• Consistency Matters: Students who consistently perform well in reading from third grade onward are more likely to go to college, with 88% of those exceeding state standards in both third and seventh grades enrolling in higher education.

The data brief offers insights for educators, parents, and policymakers as they work to support Nebraska’s students in achieving better outcomes in reading and education.

To view the full data brief, visit: https://insights.nswers.org/briefs/nswers-early-reading-brief-2024.pdf.

NSWERS briefs are short-form research summaries of one topic’s impact on education or workforce outcomes, in this case, the impact of early reading proficiency on high school graduation and college going.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) has released a new data brief focused on talent retention in Nebraska. This brief analyzes the factors influencing the retention of graduates from Nebraska’s public postsecondary institutions within the state’s workforce.

Since the 1970s, Nebraska has faced a persistent challenge known as “brain drain,” the out-of-state migration of highly educated individuals. This phenomenon is particularly concerning as it results in the loss of skilled workers, which can negatively impact local businesses and slow economic growth. Improving the retention of Nebraska’s college graduates is critical to maximizing the state’s return on investment in higher education.

The findings of the talent retention brief suggest targeted strategies that can enhance the retention of college graduates, particularly through the promotion of internships and work opportunities during college. This research seeks to inform new policies that can better support education and job growth in Nebraska, making the state a more attractive place for young professionals to live and work.

KEY FINDINGS:

• The critical role of social and economic ties in retaining graduates in Nebraska
  • In-state students are twice as likely to stay and work in Nebraska compared to out-of-state students.
  • Graduates who earn wages in Nebraska while attending college are more likely to stay and work in Nebraska after graduation compared to those who do not.
• The varying impact of different degree fields on retention rates
  • Nearly 8 out of 10 manufacturing students stay and work in Nebraska after graduation compared to 5 out of 10 Science, Technology, Engineering, and Mathematics (STEM) graduates.
• The significant influence of work experiences on graduates’ decisions to remain in the state
  • Graduates who earn the equivalent of one to two summer internships of wages in Nebraska are about 5-10 percentage points more likely to stay and work in Nebraska compared to those with no earnings.

To view the data brief, visit:
https://insights.nswers.org/briefs/nswers-talent-retention-brief-2024.pdf.

NSWERS briefs are short-form research summaries of one topic’s impact on one education or workforce outcome, in this case, talent retention.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) released new research today, a comprehensive examination of ACT and College Going in Nebraska. This research reveals a critical link between the ACT scores of Nebraska public students and the decision to pursue higher education. The ACT, renowned for its assessment of academic preparedness for college, serves as Nebraska’s eleventh grade statewide assessment.

This analysis explores the impact of ACT performance on educational pathways among graduating seniors from Nebraska’s public high schools. The choices made by these students, informed by their ACT scores, not only shape their personal futures but also hold implications for educational strategies, workforce development, and policymaking within the state.

STORY HIGHLIGHTS INCLUDE:

• Higher ACT scores for public students generally correlate with a higher likelihood of attending college.
• ACT scores have a significant impact on the type of college public students choose to attend (two-year or four-year colleges, public or private institutions).
• The higher the ACT score, the more likely Nebraska public students are to consider out-of-state postsecondary institutions.
• At the same ACT score, female students are more likely to attend college than male students.

To access the story, please visit: https://insights.nswers.org/stories/act-and-college-going/.

NSWERS stories make use of the scrollytelling format, an interactive visual experience of one topic’s impact on one education or workforce outcome.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) is pleased to announce the release of its first-ever special report, a comprehensive exploration of dual enrollment in Nebraska.

Dual enrollment, an increasingly popular option across the educational landscape, provides students with the opportunity to earn college credits while still in high school. NSWERS’ 2024 Dual Enrollment Special Report delves into the data associated with dual enrollment programs in the state, shedding light on the opportunities they present for students seeking to enhance their academic experiences.

The report offers a thorough analysis of the key outcomes of dual enrollment in Nebraska. “We envision this report serving as a cornerstone resource for policymakers, educators, and parents, empowering them to make well-informed decisions about dual enrollment in Nebraska,” said Matt Hastings, Executive Director of NSWERS.

KEY POINTS OF THE SPECIAL REPORT:
Dual enrollment is associated with positive academic outcomes including higher graduation rates in high school, higher levels of college enrollment and persistence, higher GPAs, and higher college graduation rates.

• Dual enrollment credit earners are more likely to attend college in Nebraska than non-dual enrollment credit earners.
• Dual enrollment credit earners complete more credits in their first year of college than students who did not earn dual enrollment credit.
• The more dual enrollment credits students earn in high school, the higher the college graduation rate and the sooner they graduate college.

To access the full report, please visit https://insights.nswers.org/special-reports/nswers-dual-enrollment-special-report-2024.pdf.