News Releases

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) today released a comprehensive evaluation of the Access College Early (ACE) Scholarship Program, offering the most detailed analysis to date of student participation, demographics, and postsecondary outcomes. The report supports the Nebraska Coordinating Commission for Postsecondary Education (CCPE) and its partners in understanding the program’s impact and planning future investments to strengthen early college opportunities for Nebraska students.

The evaluation finds that ACE participants are more likely to enroll in college, more likely to persist once enrolled, and—among students at Nebraska’s community colleges—more likely to complete a credential and to do so more quickly than their non-ACE peers. Additional findings note that more than half of ACE recipients come from urban counties, over 40% attend schools serving low-income neighborhoods, and two-thirds of participants are female, reflecting the program’s reach across diverse student populations.

“This evaluation reflects the careful, collaborative work of NSWERS and our statewide partners to provide clear, reliable information that supports decision-making across Nebraska’s higher education institutions,” said Dr. Matt Hastings, NSWERS Executive Director. “We appreciate Dr. Mike Baumgartner and the Coordinating Commission for their foresight in requesting this evaluation in support of Nebraska student success.”

Academic performance indicators show that ACE participants take more high school credit hours than their peers and graduate high school at high rates (98%). ACE also expands access to early college coursework for students who may not otherwise participate, and participants demonstrate strong engagement and persistence once enrolled in college.

The ACE Scholarship Program provides financial assistance to eligible low-income high school students to take college courses through dual or early enrollment. In the 2023–24 academic year, ACE supported students across 19 postsecondary institutions and 192 high schools, helping reduce barriers to early college participation.

For more information and to access the full report, visit: https://insights.nswers.org/evaluations/ace-2025/.

Cambridge, MA – The Strategic Data Project (SDP), an initiative of the Center for Education Policy Research at Harvard University, in collaboration with the Nebraska Statewide Workforce & Education Reporting System (NSWERS), is proud to announce the launch of the SDP Nebraska Strategic Data Leadership Network, a new fellowship program designed to strengthen data capacity across Nebraska’s postsecondary public education institutions and agencies. 

This new two‑year initiative will bring together up to 32 fellows representing public postsecondary institutions and state agencies from across Nebraska. With a focus on expanding high‑quality data analysis and evidence‑informed decision-making, the new program aims to build a cohesive community of postsecondary data leaders equipped to advance educational outcomes statewide. 

“For more than fifteen years, SDP has trained and convened a national network of fellows representing early education through postsecondary,” said SDP Senior Director Miriam Greenberg. “Now, by working closely with institutions and agencies across a single state, we can help build lasting systems for strategic data use—creating a model for how coordinated, statewide data efforts can accelerate meaningful progress for students. This fellowship is possible because Nebraska already has remarkable data talent, and we’re honored to work with leaders across the state who bring deep expertise, commitment, and vision to this work.” 

Over the course of the program from spring 2026 until spring 2028, fellows will participate in a rigorous sequence of in‑person workshops, alongside ongoing virtual professional development, technical support, and cross‑institutional collaboration. Under SDP’s guidance, each fellow will receive an expert advisor to support a strategic data project aligned with organizational priorities and NSWERS’ outcome indicators. These projects will address urgent analytic needs, strengthen data governance and infrastructure, and inform state‑level understanding of opportunities to better serve students.  

“The launch of the SDP Nebraska Strategic Data Leadership Network represents an exciting step toward building sustainable analytic capacity across Nebraska’s postsecondary education landscape,” said Matt Hastings, Executive Director at NSWERS. “By partnering with SDP, we can access a national network of training and support to transform data into action and move our state’s educational and workforce priorities forward.” 

Recruitment for the inaugural cohort will begin in late 2025, with applications accepted through early 2026. Fellows will be selected from data-focused professionals across public postsecondary institutions and state agencies, each nominated and supported by a senior leader within their organization. 

Through this collaboration, NSWERS and SDP aim to create a statewide model for strategic data leadership that strengthens Nebraska’s educational ecosystem and supports long‑term student success.  

Learn more: https://sdp.cepr.harvard.edu/sdp-nebraska-strategic-data-leadership-network 

About the Nebraska Statewide Workforce & Education Reporting System 
The Nebraska Statewide Workforce & Educational Reporting System, or NSWERS, is an interlocal agency with member representatives from Nebraska’s six Community Colleges, the Nebraska Department of Education, the Nebraska State College System, the University of Nebraska System, and in affiliation with the Nebraska Department of Labor. NSWERS enables seamless integration of data across educational and workforce systems, provides data literacy education, and promotes the use of this data to further evidence-based policy and practices across Nebraska’s educational landscape. 

About the Strategic Data Project 
The Harvard Strategic Data Project (SDP) works with education agencies to find and train data leaders to uncover trends, measure solutions, and effectively communicate evidence to stakeholders. SDP’s network of system leaders, fellows, and faculty come together to share how to best use data to make a difference in the lives of students. SDP Fellows are driving data-informed change in over 300 school systems and organizations. Learn more at sdp.cepr.harvard.edu. 

About the Center for Education Policy Research at Harvard University 
The Center for Education Policy Research at Harvard University, based at the Harvard Graduate School of Education, seeks to transform education through quality research and evidence. CEPR and its partners believe all students will learn and thrive when education leaders make decisions using facts and findings, rather than untested assumptions. Learn more at cepr.harvard.edu. 

For questions, contact Alison Guerriero, SDP’s Associate Director of Partnership and Outreach at alison_segal@gse.harvard.edu, or Katie Bieber, NSWERS’ Communications Director, at katie.bieber@nebraska.edu.  

Lincoln, NE — The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) has released a new research brief examining chronic absenteeism in Nebraska’s K–12 schools and its effect on student outcomes, including assessment scores, graduation rates, and college enrollment.

The analysis highlights that chronic absenteeism—defined as missing 10 percent or more of the school year for any reason—has risen sharply in Nebraska since the COVID-19 pandemic and remains persistently high. Rates jumped from 10 percent in 2019–2020 to nearly 24 percent the following school year and have since remained above 20 percent statewide.

Key Findings from the NSWERS brief:

• Nebraska’s chronic absenteeism rate has stabilized but remains elevated at more than one in five students.
• Disparities exist across student race/ethnicity, with Indigenous/Native American and Black students showing the highest rates of chronic absenteeism.
• Chronically-absent students consistently score lower on statewide assessments (NSCAS and ACT) compared to their peers.
• Chronic absenteeism greatly reduces the likelihood of graduating on time; students with regular attendance are nearly six times more likely to graduate high school than their chronically-absent peers.
• College-going rates show a significant divide: nearly 71 percent of non-chronically absent graduates enroll in postsecondary education compared to just 49 percent of chronic absentees.

“These findings underscore the lasting impact of chronic absenteeism on students’ academic progress and future opportunities,” said Dr. Jay Jeffries, author of the brief. “Addressing absenteeism requires not only monitoring the type of absence but also understanding the characteristics of students who are chronically absent.”

The full report, NSWERS Brief on the Impact of Chronic Absenteeism on Academic Outcomes in Nebraska, is available at: https://insights.nswers.org/briefs/2025-chronic-absenteeism.

A new interactive scrollytelly story, Six-Month Sprint, brings to life the critical six-month window Nebraska college graduates face as they transition from student to employee. The story follows “Noah,” a fictional graduate whose journey mirrors the real data behind Nebraska’s college-to-career outcomes.

For decades, higher education has been promoted as a key to better opportunities, but the timing of a graduate’s first job may hold just as much weight. Federal student loan grace periods typically expire within six months of graduation, making this a defining moment for graduates entering the workforce. According to Nebraska Statewide Workforce & Educational Reporting System (NSWERS) data, 67 percent of Nebraska’s recent in-state graduates achieve timely employment—stable jobs that align with their skills and provide consistent pay—within six months.

By weaving together exemplar student experience with NSWERS statewide data, the Six-Month Sprint illustrates how degrees, experience, and timing shape the trajectory of Nebraska’s workforce—and why supporting timely employment remains a crucial investment in both individuals and the state’s economic future.

To experience the full story and explore the data, visit:
insights.nswers.org/stories/six-month-sprint-timely-employment-in-nebraska.

Lincoln, NE — A new Nebraska Statewide Workforce & Educational Reporting System (NSWERS) interactive digital story brings to life the fictional journeys of three college students navigating education, work, and the pivotal decision of whether to stay in Nebraska after graduation.

Through storytelling and data visualization, the scrollytelly piece follows Sarah, Emily, and Marcus—three students from different backgrounds—whose experiences illustrate broader trends in Nebraska’s efforts to retain talent. “This interactive data product highlights the human side of data,” said Dr. Matt Hastings, Executive Director of NSWERS. “We’re not just talking about numbers—we’re talking about people symbolic of our state, their aspirations, and how student background and opportunity intersect.”

This story draws on statewide data from the NSWERS information system, revealing a clear pattern: students with strong social and economic ties to Nebraska—especially those who gain meaningful work experience during college—are more likely to stay in the state after graduating.

To experience the full story and explore the data, visit: https://insights.nswers.org/stories/keeping-students-in-nebraska/.

Lincoln, NE – The Nebraska Statewide Workforce & Educational Reporting System (NSWERS) is pleased to announce the release of the 2025 Dual Enrollment Special Report, offering a comprehensive analysis of a critical educational pathway that enables high school students across Nebraska to earn college credits before graduation.

“Dual enrollment opens doors for students, but understanding its true impact requires reliable information and careful analysis,” said Matt Hastings, Executive Director of NSWERS. “We’ve created a resource that connects the dots across education and workforce outcomes. This report offers a clear, longitudinal view of dual enrollment’s reach and its effects on Nebraska students.”

Building upon previous NSWERS research, this year’s report presents new data, expanded analyses, and, for the first time in Nebraska, insights into the causal impact of dual enrollment on education outcomes. The report serves as a valuable resource for educators, policymakers, and stakeholders, providing data-driven support for informed decision making.

KEY FINDINGS OF THE REPORT:

• Growing Participation: Dual enrollment participation has increased significantly over time. In the 2022 cohort, 33% of students participated, up from 26% in the 2016 cohort.
• Credit Earning Trends: While the percentage of participants earning any college credit declined slightly from 96% (2016 cohort) to 92% (2022 cohort), the overall number of students earning credit has increased due to higher participation rates.
• College Credit Accumulation: On average, dual enrollment participants in the 2022 cohort earned 12.3 semester hours, equivalent to one full-time semester of college. This marks an increase from 8.9 semester hours in the 2016 cohort.
• Demographic Disparities: White students had the highest participation rate in 2022 (over 35%), while Hispanic (19%) and Black students (11%) participated at lower rates. Additionally, female students were more likely to participate than male students (56% versus 44%).

In addition to these findings, NSWERS also estimated the causal effects of dual enrollment—showing how much of participant success stems from the dual enrollment program itself.

CAUSAL EFFECTS ON EDUCATIONAL OUTCOMES:

• High School Graduation: Dual enrollment participants were 4 percentage points more likely to graduate high school on time than non-participants.
• College Going: Participants were 10 percentage points more likely to enroll in college within 16 months of high school graduation.
• Postsecondary Persistence: College persistence rates were greater at Nebraska-based institutions for those who participated in dual enrollment: 9 percentage points higher at two-year colleges and 4 percentage points higher at four-year colleges.
• Postsecondary Graduation: Dual enrollment participants were 13 percentage points more likely to attain a postsecondary award within six years of high school graduation.

These findings underscore the positive impact of dual enrollment on students’ academic pathways, reinforcing its role in fostering higher education attainment and workforce readiness in Nebraska.

To access the full report, as well as supplementary materials, please visit: https://insights.nswers.org/special-report/2025-dual-enrollment.

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.