LABOR MARKET AND 

WORKFORCE REPORT

Produced for the Delta Regional Authority

CREC with EntreWorks Consulting – October 2021

Contributors: Allison Forbes (CREC), Erik Pages (EntreWorks), 

Gabe Moss (CREC), Mereb Hagos (CREC), Jacob Stenstrom (CREC), Regan Price (CREC)
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About the Organizations

CREC is an independent, 501(c)3 not-for-profit organization with a primary public service goal 

of helping regions compete by conducting research, providing technical assistance, and offering expert advice in the economic development, workforce development, and higher education fields. CREC 

promotes the importance of data and expert research to help inform evidence-based public policy 

decision making. 

Based in Arlington, VA, EntreWorks Consulting (www.entreworks.net) is an economic development consulting and policy development firm focused on helping communities, businesses, and 

organizations achieve their entrepreneurial potential. EntreWorks Consulting helps regions to design, 

implement, and promote innovative economic development strategies, policies, and programs. Since 

its founding, EntreWorks has worked with customers in more than 46 US states and overseas. 

The Delta Regional Authority (DRA) is a regional economic development agency representing 

a partnership between federal, state, and local governments. Established by Congress in 2000, the 

DRA makes strategic investments into physical and human infrastructure of Delta communities. It is 

composed of the governors of the eight Delta states and a federal co-chair appointed by the President. 45 multi-county local development districts provide local involvement and context to the DRA’s 

governing structure. DRA serves the 10-million people across 252 counties and parishes in Alabama, 

Arkansas, Illinois, Kentucky, Louisiana, Mississippi, Missouri, and Tennessee.
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Table of Contents

Executive Summary .................................................................................................................. 6-7

Introduction .............................................................................................................................. 8-9

Industry and Occupational Analysis for the Delta Region ........................................................ 10

Section I: Key Industries ....................................................................................................... 11-15

Key Industry Insights .................................................................................................................. 11

Top Industry Clusters in the Delta Region ............................................................................ 11-13

Industry Shift Share Analysis ..................................................................................................... 14

How Have These Clusters Changed? ........................................................................................ 15

What Characteristics Do These Industry Clusters Share? ....................................................... 15

Section II: Key Occupations .................................................................................................. 16-20

Key Occupation Insights ............................................................................................................. 16

Top Occupation Clusters in the Delta Region ....................................................................... 16-17

Where is Occupational Employment Concentrated in the Region? .......................................... 17

Where are the Middle Skill Jobs? .............................................................................................. 18

Occupation Shift Share Analysis ................................................................................................ 19

How Have These Clusters Changed? ........................................................................................ 19

What Conclusions Can We Draw About Occupational Employment in the Delta? ................. 20

Section III.a: Examining Supply Side Dynamics – Labor .................................................... 21-32

Key Workforce Insights .............................................................................................................. 21

Workforce Demographics of the Delta Region .................................................................... 21-32

Section III.b: Examining Supply Side Dynamics – Education and Training ........................ 33-37

Key Education and Training Insights .......................................................................................... 33

Training Provider Landscape ..................................................................................................... 33

Community Colleges ............................................................................................................ 33-34

Training Providers Partnering with WIOA-Funded Agencies in the Delta Region ................... 34

Apprenticeship Programs and Apprenticeships ........................................................................ 34

Top Fields of Study ..................................................................................................................... 35

Apprenticeship Completion and Concentration......................................................................... 35

Apprenticeship Demographics ............................................................................................ 35-36

Training Provider Alignment ...................................................................................................... 37
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Section III.c: Examining Supply Side Dynamics – Gap Analysis ......................................... 38-42

Key Gap Analysis Insights ......................................................................................................... 38

Critical Occupations Gap Analysis ............................................................................................ 38

Selecting Target Industry Clusters and Critical Occupations .............................................. 39-39

The Economy as a Whole .......................................................................................................... 40

Analysis of Five “Critical” Occupations Relevant to Most Industry Clusters ...................... 40-42

Section IV: Case Study Analysis ........................................................................................... 43-50

Key Case Study Insights ............................................................................................................ 43

Program Outcomes .............................................................................................................. 43-44

Program Overviews and Takeaways ......................................................................................... 44

MCC Lineman Training Program .......................................................................................... 44-45

Greater New Orleans Inc. Mechatronics Apprenticeship Program ..................................... 45-46

University of West Alabama and LINCS .................................................................................... 47

Base Camp Coding Academy .............................................................................................. 48-49

Marquette Tech District, Cape Girardeau, MIssouri ............................................................ 49-50

Section V: Stakeholder Insights ........................................................................................... 51-52

Key Stakeholder Insights ..................................................................................................... 51-52

Section VI: Recommendations ............................................................................................. 53-58

Recommendations to the Delta Regional Authority ............................................................ 54-55

Recommendations to Local Development Districts 

 and Workforce Development Boards ............................................................................. 56

Recommendations to Delta Employers ............................................................................... 56-57

Recommendations to Higher Education Leaders ...................................................................... 57

Recommendations to Policymakers ................................................................................... 58-58

Appendix A: Industry Cluster Analysis ................................................................................ 59-60

Appendix B: Occupation Cluster Analysis ................................................................................ 61

Appendix C: Supply Side Dynamics ...................................................................................... 62-72

Appendix D: Identifying Industrial and Occupation Clusters .................................................. 73

Appendix E: Examining Supply Side Dynamics ................................................................... 74-86

Appendix F: Focus Group Feedback and Survey Analysis ................................................. 87-101

Appendix G: Case Study Analysis ..................................................................................... 102-118

Appendix H: Recommendation Addendum .............................................................................. 119
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Executive Summary

The Delta Region, spanning 252 counties and parishes and home to more than 10 million residents, is America’s most economically distressed region. Regional poverty rates are more than two times higher than the national 

average, and a host of social, educational, and economic barriers have contributed to persistent economic distress 

and increasing levels of income inequality. The region now faces the dual challenge of developing new talent for leading industries while also supporting the reskilling of firms and workers across the region. 

With this report, we seek to advance the Delta Regional Authority (DRA) goals of building a more prosperous 

Delta Region economy while ensuring that all the region’s residents can fully participate. DRA and its partners have 

launched programs that aim to build the region’s capacity to both create good jobs and to fill them with well-trained 

and skilled home-grown talent. Their programs aim to ensure that the region’s employers can access needed talent, 

and, more importantly, create promising and better-paying career opportunities for residents. 

We identified several promising workforce training practices across the Delta Region. For example, in southwest Alabama, many rural residents lack transportation, making it nearly impossible for them to attend workforce 

training and education programs. In response to this transportation challenge, the University of West Alabama LINCS 

program uses mobile training units to bring programs directly to rural residents. Other promising workforce training 

practices by DRA partners in Arkansas, Kentucky, Louisiana, and elsewhere include pioneering new apprenticeship 

programs targeted to in-demand fields like manufacturing, mechatronics, and energy distribution. In Kentucky, Mississippi, and Missouri, private employers are partnering with DRA and local governments to train young people in 

coding and other in-demand IT-related skills. 

These promising examples reflect the resourcefulness of local leaders in the public and private sectors and 

suggest there are many more opportunities to create good jobs and related training support across the Delta Region. 

Some of these opportunities are highlighted in the “critical occupations” section of this report. In sectors critically 

important to economic growth, such as healthcare and manufacturing, the need for training and retraining outstrips 

the talent development capacity of the traditional higher education and workforce systems. Many employers scramble 

to find workers while residents seek employment that can support their families. The sweet-spot is in expanding career opportunities in high-paying, high-demand industries, making these accessible to a broader cross-section of the 

population, including workers currently in lower-paying jobs or otherwise on the sidelines and residents from outside 

the region looking to return home. 

Continued research and community engagement will help DRA set an ambitious agenda to galvanize promising programs and to ensure these are more inclusive of low-income people, women, and people of color. For example, 

we found that demand for first-line supervisors is quite strong. Yet there is very little formal training in skills, such as 

digital literacy, modern production practices, or basic business finance, that are needed to prepare new and incumbent workers for these roles. Apprenticeship programs provide structured upskilling leading to good jobs that pair 

earning with learning but, according to our research, very few of these programs are reaching women and people of 

color. Other training programs may also serve these populations and lead to valuable post-secondary credentials, and 

this is an area for future investigation.

Serious gaps in talent development exist, and the Delta Region’s talent challenges are not just about the availability of quality training providers and programs. Residents face numerous obstacles in their efforts to find, obtain, 

and retain good jobs. Lack of transportation and childcare and poor health limit their ability to find and keep good jobs. 

Effective solutions must take a holistic approach and tackle a wider range of talent development obstacles.
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DRA and the Delta Workforce Program should continue to build regional capacity by investing in training, providing technical assistance, sharing, and disseminating leading practices. Local development districts and economic 

and workforce development leaders have critical roles to play in creating and combining resources to cultivate and 

maintain demonstrated and validated pathways to upward mobility and economic opportunity, including pathways that 

are identified and fortified for specific communities and demographic groups.

State leaders and higher education administrators in the Delta Region can address gaps in the resources 

needed to both advance industry and reduce poverty. For states, that may mean implementing grant programs to 

support DRA’s efforts; for higher education administrators, it may mean leveraging university resources to create 

industry-responsive curriculum and provide credit for prior learning. No one organization or community can do this 

alone; all must work to support one another to enhance the Delta’s workforce.
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Introduction

While some rural areas in the US recovered quickly from the recent COVID pandemic and associated economic disruption, almost all have experienced long-term population decline as well as slow increases in wages and 

education levels, with communities further from metropolitan areas lagging furthest behind over the past decade. 

Disparities in broadband access will continue to drive a wedge between urban and rural community outcomes in a 

variety of ways, affecting business and remote worker location decisions and the viability of virtual services such as 

in telehealth.1 Homegrown solutions are needed to address the challenges and meet the existing and future needs of 

industry.

The challenge of workforce development in rural areas is multi-faceted. There is a strong relationship between people, place, and industry. The image below highlights some of the associated challenges. Developing a workforce to meet the needs of industry depends on a multi-faceted response to these challenges—economic, workforce, 

and community development initiatives are needed in places that are losing population and those that are vulnerable 

to further technological change. 

In a May 2018 examination of successful micropolitan areas, the Walton Family Foundation highlighted the 

role of community colleges and state universities in crafting curriculum as well as in advancing programs with larger 

firms that intentionally respond to the development needs of local businesses. The 2018 report also emphasized the 

importance of economic development planning and business development.2 In 2017, an Interagency Task Force on Ag-

- Declining population

- Youth outmigration 

- Small and tight labor markets

 (before COVID; uncertainty afterwards) 

- Skills gap

- Limited infrastructure limits (e.g., 

 broadband, highways, sewer, etc.) 

- State of housing stock 

- Inadequate community facilities 

 or amenities 

- Limited local leadership capacity 

 and resources

- Reliance on a single industry Isolation 

 from new innovations/entrepreneurs 

- Competition with larger regional/

 national firms 

- Long distances to markets and 

 suppliers / supply chain issues

1 The National Council of State Legislatures reports that 40 percent of people in rural communities don’t have access to the very low minimum broadband standard from 

 the Federal Communications Commission (Hentze and Canada, vol 27, no 22, June 2019).

2 The Walton report discusses the role of universities and research institutions, community colleges and workforce development, entrepreneurial supports, strategic 

 economic development planning, manufacturing and logistics and foreign direct investment, technology and technical services, and quality of place.
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riculture and Rural Prosperity identified five areas for federal action: electronic connectivity, quality of life, workforce, 

technological innovation, and economic development. In its memo, the Task Force described the workforce challenge as a need for workers and training but also the need for an environment where people can thrive.3

 A Regional 

Rural Development Center memo on “Supporting a Rural Workforce” described important roles for multi-county 

regions and Cooperative Extension Services with an emphasis on attracting and retaining talent with STEM and 

other vocational skills.

In its 2021 rural workforce development toolkit, the USDA Rural Development Innovation Center describes 

leading examples of workforce development planning as well as education, training, and apprenticeship initiatives 

alongside other rural area priorities (infrastructure and equipment financing, industry and employer engagement, 

entrepreneurship, and local business development). The USDA guidance notes that local strategic planning processes 

for workforce development should be integrated with economic development plans, engage local employers and educators, and solicit support from state officials and nearby workforce development boards. The USDA guidance also 

highlights the importance of data to drive strategies.

The data that is needed is both quantitative and qualitative. Quantitative inquiry can help to focus and define 

issues in rural areas, but qualitative information is needed to understand the unique nature of the issues. This report 

surveys the workforce landscape for the entire Delta Region, raises questions and suggests approaches that could be 

advanced in the towns, metros, and multi-county planning regions that comprise the Delta.

This 2021 report, produced for the DRA Delta Workforce Program by the Center for Regional Economic Competitiveness (CREC) and EntreWorks Consulting, provides a labor market and workforce analysis to advance the Program’s goals and grant-making priorities. The DRA’s mission is to mitigate poverty and improve economic opportunity 

in the eight-state Delta Region, home to around 10 million residents in 252 counties. The Delta Workforce Program 

was launched in 2018 to increase economic competitiveness in the Delta Region, prioritize investment in distressed 

communities, build sustainable workforce pipelines, and strengthen local economies. Current grant-making priorities 

include increasing industry-led workforce training and collaborative talent pipelines alongside workforce initiatives 

that support key industry clusters, accelerate local economic development, and are supported by multiple employers 

and their partners.

The research effort in 2021 deployed several approaches to understand the Delta Region’s workforce development landscape. The initial research (See Sections I-III.c below) involved detailed analysis of labor market trends 

in the Delta’s leading industry clusters, including agriculture, manufacturing, and logistics/distribution. This report 

summarizes the industry and occupation growth trends and describes specific occupations within these industries. In 

addition, the research team developed five case studies of promising talent programs, each responding to a unique 

geography, set of employer demands, recognized industry challenges and local demographic trends. (See Section 

VI and Appendix G). Finally, key DRA workforce partners operating at the state, regional, and local levels provided 

input through focus group discussions. These partners provided input on what works (and what doesn’t) and offered 

insights on persistent challenges in the region as well as the acute challenges they faced during the COVID pandemic.

Scholars and practitioners have identified persistent challenges to implementing and sustaining employer-led 

workforce development initiatives: gaining and sustaining trust among employers; expanding high-quality programs 

to include more women, people of color, and low-income workers and students; connecting firms and workers to upskilling and credentialing opportunities. Economic regions that can address these challenges will have an advantage in 

attracting and retaining firms and workers. However, there are specific considerations for rural and high poverty areas 

that aim to advance these and related initiatives. Housing, healthcare, transportation, childcare and other quality of 

work and quality of life infrastructure must be in place to support growth and poverty reduction.

3 The call for action on electronic connectivity described the need to increase productivity, innovation, and workforce readiness by extending connections to households, 

 schools, and healthcare centers as well as to farms, factories, and small businesses. The call for action on quality-of-life investments included affordable housing, 

 efficient transportation, medical services, public safety, and community resilience. Technological innovation opportunities in farming were highlighted as well as 

 innovations in manufacturing and mining, STEM education,and rural data management. Rural industrial and commercial transportation infrastructure was described 

 as essential for getting rural products to market.
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What jobs are available to Delta Region residents? When asked a question of this sort, researchers typically 

examine a region’s leading industry clusters – groups of industries, such as manufacturing or food service, with 

firms that have common product markets or input requirements or a tendency to locate near each other. A cluster 

analysis can provide insight into common challenges that businesses face in terms of growth and development. Once 

clusters or groups are identified, trends for the entire cluster can be analyzed and cluster trends compared to each 

other to identify leading (emerging, lagging, or declining) clusters. Analysts might examine total employment or the 

rate of growth in employment. Analysts might also examine where industry and employment activity are increasing 

and are more concentrated in a region versus nationwide to identify industries that give the region a competitive advantage and provide promising job and career opportunities. 

Each city and county has its own unique industry mix, based on distinctive histories, natural resource endowments, and location relative to product markets. But there are also common patterns across the Delta Region. For 

example, most Delta Region counties have agriculture-related employment, while manufacturing industries are more 

concentrated in a few key locations such as around Memphis and Little Rock.

Our analysis sought to identify common clusters across the entire Delta Region. Industries are grouped to 

recognize similar products, services, labor, and technology inputs. Occupations are grouped to recognize similar 

knowledge and subject matter expertise. For each group, we provide a high-level analysis of trends based on clusters’ 

relative concentration levels, employment, and recent growth rates. See Appendix D for a detailed discussion of how 

clusters were assigned.

Industry and Occupational 

Analysis for the Delta Region
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Section I: Key Industries 

KEY INDUSTRY INSIGHTS

1. The agriculture and resource extraction industry cluster collectively generates fewer jobs than the other 

 leading clusters but it is a critical cluster important to many rural counties in the Region, particularly those west 

 of the Mississippi River. This cluster’s growth and development will have strong implications for many rural 

 communities regionwide.

2. The Delta Region’s most prominent industry clusters overall are in healthcare, labor-intensive manufacturing, 

 and high-tech infrastructure (logistics, power, and data infrastructure). These three industry clusters provide 

 opportunities for targeted investment and future growth.

3. The labor-intensive manufacturing cluster is a major source of jobs in the region, demonstrates high concentrations 

 at both the regional and county level, and shows growth in the Delta Region that surpasses national industry 

 trends. The labor-intensive manufacturing industry is a prime candidate for future job growth within the region and 

 represents a promising competitive advantage. 

4. The high-tech infrastructure cluster is another major source of jobs, with even faster growth projected over the 

 next several years. This cluster is important to the competitiveness of industries across the region, moving goods 

 and providing critical infrastructure, and appears poised for continued rapid expansion throughout the region.

Top 3 industry clusters across the Delta Region: 

High-tech infrastructure:

 Traditional logistics and distribution industries such as wholesale trade and warehousing as well as 

 more modern telecommunication infrastructure--information high-tech infrastructure, such as data 

 processing centers, telecommunication companies, and utilities

Healthcare:

 Hospitals, medical research facilities, labs, and psychiatric wards

Labor-intensive manufacturing:

 Most forms of manufacturing, from metal stamping to textile weaving, as well as food processing to 

 produce beet sugar and breakfast cereal

TOP INDUSTRY CLUSTERS IN THE DELTA REGION

To focus on county-level dynamics, we identified the most dominant clusters for each individual county 

(based on county-level employment levels) and then recorded the industry clusters that were consistently dominant 

in the greatest number of counties. Our method of analysis helped us understand both how industry cluster employment is distributed across the region and how individual counties within the Delta Region are likely impacted by these 

industries. County-level analysis also helped to identify rural trends that might be subsumed at the regional level.
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Reading Top Industry Maps:

Figure 1: labor-intensive manufacturing industries provide region-wide employment with strong alignment 

with DRA states and outlying LDDs in Alabama. 

Figure 2: highlights agriculture and resource extraction employment west of the Mississippi River and in the 

upper Delta Region 

Figure 3: highlights high-tech infrastructure employment primarily east of the river and along the 

Louisiana coast.

As the term “industry cluster” suggests, industries are not randomly distributed across the landscape. Instead, regions have varying specializations and concentrations of economic activity based on history, the local employer mix, and other factors. The region’s largest industry cluster, high-tech infrastructure, maintains a strong presence across the entire Delta Region, with more intensive concentrations in Shelby County, TN (home to Memphis and 

FedEx), employing nearly 10 percent of the population there, and in Pulaski County, AR (Little Rock), employing nearly 

8 percent of the population.

These two communities also show high concentrations of healthcare-related employment, which is common 

in larger urban areas that are home to major hospitals and health research centers. New Orleans, Jackson MS, and 

Baton Rouge also display high concentrations of healthcare cluster employment.

Regional employment in the labor-intensive manufacturing cluster is concentrated in Memphis and Little 

Rock. Some smaller counties, like Yalobusha MS and Marion AR, show higher than average employment.

The labor-intensive manufacturing industry cluster is the 

top employer in the most DRA counties (Figure 1) and ranks 3rd 

in terms of overall employment for the Delta Region (see Table 

1 in Appendix A). While the cluster does not employ as many 

people as in healthcare and high-tech infrastructure clusters regionwide, its employment base is diversified across the Delta Region’s counties. The healthcare cluster is large but more 

concentrated in urban areas and the high-tech infrastructure 

cluster is more concentrated along the Mississippi River.

The high-tech infrastructure cluster is the top employer 

in approximately 16 percent of DRA counties (Figure 3). The agriculture and resource extraction cluster is also the top employer 

in approximately 16 percent of DRA counties (Figure 2) but ranks 

much lower region-wide. The prominence of agriculture and 

resource extraction industries means that investments into the 

agricultural workforce made in tandem with upgrading industrial 

processes to more advanced or efficient methods may bolster the 

economic outlook for Delta Region counties, particularly in rural 

areas. High-tech infrastructure will provide more geographically 

concentrated job creation.

Healthcare is the fourth largest cluster at the county level, followed by corporate management and administration. No county is dominated by the knowledge intensive business services cluster, and finance, investment, and 

real estate ranks top in only two counties in the region, Sharp County, AR, and Issaquena County, MS.

Figure 1: Top Industry Cluster by County: 

Labor-intensive Manufacturing Cluster
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One approach to understanding trends across the region, at the 

county level, is to examine the local concentration of an industry 

cluster. The Location Quotient (LQ) compares the local percent of 

employment with the national percent of employment for the industry. If the local concentration of the cluster is the same as it is 

nationwide, the LQ value is 1. Areas with an LQ greater than 1.2 are 

considered to have a local concentration.

Compared to the rest of the country, counties in the region 

have a strong concentration in agriculture and resource extraction, 

with an average county-level LQ around 1.6 and a maximum county-level LQ of nearly 18 (Figure 4). The LQ translates to a relative 

concentration in agriculture and resource extraction about one and 

a half times what is seen at the national level. 

Certain clusters exhibit similarly high concentrations but 

in only a few locations. The research, engineering, and technology 

cluster has an LQ of over 14 in Calhoun County, AR, but on average 

is less concentrated than in the rest of the country (Figure 5). The 

media, entertainment, and recreation, government, higher education, healthcare, and labor-intensive manufacturing clusters also exhibit high concentrations in several counties throughout the region, 

such as media in Tunica MS, government in Johnson IL, higher education in Lafayette MS, and healthcare in Hardin IL. These clusters 

are not shown here.

The labor, capital, and resource intensive manufacturing 

cluster exceed national growth rates and display high LQ throughout the entire region (Figure 6), while employing the most people across the most counties. Mapping the county-level LQ for 

this cluster shows that many of the counties exhibiting relatively 

high location quotients lay outside of Core-Based Statistical Areas (CBSAs)4

 and away from the Mississippi river. Alabama in 

particular displays a high concentration of this cluster, with most 

DRA Alabama counties exceeding the national benchmark by a 

high margin. This concentration away from urban centers indicates that growing the industries comprising this cluster is likely 

to increase job opportunities in rural communities more than in 

urban areas.

Figure 2: Top Industry Cluster by County: 

Agriculture and Resource Extraction 

Figure 3: Top Industry Cluster by County: 

High-tech Infrastructure 

4 For more information about CBSAs, see: 

 https://www.census.gov/topics/housing/housing-patterns/about/core-based-statistical-areas.html 
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INDUSTRY SHIFT SHARE ANALYSIS

Shift share analyses is a useful way for analysts 

to examine how industries are growing or shrinking in 

comparison to national rates. We may, for instance, see 

that growth is positive for an industry cluster in the Delta Region, but compared to national growth rates, growth 

within the Delta Region is lagging. Similarly, a Delta industry cluster may be shrinking, loosing employees year over 

year, but compared to the rate of contraction seen at the 

national level, that cluster is doing better in the Delta Region – shrinking at a slower rate. Shift share analyses can 

also be used to approximate the number of jobs that would 

be added or lost had the industry cluster been growing at 

the same speed as seen at the national level.

A shift share analysis of key clusters shows that 

most industry clusters are growing slower than the national average. Over the past five years, on average, the 

agriculture and resource extraction industry cluster lags 

national jobs growth. Agriculture and resource extraction industry cluster jobs are still growing (Figure A; Appendix 

A), but the cluster is growing at a slower rate than the national average. If the cluster had kept on par with national 

growth, we should see around 3,000 more workers in agriculture and resource extraction industry jobs.

While the agriculture and resource extraction industry cluster has experienced lower job growth over the 

last five years than at the national level, it is still a dominant source of employment in many counties throughout the 

region. Other dominant industry clusters, however, show stronger growth. On average, the corporate management 

and administration and labor-intensive manufacturing clusters are the only two clusters in the region that appear to 

be growing faster than the national rate. 

Figure 4: Location Quotient: Agriculture and Resource Extraction (red lines indicate 

CBSA boundaries) 

Figure 5: Location Quotient: Research, Engineering, and Technology 

Figure 6: Location Quotient:

 Labor-Intensive Manufacturing 
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HOW HAVE THESE CLUSTERS CHANGED?

Most industry clusters grew between 2015 and 2019. Finance, insurance, and real estate (FIRE) industries 

nearly doubled its labor force in the delta region. Only four clusters, higher education, knowledge intensive business 

services, media, entertainment, and recreation, and government shrank during that time. These four clusters also saw 

diminished regional concentration over that time. Agriculture and resource extraction and FIRE industries both saw 

decreases to location quotient, indicating that although they are growing, their prominence in the region has waned 

relative to other industries. 

WHAT CHARACTERISTICS DO THESE INDUSTRY CLUSTERS SHARE? 

These top industry clusters are all growing slower than national averages, indicating overall economic growth 

within the Delta Region has lagged national growth, despite these top industries being more highly concentrated

within the Delta Region than the national average. This suggests that although growth has been lagging, these industries — labor-intensive manufacturing, agriculture and resource extraction, and high-tech infrastructure — are still 

vital sources of jobs and economic strength in the region. Overall, national trends indicate there is plenty of room for 

growth for these industries within the Delta Region.

Compounding upon the low growth rates, we see that these industry clusters are not the number one source 

of high paying jobs in the region. The industry clusters with the highest average annual wages are finance/investment/

real estate (FIRE) and corporate management/administration. Both healthcare and labor-intensive manufacturing fall 

below the Delta Region average annual wage of $64,845 per year, and the high-tech infrastructure cluster only barely 

surpasses it.

Overall, we see a weak to average presence in clusters such as FIRE, knowledge intensive business services, 

or high-tech infrastructure, which are growing fast and providing good jobs. These clusters, particularly high-tech 

infrastructure, offer an excellent opportunity for future workforce development and investment. They offer robust 

career ladders, require limited prior training for entry level workers (relative to clusters like education and healthcare), 

and are expected to grow and continue growing over the next decade. Although high-tech infrastructure is a large 

employer in the region, it is not as highly concentrated as other top clusters, and its growth has lagged national rates.

Figure A: Delta Region (Delta Region) Industry Cluster Change Over Time
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Industry cluster analysis offers one lens for understanding workforce development trends, but a deeper analysis of occupational trends is also needed. To expand our understanding of the employment dynamics within and 

across industries, we explored the growth, concentration, and size of occupation clusters. Occupations were clustered 

according to ONET knowledge categories; occupations with similar knowledge areas were grouped together.5 This 

approach allowed us to explore employment dynamics of similar occupations traditionally separated by standard 

occupation coding parameters, giving us insight into a “truer” labor market that more accurately reflects the activities 

of workers and the similarities of various occupations across sectors. 

KEY OCCUPATION INSIGHTS 

1. Occupation clusters in the region show less dramatic concentrations than seen in industry clusters, though high 

 levels of concentration are still present. Transportation, counseling/specialized education/therapy, medical 

 science/health services, mechanical/production, machine operation/repair, and education clusters are all found in 

 higher concentrations within the Delta Region than on average nationwide.

2. The agriculture/life/natural sciences and engineering/architecture clusters demonstrate high rates of entry-level, 

 middle-skill occupations. These occupations provide pathways for incumbent workers looking to upskill and 

 transition to a new occupation.

3. While occupation clusters have lagged national growth rates, certain occupations, especially those related

 to transportation and warehousing, were growing at rates far exceeding national averages (prior to 

 COVID-19 disruption).

Top 3 occupation clusters across the entire Delta Region: 

Semi-skilled service: LQ 0.99

 Wide range of occupations from insurance appraisers, craft artists, and dietetic technicians to 

 bailiffs, animal caretakers, and funeral attendants

Management and finance: LQ 0.90

 Occupations relating to financial and materiel management, such as HR and food services managers, 

 credit analysts and budget analysts, embalmers and morticians, concierges and travel guides, and 

 retail salespersons and animal breeders.

Machine operation and repair: LQ 1.12

 Chemical technicians, cooks, janitors, fallers and other loggers, team assemblers, butchers, heavy 

 machine operators, upholsters, tire builders, and motion picture projectionists. 

TOP OCCUPATION CLUSTERS IN THE DELTA REGION

Semi-skilled service, management and finance, and machine operation and repair are the three most dominant 

occupation clusters across the Delta Region in terms of overall employment. These clusters are characterized by 

relatively low hourly pay, between $13 and $25 per hour compared to the Delta Region average of $25.18 per hour 

across all occupations, and lower than average concentrations at the DRA state level. At the DRA state level, these 

same industries dominate the employment landscape.

Section II: Key Occupations 

5 For a detailed description of the clustering method and approach, see Appendix D
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Many DRA workers are currently employed in the semi-skilled services occupation cluster. This wide-reaching 

and lower-paying occupation cluster, characterized by a shared set of fundamental consumer-facing skills, includes 

diverse jobs ranging from insurance appraisers, craft artists, and dietetic technicians to bailiffs, animal caretakers, 

and funeral attendants. Although these occupations have little commonality in terms of the typical industry of employment or scope of work, the core knowledge areas required to perform each job are relatively similar. 

While these jobs are slightly more concentrated in urban areas like Memphis and Little Rock, they are an 

important employment source across the Delta Region. In fact, semi-skilled service jobs are the largest occupation 

cluster in 246 out of 252 DRA counties. However, these occupations are not highly concentrated within the Delta 

Region relative to the rest of the country.

The management and finance occupation cluster, the second largest in the region, encompasses managers 

of all backgrounds, such as HR, food service, childcare, gambling, lodging, and real estate. The management and 

finance cluster also includes credit analysts and loan officers, and a diverse mix of other jobs such as morticians, 

travel guides, and retail salespersons. These jobs tend to be concentrated in urban areas. For example, the Memphis 

metro area accounts for about 1 in 6 Delta Region workers in the cluster. In contrast, most DRA counties have low 

concentrations of workers in the management and finance cluster. 

The third largest occupation cluster, machine operation and repair, is another example of how various professions with little industrial overlap share similar foundational knowledge areas. The machine operation and repair 

cluster includes chemical technicians, cooks, janitors, fallers and other loggers, team assemblers, butchers, heavy 

machine operators, upholsters, tire builders, and motion picture projectionists. As with the other two top ranking occupation clusters, most of the people working in the machine operation and repair cluster work in the Memphis and 

Little Rock areas. 

As with industry clusters above, the top three occupation clusters are some of the lowest paying clusters on 

average. Both the semi-skilled service and machine operation and repair clusters exhibit stagnant growth. Medical 

science and health occupations, in contrast, have grown by a large margin since 2015 and demonstrate relatively 

average concentrations within the region compared to the rest of the country (1.16 LQ).

WHERE IS OCCUPATIONAL EMPLOYMENT CONCENTRATED IN THE REGION? 

Top occupation clusters in the Delta Region show less 

dramatic changes and concentrations than industry clusters, 

with most hovering around the national average concentration. 

While the industrial concentration of the Delta Region varies 

greatly by county relative to the national average, the overall occupational composition of most counties in the Delta Region is 

rather static and on par with the rest of the country.

That said, certain counties within the Delta Region 

demonstrate remarkably higher concentrations of specific occupation clusters relative to the national average. Counseling, 

specialized education, and therapy occupations reach as high as 

nine times the national average concentration in some counties; 

construction and specialized mechanical occupations reach well 

above eight; and the transportation occupation cluster reaches 

above seven in one county.

Figure 11: Percent Middle Skill: Agricultural, Life, 

and Natural Sciences 
18

WHERE ARE THE MIDDLE SKILL JOBS?

When discussing workforce health and resilience, it is critical to consider the pathways available to individuals 

entering and moving through the workforce. Middle-skill jobs serve a crucial role, offering an achievable pivot for employed workers with access to training and a promising starting point for individuals new to the workforce with little 

work experience.6

These occupations are identified by education, related work experience, typical job training, and specific 

vocational preparation required (the amount of lapsed time required by a typical worker to learn the techniques, information, and skills required for average performance of a specific middle-skill job). Middle-skill jobs typically require 

vocational training, related on-the-job experience, or an associate’s degree. Applicants will demonstrate previous 

work-related skills and knowledge. An electrician, for example, must have completed three to four years of an apprenticeship or several years of vocational training to qualify for an opening. Additionally, electricians are often required to 

pass a licensing exam to perform their job. Employees in middle-skill roles typically need one to two years of training 

combining on-the-job experience and informal training taught by experienced workers. These occupations typically 

require between one and four years of specific vocational preparation.

These jobs are generally accessible to workers 

with some degree of job experience and / or education 

and dovetail nicely with workforce training initiatives and 

apprenticeship programs. Because the skills required for 

these jobs can be learned in a relatively short amount of 

time, workers are able to transition into these roles as a 

direct result of targeted training and upskilling efforts. 

These occupations also tend to display strong upward 

mobility potential, connecting to supervisory positions and 

serving as a solid basis for a career ladder. Assessing the 

prominence of middle-skill jobs in a region gives us insight 

into the capacity for a cluster to hire on new workers and 

the strength of a cluster’s career ladder within the region.

A high proportion of middle-skill jobs is most pronounced in Alabama and in the southwest but can also be 

found elsewhere in the Delta Region. Regarding specific

occupation clusters, agriculture, life, and natural sciences 

occupations exhibit an interesting spread of middle-skill 

jobs, ranging from 0 percent and 100 percent of total cluster jobs, depending on what part of the Delta Region is being observed. (Figure 11). Engineering and architecture 

occupations also display a similar regional trend, with northeastern counties displaying a higher proportional rate of 

middle-skill engineering and architecture jobs than the rest of the region (Figure 12).

As previously noted, semi-skilled service occupations — occupations characterized by relatively low hourly 

pay — have a relatively low percentage of middle-skill jobs, varying from 0 percent to 25 percent county to county. 

6 Conveniently, O*NET classifies these middle-skill occupations into a group called Job Zone 3 (for more on Job Zones see: 

 https://www.onetonline.org/help/online/zones), enabling us to explore the relative concentration of middle-skill jobs by occupation cluster across the Delta Region.

Figure 12: Percent Middle Skill: Engineering 

and Architecture 
19

OCCUPATION SHIFT SHARE ANALYSIS 

Overall, the occupation clusters in the Delta Region have lagged national growth, particularly in the construction and specialized mechanical occupations cluster. However, in the last five years throughout the Delta Region, 

Light Truck Drivers, Middle School Teachers, Retail Salespersons, Hand Packers and Packagers, Industrial Truck and 

Tractor Operators, Sales Representatives of Wholesale and Manufacturing, Technical and Scientific Products, Receptionists and Information Clerks, Nurse Practitioners, and Shipping, Receiving, and Inventory Clerks all surpassed the 

national average in job growth (Table 2; Appendix B). Most of these fast-growing occupations in the Delta Region 

feature prominently in the transportation and warehousing industries.

HOW HAVE THESE CLUSTERS CHANGED?

Slightly over half of the Region’s occupation clusters grew between 2015 and 2019. The largest growth was 

seen in medical science and health services, education, and agriculture, life, and natural science occupations. The 

Delta’s largest occupation cluster, semi-skilled service occupations, showed little to no job’s growth over that time, as 

its local concentration diminished. Engineering technologies and machine operation and repair occupations likewise 

saw no jobs growth and saw either stagnant or diminishing regional concentration. Most occupation clusters saw 

decreased local concentrations, indicating that the few growing clusters, particularly transportation and engineering 

and architecture, had come to play an increasingly prominent role in the Delta’s occupational landscape by 2019.

Figure B: Delta Region Occupation Cluster Change Over Time 
20

WHAT CONCLUSIONS CAN WE DRAW ABOUT OCCUPATIONAL EMPLOYMENT IN THE DELTA? 

First and foremost, we see very little occupational specialization in the Delta. Most occupation clusters are 

found at or below national concentration levels. No occupation cluster surpasses a LQ of 1.2, the typical cutoff for 

being considered “concentrated”. Except for engineering technologists and medical science and health services jobs, 

occupational specialization is generally concentrated in poorly paying jobs. This is particularly apparent for semiskilled service occupations, both the most common and lowest paying occupation cluster.

Comparing the Delta Region to surrounding states in terms of job growth and LQ increase over the past five 

years, we see that the Delta Region has experienced more dramatic employment level changes for many of its occupation clusters. Specifically, several occupational clusters are noticeably lagging in the Delta Region such as the 

information technology and communications, engineering technologists, and engineering and architecture occupation 

clusters. These three occupational clusters are not growing at nearly the rate seen at the state level and the information technology and communications cluster is shrinking, having lost nearly 10 percent of its workforce between 2015 

and 2019. Construction and specialized mechanical occupations are also on the decline in both the Delta Region and 

surrounding states. The job loss rate seen in the Delta Region is about double the rate seen at the state level. In contrast to these other Delta Region occupation clusters, both the agriculture and natural sciences and education clusters 

have seen growth within the Delta Region, though increased employment has not resulted in higher employment 

concentrations for the Delta Region agriculture and natural sciences clusters compared to the national employment 

average. 

Middle skill opportunities are limited and vary widely from cluster to cluster. Some clusters, such as agricultural, life, and natural sciences demonstrate a wide range of middle skill occupations, the entirety of the cluster’s 

workforce in several counties. Other clusters, such as semi-skilled services have almost no middle skill jobs, either 

employing exclusively low-skill workers (the case with semi-skilled services) or high-skill workers. In both cases, 

these occupation clusters do not offer many employment opportunities for middle-skill or entry-level workers, and 

therefore employment pathways for low skill workers through most occupation clusters in the Delta Region may be 

limited.
21

To develop a comprehensive understanding of employment dynamics in the region, we developed a supply 

and demand map of the region’s economy. This map combines demographic and economic data on the Delta’s population with information on regional education and training systems and the demand for qualified workers. This information serves to expand our understanding of the Delta Region beyond industrial and occupational analysis, giving us 

insights into the needs of the population and how well training and education align with the needs of businesses.

KEY WORKFORCE INSIGHTS

1. The Delta Region is home to a large population of potential workers, but residents face many employment obstacles:

a. Poverty: Poverty rates in Delta communities are twice the national average.

b. Educational Attainment: Workers in the Delta have lower education attainment rates. For example, 

 Delta Region high school completion rates are ten percent lower than national averages. 

2. These economic challenges are even more pronounced for people of color and women:

a. Black Delta residents are:

 i. More than twice as likely to be living in poverty than White residents. 

 ii. More likely to be unemployed, with unemployment rates six percent higher than among 

 the White labor force.

 iii. More likely to receive lower pay, with average pay rates 13.6 percent lower than White pay rates.

b. Female Delta residents:

 i. More likely to earn less, typically $9,000 less than the average male worker.

 ii. Receive less public support. The income of unemployed women is 30 percent less than 

 unemployed men, despite experiencing unemployment at virtually the same rate. 

Earlier in this report, we examined occupational and industrial employment in the Delta Region, identifying 

concentrations and potential specializations across urban and rural areas. We found the Delta could be characterized 

by significant concentrations of employment in industries such as agriculture, resource extraction, healthcare, and 

labor-intensive manufacturing. Many of these industries are growing slowly, but even faster-growing sectors, such as 

logistics, pay lower than average wages. 

These dynamics can create significant workforce development challenges. In many cases, Delta residents 

are less well-prepared for work, have fewer options to gain new skills, and have fewer options to obtain employment 

in growing sectors that provide promising career pathways. These dynamics are further described below, where we 

outline workforce demographics by age, gender, race, education, employment status, and income.7 8

WORKFORCE DEMOGRAPHICS OF THE DELTA REGION

In some ways, the Delta workforce resembles the overall US workforce. Age and gender distributions are like 

nationwide averages; however, the racial makeup of the workforce differs greatly. Within the Delta Region, the Black 

population’s workforce share is nearly twice the national average, while other minorities, such as Asian-Americans, 

represent a small share of the population. Likewise, Hispanic and Latino people represent a smaller share of the Delta’s population than the average nationally.

Section III.a: Examining Supply Side

Dynamics – Labor

7 Demographic data presented in this report was sourced from the 2019 American Community Survey (ACS) 1-year tables and the 2019 ACS Public Use Microdata Files 

 (PUMS). Although tabulated at the regional level, PUMS data is available down to the public Use microdata area (PUMA) level.

8 Note that income data is self-reported. For employed populations, income data is primarily derived from wages. For unemployed people, income can come either from 

 unemployment insurance or alternative revenue streams.
22

On average, the Delta Region employment rate falls below the national average. In 2019, the Delta Region 

unemployment rate was 6.5 percent while the US was 3.5 percent and the labor force participation rate in the Delta 

Region was only 57.3 percent, compared to the US rate of over 63 percent.

Below, we review the demographics of the Delta workforce by age, gender, race and ethnicity, and education 

level. This analysis highlights significant challenges facing Delta Region workers.9

AGE

Table 3: Employment Status. by Age in the Delta Region10

 Estimated Population

Age Employed Unemployed Not in the Labor Force

16 to 24 646,268 111,621 653,415

25 to 34 1,118,138 92,965 349,171

35 to 64 2,929,209 135,062 1,391,131

65 and older 298,727 8,927 1,580,297

Total 4,992,342 348,575 3,974,014 

 Estimated Population Average Annual Income

Age Unemployment Labor Force Age Employed Unemployed Not in the

 Rate Participation Rate Labor Force

16 to 24 15% 54% 16 to 24 $18,643 $6,395 $4,449

25 to 34 8% 78% 25 to 34 $36,418 $11,566 $5,999

35 to 64 4% 69% 35 to 64 $48,106 $14,138 $5,844

65 and older 3% 16% 65+ $39,285 $11,853 $3,007

Total 7% 57% Total $35,613 $10,988 $4,825

Employment and labor force participation in the Delta Region follows a predictable pattern – varying by age 

cohort in a bell shape. Figure E shows labor force participation, beginning low as people start to enter the workforce 

in and after high school, picking up through the mid-twenties to thirties, levelling off until retirement age and dropping 

sharply after 65. 

For individuals not in the labor force, this income likely represents some form of stipend, like SSI, retirement, pensions, or investment dividends. 

9 Due to federal data limitations, we are only able to present information on binary gender (male and female) and simplified racial and ethnic categories. We understand 

 that the gender, ethnic, and racial landscape of the Delta Region is far more diverse than this analysis would suggest, but we are limited by what data is available to us.

10 Tables follow a standard format. Population estimates are presented for employed and unemployed individuals as well as individuals not in the labor force (NILF). 

 Unemployment (UR) and labor force participation rates (LFPR) are presented to help contextualize population estimates. Tables with details by state are provided in 

 Appendix D.
23

Figure E: Delta Region Labor Force Participation by Age

Incomes steadily rise until retirement age is reached. One possible explanation for the drop in wages for the 

final age cohort is that those with higher incomes will have retired, leaving only low-income workers still in the labor 

pool. 

The bell-shaped distribution observed at the Delta Region level is seen across the various. state cohorts found 

in the Delta Region (see Figure E). While average incomes and participation rates fluctuate from state to state, the 

region is consistent in the employment pattern observed across age cohorts. The Delta’s distribution mirrors that seen 

on the national level as well, although labor force participation rates within the delta are consistently a few percentage 

points lower than the rest of the nation.

GENDER

In the Delta Region, men are more likely than women to participate in the labor force. However, compared to 

the national average, men in the Delta Region show lower participation rates, whereas women participate at higher 

rates than their national counterparts. This indicates that although, in general men participate in the Delta’s labor 

force more than women, women are more likely than men to be engaged in the workforce within the Delta Region. 

The lower female labor force participation rate is not the consequence of lower nominal levels of participation, 

as women and men participate in the labor force in almost identical numbers. Instead, the decreased participation 

rate is due to higher numbers of women in the overall population, likely at the higher end of the age distribution.

There is a significant difference in pay between men and women in the Delta Region, with men earning 

$9,000 more annually on average (Table 4). With the national pay gap estimated at 18 percent, in the Delta, the 

gender pay gap is above 22 percent. The difference in average pay between men and women in the Delta is even 

greater when comparing unemployed workers and individuals not in the labor force – 29.5 percent and 35.6 percent 

respectively. This indicates that, on average, women receive lower unemployment payments and have diminished 

income streams from sources such as retirement accounts or personal investment accounts when outside the labor 

force than do men. These alternative revenue streams can be very sensitive to income, and it is likely that earnings 

differences between employed men and women are heightening this divide.
24

Table 4: Employment Status by Gender in the Delta Region

 Estimated Population 

Gender Employed Unemployed Not in the Gender Unemployment Labor Force

 Labor Force Rate Participation Rate

Female 2,440,781 163,848 2,229,254 Female 6% 54%

Male 2,551,561 184,727 1,744,760 Male 7% 61%

Total 4,992,342 348,575 3,974,014 Total 7% 57%

 Average Annual Income

Gender Employed Unemployed Not in the

 Labor Force

Female $32,317 $9,335 $3,780

Male $41,575 $13,236 $5,868

Total $36,946 $11,285 $4,824 

The incomes of unemployed women in the DRA are on average 30 percent less than unemployed men – despite experiencing unemployment at virtually the same rate. Women not in the labor force receive 36 percent less than 

men not in the labor force. As mentioned above, this may be due to lower retirement savings, pension payouts, social 

security payments, or alternative revenue streams like personal investments in the stock market.

The gender pay gap persists within the DRA, fluctuating state to state but always present. In Alabama, women earn approximately 30 percent less than men on average. Most states fare not much better than Alabama, with 

Arkansas reporting the lowest pay gap of just 21 percent.

RACE

The Delta Region has a proportionally larger Black population and smaller Asian and Hispanic / Latino populations than the US. The Delta’s White population is proportional to the White population of the rest of the country. 

Both the Delta Region and the US have proportionally small indigenous. populations (American Indian, Alaskan Native, 

Native Hawaiian, and Pacific Islander), in the tables below, they will be rolled into the “Other” category due to issues 

of estimate reliability.

While labor force participation rates are similar across different populations by race (Table 5), unemployment 

rates and income levels diverge. The unemployment rate is six percentage points higher for Black workers, than for 

White workers. Wages for Black workers are 13.6 percent lower than for White workers. White workers comprise 66.3 

percent and Black workers 29.5 percent of the total workforce. Asian workers are 1.6 percent of the total population 

and have higher labor force participation, lower unemployment rates, and higher wages than any other group. All 

racial groups have lower labor force participation and higher unemployment within the Delta Region than in the rest 

of the country.
25

Black workers are more likely than other groups to be unemployed and experience a lower-than-average 

LFPR. Income for Black Delta workers is lower than other groups by 15.7 percent on average. The trend of lower compensation continues into unemployment, perhaps due to disparities in payout from unemployment insurance claims or 

lack of availability to alternate sources of supplemental revenue.

Table 5: Employment Status by Race in the Delta Region

 Estimated Population 

Race Employed Unemployed Not in the Race Unemployment Labor Force

 Labor Force Rate Participation Rate

Asian 84,921 3,621 51,334 Asian 4% 63%

Black 1,414,801 166,015 1,191,658 Black 11% 57% 

Other 116,368 9,226 85,926 Other 7% 59% 

White 3,376,252 169,713 2,645,096 White 5% 57%

Total 4,992,342 348,575 3,974,014 Total 7% 57%

 Average Annual Income

Race Employed Unemployed Not in the Labor Force

Asian $43,800 $10,264 $4,534

Black $33,319 $9,461 $4,908

Other $36,251 $10,276 $4,427

White $38,548 $13,031 $4,970

Total $37,980 $10,758 $4,710
26

These disparities, while present across all states in the Delta, vary by state. Certain state groups within the 

Delta Region demonstrate more pronounced disparities in LFPR, UR, and earnings.

Overall, Black workers in the Delta earn substantially less than White workers. The disparity in income between White and Black workers is most apparent in Mississippi, where Black workers earn 23 percent less than 

White workers. However, these disparities can be observed throughout the region. Black unemployment is most 

pronounced in southern Illinois, where 15 percent of the Black workforce is unemployed. The annual income of unemployed Black Illinoisans in the Delta Region is half that of unemployed White Illinoisans in the Delta Region. 

Other groups — predominantly Indigenous communities, but also individuals with two or more racial identities 

and those whose racial identity is not captured by the three primary Census categories — experience similar earnings 

disparities to Black residents in the Delta, though the pay disparity varies from state to state. In certain states, such 

as Mississippi, unemployed Indigenous residents earn a third of what unemployed White residents earn. Overall, the 

data shows, Black and Indigenous workers earn substantially less and experience higher rates of unemployment than 

White and Asian workers. 

Turning to ethnicity, we see a similar disparity in pay between Hispanic/Latino workers and the rest of the 

population. This is particularly of note, as Hispanic/Latino workers participate in the labor force at much higher rates 

than their peers and experience lower unemployment. Nevertheless, they earn substantially less on average.

Table 6: Employment Status. by Ethnicity in the Delta Region

 Estimated Population

Ethnicity Employed Unemployed Not in the Ethnicity Unemployment Labor Force

 Labor Force Rate Participation

Hispanic/Latino 199,029 11,726 111,211 Hispanic/Latino 6% 65%

Not Hispanic/Latino 4,793,313 336,849 3,862,803 Not Hispanic/Latino 7% 57%

 Average Annual Income

Ethnicity Employed Unemployed Not in the

 Labor Force

Hispanic/Latino $34,447 $8,008 $3,836

Not Hispanic/Latino $37,146 $10,331 $4,386 

These disparities in pay are heightened when considering interactions. Tables 7 and 8 explore the interactions 

of gender and race or ethnicity on labor force participation, employment, and income for Delta residents. For example, 

Black women earn on average 33 percent less than White men in the Delta Region. The disparity in pay for Black 

women and White men is consistent with national trends.

Hispanic and Latino men participate in the labor force at higher rates than non-Hispanic or Latino men and 

have lower rates of unemployment. This difference is not observed for Hispanic and Latino women. Compensation for 

Hispanic and Latino workers of both genders is lower than for non-Hispanic and Latino workers. The pay gap is larger 

for Hispanic and Latino men than women, though Hispanic and Latino men do still earn quite a bit more than Hispanic 

and Latino women.
27

Table 7: Gender by Race by Employment Status in the Delta Region

Female Estimated Population

 Race Employed Unemployed Not in the Labor Force

 Asian 40,588 1,863 32,048

 Black 787,457 81,251 614,882

 Other 47,259 4,463 48,839

 White 1,565,477 76,271 1,533,485 

Female Race Unemployment Rate Labor Force Participation Rate

 Asian 4% 57%

 Black 9% 59%

 Other 9% 51%

 White 5% 52%

Female Average Annual Income

 Race Employed Unemployed Not in the Labor Force

 Asian $36,624 $6,231 $3,048

 Black $30,025 $7,922 $4,446

 Other $27,592 $5,492 $2,963

 White $32,795 $9,528 $3,443
28

Male Estimated Population

 Race Employed Unemployed Not in the Labor Force

 Asian 44,333 1,758 19,286

 Black 627,344 84,764 576,776

 Other 69,109 4,763 37,087

 White 1,810,775 93,442 1,111,611

Male Race Unemployment Rate Labor Force Participation Rate

 Asian 4% 71%

 Black 12% 55%

 Other 6% 67%

 White 5% 63%

Male Average Annual Income

 Race Employed Unemployed Not in the Labor Force

 Asian $54,443 $11,599 $4,775

 Black $35,933 $9,731 $5,058

 Other $39,238 $11,039 $5,418

 White $44,573 $14,068 $5,789
29

Table 8: Gender by Ethnicity by Employment Status in the Delta Region

Female Estimated Population

 Ethnicity Employed Unemployed Not in the Labor Force

 Hispanic/Latino 74,341 5,886 66,161

 Not Hispanic/Latino 2,366,440 157,962 2,163,093

Female Ethnicity Unemployment Rate Labor Force Participation Rate

 Hispanic/Latino 7% 55%

 Not Hispanic/Latino 6% 54%

Female Average Annual Income

 Ethnicity Employed Unemployed Not in the Labor Force

 Hispanic/Latino $23,964 $3,374 $1,095

 Not Hispanic/Latino $26,510 $5,304 $943

Male Estimated Population

 Ethnicity Employed Unemployed Not in the Labor Force

 Hispanic/Latino 124,688 5,840 45,050

 Not Hispanic/Latino 2,426,873 178,887 1,699,710

Male Ethnicity Unemployment Rate Labor Force Participation Rate

 Hispanic/Latino 4% 74%

 Not Hispanic/Latino 7% 61%

Male Average Annual Income

 Ethnicity Employed Unemployed Not in the Labor Force

 Hispanic/Latino $31,460 $8,190 $2,742

 Not Hispanic/Latino $36,794 $13,694 $1,706 

The disparity in unemployment rates, particularly those seen by Black men, and the pay gap experienced both 

by women and Black and Indigenous people in the region, present critical opportunities for action. 
30

DISABILITY STATUS

Disability status. represents an often-strong impediment to labor force participation and employment. Obviously, this varies quite widely from person to person, but in general, we know it is often more challenging for individuals with disabilities to enter the workforce and that they experience employment discrimination at much higher rates 

than able-bodied workers. They are an important part of the Delta’s workforce and experience specific employment 

hurdles that can be eased by direct support.

People with disabilities within the Delta Region participate in the labor force at higher rates than seen in the 

rest of the country. The difference, around 3 percentage points, represents a 15 percent increase in labor force participation within the Delta Region.

Table 9: Disability Status by Employment Status in the Delta Region

 Estimated Population

 Disability Status Employed Unemployed Not in the Labor Force

 With a disability 378,312 51,007 1,484,328

 Without a disability 4,614,030 297,568 2,489,686

 Disability Status Unemployment Rate Labor Force Participation Rate

 With a disability 12% 22%

 Without a disability 6% 66%

 Average Annual Income

 Disability Status Employed Unemployed Not in the Labor Force

 With a disability $32,744 $7,984 $3,204

 Without a disability $37,977 $10,889 $4,945 

Workers with a disability experience unemployment at twice the rate of able-bodied workers, participating in 

the labor force at around 1/3 the rate of abled-bodied workers. This is in-line with national unemployment rates for 

workers with disabilities. Additionally, workers with disabilities are paid less, earn less when unemployed, and have 

lower incomes when out of the labor force than able-bodied workers.
31

EDUCATION

When compared to national benchmarks, the Delta’s workforce shows significantly lower levels of overall 

educational attainment (Table 10). Workers in the Delta have spent less time in school and tend to work in industries 

with lower skill demands. Overall, only 83 percent of Delta citizens hold a high school diploma, slightly lower than the 

national average of 89 percent. But the educational attainment difference grows at higher education levels: only 24 

percent of Delta citizens hold an associate’s degree or higher, compared to 42 percent at the national level.

Table 10: Educational Attainment in the Delta Region for the Population 25 Years and Older

 Percent of the Population Aged 25+

Highest Level of Education Delta Region United States

Less than 9th grade 6% 5%

9th to 12th grade, no diploma 12% 7%

High school 38% 27%

Some college 21% 20%

Associate’s degree 8% 9%

Bachelor’s degree 10% 20%

Graduate or professional degree 6% 13% 

The relatively low level of educational attainment in the Delta Region may cause many workers to experience 

challenges in securing high paying, steady employment. However, there is a substantive opportunity in the form of 

training and education programs targeted at specific groups. With investments in community colleges, workforce 

boards, and workforce training providers, workers would be able to leverage targeted training to secure quality employment. The specific occupations we believe present the most promise will be discussed in the gap analysis section 

below. These occupations are all considered “middle skills,” accessible to people with an associate’s degree or the 

right credentials and training. 

Educational attainment is relatively consistent across the various states in the Delta Region. Illinois stands 

out as having dramatically higher educational attainment than other Delta states, biasing more to some college or 

higher educational attainment. The Illinois portion of the Delta Region has the highest high school graduation rate 

at 86 percent. However, this still falls short of the national average of 89 percent. No one state in the Delta Region 

appears to have a strong competitive advantage in terms of educational attainment. The region falls behind national 

educational attainment. Investments into one and two-year community college training programs could be beneficial 

as these programs generally have lower barriers to entry than traditional four-year programs and can be more flexible 

for workers wishing to learn while still employed.
32

POVERTY

Turning to poverty, we see in Table 11 that the Delta Region is twice as impoverished as the US national average. The Delta Region total poverty rate is 20 percent, double the national poverty rate. Poverty also impacts Black 

and Indigenous groups in the region at far greater rates than the White majority. Black Delta residents, particularly, are 

more than twice as likely to be living in poverty than their White neighbors. Poverty rates remain relatively consistent 

across the various. state cohorts within the Delta Region.

Table 11: Poverty in the Delta Region Service Area by Race

Race People in Poverty Total Population Average % Average % in

 in Poverty DRA Poverty US

Asian 17,756 131,556 13% 10%

Black 930,512 3,200,162 31% 21%

Other 46,212 169,666 25% 17%

White 826,187 6,180,532 15% 10%

Hispanic/Latino 99,949 409,201 24% 21%

Total 1,866,186 9,866,781 20% 12%

Consistent with the United States as a whole, Delta Region employers are desperately seeking talent to fill a 

growing number of available jobs. Employers are seeking available workers but are especially interested in hiring and 

retaining skilled workers with specialized expertise and credentials. These workers typically obtain essential skills 

from a wide range of post-secondary institutions and other training programs. 

Does the Delta Region have capacity to produce the workforce needed by area employers? Are the essential 

training programs and investments in place? Below, we examine the education and training landscape across the 

Delta Region. We examine the number and type of post-secondary institution and the number and type of program by 

award type and instructional area within the Delta Region. To add further context, we also explore the apprenticeship 

landscape within the region and finish with a discussion of how well the education system is meeting the needs of 

critical industry clusters.
33

KEY EDUCATION AND TRAINING INSIGHTS 

1. The Delta Region is home to a diverse set of post-secondary providers who are evenly distributed across 

 four-year, two-year, and less-than-2-year institution categories.

2. A large share (60 percent) of training and education programs offered by these institutions are offered at 

 or above the bachelor’s level. This program share is higher than the national average of 40 percent.

3. Meanwhile, a much smaller share of Delta Region workers are using or are eligible for these training 

 programs. The region’s lower-skilled workers may benefit from enhanced access to training programs 

 provided by community colleges or apprenticeship programs, which are better targeted to middle-skill 

 career pathways. 

4. Health professions and related programs are the most offered programs in the Delta Region. This is true 

 for four-year and two-year institutions and other workforce training providers.

5. The Delta Region’s 296 apprenticeship programs are primarily offered by construction industry businesses 

 and employ almost no women.

TRAINING PROVIDER LANDSCAPE

In the Delta, and across the US, local people seeking training and education face a diverse array of choices. 

These include formal classes at two-year and four-year colleges, as well as training programs supported by the public 

workforce system. In addition, employers and industry intermediaries in the Delta Region may also sponsor apprenticeship programs that provide both classroom and on-the-job training. Our review of registered training providers 

found 228 institutes of higher education graduating 272,880 students, 297 apprenticeship sponsors graduating 1,559 

apprentices, and 57 Eligible Training Providers recognized by the workforce training system.11

Table 12: Completer Information for Various Programs

Program Type Providers Programs Completers

Degree and Certificate Programs 228 8,527 272,880

Apprentice Programs 297 296 1,559

Eligible Training Providers (WIOA) 57 3,493 insufficient data12 

COMMUNITY COLLEGES

Our training infrastructure assessment suggests that the Delta Region may be facing a significant structural 

gap in its training and education programs. Most formal training programs in the Delta focus on the provision of undergraduate and graduate degrees. Yet, because of the region’s low overall educational attainment, the lion’s share of 

DRA residents may not be effectively utilizing these programs. New investments and new programs targeted to these 

individuals are needed. There is no one single solution, but additional associate’s degrees and non-degree credential 

programs are needed. At present, these programs comprise only 40 percent of the overall postsecondary system, 

Section III.b: Examining Supply Side

Dynamics – Education & Training

11 The reported count here is likely an underrepresentation of the full range of training providers offering services to Delta citizens and businesses. We only have data 

 on training providers registered with the Department of Labor. Many private training solutions, such as businesses offering internal training to their employees will not 

 be captured in this data.

12 The source for this data, the Eligible Training Provider List (ETPL) only includes information on the various programs available to prospective trainees. It does not list the 

 number of program completers graduating from each program at a given point in time. This data is included in the DOL’s Participant Individual Record Layout (PIRL) files. 

 This information is publicly available, but unfortunately, due to confidentiality issues, geographic data is not provided to the public, meaning we are not able to provide \ 

 an accurate count or estimate of participants in Workforce Innovation Opportunity Act (WIOA) sponsored programs for the Delta Region.
34

compared to 60 percent of postsecondary programs offered in the rest of the country. These programs cater to the 

needs of incumbent workers, middle-skill workers, and new entrants to the labor market seeking upward mobility. 

Detailed tables can be found in Appendix C.

TRAINING PROVIDERS PARTNERING WITH WIOA-FUNDED AGENCIES IN THE DELTA REGION

Some training providers, including community colleges, non-profits, and other training organizations, are 

recognized by state and local workforce boards as eligible to provide training to recipients of the federal Workforce Innovation and Opportunity Act (WIOA) training funds. Information on these Eligible Training Providers (ETPs) is reported 

to the US Department of Labor and provided here for the Delta Region. Detailed tables can be found in Appendix C. 

We examined to what extent these programs were prevalent in the Delta Region and surrounding states, and to what 

extent they aligned with job demand.

In general, most parts of the Delta Region, especially Arkansas and Louisiana, have higher than average concentrations of ETP programs per capita. This concentration of training providers likely results from the region’s high 

poverty rates, and higher demand for various social service programs.

Among the ETPS, community colleges account for more than half of all programs. Of the top ten providers 

(most programs) within the region, nine are community colleges. The only non-community college provider in the top 

ten is the University of Louisiana at Monroe, a university offering graduate and undergraduate degrees. Most of the 

WIOA Eligible Training Programs these colleges offer are certificate programs; associate’s degree programs constitute around ten percent. Many of the other credentials offered are unspecified, but likely fall within the non-degree 

credential category. 

Delta Region ETPs are most dedicated to healthcare practitioners and technical occupations training. Management, healthcare support, installation, maintenance, and repair, and educational instruction and library occupations are likewise common training targets for eligible training programs. At the most detailed level, programs specifically targeting training to welders, cutters, soldiers, and brazers, typically employed in manufacturing industries, are 

most prevalent within the Delta Region. 

APPRENTICESHIP PROGRAMS AND APPRENTICESHIPS

In the Delta Region, the construction industry has the highest number of registered apprenticeship programs, 

followed by manufacturing and then public administration. This matches what is seen at the national level.

Across Delta Region states, registered apprenticeships were generally more concentrated outside the borders of the DRA. The DRA portions of Tennessee, Mississippi, and Louisiana, however, show higher concentrations 

of registered apprenticeships than the rest of the state. Tennessee, as a state, has a relatively high concentration of 

apprenticeships compared to the other delta states, as does Illinois, a trend not carried over to the Illinois counties 

found within the Delta Region. 

Eight industries had no completed apprenticeships in 2019 (Table 14). The lack of apprenticeship completions 

in these eight industries in the Delta Region was also reflected across DRA States. All these industries – except for 

mining, quarrying, and oil and gas extraction – saw zero apprenticeship completions at the state level. Except for 

transportation and warehousing and information, these industries fall in the bottom ten industries at the national level 

by number of active apprentices. In 2019, the real estate and arts, entertainment, and recreation industries only had 

nine total completers across the entire nation.
35

TOP FIELDS OF STUDY

Health professionals and related programs are the most common postsecondary field of study offered in 

the Delta Region and graduate the largest number of students, making up 17 percent of all programs and conferring 

22 percent of all awards. Over half of all programs and awards within the health profession were for an associate’s 

degree or certificate, indicating that a large portion of the field relies on a set of skills trainable within a two-year 

timeframe.

Mechanic and repair technologies and technician programs were the second largest field of study in the Delta 

Region. Unlike health programs, these programs are offered exclusively at the associate’s degree or certificate level, 

making them a steppingstone for high school graduates looking to quickly enter the workforce or incumbent workers 

looking to expand their skill sets. Engineering technician programs, offered at both the two- and four-year levels, may 

offer opportunities for upskilling and further education. The prevalence of mechanic and repair technologies/technicians’ programs demonstrates the emphasis manufacturing and repair industries place on middle skills and the high 

demand for competent, qualified workers in the field in the Delta.

Not all programs in the Delta are occupational or technical in nature. Looking at more detailed fields of study, 

general studies programs emerge as the largest conferrer of awards, while business administration and management 

offers the largest number of individual programs. Narrowing scope to associate’s and certificate level programs, 

welding technology and welder programs replace business administration and management as the most numerous. 

programs, though general studies remain as the primary conferrer of awards. 

APPRENTICESHIP COMPLETION AND CONCENTRATION

In retail trade, professional, scientific, and technical services, administrative and support and waste management and remediation services, and accommodation and food services industries, 100 percent of a state’s apprenticeships were completed within the Delta Region. 

Returning to the industry clusters defined in Section I, the labor-intensive manufacturing cluster employed the 

highest number of apprentices in 2019, followed by research, engineering, and technology. Labor-intensive manufacturing industries have the highest completers per program ratio at 8.9 completers for every program within the Delta 

Region.

Kentucky boasts the highest number of completed apprenticeships as well as the highest number of completed apprenticeships per capita, indicating this high completer count is not a factor of population. Apprenticeship completions are more highly concentrated within the boundaries of the DRA than without, except for Louisiana parishes, 

which have the lowest completer concentration of anywhere in the DRA.

APPRENTICESHIP DEMOGRAPHICS

Women were barely included in the Delta Region apprenticeship system in 2019. Despite women making up 

49 percent of employed workers in the Delta Region, only 4.8 percent of apprenticeship completers were women. 

While some of the disparity can be explained by the gender demographics of top apprenticing industries (construction and manufacturing) this does not account for the entire gap. The underrepresentation of women in apprenticeship programs could potentially lead to a cyclical state where male-dominated critical occupations continue to be 

male-dominated, with women being excluded from the economic opportunities offered by apprenticeship programs. 
36

Table 16: Demographics of Apprenticeship Completers in the Delta Region and Delta Region States, by Gender

Gender Delta Region States

Total 1,559 4,579

Male 1,484 4,371

Female 75 208

Percentage Female 4.8% 4.5% 

Most apprenticeship completers in 2019 were White. While the Delta Region cohort was slightly more diverse 

compared to the DRA states, the group of 2019 completers was still disproportionately White. As shown in Table 17, 

the employed non-White population in the Delta Region is about 32 percent, therefore the Delta Region’s apprenticeship system underserves the non-White population by a wide margin. Likewise, Hispanic and Latino workers are 

disproportionately underrepresented in apprenticeship programs in the Delta Region.

Table 17: Demographics of Apprenticeship Completers in the Delta Region and Delta Region States, by Race

Race Delta Region States

Total 1,392 4,017

White 1,174 3,503

American Indian or Alaska Native 5 17

Asian 2 19

Black or African American 207 469

Multiple-Race Selected 1 1

Native Hawaiian or Other Pacific Islander 3 8

Non-White (Sum of rows 2-6) 218 514

Percentage Non-White 16% 13%

Table 18: Demographics of Apprenticeship Completers in the Delta Region and Delta Region States, by Ethnicity

Ethnicity Delta Region States

Total 1,118 3,472

Non-Hispanic 1,055 3,010

Hispanic 63 462

Percentage Hispanic 5.6% 13.3%
37

TRAINING PROVIDER ALIGNMENT

Education and training programs are not well aligned to the needs of the Delta Region’s workforce or industry. 

This dynamic is most apparent with apprenticeship programs, which serve almost no women, few people of color, and 

are mainly concentrated in the construction industry. Postsecondary education, while wider reaching in terms of the 

industrial needs it serves, primarily provides training at the bachelor’s level. 

The postsecondary education system is misaligned with the educational needs of the Delta’s workforce. Unlike at the national level, where the majority (60 percent) of programs are one- or two-year certificate or associate’s 

degree programs, only 40 percent of the Delta’s postsecondary programs are offered below the bachelor’s degree 

level. This imbalance is compounded by the relatively low level of educational attainment in the Delta compared to 

the rest of the country. Delta residents have lower levels of associate’s degree attainment, lower rates of high school 

graduation, and a higher proportion of people with no formal educational attainment. Short term, one- or two-year 

programs can serve as excellent pathways into employment or stepping stones for workers wishing to return to school 

and achieve an associate’s or bachelor’s degree. Associate’s and bachelor’s degree programs can be made far more 

accessible to incumbent workers by offering course credit for prior experience. This practice lowers the barrier to 

entry for incumbent workers and rewards students for seeking professional development opportunities while enrolled 

in school. 

The education and training system does appear to do a relatively good job of providing services to healthcare and related fields. Mechanic and repair technology programs are common as well, but there are few courses or 

programs aimed at addressing the needs of transportation and material moving or agriculture workers, two of the region’s most critical industrial and occupational groups. The extent of this deficit is explored in the gap analysis below.

Based on our research, we now have a baseline understanding of the Delta Region’s industrial mix, population demographics, and education and training system. And we can fit these pieces together to assess the extent to which 

business needs are met by the education and training pipeline, and in turn, how well that pipeline serves the specific 

needs of the Delta population.
38

Based on our research, we now have a baseline understanding of the Delta Region’s industrial mix, population 

demographics, and education and training system. And we can fit these pieces together to assess the extent to which 

business needs are met by the education and training pipeline, and in turn, how well that pipeline serves the specific 

needs of the Delta population.

KEY GAP ANALYSIS INSIGHTS

1. The supply of graduates from certificate and degree programs lags the number of job openings in most 

 critical occupations, but most concerning is the lack of training and upskilling for the incumbent workforce.

2. Critical occupations facing training shortages are predominantly either male or female and Black, Asian, 

 and Other Race workers are underrepresented in these occupations. There may be an opportunity to fill 

 these positions by making sustainable, quality job opportunities in these fields more accessible to women 

 and people of color.

CRITICAL OCCUPATIONS GAP ANALYSIS

In any given labor market, we can estimate the demand for and the supply of workers based on a combination 

of federal statistical and administrative data. The primary goal of a supply-demand or education “gap” analysis is to 

assess and improve the alignment between supply and demand. Typically, we estimate the difference between the 

number of job openings and the number of new entrants to the workforce for a single labor market or commute shed. 

There are two typical data sources: 1) annual job opening estimates representing demand for workers, and 2) higher 

educational completions, representing the supply of new workers. The education gap is the difference between these 

two data sets. 

The emphasis on formal education is important due to the strong association between formal credentials 

and wage gains: Overall, formal credentials have a stronger relationship with wage gain compared to non-credential 

training. Training through more formal programs additionally links trainees to other opportunities for further education, 

sometimes increasing access to related support services provided by colleges. This additional support is more typical 

of degree-granting than non-credit programs.

For these analyses, including the analysis provided below, we assume new workers entering the labor market 

with credentials will fill job openings. But it is important to note that gaps between demand and supply may also be 

reduced if incumbent workers are training and upskilling into or invited to make lateral movements into open positions. Unemployed workers seeking to secure employment may also fill these open jobs. 

While a typical supply-demand analysis applies to a single labor market or commute shed, the supply and demand gap analysis below applies to the entirety of the Delta Region, including multiple labor markets across urban and 

rural areas. This exercise identifies potential shared pain points across the region. Any potential training opportunities 

and real gaps or pain points should be verified by a local labor market analysis, including review by local education 

providers with employers who are seeking to hire program graduates.

SELECTING TARGET INDUSTRY CLUSTERS AND CRITICAL OCCUPATIONS

We chose to focus on three industry clusters critical to the Delta Region’s economy: high-tech infrastructure, 

agriculture and resource extraction, and labor-intensive manufacturing industries. Descriptions of these industry clusters can be found in Section I of this report. Below we succinctly describe why these industry clusters were selected 

for additional analysis here. For example, the high-tech infrastructure cluster represents many jobs in the region.

Section III.c: Examining Supply Side

Dynamics – Gap Analysis
39

We selected a subset of occupations critical to each of the target industry clusters based on training and 

education requirements (“middle skill”), normalized payroll (excluding positions with high income levels but few job 

opportunities) and employment levels (occupational fields well represented across the region). 

The training and education criteria included those occupations that typically do not require a bachelor’s degree but do require some post-secondary training. Many of these “middle-skill” occupations provide good wages and 

are increasingly in demand. “Middle-skill” occupations serve as promising entry points for college graduates entering 

new fields and as target occupations for workers seeking to advance from low wage less skilled positions. We further 

limited to occupations normalized average annual payroll fell above the industry cluster median, to ensure discovery 

of all pathways to relatively well-paying jobs that employ a relatively high number of individuals. Finally, to ensure that 

examined occupations represented a relatively large labor pool, we selected only those occupations that employ above 

the average occupational employment level for each industry cluster.13 The research process resulted in 45 critical 

occupations for the three industry clusters, listed in Tables 25, 26, and 27 in Appendix E.

The top three critical occupations for the high-tech infrastructure industry cluster (with the most unfilled job 

openings) are found in every other industry cluster.

These three occupations play an important role in all clusters:

 - Bookkeeping, accounting, and auditing clerks

 - Maintenance and repair workers

 - First-line supervisors of office and administrative support workers 

The gap analysis described above (difference between the number of openings and the number of training 

program graduates) was conducted for all middle-skill occupations. Results for each of the three target industry clusters are presented in Appendix E and further details are provided below for five occupations critical to most industry 

clusters.

There are six occupations critical to all three target industry clusters:

- Industrial Machinery Mechanics

- Bookkeeping, Accounting, and Auditing Clerks

- Maintenance and Repair Workers, General

- First-Line Supervisors of Mechanics, Installers, and Repairers

- First-Line Supervisors of Production and Operating Workers

- First-Line Supervisors of Office and Administrative Support Workers

Together, these critical occupations represent a gap of 19,233 open jobs.

13 The occupations presented here will be those with a high employment capacity, ensuring there is adequate volume to accommodate an influx of workers. This decision 

 will remove some positions typically considered to be “critical” because there are few opportunities and the roles are difficult to fill. The “critical” occupations identified 

 in this research could help to feed and fill those more specialized positions with additional training or marketing by employers seeking to staff hard-to-fill positions.
40

THE ECONOMY AS A WHOLE

In total, there are just under 77,000 unfilled positions in critical occupations across the Delta Region. The gap 

in unfilled positions in critical occupations represents a relatively small proportion of the Delta’s workforce. These 

openings may be filled by current employees or people receiving training from programs not counted here. 

However, about half of the unfilled positions are critical to one or more of the three target industry clusters 

and they deserve attention. These critical jobs generally require some degree of higher education or specialized training and credentialing, meaning most high school students are ineligible to apply. Given the small number of training 

programs observed in the Delta Region for these specific positions, it is likely that training for these jobs, including onthe-job training and upskilling, could be expanded. Connection to these openings could be strengthened with better 

and clearer upskilling and education pathways.

Only six critical occupations display a surplus of incoming program completers. In total, they represent a 

surplus of approximately 2,000 prospective workers. This surplus may represent college program graduates leaving 

the region for work, including those that may have located in the region only for the training period. The surplus could 

also represent workers who do not find jobs or whose skills may be relevant to jobs that are not typically associated 

with their training programs.

ANALYSIS OF FIVE “CRITICAL” OCCUPATIONS RELEVANT TO MOST INDUSTRY CLUSTERS

Five occupations meet our criteria as “critical” to almost every industry cluster in the Delta Region.14 Together, these top five critical occupations represent a gap of over 16,000 jobs, about 20 percent of the total gap seen 

across all critical occupations. Three occupations included here are common to every industry cluster: bookkeeping, 

accounting, and auditing clerks, maintenance and repair workers, and first-line supervisors of office and administrative support workers. Two occupations are common to most industry clusters (ten and nine of 11 total, respectively): 

executive secretaries and executive administrative assistants, and first-line supervisors of mechanics, installers, and 

repairers.

A detailed examination of the demographics of these occupations, their gender, age, and racial diversity is 

available in Appendix E. When considering training interventions, attention should be paid to historical patterns of 

discrimination and current bias to ensure new programs improve the diversity, equity, and inclusivity of these occupations. 

The data suggests these top occupations are either predominantly male or female. Women are more typically 

employed in office and administrative roles and men are more typically employed in maintenance and repair roles. 

Of the two supervisory occupations, the office and administration role, disproportionately staffed by women, earns 

around $7 / hour less than the mechanics and repair role, disproportionately staffed by men. If the DRA or its partners wish to expand job opportunities for women in critical and growing occupations, first-supervisors of mechanics, 

installers, and repairers, and maintenance and repair occupations would be excellent candidates.
41

Figure G: Top Critical Occupations by Gender

These five top occupations are not particularly racially or ethnically diverse, compared to the rest of the Delta workforce. Black, Asian, and Other workers are underrepresented in these occupations. First-line supervisors of 

mechanics, installers, and repairers employ Black workers at about half the rate of their presence in the overall labor 

force. Creating more opportunities for workers of color in these occupations could be an excellent way to address 

businesses’ need for qualified workers and open new pathways to upward mobility for a wide range of the Delta’s 

workforce.

Many workers aged 35 to 54 fill these occupations, indicating that the region will avoid a retirement shortage 

in these positions after baby boomers retire. To avoid a future shortage, employers must continue to recruit and employ younger workers to replace retiring workers.

First-line supervisors of office and administrative support workers are the only occupation of the five that 

appears to have any demonstrably growth over the last five years. Even executive secretaries and executive administrative assistants have seen employment reductions over that time, indicating their strong employment growth (in 

comparison to national trends) does not outweigh the overall contraction of the occupation. First-line supervisors of 

mechanics, installers, and repairers have shown only minor growth over the past five years, adding 31 jobs across the 

entire region. The growth of first-line supervisors of mechanics, installers, and repairers is much slower than what 

has been seen at the national level. If the region had grown on par with national trends, this occupation would have 

gained approximately 1,342 new jobs between 2015 and 2019.

These high demand occupations, specifically the two managerial occupations, are likely to pull in workers 

from related, entry level positions. First-line supervisors of office and administrative support workers, for example, 

may be staffed by workers formerly employed in office and administrative support. Maintenance and repair workers 

may be promoted to fill positions in the first-line supervisors of the mechanics, installers, and repairers’ occupation. 

Approximately 486,000 people were employed in office and administrative support occupations in the Delta Region in 

2019. It is highly likely that some if not all the first-line supervisors of office and administrative support openings will 

be filled by people from these occupations with the requisite experience.

Most of the occupations highlighted here require just a high school diploma, and as such, may be able to find 

enough incoming high school graduates to meet their need (Table 30 in Appendix E). However, most also require prior 

14 Occupations earning above industry cluster median wages, employing above average numbers of workers, and not requiring a four-year degree.
42

work experience, meaning that high school students are unlikely to qualify to the same extent as incumbent workers 

from other, related professions. When filling these positions, either with recent high school graduates or incumbent 

workers, employers will need to determine whether a potential hire possesses the skills required to help their businesses grow. The skills gap requirement for high school graduates may not be filled simply by education and on the 

job experience in another profession. Often workforce training boards and partner training organizations will need to 

step up to fill industry needs and help upskill prospective hires.

We observed a high level of demand for qualified workers across the Delta Region and particularly in occupations critical to the success of the region’s industry clusters. Training programs aimed at filling the demand for 

qualified workers are in a unique position to address diversity, equity, and inclusion issues in the Delta’s workforce. 

These critical professions do not display representative hiring patterns, and by tailoring job training and placement 

efforts to address this disparity, workforce development agencies may be able to shift the needle on employment 

discrimination in the Delta. The high level of demand for qualified workers in these occupations puts prospective hires 

in an advantaged position. Delta workforce development agencies may be able to take advantage of this situation 

by targeting training and support programs to women and people of color to help them secure employment in these 

sought after and in demand jobs. 

To that end, we identified several promising workforce development programs over the course of our research 

that are seeking to close the “critical occupation gap.” These programs use innovative design methods to connect 

workers to training opportunities tailored to specific industry needs while also addressing labor force participation 

inequities. Many of these programs recognize the unique needs of various underutilized workers and have designed 

program components to specifically address those needs, increasing the likelihood that workers will succeed. For 

example, one pilot workforce training program identified over the course of our research recognized that underutilized 

rural workers lacked adequate transportation to attend courses to receive in-demand skill and workforce training, so 

to address the challenge of a lack of transportation by rural residents, program designers dispatched a van to drive to 

rural areas and offer training. 

With special attention paid to the needs of workers, as well as the specific skills needed by industry, Delta 

workforce development agencies can design programs that support hiring more women, people of color, low-income 

rural residents, and other underutilized workers in critical occupations while also increasing industry productivity. In 

the next section of this report, we outline the exemplary programs identified during our research, note commonalities 
43

across programs, and identify reasons the programs were so 

successful. 

CREC conducted a series of in-depth case studies to address the need for connecting workers to critical occupations 

and identify promising practices. Five programs were approached, the MCC Lineman Training program in Kentucky, 

the Greater New Orleans, Inc. Mechatronics Apprenticeship 

program in Louisiana, the University of Western Alabama’s 

LINCS program in Alabama, Base Camp Coding Academy in 

Mississippi, and Marquette Tech District’s workforce development efforts in Cape Girardeau, Missouri. 

KEY CASE STUDY INSIGHTS

1. All five programs are administered with support and 

 involvement from community colleges and partners at 

 all levels of government: local, state, and federal; were 

 created in response to specific private industry needs 

 and involve some degree of public-private collaboration 

 and partnership in program design; and are available to 

 both new and incumbent workers.

2. Strong local, regional, and federal levels partnerships 

 are essential for early and long-term program success

 a. Rely on industry partners to develop 

 industry-driven curricula, 

 3. Embracing hands-on, experimental program design

a. Strong wrap around services identified as 

 crucial for supporting participants through 

 the program

These findings, and those presented below, can be adapted and adopted by workforce development professionals and training providers. They can help guide the development of programs aimed at addressing the talent gaps 

identified by our quantitative research, as well as furthering diversity, equity, and inclusion goals by targeting training 

to women, people of color, and other underutilized workers. 

PROGRAM OUTCOMES

Between 2018 and 2021, the MCC Lineman program supported 117 graduates. Attrition rates were low, 

and many students earned an average starting salary of around $45,000 upon graduating. Roughly 85 percent of 

graduates were placed in full-time positions within two to three months of program completion. The program will be 

expanding rapidly this year when the new training facility opens in early 2022, allowing MCC to train up to 90 students 

per year.

While it is too early to fully assess this program, early results from the GNO Mechatronics Apprenticeship 

are promising. Demand for the training is strong among students and employers. GNO Inc. expects to engage several 

Section IV: Case Study Analysis
44

new business partners in the coming months. All program completers will transition into full-time employment, with 

average annual salaries in the range of $45,000 to $55,000. These salary levels are much higher than the region’s 

median salary levels, and median salaries for other middle skill positions in the Greater New Orleans region. GNO, Inc. 

will begin tracking additional program metrics when the first cohort completes the program in summer 2021. 

UWA LINCS’s three Skills on Wheels mobile learning labs have been in the field for only a few months, but 

early results are promising. One unit operated in the town of Butler (with a population of 1900) for four weeks offering 

training on career essentials and an introduction to a manufacturing course. Five local students completed the program, and, as a group, they gained 23 certifications during that month. Several other pilot projects are underway.

Since opening for business in 2016, the Academy has graduated four cohorts of students, with an average 

class size of 10 to 15 students. The 2021 class, with 15 students, is currently underway after a delayed start due to 

the COVID 19 pandemic. More than 90 percent of students have been placed in full-time jobs that pay an average of 

$50,000 per year, far exceeding the region’s median wage and closely mirroring local salaries for college-trained IT 

professionals. Nearly all the graduates have remained in the region, providing a strong, and growing, base of homegrown tech talent. 

Cape Girardeau’s Youth Coding League has expanded from 17 Missouri schools and 350 students in 2018 to 

nearly 80 schools and 1500 students in 7 states in the 2021-2022 school year. Roughly 2/3 of students live in rural 

regions or are enrolled in free or subsidized school lunch programs. Student participants are diverse, with young girls 

making up 50 percent of participants and minority students comprising 25 percent of Youth Coding League participants. Codefi has supported the training of approximately 150 software developers and has plans to train over 350 

additional adults in the next three years. 

PROGRAM OVERVIEWS AND TAKEAWAYS

Below, we present the facts of the case studies, key takeaways from our conversations with case study respondents, and the way in which these unique and innovative programs address the critical occupational skills gaps 

we identified in Section III.c. Full case studies can be found in Appendix G.

MCC LINEMAN TRAINING PROGRAM

In response to stagnant economic growth and declines in key sectors in Madisonville Kentucky (as well as 

feedback from private industry), the Madisonville Community College (MCC) developed the MCC Lineman Training 

Program in partnership with local private industry and federal agencies. The MCC Lineman Training Program offers 

a for-credit training program for workers looking to enter the utility industry. The program costs around $7,000 per 

worker, with an average graduation rate of around 85 percent. The average annual salary per worker graduating the 

MCC Lineman Training Program is around $45,000. Between 2018 and 2021, the program supported 117 students 

and has been an overall great success, both in supporting local residents find sustainable employment, as well as 

attracting students from across the state and country to relocate to Madisonville and participate in the MCC Lineman 

Training Program. The program is largely successful due to its close coordination and communication with local 

private businesses, robust support for students, deliberate long-term planning, and embracing hands-on learning 

opportunities in the classroom.

The MCC Lineman Training Program addresses the skilled trades skills gap, providing training and wraparound services, like housing, for electrical infrastructure workers in the Delta Region, working closely with industry 

on program design and addressing the needs of workers. Given that the evidence shows critical occupations related 

to maintenance and repair of energy infrastructure disproportionately exclude women and people of color, programs 

like these may provide opportunities for Delta workforce development agencies to make strides in diversity, equity, 

and inclusion goals. The lessons learned over the course of our case study on the MCC Lineman Training Program are 

detailed below. 
45

Listen to Industry

MCC’s Lineman program has been industry-driven from Day One. The MCC Lineman program was developed 

in direct response to a local employer’s request for help with talent development and retention, and the program itself 

is fully integrated with leading industry practices. The course instructor is also connected to leading sector trends and 

program participants train on start-of-the-art equipment donated by area employers. When students graduate, they 

seamlessly transition into full-time industry employment. 

Embrace Hands-on Program Design

Program and curriculum design are essential to ensuring that training meets the needs of students and employers. Because of close industry ties noted above, MCC provides a streamlined program focused on the key skills 

needed on the job. As Alan Martin, program faculty member, noted: “We cut out the fluff and go straight to the poles.” 

Training is experiential and hands-on, and students use all the tools and equipment on a regular basis. In addition, 

the program is unique in providing a CDL component, which not only attracts more students, but provides another 

in-demand skill set for students. 

Think Long Term 

In a desire to be responsive to industry needs, many training programs get started too quickly and hope to 

iron out program details along the way. MCC, KCTCS, and its partners took a more deliberative route. The project 

team opted to develop a for-credit curriculum, which was developed quickly but still slowed the process of program 

start-up. However, this decision has generated many benefits, especially for program participants. Students now receive academic credits and are eligible for state and federal student aid programs.15 In addition, the Lineman program 

benefits from KCTCS academic support, and can be more easily adopted at other schools in the KCTCS system or 

elsewhere. 

Provide Strong Support to Program Participants

The MCC team provides essential help in obtaining financial aid and in finding housing for out-of-town students. The vetting process to enter the program is rigorous, with program administrators ensuring that students are 

ready for the academic and physical rigors of lineman training. Program administrators also ensure students are 

“ready to work” and clearly understand the expectations and demands of the field.

GREATER NEW ORLEANS INC. MECHATRONICS APPRENTICESHIP PROGRAM 

The Greater New Orleans region has long been a hub of manufacturing, a sector that employs more than 

17,000 workers in the region. But in recent years many private companies have been investing in new and complex 

manufacturing technologies, resulting in a high demand for middle-skill, specialized labor. The technology transformation is changing the regional talent equation as demand for expertise in automation and robotics may soon exceed 

demand for more traditional skills such as welding and machining, skills that have historically been sufficient to find 

work. 

As a result, the Greater New Orleans Inc. (GNO, Inc) – the region’s leading economic development agency 

– began an apprenticeship program in 2019 to help address the specialized manufacturing worker shortage in the 

Greater New Orleans region. In response to the private industry demand for highly skilled manufacturing workers – 

specifically, in the field of mechatronics – GNO, Inc partnered with local private manufacturing businesses and three 

community colleges (with Workforce Opportunity for Rural Communities (WORC) funding) to create the Mechatronics 

Apprenticeship Program, a program tailored to specific industry demands. Three community colleges – 

Delgado Community College, Nunez Community College, and Northshore Technical Community College – came together in a unique partnership to leverage the strengths of each individual college and maximize student success, 

while always keeping in close communication with private industry to tailor the program to specific industry needs. 

15 Students also earn academic certificates in Pole Top Rescue, Utility Technician, and a Climbing Certification. They receive non-credit certification in Adult First Aid/CPR/

 Blood Borne Pathogens; Basic Lifting & Rigging; Bucket Truck Operator Trainee; Chainsaw Safety; and Digger/Derrick Operator Trainee.
46

Successful graduates of the Mechatronics Apprenticeship Program enjoy an average salary between $45,000 

and $55,000 per year, along with no student debt. Graduates also receive approximately 20 industry credentials 

and a certification of completion. Overall, program attrition is low, the cohort retention rate is high, and the program 

has matriculated a diverse cohort of apprentices regarding age, race, and gender. Program administrators note the 

program’s success is due to the targeting of specific employer needs, acquiring diverse funding sources, leaning on 

workforce intermediaries (in this case, GNO, Inc), and targeting specific workforce gaps.

Like the MCC Lineman Training Program, the Greater New Orleans Inc Mechatronics Apprenticeship Program 

addresses the demand for qualified manufacturing workers in the Delta Region, while also increasing apprenticeship 

participation by women and people of color, demographic groups traditionally underrepresented in Delta Region apprenticeship programs. The initial pilot phases of GNO’s Mechatronics Apprenticeship Program have been highly successful, generating a positive response from employers, program participants, and the wider economic and workforce 

development community in New Orleans and across Louisiana. Project managers identified several important factors 

that have contributed to this success, which are detailed below.

Create regular opportunities to identify employer “pain points”

GNO, Inc. and its community college partners manage several initiatives that regularly assess employer needs 

and problem areas. The community colleges operate advisory boards that offer input on curriculum and insights on 

industry trends. In addition, the GNOu program serves as a regular convening venue to build partnerships between 

employers and higher education institutions. To date, this work has led to the creation of the mechatronics initiative 

and new statewide program in AWS Cloud Computing and Web Services. Finally, these efforts are further supplemented by business retention and expansion programs led by GNO, Inc. and by local economic development agencies. 

These business visitation programs also identify gaps in workforce development programs. 

Target diverse funding sources

Most program costs are supported by employers and by GNO, Inc., though outside funding was needed to 

support start-up costs and to purchase needed equipment and training materials. Reaching out to federal, regional, 

and state partners allowed program managers to access these critical seed investments. DRA’s support for the initial 

program design work was essential to its success. And with public base funding in place, private sector investments 

can focus on the important work of developing a new generation of mechatronics talent. 

Workforce intermediaries matter

While GNO, Inc. does not deliver this program, it played an essential intermediary role. GNO, Inc. initially identified the workforce challenge. Today, GNO, Inc., connects business and education partners, publicizes the program, 

assists in fundraising, and most importantly, holds key partners accountable. The GNOu team led by Josh Tatum, is 

widely lauded for ensuring that the program remains on track and that all the key partners are fully engaged. 

Target gaps

GNO Inc. is an economic development agency; it is not a WIB or an “official” part of the state or federal workforce 

training system. As a result, GNO, Inc. has made a conscious decision to target its work on key gaps in the regional 

workforce development system. This targeting allows more effective and efficient use of resources, while also providing clear and tangible benefits to local employers. 
47

UNIVERSITY OF WEST ALABAMA AND LINCS

The University of West Alabama (UWA) serves a heavily rural region of southwest Alabama, including the 

Alabama Black Belt, an area characterized by some of the highest rates of poverty in the United States, as well as an 

extremely low level of educational attainment. Smaller communities within the Alabama Black Belt evidentially face 

many economic and workforce development challenges, particularly because many individuals residing in Black Belt 

rural communities lack access to reliable broadband and transportation. In response to these challenges, UWA created 

the Leveraging Integrated Networks for Challenge and Sustainability (LINCS), in partnership with the private company 

BetaBox Learning, to send mobile learning labs into rural communities and provide hands-on job skills training. 

The BetaBox mobile learning labs are outfitted with state-of-art equipment, such as virtual reality headsets 

and simulation software, providing excellent hands-on and distance learning capabilities. The LINCS program was developed with support from the Alabama Forestry Association and a former CEO of the Westervelt Company and chair 

of DEWD’s employer advisory council, one of the area’s largest employers. The program is largely funded through a 

grant from the Delta Regional Authority. Early results from the “Skills on Wheels” mobile learning labs are promising, 

with UWA crediting the program’s success to using customized solutions (tailored to private industry needs), the use 

of anchor institutions (i.e., UWA), and embracing a pro-active regional approach.

The LINCS pilot program is an exemplary Delta Region workforce program, identifying the needs of specific 

underutilized workers, and providing an innovative solution to address those needs and empower workers to succeed, 

while also addressing industry workforce needs. In conversation with LINCS program administrators, we identified 

several takeaway lessons for practitioners looking to address equity gaps in their region’s workforce (e.g., such as 

low-income rural residents). See below for those takeaway lessons. 

Be Proactive

The entire LINCS effort embraces a proactive approach. Since many training programs led by UWA and its 

key partners could not be accessed due to long travel and transportation challenges, the LINCS team opted to bring 

the training on-site to rural towns in Alabama’s Black Belt. On-site accessible learning opportunities can bring new 

experiences and critical skills training to at-risk populations and help to develop a more diverse and capable local 

workforce. 

Provide Customized Solutions

The LINCS Mobile Labs are well designed to serve rural communities not only because they are mobile, but 

also because their systems and training programs can be customized for multiple uses. The labs can be used for 

varied audiences and for varied training needs. For example, they have already been utilized to deliver soft skills and 

career essentials training, as well as more specialized on-the-job training for local employers. 

The Power of Anchor Institutions

The LINCS effort benefits greatly from its home at UWA. UWA is widely recognized as a leader in regional 

economic development, and as a strong advocate for the Black Belt Region and rural Alabama more generally. This 

strong reputation helps open doors, with community partners, employers, and residents. In addition, the expertise 

found at UWA has supported the project with technical help, personnel, research support, and a stable and welcoming 

institutional home. 
48

BASE CAMP CODING ACADEMY

In recent years the small town of Water Valley, Mississippi has focused its efforts on attracting tourists and 

new residents to the town’s revitalized downtown, known for its good restaurants and shopping. Additionally, the town 

is focused on growing its young workforce in the face of an increasingly aging population, as well as attracting young 

new talent from outside the border of the town. To this end, the town created the Base Camp Coding Academy,

in partnership with private industry and the local community college. Base Camp Coding Academy coordinates with 

Mississippi’s technology sector to identify workforce needs and provide classroom training tailored to the specific 

needs of technology companies in Mississippi. Private companies involved with the project, such as CoreLogic and 

other technology firms, are happy with the result, as they are receiving highly qualified candidates without having to 

spend company money on costly in-house training. 

The typical Base Camp Coding Academy candidate is a recent high school graduate that is hardworking, but 

unlikely to go away to college due to financial limitations or family commitments. Academy students are engaged in 

an 11-month curriculum that operates as a full-time job (40 hours per week). The program is free to students, with 

total costs per student (of around $15,000) supported by program partners. In addition to training, mentoring, and 

career services, students also receive support for food, transportation, and other needs. The program operates with 

an annual student cohort of approximately 15-20 students per year. Upon completing the program, more than 90 

percent of students have been placed in full-time jobs that pay an average of $50,000 per year, far exceeding the 

region’s median wage and closely mirroring local salaries for college-trained IT professionals. And importantly, nearly 

all graduates have stayed in the region. The program has largely been successful due to its dedication to flexibility, 

communication and response to private industry needs, strong partnerships, and an engaged group of stakeholders 

and board of directors.

The Base Camp Coding Academy program serves as an example to other Delta Region workforce development agencies looking to connect low-skill or entry level workers to in-demand and high paying jobs, while also addressing the problem of an aging workforce and the potential out-migration of young workers. The Base Camp Coding 

Academy is also inclusive of low-income workers and rural residents by providing food and transportation support. 

Overall, the Base Camp Coding Academy has enjoyed great success, and the project team attributes this success to 

several factors, which are detailed below.

Think Like a Business

Base Camp Coding Academy has always operated with a laser-like focus on the needs of local employers. Its 

program operations are fully funded by private contributions, and its primary mission is similarly business-focused: 

to provide coding talent to local employers. Base Camp supports other goals along the way, including youth retention, 

regional talent development, and local economic development. However, it measures its impacts related to the business bottom line and makes its case based on its ability to support local employers.

Know Your Sweet Spot

Running like a business also means understanding your core competencies. Base Camp’s core competency 

is providing training to entry-level coders and IT professionals. It remains focused on this central mission and has 

generally avoided other new program directions. As co-founder Coughlin advises: Stay focused and ask for help when 

needed. Base Camp has always kept its mission tightly focused. When new missions or tasks arise, the program team 

relies on partners and other outside experts. 

Be Flexible

While program focus is essential, so is flexibility. This flexibility is most evident in Base Camp’s programming 

and training efforts, which evolve on a regular basis. As Coughlin, we do not “sell a finished product.” The Base Camp 

team works with local businesses to identify pressing talent needs, and designs (often co-designs) new trainings to 
49

help students gain these new skills and competencies. When employers help to design programs and trainings, they 

become more “bought in” to the process.

Engaged Board of Directors

Many non-profits operate boards of directors that have limited say on program design and operations. Base 

Camp Coding Academy operates with a different model that expects—and demands—that Board members get actively engaged. Board members currently serve in many active roles, such as mentors, admissions officers, funders, 

and as community advocates. This active engagement improves program operations, brings in new ideas, and creates 

real community buy-in for the Academy’s work.

Embrace Partnerships

All effective workforce programs are built on strong community partnerships, and Base Camp Coding Academy is no exception. In addition to engagement with the Board and local employers, the Academy has benefited from 

many partnerships at the local (the City of Water Valley owns the Everest Innovation Hub building), regional (funding 

support from DRA and NWMCC), and federal (funds from Department of Labor) levels.

MARQUETTE TECH DISTRICT, CAPE GIRARDEAU, MISSOURI

Located in Missouri’s Southeast corner, Cape Girardeau, with nearly 40,000 residents, anchors a wider region 

of nearly 218,000 people. The region is rural, with an economy driven by anchors of manufacturing, healthcare, and 

travel/tourism. The region’s economic and workforce development challenges are like those found in other parts of 

the Delta Region. The area’s workforce is aging and shrinking, and local employers face major difficulties in accessing 

talent. Limited local housing options and poor transportation connectivity to other regions complicates the process of 

talent recruitment. As a result, current regional economic development plans place great emphasis on home-grown 

business opportunities. Other current regional strategies include promoting entrepreneurship and Main Street business growth, promoting farm-to-table food business opportunities, and supporting the expansion of local tourism 

assets. 

To this end, two local entrepreneurs (with support from local workforce development agencies and other partners) named Chris Carnell and James Stapleton, started Codefi, a local business with a “mission to eliminate the skills 

and opportunity gaps preventing workers and entrepreneurs in the region from participating in the digital economy.” 

Codefi manages a host of programs and initiatives in Cape Girardeau, many of which are delivered in the southern 

third of Missouri and 16 counties in west Kentucky. Programming is organized around three leading focus areas: Connects, Startups, and Works. Connects refers to a designated coworker space and Startups includes entrepreneurship 

development programs. The Works component refers to the workforce development and training programs, including 

three primary programs: a Youth Coding League, working with area youth (grade 5-8); an adult training platform, 

providing tech education and on-the-job training for software developers in rural Missouri and Kentucky; and (its 

newest offering), the Rural Source Employment Network, designed to connect rural talent to remote employment 

opportunities around the US and the world. 

The Cape Girardeau, Missouri Codefi initiative serves as a good example of a program closing the critical 

occupational skills gap within the Delta Region by connecting local youth and incumbent workers to in-demand and 

high paying occupations. The program also recognizes the needs of workers (e.g., remote jobs for rural workers) and 

integrates solutions to address those needs through programming. In conversation with program administrators and 

through research, we identified several lessons that may assist practitioners looking to design innovative programs to 

address the critical occupational skills gap. Those lessons are detailed below. 
50

Nurture the Ecosystem

The Codefi leadership team always embraced an ambitious mission for their work. They were not simply 

seeking to deliver good workforce or economic development programs; they were seeking to transform the regional 

innovation ecosystem in Southeast Missouri (and beyond). In keeping with this mission, Codefi developed a diverse 

mix of programs that support business development and talent development, recognizing that talent is the key differentiator in thriving entrepreneurial hotspots. No single Codefi program stands alone, but together they synergistically 

support an emerging innovation ecosystem in Southeast Missouri and Western Kentucky.

Be Entrepreneurial 

Codefi operates like an entrepreneur. The team regularly scans the marketplace to identify opportunities and 

then amasses the resources needed to capitalize upon them. This entrepreneurial mindset is a core part of all programming at Codefi.

Embrace Partnerships

Codefi has relied on close partnerships throughout its existence. These include close work with Federal 

funders such as DRA, the US Economic Development Administration, the US Department of Labor, State partners including the Missouri Technology Corporation and long-standing ties with local employers who help to train and eventually hire Codefi program graduates. At the local level, key partnerships include those with SEMO, which has located 

its SBDC and Business Engagement offices at Codefi. In addition, numerous area banks and the City and County of 

Cape Girardeau have been close partners and offer free Wi-Fi in the downtown area near Codefi’s offices. 

Build on Anchor Institutions

Cape Girardeau and Southeast Missouri benefit from their proximity to Southeast Missouri State University 

(SEMO), which attracts talent to the region and provides important institutional support to Codefi. Many of the region’s local employers can trace their origins back to SEMO, and many of Codefi’s program leaders and participants 

also have SEMO connections. For example, Dr. James Stapleton, Codefi’s co-founder, previously served on the SEMO 

faculty. Likewise, Codefi’s expansion across southern Missouri has been fueled by a close working relationship with 

Missouri State University in Springfield, Missouri and its innovation center, eFactory. 
51

To dig deeper into leading Delta Region workforce trends, identify challenges, opportunities, and exemplary programs and projects, and corroborate findings from sections I-III.c of this report, the Delta Regional Authority 

sponsored a series of focus groups with workforce development leaders and experts from across the Delta Region. 

Participants included DRA State Alternates, education professionals, and representatives from state, regional, and 

local economic and workforce development agencies. The sessions, held in April 2021, were moderated by the CREC 

/ EntreWorks team and engaged key DRA partners from all eight DRA states. Summary findings from these inputs are 

presented below, with more detailed survey results provided in Appendix F.

KEY STAKEHOLDER INSIGHTS

1. Talent shortages are the biggest challenge faced by regional stakeholders

2. Workers lack adequate access to transportation, affordable housing and care, and healthcare 

3. DRA should continue to support state and local partners via data analysis, technical assistance, and the 

 sharing of effective programs and practices

4. DRA could also consider more active partnership with employers and industry associations to develop 

 more scalable programs to improve the region’s talent base and target training opportunities to women 

 and people of color

Focus group attendees corroborated the identified talent shortages, which was without a doubt, the biggest 

challenge they faced. Area employers cannot find workers in general, cannot find workers with essential soft and technical skills, or cannot retain workers once they have been hired. This talent shortage has forced some employers to forgo 

new contracts and cut back operations. Employers have become more active and vocal in terms of seeking help from 

workforce programs, and many promising efforts to close these talent gaps are underway. A related shortage has also 

been observed in the skilled trades, many rural counties have no plumbers, electricians, or licensed contractors.

Many employers have attributed the shortage to overly generous benefit programs designed to address the 

COVID-19 pandemic. However, several participants highlighted key structural challenges that prevent many local people 

from taking full-time jobs. Some of these factors are short-term. Parents and caregivers may be needed at home to care 

for children or sick relatives. Fear of COVID-19 is also at work. 

Other factors are structural. Across the Delta, and especially in more rural regions, workers lack transportation 

or affordable housing options, which prevent them from traveling to work or living closer to job opportunities. Some 

employers and communities are now starting to address these problems by providing transportation, childcare, or other 

needed services. These types of support services will be a necessary part of future efforts to address the region’s talent 

gaps. 

These challenges, as well as high costs, also deter many residents from taking advantage of available training 

and retraining programs. Many focus group participants noted that enrollment and participation in training programs by 

both individuals and employers has dropped during the pandemic. 

Many employers are seeing a rapid turnover of workers, who may leave for slightly higher pay or due to boredom or stagnation on the job. Developing clearer career pathways may offer a means to help upskill incumbent workers 

and improve employee retention.

Respondents identified four broad industry sectors as most important for current and future talent development 

efforts: manufacturing, healthcare and social services, transportation, distribution & logistics, and information technology. These sectors share several important characteristics. They operate in most parts of the Delta Region and have 

been growing in recent years — at least prior to the COVID-19 pandemic. These sectors also provide a good mix of 

Section V: Stakeholder Insights
52

high-quality skilled jobs and careers, for those with college degrees and for those pursuing middle skill level positions 

as well. As such, they offer promising talent development opportunities that address some of the long-term structural 

challenges facing the Delta Region workforce. 

As we’ve seen, many residents of the Delta work in industries that offer low pay, require limited skills and credentials, and which do not offer attractive long-term career opportunities. Stakeholder respondents highlighted the need 

to create more high-paying jobs. These sectors offer promising growth opportunities across the Delta Region. 

Working with local employers, workforce development professionals in the Delta are pursuing multiple approaches to build a stronger talent pipeline. Over the short term, many employers and regions seek to increase the 

existing pool of available talent. In some communities, manufacturers are developing apprenticeship-like programs that 

allow high school students to combine their education with on-the-job manufacturing training. We have seen that historically, apprenticeship programs in the Delta have not been equally accessible to all residents. Ensuring these programs 

actively recruit and train young women and students of color may help develop previously nonexistent pathways into 

manufacturing industries.

These efforts are being supplemented by second chance and re-entry programs that provide training and 

employment opportunities to returning citizens or those who are recovering from substance use disorders. This group, 

often ignored, overlooked, and omitted by automated hiring processes, represent a strong, eager, and plentiful potential 

workforce for the Delta. Stigma is the main hurdle facing most of these workers, and focused campaigns by workforce 

development organizations in partnership with local businesses can do a tremendous amount to change public sentiment. 

Many employers are also working to improve their own programs for employee recruitment and retention. This 

may take the form of providing better wages and benefits, or by providing on-the-job training and mentoring programs 

focused on employee retention and career advancement. 

Participants agreed that the region will need to consider importing talent. This talent influx will require publicizing the Delta Region’s great career opportunities and quality of life and supporting the development and upgrading 

of key amenities sought by talented workers. Survey respondents identified quality of life as their area’s primary asset 

for business. At the most basic level, essential infrastructure, like broadband access, must be improved. In addition, 

investments in quality housing stock, childcare availability, and other quality of life amenities are also needed. These 

improvements will benefit the current workforce as well, and should be considered on their own merit, not simply as a 

talent attraction mechanism.
53

When they first unveiled the Delta Workforce Program in 2018, leaders at the Delta Regional Authority viewed 

the program as a core plank in DRA’s wider mission to revitalize local economies in the Mississippi Delta region and 

Alabama’s Black Belt. The program complements other important DRA initiatives focused on health and leadership 

development as it seeks to build more resilient talent pipelines that help employers compete, help workers pursue 

rewarding careers, and help communities to become more prosperous. 

Early successes are generating momentum, but these efforts face headwinds. Workforce programs in the 

Delta Region operate in a challenging environment that has been worsened by the effects of the COVID-19 pandemic. Significant talent shortages are affecting all industries, and employers are scrambling to find workers with the 

necessary skills and credentials. Long-standing conditions make it difficult for employers to find and retain talent 

and complicate talent development efforts: Industrial development strategies have favored low-wage work and Delta 

workers are less well-educated than their counterparts elsewhere in the U.S. Employers and workers face significant 

challenges, such as limited transportation and health care options, that limit their contributions to the Delta economy. 

Moving forward, the DRA and its partners can continue to advance innovative and strategic talent development programs while also championing advances in the broader talent development system. The DRA can continue to 

use grantmaking as a targeted tool to advance promising practices, expanding collaboration with other grant-makers 

in the region and nationwide, including federal and philanthropic partners. This work should continue to be aligned 

with state- as well as local-led initiatives that seek to advance education and skills as well as with local capacity-building efforts.

Thus far, the DRA has advanced a coherent and ambitious focus on employer-led, demand-driven programming through its grantmaking, reflecting nationally recognized leading practices, but without a focus on credentialing 

for workers on the frontline and contributing to the day-to-do operations of the factory or the call center, including 

those that may be ready to step into roles of greater responsibility. Innovative companies can integrate and leverage 

credentialing opportunities to help improve talent retention and attraction. Moving forward, DRA can better articulate 

the roles and contributions of partner organizations in these efforts. A strong feedback loop across the Delta Region, 

including companies and other stakeholders, will help to accelerate learning about what works for Delta residents and 

businesses.

Key opportunities include expanding high quality training to help low-wage workers fill critical jobs in the 

skilled trades, in manufacturing, and in the advancement of agricultural technology and bio sciences. More employer-led training would help the region to avoid skill gaps and talent bottlenecks in the future. Underlying structural 

challenges must also be tackled. Legacies of discrimination must be recognized and addressed. More robust and 

pro-active programs targeted to workers at risk of layoffs, offshoring, and technology displacement are needed as are 

investments in essential infrastructure, such as broadband access, childcare, and improved transportation access. 

Community-based solutions must be developed and championed by local leaders, with support from state and federal 

government, drawing inspiration from civic initiatives within and from beyond the boundaries of the region.

Below we offer a series of recommendations that we hope will help the DRA and its partners build world-class 

workforce development capabilities across the Delta Region. Concerted action by local and state governments, education and training providers, and labor and industry representatives is necessary to strengthen and expand critical 

talent pipelines. No one organization or community can do this alone, all must work to support one another and grow 

the Delta’s workforce.

Section VI: Recommendations
54

RECOMMENDATIONS TO THE DELTA REGIONAL AUTHORITY

- Increase completion of high school and post-secondary credentials.

- Provide more Earn and Learn opportunities to help workers keep their skills up to date 

 and move into high-demand careers.

- Champion diversity, equity, and inclusion by defining, measuring, and reporting progress.

- Support resident-led Quality of Life initiatives that help to attract and retain talent.

Increase completion of high school and post-secondary credentials. 

Experts have concluded that training and credentialing beyond high school is essential for workers seeking 

jobs that pay a family-supporting wage. This is especially true where traditional manufacturing and office roles require 

increasingly sophisticated work with computers or interfacing with new mechanical and digital technology.

While a high school diploma is no longer sufficient to compete for good jobs, it is a necessary milestone. For 

many residents of the Delta, including young residents that have adult responsibilities, this milestone must be accomplished while working. Leading educational institutions have recognized that they can link learning at work to college 

credit and credentials, allowing employers seeking to upskill and retain employees to embed learning at the workplace 

and on the job. 

Linking high school completion to post-secondary credentials can prepare workers not only for changes in 

the job market in the future but also to fill immediate openings at their workplace. Well-designed community- and 

employer-led initiatives that help workers to complete high school and a degree will prepare the workforce for the next 

job opening while increasing the employee loyalty and retention that helps businesses to grow. 

Delta leaders and employers should closely examine local talent pipelines to assess where credential completion could be improved so that all Delta workers have the skills to succeed. High school completion rates in the 

Delta Region are lower than nationwide averages making basic education a workforce development issue affecting 

business development potential in the region. Only 83 percent of Delta residents hold a high school diploma, six percentage points lower than the national average of 89 percent. Rates of high school diploma attainment are 59 percent, 

73 percent, and 83 percent for the Hispanic, Black, and White populations in the Delta (vs 60, 80, and 85 percent 

nationwide) (see Table 31 in Appendix H). And rates of bachelor’s degree attainment are nine, seven, and 16 percent 

(vs 10, 13, and 24 percent nationwide), suggesting more Earn and Learn opportunities are needed to support learning 

through higher education as well. 

Provide more Earn and Learn opportunities to help workers keep their skills up to date and move into 

high-demand careers.

While it is essential for workers to complete high school and a post-secondary credential, it is also important 

for workers to keep learning and keep their skills up to date throughout their careers. Keeping the talent pool resilient 

to change requires employer-provided training that links to industry-recognized credentials. Training can improve 

worker retention and more productive use of technology and can be supplemented with external educational opportunities that respond to the long-run needs of industry. 

This is especially important where education levels are low and may inhibit industry advancement. There 

are now many examples of Earn and Learn programming that is sponsored by employers and bolsters educational 

accomplishments by integrating high school and higher education completion into training plans. 

The DRA can identify where these programs are most needed by comparing education levels across Delta 

counties, examining to what degree educational programming helps advance workers to fill job openings. It is also 

important to examine whether women are completing high quality training programs, such as apprenticeships. According to our analysis, less than five percent of apprenticeships are completed by women. (See Table 16 in report 
55

section III.b.) Other studies have determined that women and people of color have been historically excluded from the 

best apprenticeship programs. 

In the rural areas of the Delta, there may be opportunities for apprenticeships in the agricultural industry 

where new technology is being introduced, for internships at family farms, or other opportunities to connect farmers 

and students from area community colleges. Programs will have to be adapted to local needs. Many employers, especially smaller employers and employers in rural areas, will need variations on apprenticeship and internship programs 

which may not fit the traditional mold.

Champion diversity, equity, and inclusion by defining, measuring, and reporting progress.

Delta Region leaders can rapidly advance their workforce development savvy by increasing their understanding of how demographics intersect with employment and poverty trends in the region. These insights can 

help direct capacity building to distinct communities and leaders that can advance programming relevant to the 

communities they serve. In 2005, the Appalachian Regional Commission, responsible for economic development 

and poverty reduction across Appalachia, partnered with a research and analysis group, the Population Reference 

Bureau, to focus on providing resources, data, and research reports that analyze demographic and socioeconomic 

patterns in the region.16 A similar team or partnership could be established at a university in the Delta region or in 

collaboration with community colleges.

DRA communications and leadership could also be more inclusive and representative of the Delta’s racially and ethnically diverse population to reflect the DRA’s vision for poverty reduction and economic mobility. Future talent development in the Delta will need to address legacies of discrimination by race, gender, and ethnicity. 

What does inclusion and equity mean for the diverse communities across the Delta region? Equity is a top issue 

for federal economic development authorities (https://eda.gov/about/investment-priorities/; https://www.usda.gov/

media/press-releases/2021/09/24/usda-announces-intent-establish-equity-commission-solicits). Leading financial 

institutions recognize that inequality limits growth and development (https://www.brookings.edu/wp-content/uploads/2021/09/The-Economic-Gains-from-Equity_Conf-Draft.pdf). Communities across the Delta must define what 

equity means to them.

Support resident-led Quality of Life initiatives that help to attract and retain talent.

As more people work from home (WFH), the Delta Region must expand efforts to recruit former or new 

residents to the region. There is a need for an organization that will champion the region as a good place for remote 

workers and younger families to locate. A shift in DRA marketing could help accomplish this goal by reflecting the Delta’s diverse cultural landscape, but quality of life improvements for those working and living in the region are needed 

as well. 

Improving broadband access will be an essential element of this work. Attracting the WFH demographic 

requires high quality and affordable broadband access. New federal programs are being developed to support broadband expansion. There are also several examples of how community-led Wi-Fi programs help to extend access and 

create momentum for larger initiatives—for example, see Tulsa Remote.

Home-grown, local-led quality of life initiatives are critical to developing the sense of community that will 

attract and retain high-skilled workers and their families. These efforts should be inclusive of various professionals, 

frontline workers, students, and their families, to increase civic engagement and continued quality of life increases. 

Residents may need strategic investments in infrastructure, social services, and amenities, as well as in beautification 

and recreation. 

Finally, to attract and retain talented workers and employers, the Delta Region needs new transportation 

solutions and expanded access to affordable and high-quality childcare. These basic services are cost prohibitive to 

low-income individuals and may stop someone from seeking full employment, training, or upskilling. DRA leaders may 

be able to investigate and act on these persistent issues to address regional labor shortages now and in the long run.

16 The Population Reference Bureau is a research group funded by the ARC to prepare reports and analysis on demographic trends, representation, and equity in 

 Appalachia. https://www.prb.org/projects/appalachiademographic-and-socioeconomic-trends/
56

RECOMMENDATIONS TO LOCAL DEVELOPMENT DISTRICTS 

AND WORKFORCE DEVELOPMENT BOARDS

- Identify and fill local gaps in pathways to work and higher education by convening and facilitating 

 access to information.

- Support resident-led initiatives.

Identify and fill local gaps in pathways to work and higher education by convening and facilitating access 

to information.

Local development leaders can help to reveal gaps in local pathways to work and higher education by convening key stakeholders and helping them to access labor market intelligence from each other as well as from federal 

and state agencies. It is critical to talk to multiple stakeholders—employers, educators, parents, and students—to 

identify realistic pathways to good jobs and to make sure these pathways are accessible to all job seekers. By identifying and celebrating realistic pathways to good, local jobs, local leaders will help to ensure leading local businesses 

have a talent pipeline. 

Support resident-led initiatives. 

When there are many competing needs and limited funds, improvements to education systems and quality 

of life must be championed by residents whose actions will strengthen the community fabric and lead to continuous 

improvement. Residents might champion the provision of affordable or no-cost childcare, low-cost or free quality 

public transportation, outdoor recreation opportunities, or expanded broadband services. For example, The Gig17 project in Chattanooga was developed by community members with decades of experience leading civic improvement 

initiatives.

RECOMMENDATIONS TO DELTA EMPLOYERS

- Work with other business leaders to advance talent development solutions

- Work with trusted training providers to upskill the current and future workforce

Work with other business leaders to advance talent development solutions 

Even before the Pandemic, employers were experiencing talent and skill shortages due to limited ability to 

train in house, unproductive relationships with public education and training providers, stagnating wages and benefits, and decades of deteriorating technical skills training nationwide. Now facing increasing urgency, many business 

leaders are more willing to take action to improve regionwide training systems.

Often, business leaders face similar challenges and seek similar types of talent or talent solutions but are not 

coordinated in their response. Businesses in the same location may compete for talent instead of working together to 

build a bigger talent pipeline. 

Large and influential companies, chambers of commerce, industry and trade associations can help to facilitate necessary conversations between employers. Initial conversations should focus on key skill gaps and may lead 

to joint actions such as engaging middle school and high school learners in career exploration and paid internships, 

creating an apprenticeship program for young people who need to work while in high school, or expanding a community college program to provide more industry-relevant training and credentials. Initiatives should be targeted, track 

progress, and be able to correct course when off track.

Work with trusted training providers to upskill the current and future workforce

Companies that can make investments in talent development can take advantage of new opportunities to 

expand their business, but they may need to work with external training providers to make that possible. Effective 

training providers can help employers to train and retain employees, adjust job descriptions and postings to ensure 

17 http://chattanoogagig.com/
57

a broader talent pool, set up an internship or apprenticeship and mentorship programs, improve support to workers 

on the job, and finance continued upskilling and credentialing opportunities. Expanding the talent pool may mean 

providing justice-involved job seekers or workers with Substance Abuse Disorder with a chance to get back to work. 

Connecting with support services for transportation, housing, and dependent care will require partnerships with area 

service providers.

RECOMMENDATIONS TO HIGHER EDUCATION LEADERS

- Contribute to Earn and Learn programming for working people.

- Demonstrate and promote best practices in the use of data.

Contribute to Earn and Learn programming for working people.

Higher education teachers with industry experience, industry credentials, and/or curriculum design experience may be able to help employers and training providers bridge some of the intimidating gaps between training and 

higher education credentialing systems. For example, college instructors teaching industry certification courses may 

be able to assist employers and high schools to craft Earn and Learn curricula that leads to certification and college 

credit, ensuring that students are qualified to enter good jobs as well as to continue their training and education. 

These kinds of bridges would greatly improve options for students who do not wish or are unable to enter college 

immediately after finishing high school or who need to work while pursuing higher education. 

To further increase credentialing for people that need to earn while learning, community colleges could look 

for opportunities to recognize and give credit for work experience and industry-recognized certifications. These credits could encourage new and returning students to seek out higher education, lowering the overall time and costs. 

Students would also increase their employability and expand their skill set, bringing the skills of graduating students 

more closely in line with industry needs. For example, prior learning assessments available to veterans help veterans 

on their career paths. Programs like the Veteran PLA initiative in Tennessee18 could provide a model for expanding options for all students, allowing any student to apply prior learned experience to their educational pathway and receive 

course credits.

Demonstrate and promote best practices in the use of data. 

Community colleges and universities work with a variety of data sources to evaluate student progress and 

student outcomes and to plan future programming. Leading colleges and programs track student participation and 

outcomes by gender, race, and ethnicity; examine broader demographic trends to understand how the student population may be changing over time; and track the demand for graduates based on trends in employer hiring and skill 

requirements. College leaders in this space can demonstrate how the information they gather is used to improve programming. This could provide a model and encourage others to use data in decision making. Inviting students, area 

employers and other community members into the process could lead to co-designing responses to challenges.

RECOMMENDATIONS TO POLICYMAKERS 

- Ensure state-led programs effectively serve Delta communities. 

- Support worker upskilling and industry modernization.

Ensure state-led programs effectively serve Delta communities. 

Existing state-led programs may be well suited to address the unique challenges of the high-poverty areas 

within the Delta Region, but more information is needed on whether these programs (including apprenticeship expansion, small business supports for equipment upgrades and job training, incentives to complete education programs) 

effectively serve Delta communities and strengthen local talent development and business development initiatives. 

Where services are being provided, state program leaders may partner with Delta communities to examine where they 

18 Tennessee’s evaluation of credit for military service (Veteran PLA) initiative: https://www.tn.gov/thec/bureaus/academic-affairs-and-student-success/veterans-

 education/redirect-veteranseducation/veteran-pla-resources.html
58

are most effective. For example, we found that a greater number of WIOA-funded training programs were available 

in the Delta communities of Arkansas and Louisiana, but we were not able to assess the quality of these programs. 

Local stakeholders might have a sense of how well these programs are working or may need state agencies to help 

them to examine the effectiveness of local programs.

Support worker upskilling and industry modernization.

State business incentives can include financing for new machinery and other capital improvements in tandem 

with financing for training and employee upskilling to improve technology adoption and deployment. For example, the 

Massachusetts Workforce Skills Capital Grant19 program awards grants to businesses for the purchase and installation of equipment and related improvements and renovations necessary for installation and use of such equipment to 

support vocational and technical training. The program facilitates collaboration to provide students training pathways 

to career opportunities in high-skill, high-demand industry sectors.

State business incentives can also help get people back to work by helping to address some of the many 

barriers to work for low-income earners. Key barriers include housing, transportation, dependent care, and health 

issues. Georgia has a childcare tax credit for employers who purchase or build qualified childcare facilities or who 

provide or sponsor childcare for employees. (See page 14 - https://www.georgia.org/sites/default/files/2021-03/

jan2021_business_incentives.pdf) The District of Columbia also has a child care subsidy program (https://osse.

dc.gov/service/child-care-subsidyvoucher-program). States can invest in early head start/head start programs that 

serve children from birth to 2 years old or invest in a state-funded Pre-K program. These programs can be targeted 

to the Delta businesses and employees that would benefit most from these types of support.

19 Massachusetts Skills Capital Grant Program - https://www.mass.gov/service-details/massachusetts-skills-capitalgrant-program
59

DATA ADDENDUM

Labor-intensive manufacturing

The supply of labor-intensive manufacturing industry jobs dropped slightly from 2019 through 2020. The drop 

of approximately 18,000 jobs corresponds to a roughly six percent decrease from 2019 levels and is in line with the 

decline seen at the national level.

Industry worker unemployment, which had declined steadily since January 2017, spiked to record highs in 

April 2020. This spike rapidly declined, though pandemic unemployment remained higher than previous levels. In the 

last month, as the Delta variant has caused new case surges, industry cluster unemployment has once again begun 

spiking in the region. Gross regional product generated by this industry cluster has grown substantially since the 2008 

recession, COVID appears not to have impacted that growth in any major way, with 2020 GRP exceeding 2019 levels.

The largest employers actively recruiting for this industry cluster are in or related to the food services sector, 

PepsiCo, Tyson Foods, and Cintas. 

Agriculture and resource extraction

Employment in agriculture and resource extraction industries dipped in 2020. This dip was mirrored at the 

national level as the pandemic impacted many occupations within the cluster. The drop corresponds to around 4,000 

jobs, or around seven percent of the cluster’s total employment.

Unemployment for this cluster is highly cyclical and had been on the decline for the years leading up to the 

pandemic. In 2020, unemployment in this industry cluster stabilized somewhat and the customary spike in unemployment around the new year generally seen in the industry cluster’s past was substantially diminished in January 2021. 

This indicates that while unemployment in general was higher for industry workers in this cluster through 2020, the 

same cyclical spike in layoffs was not seen around the new year.

Gross regional product for the industry cluster tanked in 2020, dropping by half from $18B to just over $9B 

in one year. 

High-tech infrastructure

The High-tech infrastructure industry cluster saw a barely noticeable decline in job numbers during 2020, 

dropping just over two percent. Small though it is, relative to the other two top industry clusters in the Delta Region, 

this drop is far larger than the barely perceptible change seen in the cluster’s national employment numbers.

Like agriculture and resource extraction, the high-tech infrastructure cluster displays regular cyclical unemployment spikes, typically around late spring to early summer. This pattern continued during the pandemic, but at a 

much more heightened scale, with the lowest rates of industry cluster unemployment seen during 2020 and 2021 

falling above the highest rates seen in previous years.

Gross regional product generated by this cluster has grown steadily over the last decade and a half. The pandemic appears to have diminished the recent growth rate seen over the last four years, though GRP still grew from 

2019 through 2020.

Appendix A: Industry Cluster Analysis
60

Table 1 Industry Cluster Statistics

Industry Cluster 2019 Jobs 2015 - 2019 Average 2019

 Employment % Annual Location

 Change Earnings Quotient

Delta Region 3,861,882 -3% $68,282 NA

High-tech infrastructure 671,067 5% $67,504 1.11

Healthcare 491,180 7% $61,480 1.32

Labor-intensive manufacturing 396,916 20% $63,180 1.35

Finance, investment, 260,714 19% $101,925 0.78

and real estate (“FIRE”)

Knowledge-intensive 178,938 -4% $74,244 0.52

business services

Government 170,918 -1% $82,507 1.26

Media, entertainment, 136,966 4% $49,566 0.62

and recreation

Agriculture and 134,709 11% $67,517 1.62

resource extraction

Research, engineering, 125,631 9% $78,794 0.89

and technology

Higher education 110,408 -4% $65,982 0.96

Corporate management 65,022 9% $124,057 0.70

and administration

Source: Emsi, county data aggregated to summarize trends across the Delta Region
61

Table 2 Occupation Cluster Statistics

Industry Cluster 2019 Jobs 2015 - 2019 Average 2019

 Employment % Annual Location

 Change Earnings Quotient

Delta Region 3,652,697 2% $23.90 NA

Semi-skilled service 892,097 1% $13.04 0.99

Management and finance 568,057 7% $25.72 0.90

Machine operation and repair 338,875 0% $15.53 1.12

Engineering technologists 188,410 0% $21.34 1.13

Medical science and 182,968 25% $40.22 1.16

health services

Legal, clerical, administrative, 153,207 9% $18.39 0.96

and technicians

Construction and specialized 148,712 -13% $19.21 1.04

mechanical

Transportation 146,161 11% $20.00 1.16

Education 119,346 15% $13.73 1.11

Engineering and architecture 42,669 1% $36.42 0.66

Counseling, specialized 40,062 3% $15.10 1.17

education, and therapy

Information technology 18,566 -4% $13.43 0.54

and communications

Agricultural, life and 9,598 14% $22.20 0.63

natural sciences

Source: Emsi, county data clustered and aggregated to the region level

Appendix B: Occupation Cluster Analysis
62

Table 13: Educational Attainment in Delta Region Counties by State

State Less than 9th to 12th High Some Associate’s Bachelor’s Graduate or

 9th grade grade, no school college degree degree professional

 diploma degree

Alabama 5% 13% 40% 19% 8% 9% 6%

Arkansas 5% 11% 40% 22% 7% 10% 5%

Illinois 4% 9% 34% 26% 11% 11% 6%

Kentucky 6% 9% 40% 21% 9% 9% 7%

Louisiana 6% 13% 40% 19% 6% 11% 5%

Mississippi 7% 13% 33% 21% 9% 11% 7%

Missouri 6% 12% 41% 20% 7% 9% 5%

Tennessee 6% 11% 41% 20% 6% 10% 6%

US 5% 7% 27% 20% 9% 20% 13%

Table 14: Top Industry by Number of Completed Apprenticeships in the Delta Region in 2019

NAICS Industry Delta Percent

 Region

23 Construction 1,102 73%

31-33 Manufacturing 278 18%

22 Utilities 93 6%

61 Educational Services 24 2%

81 Other Services 21 1%

 (except Public Administration)

Appendix C: Supply Side Dynamics
63

Table 15: Number of Programs by 2-Digit CIP in the Delta Region

CIP Description Total Total Associate’s Associate’s

Code Postsecondary Postsecondary Degree or Degree or

 Programs Awards Certificate Certificate

 Postsecondary Postsecondary

 Programs* Awards

0 Total 6,136 13,644 2,645 61,527

51 Health professions 1,068 30,115 669 18,341

 and related programs

47 Mechanic and repair 319 3,878 319 3,878

 technologies/technicians 

52 Business, management, 638 16,627 282 3,948

 marketing, and related

 support services

12 Culinary, entertainment, 199 3,973 197 3,917

 and personal services

15 Engineering/engineering 254 4,698 197 3,252

 related technologies/

 technicians

48 Precision production 144 4,790 144 4,790

11 Computer and 250 3,303 137 1,607

 information sciences and

 support services

24 Liberal arts and sciences, 160 15,612 109 13,483

 general studies, and humanities

43 Homeland security, law 173 3,394 103 1,384

 enforcement, firefighting,

 and related protective services

46 Construction trades 69 1,224 69 1,224

19 Family and consumer 104 1,735 67 1,027

 sciences/human sciences

13 Education 572 10,603 59 608

50 Visual and performing arts 259 2,257 49 304

1 Agricultural/animal/ 102 1,390 48 346

 plant veterinary science and

 related fields

49 Transportation and 38 1,820 30 1,583

 materials moving

22 Legal professions and studies 54 1,720 24 320

30 Multi/interdisciplinary studies 88 2,014 22 530
64

CIP Description Total Total Associate’s Associate’s

Code Postsecondary Postsecondary Degree or Degree or

 Programs Awards Certificate Certificate

 Postsecondary Postsecondary

 Programs* Awards

10 Communications 17 122 16 117

 technologies/technicians

 and support services

44 Public administration and 92 2,615 12 103

 social service professions 

3 Natural resources and 47 426 11 41

 conservation

9 Communication, journalism 123 2,353 11 41

 and related programs

14 Engineering 194 4,526 11 102

16 Foreign languages, 67 451 8 66

 literature, and linguistics 

39 Theology and religious vocation 59 615 7 113

26 Biological/biomedical science 195 4,081 5 127

31 Parks, recreation, leisure, 77 2,241 5 44

 fitness, and kinesiology

38 Philosophy/religious studies 49 403 5 48

42 Psychology 98 2,773 5 70

45 Social sciences 185 2,391 5 27

41 Science technologies/ 6 33 4 25

 technicians

54 History 73 753 4 16

23 English language and 98 1,116 3 18

 literature/letters

27 Mathematics and statistics 79 672 3 10

40 Physical sciences 139 1,077 3 14

4 Architecture/services 21 417 1 1

29 Military technologies and 3 37 1 2

 applied sciences

5 Area, ethnic, cultural, 19 72 0 0

 gender, and group studies

25 Library science 4 113 0 0

*Table sorted on third column.
65

Table 7: Number of Eligible Training Providers in the Delta Region compared to Eligible Training Provider 

programs in States that are part of the Delta Region

 Total AL AR IL KY LA MS TN

ETP count - Macro Region Totals 1,120 109 121 281 85 224 105 195

# of ETPs per 1,000 people - 0.028 0.022 0.040 0.022 0.019 0.048 0.035 0.029

 Macro Region Level

ETP count - Delta Region Totals 393 7 83 12 9 170 56 56

# of ETPs per 1,000 people - 0.045 0.011 0.062 0.031 0.022 0.057 0.032 0.045

 Delta Region Level

Table 8: Number of Eligible Training Provider programs in the Delta Region compared to Eligible Training Provider programs in 

States that are part of the Delta Region

 Total AL AR IL KY LA MS TN

# of ETP programs - 11,827 842 491 2,768 1,443 2,394 872 3,017

 Macro Region Totals

# of ETP programs per 1,000 people - 0.299 0.172 0.163 0.218 0.323 0.515 0.293 0.442

 Macro Region Level

# of ETP programs - 3,493 45 316 112 163 1,778 456 623

 Delta Region Totals

# of ETP programs per 1,000 people - 0.399 0.069 0.237 0.291 0.403 0.593 0.263 0.498

 Delta Region Level

Table 9: Top ETP programs in the Delta Region by Occupational Field (2-Digit SOC Code)

2-Digit SOC Title Number of programs

29 Healthcare Practitioners and Technical Occupations 521

11 Management Occupations 478

31 Healthcare Support Occupations 345

49 Installation, Maintenance, and Repair Occupations 308

25 Educational Instruction and Library Occupations 307

Table 10: Most Prevalent Occupations (6-Digit SOC Code) for Training Programs by ETPs in the Delta Region

O*NET-SOC Code Title Number of programs

51-412100 Welders, Cutters, Solderers, and Brazers 168

29-206100 Licensed Practical and Licensed Vocational Nurses 102

11-102100 General and Operations Managers 101

29-114100 Registered Nurses 81

31-909200 Medical Assistants 78
66

Table 12: Count of Apprenticeship Programs in the Delta Region Service Area and Delta Macro Region by Industry Cluster

Row Labels Delta Region Percent

Grand Total 83 100%

High-tech infrastructure 29 35%

Labor-intensive manufacturing 21 25%

Research, engineering, and technology 19 23%

Knowledge intensive business services 7 8%

Higher Education 4 5%

Agriculture and resource extraction 1 1%

Corporate management & administration 1 1%

Healthcare 1 1%

FIRE 0 0%

Media, entertainment, and recreation 0 0%

Table 13: Number of Apprenticeship programs in the Delta Region compared to Apprenticeship programs

in States that are part of the Delta Region.

Providers All Regions TN AR MS LA KY IL AL

Delta Region 297 82 67 50 38 33 16 11

Macro Region 1,657 379 141 84 72 321 522 138

# of Apprenticeship 0.03 0.13 0.05 0.13 0.09 0.01 0.01 0.01

Programs per 1,000 -

Delta Region

# of Apprenticeship 0.04 0.08 0.05 0.01 0.02 0.07 0.18 0.02

Programs per 1,000 -

Macro Region

Table 15: Count of Apprentices in the Delta Region and States in the Delta Region by Industry Cluster

Cluster Delta Region Percent

Grand Total 331 100%

Labor-intensive manufacturing 187 56%

Research, engineering, and technology 85 26%

High-tech infrastructure 49 15%

Higher Education 9 3%

Knowledge intensive business services 1 0%

Healthcare 0 0%

Government 0 0%
67

Table 16: Apprenticeship Completers in the Delta Region by State Compared to Completers in the State Writ Large

Completed Apprenticeships Total AL AR IL KY LA MS TN

Macro Region Count 4,579 315 334 2,155 453 323 216 783

# of Apprenticeship 0.12 0.06 0.11 0.17 0.10 0.07 0.07 0.12

Completers per 1,000 people –

Macro Region Level

Delta Region Count 1,559 193 223 154 373 162 190 264

# of Apprenticeship 0.18 0.30 0.17 0.40 0.92 0.05 0.11 0.21

Completers per 1,000 people -

Delta Region Level

Table 19: Number of ETP programs in the Delta Region by Occupational Field

2-Digit SOC Title Number of Programs

00 Total 3,482 

13 Business and Financial Operations Occupations 80

29 Healthcare Practitioners and Technical Occupations 521 

19 Life, Physical, and Social Science Occupations 72

11 Management Occupations 478 

27 Arts, Design, Entertainment, Sports, and Media Occupations 46

31 Healthcare Support Occupations 345 

21 Community and Social Service Occupations 45

49 Installation, Maintenance, and Repair Occupations 308 

39 Personal Care and Service Occupations 38

25 Educational Instruction and Library Occupations 307 

35 Food Preparation and Serving Related Occupations 32

51 Production Occupations 288 

33 Protective Service Occupations 31

47 Construction and Extraction Occupations 192 

23 Legal Occupations 26

43 Office and Administrative Support Occupations 183 

45 Farming, Fishing, and Forestry Occupations 11

15 Computer and Mathematical Occupations 166 

41 Sales and Related Occupations 9

17 Architecture and Engineering Occupations 155 

37 Building and Grounds Cleaning and Maintenance Occupations 0

53 Transportation and Material Moving Occupations 149
68

Table 20: Most Prevalent Occupations for Training Programs by ETPs in the Delta Region

O*NETSOC Title Count

Code

51-412100 Welders, Cutters, Solderers, and Brazers 168

29-206100 Licensed Practical and Licensed Vocational Nurses 102

11-102100 General and Operations Managers 101

29-114100 Registered Nurses 81

31-909200 Medical Assistants 78

53-303200 Heavy and Tractor-Trailer Truck Drivers 74

11-302100 Computer and Information Systems Managers 68

49-904100 Industrial Machinery Mechanics 67

49-902100 Heating, Air Conditioning, and Refrigeration Mechanics and Installers 66

43-601100 Executive Secretaries and Executive Administrative Assistants 55

47-211100 Electricians 52

47-101100 First-Line Supervisors of Construction Trades and Extraction Workers 44

29-205200 Pharmacy Technicians 43

31-909700 Phlebotomists 39

31-909100 Dental Assistants 35

51-906100 Inspectors, Testers, Sorters, Samplers, and Weighers 35

13-201100 Accountants and Auditors 34

11-902100 Construction Managers 33

25-108100 Education Teachers, Postsecondary 33

49-302300 Automotive Service Technicians and Mechanics 32
69

Table 21: Number of Apprenticeship Programs in the Delta Region and States in the Delta Region by 

2-Digit North American Industry Classification System (NAICS) Code.

NAICS Definition Delta Region Macro Region

00 Total 296 1,653 

56 Administrative and Support and Waste 4 32

 Management and Remediation Services

23 Construction 117 589 

44-45 Retail Trade 2 18

31-33 Manufacturing 44 510

72 Accommodation and Food Services 2 11

92 Public Administration 42 113 

21 Mining, Quarrying, and Oil and Gas Extraction 2 4

61 Educational Services 28 96 

51 Information 0 9

22 Utilities 20 83 

52 Finance and Insurance 0 5

81 Other Services (except Public Administration) 14 53 

11 Agriculture, Forestry, Fishing and Hunting 0 3

54 Professional, Scientific, and Technical Services 7 29 

53 Real Estate and Rental and Leasing 0 1

42 Wholesale Trade 5 30 

55 Management of Companies and Enterprises 0 0

48-49 Transportation and Warehousing 5 26 

71 Arts, Entertainment, and Recreation 0 0

62 Healthcare and Social Assistance 4 41
70

Table 22: Number of Completed Apprenticeships in the Delta Region and States in the Delta Region by 2-Digit 

North American Industry Classification System (NAICS) Code in 2019

NAICS Definition Delta Region Macro Region

00 Total 1,559 4,579 

53 Real Estate and Rental and Leasing 0 0

11 Agriculture, Forestry, Fishing and Hunting 0 0 

54 Professional, Scientific, and Technical Services 1 1

21 Mining, Quarrying, and Oil and Gas Extraction 0 7 

55 Management of Companies and Enterprises 0 0

22 Utilities 93 141 

56 Administrative and Support and Waste 7 7

 Management and Remediation Services

23 Construction 1,102 3,413 

61 Educational Services 24 71

31-33 Manufacturing 278 740 

62 Healthcare and Social Assistance 5 9

42 Wholesale Trade 5 61 

71 Arts, Entertainment, and Recreation 0 0

44-45 Retail Trade 2 2 

72 Accommodation and Food Services 4 4

48-49 Transportation and Warehousing 0 0 

81 Other Services (except Public Administration) 21 86

51 Information 0 0 

92 Public Administration 17 37

52 Finance and Insurance 0 0
71

Table 23: Top 20 CIPs in the Delta Region sorted by number of Associate Degree or Certificate Postsecondary Awards

CIP Description Total Total Associate’s Associate’s

Code Postsecondary Postsecondary Degree or Degree or

 Programs Awards Certificate Certificate

 Postsecondary Postsecondary

 Programs* Awards

240102 General Studies 74 9,081 50 7,387

240101 Liberal Arts and Sciences/ 69 6,088 49 5,691

 Liberal Studies

480508 Welding Technology/Welder 97 4,387 97 4,387

513901 Licensed Practical/Vocational 62 3,652 62 3,652

 Nurse Training (LPN, LVN, 

 Cert., Dipl, AAS)

513801 Nursing/Registered Nurse 96 6,861 51 3,096

 (RN, ASN, BSN, MSN)

510801 Medical/Clinical Assistant 45 1,937 45 1,937

120401 Cosmetology/Cosmetologist 77 1,634 77 1,634

513902 Nurse/NursingAssistant/Aide 32 1,468 32 1,468

 and Patient Care Assistant

490205 Truck and Bus Driver/ 17 1,383 17 1,383

 Commercial Vehicle Operation

520201 Business Administration and 142 5,712 46 1,016

 Management,General

520101 Business/Commerce, General 46 1,616 35 938

510904 Emergency Medical 68 922 67 918

 Technology/Technician 

 (EMT Paramedic)

470201 Heating, Air Conditioning, 64 863 64 863

 Ventilation and Refrigeration

 Maintenance Technology/

 Technician

470604 Automobile/Automotive 62 856 62 856

 Mechanics Technology/

 Technician

460302 Electrician 30 783 30 783

190709 Child Care Provider/Assistant 42 771 42 771

110101 Computer and Information 56 1,223 31 764

 Sciences, General

510601 Dental Assisting/Assistant 21 748 21 748

470303 Industrial Mechanics and 52 716 52 716

 Maintenance Technology
72

Table 24: Top Critical Occupations by ETP Count

6-Digit SOC Title ETP Count

43-6011 Executive Secretaries and Executive Administrative Assistants 60

43-3031 Bookkeeping, Accounting, and Auditing Clerks 21

43-1011 First-Line Supervisors of Office and Administrative Support Workers 19

49-9071 Maintenance and Repair Workers, General 12

49-1011 First-Line Supervisors of Mechanics, Installers, and Repairers 2
73

METHODS 

Local industry analysis is based primarily on county level industry data drawn from Emsi and sourced at the 

six-digit NAICS code. This dataset contains a robust estimation of regional industrial employment and serves as the 

basis for all industry observations in this report. To draw coherent and useful conclusions from the data, we chose to 

cluster industries by primary function. This allowed us to make more general statements about changes across various sectors of the Delta Region’s economy, rather than being restricted to speaking about changes observed within 

the NAICS framework. Our belief is that by using clusters rather than traditional NAICS classifications, we will be able 

to draw deeper and more actionable insights rooted in how industries relate to and interact with one another. 

 Industry cluster typology is drawn from Feser’s work with the Council for Community and Economic Research 

(C2ER) to construct the Diversity Index model originally employed for studying the Appalachian region. The clusters 

were developed by hand using a combination of literature and firsthand knowledge of how various industries interweave and interrelate. This analysis drew primarily from the work of Lawrence (1984) and Noyelle (1983) to categorize industries according to functional types. To focus on the economic base of counties, industries that often serve 

local populations, such as retail trade, personal services, doctor’s offices, local government, and construction, were 

excluded from the analysis of functions. 

Using a set of knowledge products taken from O*NET, we clustered occupations based on shared knowledge 

areas. This agglomerative clustering was performed using Ward’s method. The results have not been altered or adjusted and are entirely derived from the variation observed in the O*NET data. We chose to use thirteen clusters based 

on prior work by Feser (2003).

 The information presented here is derived from data collected from 2015 through 2019. Our analysis will not 

consider the changes observed over the last year during the COVID pandemic. This omission is due primarily to a lack 

of available timely data.

Appendix D: Identifying Industrial 

and Occupation Clusters
74

METHODS 

Diversity data was gathered from two primary sources, the 2019 1-year ACS tables and the ACS PUMS. Table 

data was left relatively unchanged. PUMS data, on the other hand, was tabulated to construct many of the various 

diversity tables presented above. This tabulation process is straightforward. PUMS data contains a sample of individual-level observations from respondents to the ACS. These observations are given a weight, conveying approximately 

how many people each respondent represents in the total population. By summing these weights across various 

variable categories like race, gender, or labor force status, we can create our own custom tables estimating various 

populations of interest. Wage data was produced through a similar process, with the primary exception being the use 

of a median, rather than a proper sum. These estimates should be taken with some degree of skepticism, especially 

as they concern smaller populations. These data are approximations and not meant to convey the true or absolute 

state of employment in the Delta Region. Rather, they guide our understanding and help us identify further areas for 

study, intervention, and analysis.

METHODS, CONTINUED (TRAINING AND EDUCATION) 

ETPL – Analysis

The Eligible Training Provider Lister (ETPL) is a list of all program providers registered in the United States that 

qualify for funding under the Workforce Opportunity Innovation Act (WIOA). The list is produced by the Department 

of Labor and is constructed from data submitted each year from states through the states’ Eligible Training Provider 

(ETP) Performance Reports (Form ETA-9171). 

 National ETPL data was filtered by state in Excel and data pertaining to only states within the Delta Region 

was extracted. That data was then run through a python script for analysis. The script used longitudinal and latitudinal 

data found within the ETPL and run through the Federal Communications Commission’s Area API to assign a county, 

Federal Information Processing Standard (FIPS) code, and State. This data was then put back into Excel where an 

IF (COUNTIF ()) statement was used in conjunction with a list of all counties under the purview of the Delta Regional 

Authority, to note if the assigned county was in the Delta Region. The number of ETPs were counted by filtering by 

state, and then deduplicating the list of ETPs to leave a count of unique providers by state, and then this process 

was duplicated for ETPs marked as inside the Delta Region. The number of ETP programs was then counted using 

Excel’s filter function and recorded in Excel. Percentage numbers were calculated using a simple division calculation 

using Excel.

 SOC code counting was done by importing BLS’s list of 2-Digit 2017 SOC codes and 8-Digit SOC codes from 

O*net. A new column was then created using the Excel LEFT () function to extract the 2-digit SOC code from the 

8-Digit SOC codes listed in the ETPL. Then the Excel COUNTIF () function was used on the list of SOC codes already 

assigned to ETPs in the ETPL to count the number of instances a SOC code appeared in the ETPL. Population data 

was derived using data from the American Community survey with the DRA specific data being pulled from ACS’s 

Public use Micro Data Sample (PUMS). The Delta Region population data was divided by the State level data to create the percentage results used in making table 20. The number of ETPs per 1,000 people in the selected regions 

was derived from those two lists using simple algebra through Excel’s mathematical functions.

 As for the outcomes for participants going to the ETPs, that data is still lacking within the ETPLs. Of the 

3,493 ETPs in the Delta Region only 113 reported completion statistics. Of those 133, the ETPs reported an average 

completion percentage of 70.2%. While this figure is promising, it cannot be considered an accurate representation 

Appendix E: Examining 

Supply Side Dynamics
75

of Delta Region ETPs until we have more data to confirm that statistic. The potential for bias in the information is that 

potentially only ETPs with high completion rates are reporting that data out, thereby skewing the completion percentage average.

Apprenticeship and Apprenticeship Programs

The apprenticeship data was constructed using the Employment and Training Administration’s Registered 

Apprenticeship Partners Information Database System (RAPIDS). The database contains information on both apprenticeship programs and apprenticeship data on the individual level. RAPIDS data includes the NAICS codes associated 

with each apprenticeship allowing us to focus on the breakdown by industry.

 The Apprenticeship and Apprenticeship program counts were derived from the Department of Labor’s RAPIDS. The apprenticeship data came in three separate Excel files. Those files were combined into a single excel file 

containing only data on states in the Delta Region. The apprenticeship file was then subsequently narrowed to only 

include apprentices marked as completed. Once the data was set, two columns were created. One for start year and 

one for expected completion year. These two variables were created by extracting the year from the “startDt” and 

“expectedCompleteDt” columns, respectively. The data was then filtered again to be only programs with expected 

completion dates in 2019. An IF (COUNTIF ()) function was then used to mark which programs were from counties 

within the Delta Region. The function compared the county variable in the apprenticeship data with a list of all counties under the DRA’s purview. Counts of the completed apprenticeships in each state were conducted using Excel’s 

filter tool. Percentage calculations were done by dividing the Delta Region counts by the state level counts.

 NAICS code analysis was done by creating an additional column in the data that extracted the 2-digit NAICS 

code from the column containing a 6-digit NAICS code already assigned to the apprenticeship. The extraction was 

done by using Excel’s LEFT () function. Like the ETPL, the filter tool and COUNTIF () function were used to create the 

final counts. NAICS information was taken from the 2017 NAICS summary table to have access to the definitions 

of 2-digit NAICS codes.

 The NAICS code counts were then used to create the cluster analysis which assigned each NAICS code to a 

cluster by matching the NAICS to a cluster in the cluster list, mentioned earlier in this document. The Excel VLOOKUP 

() function was used to accomplish this task. When creating the table, NAICS codes marked as “Excluded” or “N/A” 

were dropped, since they were considered outside the clusters of interest.

 The process of analyzing Apprenticeship programs data was almost identical to how it was done for the apprenticeship data. The data file used as a base for the analysis was the RAPIDS’s “All Program Data” file. The data 

was then filtered to just states in the Delta Region. using the same process as used in the apprenticeship analysis, 

each program was checked and then subsequently marked if it was from a county inside the Delta Region. using the 

same counting system as in the apprenticeship data, the number of programs per region and per state we counted 

and then were counted again by NAICS code. The difference in the number of total programs and the number of total 

programs by two-digit NAICS code is the result of a very few programs lacking NAICS codes. These programs were 

included in the total count of programs.

 Demographics data was constructed using the modified RAPIDS Apprenticeship data, as described recently. 

using Excel’s COUNTIF () function, the number of apprentices by gender, race, and ethnicity were counted. No data 

was dropped from the gender calculations. Any apprenticeship that had a race column marked blank or “Do not wish 

to answer” was dropped, when creating table 24 and making the percentage calculations shown in that table. Any 

apprenticeship that had an ethnicity column marked “NP” was dropped when creating table 25 and the percentage 

calculations shown in that table.

Of apprenticeships in the Delta Region, 1,559 had data on the gender of the apprentice. Of apprentices completed in 2019, 1,392 apprenticeships in the Delta Region had data on the race of the apprentice, while at the state 

level 4,017 apprentices had race data. Compared to the previous two demographics categories, ethnicity had the least 

amount of information. This is the result of it being the category with the highest number of apprentices marking either 
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yes or no. Only 1,118 completed apprenticeships had ethnicity marked in the Delta Region, while at the state level that 

number of completed apprenticeships was 3,472.

METHODS, CONTINUED (GAP ANALYSIS METHOD) 

Gap analysis methods

Because IPEDS does not report completer numbers using standard occupational codes, we need to use a 

crosswalk to match IPEDS data to Emsi data. There is no 1:1 crosswalk matching SOC to Classification of Instructional Programs (CIP) codes, many CIP codes match to multiple SOC codes and many SOC codes match to multiple 

CIP codes. To maintain an accurate count of total completers, we have evenly distributed observed completions for 

each CIP code into each SOC code it is connected to. This results in fractional completions for certain occupations but 

ensures that we do not overcount the total number of completers entering the workforce. 

 Our gap analysis began by pulling completion counts by 6-digit CIP code from all educational institutions in 

the Delta Region service area. These CIP codes were then matched to 6-digit SOC codes using a NCES crosswalk file. 

 We then pulled in occupational projections from Emsi. These projections include an annual average openings 

count, which served as our “demand” estimate. Emsi staffing patterns were used to connect occupation demand 

estimates to target industry clusters. using the staffing patterns, we were able to identify a set of critical occupations 

for each cluster. Critical occupations were selected along three criteria:

- Considered Job Zone 3 (middle-skill) by ONET

- Above median normalized payroll for the cluster of interest

- Above average employment for the cluster of interest

Once identified, we were able to connect these critical occupations 

to available IPEDS data and generate a gap measure, subtracting the number of annual completers from the expected average annual growth for 

each occupation.

 Occupations were then connected to industry clusters using industry / occupation employment matrices produced by Emsi and modelled off 

national staffing patterns produced by BLS. The occupations presented are 

not unique to one cluster, many are critical to two or more clusters. For that 

reason, the gap analyses produced for target industry clusters represent 

interwoven and overlapping labor pools. To mitigate confusion and double 

counting, we present gap analyses one at a time and always at the occupation level.

As of 2019, there were only 1,559 active apprentices in the region 

found in the database. Due to difficulties associated with mapping these 

apprenticeships to specific occupations, we present results separate from 

the gap analysis. 

 The Eligible Training Provider List (ETPL) contains a comprehensive 

accounting of all Workforce Innovation Opportunity Act (WIOA) approved 

training programs within the Delta Region service area. The ETPL contains sparse data about completion numbers from a handful of programs, but currently, the data is not high quality 

enough to merit inclusion. This is the first year that the data has been made publicly available in this format, and it is 

likely that data quality will improve somewhat in future, potentially opening the possibility for this data source to be 

included alongside IPEDS in future gap analyses. Both the RAPIDS database and the ETPL are detailed in their own 

sections later in this report.
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HIGH-TECH INFRASTRUCTURE

The High-tech infrastructure industry cluster was selected due to its high level of employment in the Delta 

Region, high concentration of employment in this region compared to the rest of the US, and modest growth. According to our criteria and analysis, there are 26 critical occupations in the high-tech infrastructure cluster, including construction & specialized mechanical, engineering technologies, machine operation and repair, management & finance, 

and semi-skilled service. (All 26 occupations are listed in Table 42 in Appendix E.) 

Quite a few of the critical occupations in the high-tech infrastructure cluster have no active college completers 

entering their ranks whatsoever. Occupations with no college programming generally center around the use of heavy 

industrial equipment and require specific, specialized training to perform. In total, these occupations represent just 

under +15,000 unfilled annual job openings, or 45% of the total gap for the high-tech infrastructure industry cluster. 

Due to the projected growth of the cluster over the next decade, likely accelerated by the pandemic, these occupations 

represent key opportunities for educational investment and upskilling.

The largest gap between openings and educational program completions for occupations in this industry 

cluster was observed for bookkeeping, accounting, and auditing clerks (+4,682 unfilled job openings). First-line 

supervisors of office and administrative support workers and maintenance and repair workers are likewise in short 

supply at +4,501 and +4,204 unfilled job openings, respectively. Most critical occupations have gaps numbering only 

in the hundreds, rather than the thousands. 

No critical occupation in the high-tech infrastructure cluster has a surplus of new talent in our regional analysis. However, there may be cases at the local level where education and training are over-provided, or the local labor 

market is not absorbing the talent it produces. Our analysis obscures these important local dynamics.

AGRICULTURE AND RESOURCE EXTRACTION

The agriculture and resource extraction cluster was selected due to its prominence in rural counties throughout the DRA, particularly those around the Mississippi river. The cluster has a high average LQ, making it one of the 

Delta Region’s comparative advantages.

Agriculture and resource extraction industries share many of the same critical occupations as high-tech infrastructure industries, though the overall list of critical occupations is smaller at only 17 (Table 43 in Appendix E).

The list is dominated by the same three critical occupations: bookkeeping, accounting, and auditing clerks, first-line 

Supervisors of office and administrative support workers, and maintenance and repair workers. 

There are, however, fewer occupations left unserved by the Delta’s higher education system. These five 

occupations—first-line supervisors of production and operating workers, industrial machinery mechanics, first-line 

supervisors of mechanics, installers, and repairers, mobile heavy equipment mechanics, and machinery maintenance 

workers—all center around the use and maintenance of heavy industrial equipment, and total just over +7,000 annual 

openings (approximately 25% of the cluster’s total gap), indicating the higher education system in the Delta is better 

equipped to provide training to workers in the agriculture and resource extraction industries than in the high-tech 

infrastructure cluster.

We did not observe any training surplus in the data, meaning that for each critical occupation, the postsecondary education system was not graduating enough students to fill all open positions. It is likely that openings will 

be filled either by workers migrating or commuting into the region from elsewhere or transitioning from a different 

industry cluster within the region. This may put pressure on other areas of the labor market as workers transition to fill 

demand in these critical occupations and represents an excellent opportunity for workers wishing to transition upward 

in a career ladder or jump to a new occupation.
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LABOR-INTENSIVE MANUFACTURING

Labor-intensive manufacturing industries are the highest employing industries in most counties throughout 

the Delta Region. The Labor-intensive manufacturing cluster has a high LQ and leads national growth rates and is 

particularly concentrated in the Alabama portion of the Delta Region.

Labor-intensive manufacturing is the only target industry cluster containing a critical occupation where more 

students are graduating than there are open jobs. This critical occupation, industrial engineering technologists and 

technicians, has 1,228 surplus graduating students entering the labor market. The worker surplus will likely be resolved in several ways. For example, graduates unable to find work in this occupation may leave the Delta Region to 

pursue careers elsewhere or seek employment in related occupations either within the labor-intensive manufacturing 

cluster or in other clusters. 

Despite the large size of the labor-intensive manufacturing supply surplus, overall, the cluster still has a deficit 

of graduates. Seven occupations have no incoming graduates. As with the other two target industry clusters, these 

occupations deal with heavy industrial manufacturing and machine operation, most fall within the engineering technologies occupation cluster. Data on occupations critical to the labor-intensive manufacturing cluster can be found in 

table 44 in Appendix E.

ANALYSIS OF FIVE “CRITICAL” OCCUPATIONS RELEVANT TO MOST INDUSTRY CLUSTERS

Five occupations meet our criteria as “critical” to almost every industry cluster in the Delta Region.20 Together, these top five critical occupations represent a gap of over 16,000 jobs, about 20 percent of the total gap seen 

across all critical occupations. Three occupations included here are common to every industry cluster: bookkeeping, 

accounting, and auditing clerks, maintenance and repair workers, and first-line supervisors of office and administrative support workers. Two occupations are common to most industry clusters (ten and nine of 11 total, respectively): 

executive secretaries and executive administrative assistants, and first-line supervisors of mechanics, installers, and 

repairers.

Below, we examine the demographics of these occupations, their gender, age, and racial diversity. When 

considering training interventions, attention must be paid to historical legacies of discrimination and address current 

biases to ensure new programs improve the diversity, equity, and inclusivity of these occupations. 

The data suggests these top occupations are either predominantly male or female. Women are more typically 

employed in office and administrative roles and men are more typically employed in maintenance and repair roles. If 

the DRA or its partners wish to expand job opportunities for women in critical and growing occupations, first-supervisors of mechanics, installers, and repairers, and maintenance and repair occupations would be excellent candidates.

Figure G: Top Critical Occupations by Gender

20 Occupations earning above industry cluster median wages, employing above average numbers of workers, and not requiring a four-year degree.
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These five top occupations are not particularly diverse, compared to the rest of the Delta workforce. The Delta’s workforce is approximately 66% White, 30% Black, 2% Asian and 2% other (predominantly indigenous people, 

but also including individuals identifying as more than one race and individuals whose racial identity is included in 

the Census questionnaire). As we can see from Figure H, Asian and other workers are underrepresented, rarely rising 

above 1% representation in each top occupation. Black workers are likewise underrepresented in these occupations. 

First-line supervisors of mechanics, installers, and repairers employ Black workers at about half the rate of their 

presence in the overall labor force. Creating more opportunities for workers of color in these occupations could be an 

excellent way to address businesses’ need for qualified workers and open new pathways to upward mobility for a wide 

range of the Delta’s workforce.

Figure H: Top Critical Occupations by Race

The occupations all have a similar distribution of workers by age, with most of the workforce comprised of 

workers aged 35 to 64. First-line supervisors of office and administrative support workers, and first-line supervisors 

of mechanics, installers, and repairers both tend to be younger, while the rest are skewed toward retirement age. 

These occupations are typically filled by workers above the age of 25.

The large number of workers aged 35 to 54 filling these occupations indicates the region will avoid a retirement shortage in these positions after baby boomers retire. To avoid a future shortage, employers must continue to 

recruit and employ younger workers to replace retiring workers.
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Figure I: Top Critical Occupations by Age

The recent growth, concentration, and wage patterns of these top occupations (Table 46 below). show that 

the Delta Region has a potential comparative advantage in the first-line supervisors of mechanics, installers, and 

repairers. Both first-line supervisors of office and administrative support workers, and executive secretaries and executive administrative assistants have grown at rates exceeding those seen at the national level over the last five years. 

All other top critical occupations have lagged national growth trends, particularly maintenance and repair workers, a 

group which has grown substantially slower in the Delta Region than nationwide. 

First-line supervisors of office and administrative support workers are the only occupation that appears to 

have any demonstrably growth over the last five years. Even executive secretaries and executive administrative assistants have seen employment reductions over that time, indicating strong employment growth (in comparison to 

national trends) does not outweigh the overall contraction of the occupation. First-line supervisors of mechanics, installers, and repairers have shown only minor growth over the past five years, adding 31 jobs across the entire region. 

The growth of first-line supervisors of mechanics, installers, and repairers is much slower than what has been seen 

at the national level. If the region had grown on par with national trends, this occupation would have gained approximately 1,342 new jobs between 2015 and 2019.

Maintenance and repair workers are the lowest paying occupation out of the five, about equal with the $16.37 

/ hour average wage for the region’s occupations. Bookkeeping, accounting, and auditing clerks likewise earn below 

the median wage for the region, while the other three critical occupations earn well above it. The earnings spread is 

likely a result of the experience required to hold these different jobs. Supervisory roles, in general, pay higher than 

their entry-level analogues. 

Interestingly, there is an earnings difference between the two first-line supervisory roles in the list. The office 

and administration roll, disproportionately staffed by women, earns around $7 / hour less than the mechanics and 

repair roll, disproportionately staffed by men. A compounding factor to the demographic differences between the two 

professions is unionization. Even in areas without a strong union presence, the upward pressure of unionization on 

wages typically spills over through a given industry, which may explain why the $7 / hour gap exists between these 

two similar occupations.

These high demand occupations, specifically the two managerial occupations, are likely to pull in workers 

from related, entry level positions. First-line supervisors of office and administrative support workers, for example, 
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may be staffed by workers formerly employed in office and administrative support. Maintenance and repair workers 

may be promoted to fill positions in the first-line supervisors of the mechanics, installers, and repairers’ occupation. 

Approximately 486,000 people were employed in office and administrative support occupations in the Delta Region in 

2019. It is highly likely that some, if not all the first-line supervisors of office and administrative support openings will 

be filled by people from these occupations with the requisite experience. 

Most of the occupations highlighted here require just a high school diploma, and as such, may be able to find 

enough incoming high school graduates to meet their need (Table 47 in Appendix E). However, most also require prior 

work experience, meaning that high school students are unlikely to qualify to the same extent as incumbent workers 

from other, related professions. When filling these positions, either with recent high school graduates or incumbent 

workers, employers will need to determine whether a potential hire possesses the skills required to help their businesses grow. The skills gap requirement for high school graduates may not be filled simply by education and on the 

job experience in another profession. Often workforce training boards and partner training organizations will need to 

step up to fill industry needs and help upskill prospective hires.

We observed a high level of demand for qualified workers across the Delta Region and particularly in occupations critical to the success of the region’s industry clusters. Training programs aimed at filling the demand for 

qualified workers are in a unique position to address diversity, equity, and inclusion issues in the Delta’s workforce. 

These critical professions do not display representative hiring patterns, and by tailoring job training and placement 

efforts to address this disparity, workforce development agencies may be able to shift the needle on employment 

discrimination in the Delta. The high level of demand for qualified workers in these occupations puts prospective hires 

in an advantaged position. Delta workforce development agencies may be able to take advantage of this situation 

by targeting training and support programs to women and people of color to help them secure employment in these 

sought after and in demand jobs.

SUPPLY GAP ANALYSIS

Different occupations require different levels of education for new hires. The following color code will be used 

in the following tables to identify the level of education required for each occupation listed.

Associate’s degree

Bachelor’s degree

High school diploma or equivalent

No formal educational credential

Postsecondary nondegree award

Some college, no degree
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Table 25: Occupations Critical to High-tech Infrastructure Industries

SOC SOC Description IPEDS IPEDS Avg. Gap Gap

 Completers Completers Annual Associate’s

 Associate’s Openings Degree or

 Degree Lower Only 

 or Lower

43-3031 Bookkeeping, Accounting, and Auditing Clerks 56 56 4,738 4,682 4,682

43-1011 First-Line Supervisors of Office and 287 287 4,501 4,214 4,214

 Administrative Support Workers

49-9071 Maintenance and Repair Workers, General 20 20 4,204 4,185 4,185

51-1011 First-Line Supervisors of Production and 0 0 2,476 2,476 2,476

 Operating Workers

49-9041 Industrial Machinery Mechanics 0 0 2,068 2,068 2,068

49-3023 Automotive Service Technicians and Mechanics 340 306 1,971 1,631 1,665

49-1011 First-Line Supervisors of Mechanics, Installers, 0 0 1,609 1,609 1,609

 and Repairers

43-6011 Executive Secretaries and Executive 225 225 1,816 1,592 1,592

 Administrative Assistants

49-2022 Telecommunications Equipment Installers and 0 0 1,243 1,243 1,243

 Repairers, Except Line Installers

53-5021 Captains, Mates, and Pilots of Water Vessels 0 0 989 989 989

43-5061 Production, Planning, and Expediting Clerks 0 0 926 926 926

41-4011 Sales Representatives, Wholesale and 0 0 923 923 923

 Manufacturing, Technical and Scientific Products

49-9051 Electrical Power-Line Installers and Repairers 0 0 838 838 838

15-1232 Computer user Support Specialists 41 41 795 754 754

49-3042 Mobile Heavy Equipment Mechanics, (no engines) 0 0 719 719 719

51-8031 Water and Wastewater Treatment Plant and 18 18 700 682 682

 System Operators

53-7021 Crane and Tower Operators 6 6 508 502 502

49-3031 Bus and Truck Mechanics/Diesel Engine 528 528 1,003 476 476

27-1026 Merchandise Displayers and Window Trimmers 0 0 411 411 411

49-3041 Farm Equipment Mechanics and Service 13 13 362 349 349

49-9012 Control and Valve Installers and Repairers, 0 0 285 285 285

 Except Mechanical Door

49-3011 Aircraft Mechanics and Service Technicians 100 100 383 283 283

51-8013 Power Plant Operators 0 0 269 269 269

53-5031 Ship Engineers 0 0 210 210 210

51-8092 Gas Plant Operators 52 33 232 180 199

49-2095 Electrical and Electronics Repairers, 28 22 177 149 155

 Powerhouse, Substation, and Relay
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Table 26: Occupations Critical to Agriculture and Resource Extraction

SOC SOC Description IPEDS IPEDS Avg. Gap Gap

 Completers Completers Annual Associate’s

 Associate’s Openings Degree or

 Degree Lower Only 

 or Lower

43-3031 Bookkeeping, Accounting, and Auditing Clerks 56 56 4,738 4,682 4,682

43-1011 First-Line Supervisors of Office and 287 287 4,501 4,214 4,214

 Administrative Support Workers 

49-9071 Maintenance and Repair Workers, General 20 20 4,204 4,185 4,185

51-1011 First-Line Supervisors of Production 0 - 2,476 2,476 2,476

 and Operating Workers

47-2111 Electricians 196 196 2,556 2,361 2,361

49-9041 Industrial Machinery Mechanics - - 2,068 2,068 2,068

47-1011 First-Line Supervisors of Construction 347 347 2,333 1,986 1,986

 Trades and Extraction Workers

47-2152 Plumbers, Pipefitters, and Steamfitters 4 4 1,880 1,876 1,876

49-1011 First-Line Supervisors of Mechanics, 0 - 1,609 1,609 1,609

 Installers, and Repairers

43-6011 Executive Secretaries and Executive 225 225 1,816 1,592 1,592

 Administrative Assistants

49-3042 Mobile Heavy Equipment Mechanics, - - 719 719 719

 Except Engines

49-9043 Maintenance Workers, Machinery - - 487 487 487

49-3031 Bus and Truck Mechanics and Diesel 528 528 1,003 476 476

 Engine Specialists

41-9022 Real Estate Sales Agents 19 9 441 422 432

45-4011 Forest and Conservation Workers 23 7 267 244 260

45-1011 First-Line Supervisors of Farming, 119 26 350 231 324

 Fishing, and Forestry Workers

11-3051 Industrial Production Managers 504 120 548 44 428
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Table 27: Occupations Critical to Labor-Intensive Manufacturing

SOC SOC Description IPEDS IPEDS Avg. Gap Gap

 Completers Completers Annual Associate’s

 Associate’s Openings Degree or

 Degree Lower Only 

 or Lower

43-3031 Bookkeeping, Accounting, and Auditing Clerks 56 56 4,738 4,682 4,682

43-1011 First-Line Supervisors of Office and 287 287 4,501 4,214 4,214

 Administrative Support Workers

49-9071 Maintenance and Repair Workers, General 20 20 4,204 4,185 4,185

51-1011 First-Line Supervisors of Production and 0 0 2,476 2,476 2,476

 Operating Workers

47-2111 Electricians 196 196 2,556 2,361 2,361

49-9041 Industrial Machinery Mechanics - - 2,068 2,068 2,068

47-2152 Plumbers, Pipefitters, and Steamfitters 4 4 1,880 1,876 1,876

49-1011 First-Line Supervisors of Mechanics, Installers, 0 0 1,609 1,609 1,609

 and Repairers

51-4041 Machinists 30 30 1,393 1,364 1,364 

43-5061 Production, Planning, and Expediting Clerks 0 0 926 926 926

51-9161 Computer Numerically Controlled Tool Operators 26 26 539 513 513 

53-7021 Crane and Tower Operators 6 6 508 502 502

49-9043 Maintenance Workers, Machinery - - 487 487 487

51-2041 Structural Metal Fabricators and Fitters 43 43 525 482 482

51-9195 Molders, Shapers, and Casters, Except Metal - - 402 402 402

 and Plastic

19-4031 Chemical Technicians 86 6 434 348 428

51-4111 Tool and Die Makers 13 13 310 297 297

51-8021 Stationary Engineers and Boiler Operators - - 228 228 228

49-2094 Electrical and Electronics Repairers, 57 57 260 204 204

 Commercial and Industrial Equipment

51-5111 Prepress Technicians and Workers 11 11 152 141 141

11-3051 Industrial Production Managers 504 120 548 44 428

17-3013 Mechanical Drafters 141 96 183 42 87

17-3026 Industrial Engineering Technologists/Technicians 1,523 1,112 295 (1,228) (817)
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Table 28: Most Common Critical Occupations

SOC 43-3031 49-9071 43-1011 43-6011 49-1011

SOC Description Bookkeeping, Maintenance First-Line Executive First-Line

 Accounting, and Repair Supervisors Secretaries Supervisors

 and Auditing Workers of Office and and Executive of Mechanics

 Clerks General Administrative Administrative Installers and

 Support Workers Assistants Repairers

Critical to Industry Clusters 11 11 11 10 9

industry: Labor-intensive manufacturing

industry: Government

industry: Agriculture and resource extraction

industry: Healthcare

industry: Higher Education

industry: FIRE

industry: Corporate management 

 & administration

industry: High-tech infrastructure

industry: Knowledge intensive business services

industry: Research, engineering, and technology

industry: Media, entertainment, and recreation

Table 29: Compensation and Concentration of Top Critical Occupations in the Delta Region

SOC Description 2015-2019 2019 Shift Share Analysis Media

 Change Location Competitive Occ Mix Nat’l Growth Expected Hourly

 Quotient Effect Effect with Effect Change Earnings

43-1011 First-Line 1,805 1.07 276 (924) 2,453 1,529 $ 22.30

Supervisors of Office and Administrative Support Workers 

43-3031 Bookkeeping, (2,400) 0.99 (457) (4,520) 2,577 (1,943) $ 17.60

Accounting, and Auditing Clerks

43-6011 Executive (2,671) 1.06 630 (4,388) 1,088 (3,300) $ 20.85

Secretaries and Executive Administrative Assistants

49-1011 First-Line 31 1.26 (1,342) 404 970 1,373 $ 29.64

Supervisors of Mechanics,Installers, and Repairers

49-9071 Maintenance and (3,423) 1.10 (6,832) 672 2,737 3,409 $ 16.73

Repair Workers, General
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Table 30: Typical Experience and Education Required for Top Critical Occupations

SOC Description Typical Entry Work Required Typical

 Level Education Experience On-the-job Training

43-1011 First-Line Supervisors of Office High school Less than 5 None

 and Administrative Support diploma or years

 Workers equivalent

43-3031 Bookkeeping, Accounting, and Some college, no None Moderate-term

 Auditing Clerks degree on-the-job training

43-6011 Executive Secretaries and High school Less than 5 None

 Executive Administrative diploma or years

 Assistants equivalent

49-1011 First-Line Supervisors of High school Less than 5 None

 Mechanics, Installers, and diploma or years

 Repairers equivalent

49-9071 Maintenance and Repair High school None Moderate-term

 Workers, General diploma or on-the-job training

 equivalent
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WHAT’S WORKING: EXEMPLARY PROGRAMS IN THE DELTA REGION

Our focus group discussions highlighted both challenges and opportunities. Along the way, we learned of 

many promising initiatives that are having great success and are worthy of replication in the Delta Region and beyond. 

Promising programs included the following:

• University of West Alabama LINCS (Leveraging Integrated Networks for Change and Sustainability): 

 A regional training strategy using mobile learning labs to bring training opportunities to rural West Alabama.

• KY FAME (Federation for Advanced Manufacturing Education): FAME is a national program that provides 

 training and a career pathway for credentials as an Advanced Manufacturing Technician. 

• Alabama Career Connect: West Alabama Works’ on-line portal to career and job training opportunities. 

• Agriculture Business Academy (Lonoke): Arkansas’ first high-school level training center to prepare young 

 people for careers in agriculture and aquaculture.

• Tennessee Pre-Apprentice Program: This effort builds on Tennessee’s excellent apprenticeship programs 

 and seeks to expand such training opportunities to the high school level. 

• Gibson County TN Second Chance: A nationally recognized model program based on partnerships between 

 the local Sheriff’s office and the Northwest Tennessee Workforce Board. 

• Laborers Local 773 : Based in Marion, IL, Laborers Local 773 runs a well-respected and effective 

 construction apprenticeship program.

• FedEx Institute of Technology: Based at the University of Memphis, this program provides training in 

 emerging information technology disciplines. 

• Advanced Maintenance Technician Co-Op Program at Jackson State Community College: Provides training 

 and coop experience to help students become multi-skilled maintenance technicians.

The groups and survey respondents also identified several areas where additional testing and experimentation may make sense. These include:

TALENT ATTRACTION STRATEGIES

DRA could encourage more active efforts to recruit talent to the region, perhaps akin to programs like Tulsa 

Remote. As more people work from home (WFH), the Delta Region should expand efforts to recruit former or new residents to the region. This might be done via marketing campaigns, incentives, or other efforts to enhance the quality 

of life for those working from home. 

Improving broadband access will also be an essential first step in this work. Attracting the WFH demographic 

will be impossible without high quality and affordable broadband access. Thankfully, new federal funds to support 

broadband expansion will help this effort. 

In addition, the region needs to do a better job of promoting itself as a good place to do business. Local economic developers, especially those in rural areas, need better data and resources to promote the regional talent base, 

with special emphasis on the talents of those in career technical education programs. The region also boasts access 

to water, low-cost energy, and other amenities that are sought by manufacturers and other employers. 

Appendix F: Focus Group Feedback

and Survey Analysis
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FLEXIBLE WORK ARRANGEMENTS

More active use of job sharing could serve to employ more younger people, seniors, and individuals seeking 

to juggle employment and family care responsibilities. 

INVESTMENT TO ADDRESS STRUCTURAL BARRIERS TO EMPLOYMENT

Many area residents want to work but are not able to do so due to issues with transportation, housing, and 

other factors. Additional investment in transportation could ease the ability to travel for job opportunities. In addition, 

childcare investments would also make it easier for parents and caregivers to enter or re-enter the workforce. 

EXPANDED INCUMBENT WORKER TRAINING

CREC’s early research suggests that a major training gap exists in supporting front line supervisors and 

managers. Expanded training programs for these occupations should help improve talent retention and create better 

career opportunities for incumbent workers. And, as these employees move up the career ladder, new entry-level 

positions open for additional workers.
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101
102

DELTA REGIONAL AUTHORITY REPORT: CASE STUDY THEMES AND COMMONALITIES

Program 

Themes

Institution of Higher

Education Involvement

Community College

Involvement

Utilized Diverse Funding 

Sources (private and public

funding across all levels of

government)

Partnership Across Multiple 

of Government

Created in Response to

Specific Private

Industry Need

Private Sector Assisted in 

Program Design

MCC Lineman 

Training Program

Madisonville Community

College developed the

program in partnership

with local private industry 

and federal agencies.

need more information;

some information missing

need more information;

some information missing

Local employer William E. 

Groves Electric Services 

needed specific skills to 

install and maintain energy

transmission infrastructure, but his workers were 

entering retirement age.

Training needs were

identified by local

employers and private

local employers assisted

in program design.

Greater New Orleans 

Inc. Mechatronics

Apprenticeship Program

Three community colleges

(Delgado, Nunez, and

Northshore Technical)

formed a partnership and 

developed the 

Apprenticeship Program

need more information;

some information missing

need more information;

some information missing

Regional employers were 

investing in more complex

manufacturing 

technologies and required

upskilling of workers.

Training needs were identified by local employers and

private local employers

assisted in program 

design.

UWA and 

LINCS

The University of West

Alabama created the

Leveraging Integrated

Networks for Challenge

and Sustainability program 

in partnership with private 

company Beta Box to send 

mobile learning labs into 

rural communities and 

provide job skills training.

Mobile learning labs have

been used in partnership

with Coastal Community

College to offer Ready to

Work courses.

need more information;

some information missing

need more information;

some information missing

Flexibility is embedded in

programming; the LINCS

Mobile Labs can be used

to provide customized

training services based

on industry needs

Training needs were

identified by local

employers and private

local employers assisted

in program design. The

mobile learning labs

allow for flexibility and

LINCS works with private

industry to develop

relevant curriculum on

an ongoing basis.

Base Camp 

Coding Academy

Northwest Mississippi

Community college is a

partner in providing

training.

need more information;

some information missing

need more information;

some information missing

Private technology

companies identified

needs and formed the

training as a private-led

initiative.

The program is managed 

by private industries, with

a board of directors 

making decisions based

on private industry needs.

Appendix G: Case Study Analysis
103

DELTA REGIONAL AUTHORITY REPORT: CASE STUDY THEMES AND COMMONALITIES

Program

Themes

For-Credit

Apprenticeship Program

State Funding used

Not-For-Credit

Federal Grant used

Costs Subsidized 

for Student

Students Receive

Certification

Available to 

New Workers

Available to

Incumbent Workers

Utilized Mobile

Learning Lab

Involved

Intermediary

Addresses Student Needs 

Besides Work Training 

(e.g., transportation, food)

MCC Lineman 

Training Program

The program was

specifically designed to

be for-credit. Students

use financial aid to pay

for classes.

need more information;

some information missing

Delta Regional Authority

grant used

Yes

Yes

need more information;

some information missing

Greater New Orleans 

Inc. Mechatronics

Apprenticeship Program

need more information;

some information missing

Yes

need more information;

some information missing

need more information;

some information missing

Delta Regional Authority

grant used

Yes

need more information;

some information missing

Yes

Yes

Program funds were used 

to purchase a mobile

mechatronics lab.

need more information;

some information missing

UWA and 

LINCS

need more information;

some information missing

Yes

need more information;

some information missing

need more information;

some information missing

Delta Regional Authority

grant used

Yes

need more information;

some information missing

Yes

Yes

The entire program

involves sending Mobile

Learning Labs to rural

areas to provide training

as needed by the

community.

need more information;

some information missing

Program addresses

students with lack of

transportation, soft skills,

and other resources 

as needed.

Base Camp 

Coding Academy

need more information;

some information missing

Yes

need more information;

some information missing

need more information;

some information missing

Delta Regional Authority,

Department of Labor,

Appalachian Regional

Commission all provided 

some grant funding.

Yes

need more information;

some information missing

Yes

Yes

need more information;

some information missing

Students receive support

for food, transportation,

and other needs.
104

DELTA REGIONAL AUTHORITY REPORT: CASE STUDY THEMES AND COMMONALITIES

Program 

Themes

Led by Engaged

Board of Directors

Flexibility is

Embedded in

Program Design

MCC Lineman 

Training Program

Greater New Orleans 

Inc. Mechatronics

Apprenticeship Program

UWA and 

LINCS

Mobile learning labs can

provide an array of

curriculum and training

options depending on

industry needs.

Base Camp 

Coding Academy

The organizational

model demands an actively

engaged Board of 

Directors. Board members

serve in many active roles

such as mentors, 

admissions officers,

funders, and community

advocates.

The training programs

evolve on a continuous

basis based on private 

sector needs.
105

MCC LINEMAN TRAINING PROGRAM:

Background 

Operating four campuses in Hopkins and Muhlenberg counties of Western Kentucky, Madisonville Community 

College (MCC) is a growing institution currently serving nearly 6,000 students.21 Like most schools in Kentucky’s 

Community and Technical College System (KCTCS), MCC provides a mix of degree and training programs for residents 

of Kentucky’s Western Coalfield and Pennyrile regions. Like many rural parts of Kentucky, the region’s population 

and economic growth levels have stagnated in recent years, and the area’s population is rapidly aging. 22 Regional 

unemployment rates are slightly higher than national averages, and per capita income is lower than state averages. 

In 2020, the region’s employment situation was worsened by the COVID-19 pandemic, as well as the downturn in the 

local coal industry. 

The combination of stagnant economic growth and declines in key sectors, like coal mining, have created significant workforce challenges in the region. Local employers face challenges in recruiting and retaining local workers, 

and regional workforce gaps impede the region’s ability to attract or grow new ventures.

State, regional, and local leaders have introduced several new initiatives designed to tackle these challenges. 

These efforts date back to 2010’s Pennyrile Future strategy, that identified a stronger regional talent pipeline as 

its top priority. 23 In 2017, a follow-on analysis focused on the coal industry downturn presented similar findings and 

recommended significant reforms to local workforce development efforts. 24 This 2017 Pennyrile Future study also 

identified transportation and logistics, including truck driver training, as a potential target industry for future regional 

growth. In 2020, this priority was further supported in the Pennyrile Area Development District’s Comprehensive Economic Development Strategy, which called for strong partnerships to “create a strong pipeline of talent to support 

the region’s current and future employers.” 25

Regional leaders have responded to these challenges. For example, Hopkins and Muhlenberg Counties have 

been designated as a Kentucky Work-Ready Community. In addition, Madisonville Community College (MCC) has 

expanded its operations and introduced a host of new programs, including the new Lineman program developed with 

support from DRA, DOL and others. The MCC Lineman program emerged in response to a specific need identified by 

a local employer, William E. Groves Electrical Services, a large regional construction firm serving the power transmission and distribution industries. Groves was facing the effects of looming workforce shortages in the utility industry, 

particularly as it related to training new lineman to install and maintain energy transmission infrastructure. Groves’ 

training challenges were not unique, as similar pressures are affecting the entire industry as it seeks to replace a 

large share of workers who are at or near retirement age. In 2019, the Center for Energy and Workforce Development 

estimated that an additional 29,000 Lineman would need to be trained and hired by 2023 to meet current and 

projected industry demand. 26

Groves and its President, Jeff Groves, had long partnered with MCC on various training and community initiatives, but the MCC Lineman initiative was more consequential. Like many firms serving the utility industry, Groves 

faced major challenges in attracting and retaining workers with necessary skills and background. For years, it had 

relied on trainees coming out of the private Southeast Lineman Training Center in Trenton, GA. Groves hired many 

graduates of this program, who were well-trained and ready to work. However, because they were not from Western 

Kentucky, many of these workers opted to move closer to their homes when new opportunities arose. Jeff Groves was 

also concerned that local people were not given the opportunity to obtain utility industry training and pursue these 

available career options. 

21 https://systemoffice.kctcs.edu/our-colleges/madisonville.aspx

22 Pennyrile ADD 2020 CEDS https://storage.snappages.site/agtnxh8yn9/assets/files/2020_CEDS-MASTER-Nov-9-2020.pdf. Pp.7-8.

23 http://www.pennyrilefuture.com/resources/Pennyrile+Economic+Development+Strategy+FINAL+Jan2011.pdf

24 https://storage.snappages.site/agtnxh8yn9/assets/files/Hopkins-Muhlenberg%20Power%20Economic%20Growth%20Plan.pdf

25 Pennyrile ADD CEDs, p. 47.

26 https://cewd.org/wp-content/uploads/2020/12/2019-GapsintheEnergyWorkforce-SurveyResults.pdf, p. 6
106

MCC’s program was developed in response to this mix of factors. MCC reached out to numerous employers 

and found that they faced similar issues, including that many local employers faced a major talent gap, and local residents would benefit from training in an in-demand skill set. MCC’s program would also be less expensive than that 

provided by the Southeast Lineman Training Center, opening opportunities to local people who lacked the resources 

or ability to move to Georgia for training. 

Madisonville Community College Lineman Training Program: Responding to Regional Workforce Needs

Initial planning for the Lineman program kicked off in early 2017 via several meetings that engaged local employers in identifying their most pressing training and personnel needs. Both employers and community college staff 

were excited about the project’s potential, but also recognized that a Lineman program required extensive up-front 

investments. High dollar items included equipment such as bucket trucks, tractor trailers, generators, poles, and other 

equipment. 

In addition, MCC and KCTCS wanted to create a for-credit training program, as opposed to an apprenticeship 

or non-credit program.27 This decision ensured that students obtained college credit and could access financial aid 

programs. But it also added to initial start-up costs related to curriculum development and review, program accreditation, and other administrative costs. 

Fortunately, the MCC team enjoyed great success in accessing startup funds. Key investments came from the 

Delta Regional Authority and KCTCS, which was pleased to support the development of a for-credit lineman program 

and expanded availability of CDL training at MCC. Groves donated several trucks and equipment as well, and Kentucky 

Utilities donated poles and various supplies. Finally, a larger DOL/DRA grant through the Workforce Opportunities for 

Rural Communities (WORC) program helped the team acquire sufficient funding for the program. 

The final missing piece concerned faculty, and MCC was fortunate to retain Alan Martin to teach the course. 

Recently retired from Groves Electric, Martin was well-known in the industry, bringing credibility and knowledge of 

the latest industry trends, technologies, and business practices. His extensive experience ensured that students were 

getting an invaluable introduction to the industry.

With the initial training and funding infrastructure in place, MCC was ready to unveil the program in early 

2018. Initial recruiting was moving slowly until a well-timed article in Kentucky Living magazine generated a boom 

in interest, making the recruitment process much easier.28 The initial class cohort included 12 students, and the 

first training cohorts were of similar size. However, because of growing local interest and a lengthening waiting list, 

MCC has now opted to expand the program’s size and will soon begin training up to 90 students per year at a new 

specialized facility in Webster County. The Webster County site, developed in partnership with the Green River Area 

Development District, and the Webster County Industrial Development Authority, will be located at a former coal mining facility. In total, the MCC Lineman program runs for eight weeks, with three cohorts being trained each year. The 

program operates daily from 6AM to 2:30PM and is designed to operate like a typical business day for a lineman. 

The program costs roughly $7,000 per student, with a large share of students receiving financial aid or using military 

veteran’s benefits. In addition to coursework, students receive (at no extra charge) essential equipment, such as hard 

hats, belts, and tools. Students also get their own poles, which they can keep after training. 

The training is incredibly hands-on, and requires extensive physical activity, mimicking a regular “day at the 

office.” Students receive academic training in fields like electrical systems, mapping, and first aid, as well as hands-on 

training with equipment like the use of bucket and digger trucks. All students also obtain a Class A CDL certification.

The training program is open to all with the physical capacity and interest in a lineman career. Accepted 

students must have a high school degree or GED equivalent and show real interest in completing the program. Applicants are interviewed by program staff before potential acceptance, and like the training itself, the vetting process 

is exceptionally hands-on. Potential applicants are made aware that the industry requires hard work, physical fitness 

and dexterity, and a bit of toughness. 

27 Craig Dixon, Sherry Hewell and Britney Mitchell were other key members of MCC’s program team.

28 https://www.kentuckyliving.com/news/wanted-lineworkers
107

Program Results

Between 2018 and 2021, the MCC Lineman program supported 117 graduates. Program attrition rates were 

low, and nearly all students completed the program once they were enrolled. Because of high industry demand, 

graduated students benefited from increased economic opportunities, with many earning an average starting salary 

of around $45,000. Roughly 85 percent of graduates were placed in full-time positions within two to three months of 

program completion. 

The program has been a great success to date. The program is not only supporting local residents but is 

attracting students from other parts of Kentucky and other states. The program is also being utilized by transitioning 

veterans leaving service at nearby Fort Campbell. In addition, MCC has received great recognition in media reports 

and within KCTCS. Thanks to these successes, the program will be expanding rapidly this year when the new training 

facility opens in early 2022. The new facility will likely allow MCC to train up to 90 students per year. The MCC team 

is also helping Louisville’s Jefferson Community and Technical College replicate the program at its campuses. 

TAKEAWAYS 

Listen to Industry

MCC’s Lineman program has been industry-driven from Day One. The MCC Lineman program was developed 

in direct response to a local employer’s request for help with talent development and retention, and the program itself 

is fully integrated with leading industry practices. The course instructor is also connected to leading sector trends and 

program participants train on start-of-the-art equipment donated by area employers. When students graduate, they 

seamlessly transition into full-time industry employment. 

Embrace Hands-on Program Design

Program and curriculum design are essential to ensuring that training meets the needs of students and employers. Because of close industry ties noted above, MCC provides a streamlined program focused on the key skills 

needed on the job. As Alan Martin, program faculty member, noted: “We cut out the fluff and go straight to the poles.” 

Training is experiential and hands-on, and students use all the tools and equipment on a regular basis. In addition, 

the program is unique in providing a CDL component, which not only attracts more students, but provides another 

in-demand skill set for students. 

Think Long Term

In a desire to be responsive to industry needs, many training programs get started too quickly and hope to 

iron out program details along the way. MCC, KCTCS, and its partners took a more deliberative route. The project 

team opted to develop a for-credit curriculum, which was developed quickly but still slowed the process of program 

start-up. However, this decision has generated many benefits, especially for program participants. Students now receive academic credits and are eligible for state and federal student aid programs.29 In addition, the Lineman program 

benefits from KCTCS academic supports, and can be more easily adopted at other schools in the KCTCS system or 

elsewhere. 

Provide Strong Support to Program Participants

The MCC team provides lots of “wrap-around” support for program participants. The vetting process to enter 

the program is rigorous, with program administrators ensuring that students are ready for the academic and physical 

rigors of lineman training. Program administrators also ensure students are “ready to work” and clearly understand 

the expectations and demands of the field. Finally, the MCC team provides essential help in obtaining financial aid and 

in finding housing for out-of-town students. 

29 Students also earn academic certificates in Pole Top Rescue, Utility Technician, and a Climbing Certification. They receive non-credit certification in Adult First Aid/

CPR/Blood Borne Pathogens; Basic Lifting & Rigging; Bucket Truck Operator Trainee; Chainsaw Safety; and Digger/Derrick Operator Trainee.
108

GREATER NEW ORLEANS INC. MECHATRONICS APPRENTICESHIP PROGRAM

Background 

The Greater New Orleans region, encompassing ten parishes in southeastern Louisiana, has long been a 

major manufacturing center. Because of its location along the nation’s most important waterways and easy access to 

energy and other resources, the Greater New Orleans region is home to a diversified array of manufacturers operating 

in a host of unique industries. Overall, the region’s manufacturing sector employs more than 17,000 workers. 30

In recent years, regional manufacturers have made major investments in new technology and production 

processes, including the introduction of robotics and other technologies that have revolutionized the business of 

manufacturing. In addition to increasing efficiencies, this transformation is changing the regional talent equation as 

demand for expertise in automation and robotics may soon exceed demand for more traditional skills such as welding 

and machining. 

Mechatronics has emerged as one of the most important in-demand skillsets now sought by advanced manufacturers in the New Orleans region and around the us. ‘Mechatronics’ refers to an emerging discipline that combines 

knowledge and skills in several inter-connected fields: mechanical systems, electrical systems, control systems, and 

computers. Mechatronics engineers and technicians typically work with robotics, control systems, and electro-mechanical systems. And, as robots have become integral to modern manufacturing, demand for mechatronics expertise 

has skyrocketed. 

Growing demand for mechatronics-related expertise is part of the region’s overall increased demand for 

talent in the advanced manufacturing sector. Developing talent for advanced manufacturing is particularly important 

for public administrators and policymakers because the advanced manufacturing field provides high-quality career 

opportunities for middle skill workers. In fact, the average regional wage for advanced manufacturing---over $36 per 

hour—far exceeds the region’s average salary levels. And importantly, most advanced manufacturing jobs (around 83 

percent) do not require a costly four-year college degree.

While many manufacturing positions are deemed middle skill, they do require specialized talent and expertise. In fact, more than three percent of regional manufacturing job postings are seeking individuals with expertise in 

automation, a key component in the field of mechatronics.31

All manufacturers in the Greater New Orleans region face talent shortages, but the pressures are more pronounced in specialized industries seeking unique skill sets (like mechatronics). Many Orleans local manufacturers 

were facing talent shortages, and their concerns soon came to the attention of Greater New Orleans Inc. (GNO, Inc.), 

the region’s lead economic development agency. Among its many roles, GNO, Inc. has focused on serving as an intermediary to connect local employers to a wide range of training and human resources-related opportunities. This 

effort is known as GNOu. 

As part of its regular outreach to employers, GNO, Inc. soon identified mechatronics as a pressing regional talent gap. The original spark for these discussions came from senior managers at Elmer Chocolate, a leading producer 

of seasonal chocolate candies. In 2016, Elmer made a major investment (of $44 million) in new automated production 

technologies.32 With new technology in place, Elmer needed trained workers to operate and maintain this cutting-edge 

equipment. Senior Elmer managers, Ellen and Bernd Weber had experience working in Germany, with its sophisticated apprenticeship systems, and hoped to replicate that model at Elmer. Unfortunately, Elmer’s talent demands were 

relatively small, as they needed only a few new employees each year. But, thanks to assistance from GNO Inc., the 

Elmer team was connected to other manufacturers with similar needs. As a group, these firms generated significant 

demand for specialized mechatronics training, and the Mechatronics Apprenticeship program was born.

The first step in developing the program involved recruiting key employers. In addition to Elmer Chocolate, Zatarains McCormick and Laitram joined as lead partners in the program’s first years. With GNO Inc.’s assistance, these 

firms connected with local community colleges to develop and design a specialized mechatronics-related curriculum.

29 Students also earn academic certificates in Pole Top Rescue, Utility Technician, and a Climbing Certification. They receive non-credit certification in Adult First Aid/

CPR/Blood Borne Pathogens; Basic Lifting & Rigging; Bucket Truck Operator Trainee; Chainsaw Safety; and Digger/Derrick Operator Trainee.

31 Ibid, p. 18.

32 https://opportunities.ledfaststart.com/global/en/blogarticle/bold-mechatronics-apprenticeship-programbreaks-new-ground/
109

The GNO program is particularly unique because it has engaged multiple employers as well as three area community 

colleges: Delgado Community College, Nunez Community College, and Northshore Technical Community College. 

These three schools came together in a unique partnership that not only builds on each institution’s unique competencies, but also provides a more comprehensive set of programs for employers and students. As Dr. William Wainwright 

NTCC’s Chancellor noted: “Each of us assessed our faculty and programmatic capabilities to develop the curriculum. 

This is a really innovative program for Louisiana and the feedback we’ve gotten nationwide from our peers in higher 

education is incredible.”

GNO Mechatronics Apprenticeship Program: Addressing Regional Workforce Needs 

With key industry and education partners in place, GNO Inc. publicly unveiled the Mechatronics Apprenticeship Program in Spring 2019. This effort kicked off with a big media push to publicize the program, and most importantly, recruit apprentices for its first cohort. Ultimately, eleven apprentices began the first year of the program.33

The program operates through a strong three-pronged partnership. GNO Inc. serves as the program’s connector, reaching out to industry, to public and private funders and potential program participants. GNO, Inc. played 

a key role, working with NTCC, to obtain a $1.9 million Delta Regional Authority grant from the Department of Labor 

to support initial project startup costs and to purchase essential equipment and supplies. Among other things, these 

funds were used to purchase a mobile mechatronics lab managed by NTCC.

Industry partners recruit and vet potential apprentices. Apprentices are formally hired by each company, and, 

after entering the program, they are considered full-time employees with access to healthcare, benefits, and other 

company perks. Apprentices are also paid a starting salary of $10 per hour in year one, and with potential raises to 

$12 per hour in year two. Employers fund all costs. The three community colleges are the final component in this 

partnership. While the schools jointly developed the program plans and curricula, they have each refined a specialized 

offering for apprentices. Nunez focuses on electrical training; NTCC focuses on robotics and programmable logic 

controls, and Delgado focuses on machining and mechanical training. The schools all provide additional training in 

leadership, soft skills, sales, and other essential competencies. 

Apprentice training takes two years and combines classroom and work settings. Students typically spend 

eight weeks in class, followed by eight weeks at a job site, and so on. Students rotate between the three colleges for 

their in-class training. The two cohorts have an incredibly diverse group of apprentices that represent varied race, 

gender, and age groups. 

There have been two cohorts as of early 2021, including approximately 8-10 apprentices. The third cohort 

will begin classes around August 2021. Apprentices come from a diverse set of backgrounds and include recent high 

school graduates as well as career changers in their 20s, 30s, and 40s. The program recruited its first female apprentice in Fall of 2020. The cohorts are made up of diverse representations of the population in the region.

The first cohort is set to complete the program in July 2021. At this point, they will be hired as Mechatronics 

Technicians or Robotics Technicians with an estimated annual salary of $45,000 to $55,000 per year, along with no 

student debt. Program completers receive approximately 20 industry credentials and a certification of completion, but 

presently do not receive academic credits. 

Program Results 

While it is too early to fully assess this program, early results are promising. Demand for the training is strong 

among students and employers. In fact, GNO Inc. expects to engage several new business partners in the coming 

months. In addition, attrition levels in the program are relatively low, with most students completing the entire curriculum. 

As noted above, all program completers will transition into full-time employment, with average annual salaries in the range of $45,000 to $55,000. These salary levels are much higher than the region’s median salary levels, 

and median salaries for other middle skill positions in the Greater New Orleans region. GNO, Inc. will begin tracking 

additional program metrics when the first cohort completes the program in summer 2021. 

33 Nine students remain in this first cohort, which expects to complete the apprenticeship in July 2021.
110

TAKEAWAYS 

The initial pilot phases of GNO’s Mechatronics Apprenticeship Program have been highly successful, generating a positive response from employers, program participants, and the wider economic and workforce development 

community in New Orleans and across Louisiana. Project managers identified several important factors that have 

contributed to this success. 

Create regular opportunities to identify employer “pain points”

GNO, Inc. and its community college partners manage several initiatives that regularly assess employer needs 

and problem areas. The community colleges operate advisory boards that offer input on curriculum and insights on 

industry trends. In addition, the GNOu program serves as a regular convening venue to build partnerships between 

employers and higher education institutions. To date, this work has led to the creation of the mechatronics initiative 

and new statewide program in AWS Cloud Computing and Web Services. Finally, these efforts are further supplemented by business retention and expansion programs led by GNO, Inc. and by local economic development agencies. 

These business visitation programs also identify gaps in workforce development programs. 

Target diverse funding sources

Most program costs are supported by employers and by GNO, Inc., though outside funding was needed to 

support start-up costs and to purchase needed equipment and training materials. Reaching out to federal, regional, 

and state partners allowed program managers to access these critical seed investments. DRA’s support for the initial 

program design work was essential to its success. And with public base funding in place, private sector investments 

can focus on the important work of developing a new generation of mechatronics talent. 

Workforce intermediaries matter

While GNO, Inc. does not deliver this program, it played an essential intermediary role. GNO, Inc. initially identified the workforce challenge. Today, GNO, Inc., connects business and education partners, publicizes the program, 

assists in fundraising, and most importantly, holds key partners accountable. The GNOu team led by Josh Tatum, is 

widely lauded for ensuring that the program remains on track and that all the key partners are fully engaged. 

Target gaps

GNO Inc. is an economic development agency; it is not a WIB or an “official” part of the state or federal 

workforce training system. As a result, GNO, Inc. has made a conscious decision to target its work on key gaps in the 

regional workforce development system. This targeting allows more effective and efficient use of resources, while 

also providing clear and tangible benefits to local employers. 

UWA AND LINCS

Background 

Located in Sumter County, the University of West Alabama (UWA) serves a heavily rural region of southwest 

Alabama. In addition to providing a high-quality education to more than 5,000 students and serving as the region’s 

largest employer, UWA also provides critical support via its Division of Economic and Workforce Development. In this 

role, UWA is a major supporter of local and region-wide workforce and economic development programs. 

UWA serves a 10-county region, which is part of Alabama’s Black Belt, with an overall population of approximately 200,000. The core of UWA’s service area faces an array of economic and workforce development challenges. 

The region has the lowest educational attainment levels in Alabama, and its poverty rates are among the highest in 

the us.34

The Black Belt region is incredibly rural, and many communities face challenges in terms of access to broadband, easy highway access, or other key amenities. For example, Sumter County’s local population (of around 13,000 

34 https://www.uwa.edu/uploadedFiles/OSP2/stockdemographics.pdf
111

people) has been declining, and both poverty and unemployment rates remain high. The county workforce also remains quite small, with about 5,000 workers actively engaged in the labor market.35 Similar patterns persist across 

the region.

The local economy is dominated by several leading industries, including wood pellet manufacturing, textiles, 

social services, and agriculture. Most employers operate in sectors where average wage rates are far below state and 

national averages. In addition, local economic development capacity has historically remained quite limited. However, 

in recent years, this situation has improved thanks to UWA’s expanded role and the creation of new programs such as 

a local Economic Development Leadership Development Academy, the Sumter County Renaissance Plan, and 

a state-backed strategic planning effort.36

While economic and workforce development capacities are being enhanced, the region faces significant 

talent challenges that have been worsened during the COVID-19 pandemic. Local and regional efforts have focused 

on growing the local talent base and upgrading the skills of both new workers and incumbent workers. These efforts 

have paid dividends, but the local uptake of training opportunities has been lower than expected. 

Local residents have faced many challenges in accessing these training services, largely due to long travel 

times required for many rural residents. Major training and workforce centers are in Tuscaloosa, Demopolis, and 

Jackson, but these sites can be anywhere from 60-90 miles away from many area residents. In addition, many residents lack access to reliable transportation or broadband, and may be dealing with health and care-giving challenges 

for themselves or family members. As a result, even the most committed residents may not be able to benefit from 

local training and support programs. These limitations are further worsened by area workforce shortages due to the 

pandemic and to a retirement wave facing many local manufacturers. Firms in the area’s wood products industry are 

seeing long-time employees beginning to retire, and now have a growing demand for replacement workers. In addition, several recent planning efforts, such as the Sumter Renaissance strategic plan, also identified a pressing need 

for greater local investments in workforce training and career awareness.37

The UWA LINCS effort (Leveraging Integrated Networks for Change and Sustainability) is designed to directly 

address these issues. Specifically, LINCS targets three major workforce gaps identified by UWA’s workforce team and 

key community partners.

1. To develop employer-driven curriculum and fast-track certification programs, 

2. To recruit and place new workers and upskill incumbent workers, and

3. To create a Center for Rural Apprenticeships at UWA.

LINCS is structured around several mobile labs designed in partnership with BetaBox Learning, a North Carolina-based developer of mobile learning labs. The initial connection to BetaBox was developed with support from the 

Alabama Forestry Association and a former CEO of the Westervelt Company and chair of DEWD’s employer advisory 

council, one of the area’s largest employers. These partners had used BetaBox learning labs in other settings and felt 

they could be easily deployed for the LINCS effort. 

The BetaBox mobile learning labs are outfitted with state-of-art equipment, such as virtual reality headsets 

and simulation software, and excellent hands-on and distance learning capabilities. The UWA mobile labs are smaller 

in size than typical mobile labs, which operate in shipping containers typically transported by tractor-trailer trucks. The 

smaller LINCS labs can be transported with smaller trucks. This smaller size reduces operating costs and ensures that 

the labs can be transported by drivers without CDL certifications. 

Increasing Rural Access to Workforce Training 

The use of Mobile Training Labs Initial planning for LINCS began in 2019, and a US Department of Labor/ 

Delta Regional Authority Workforce Opportunity for Rural Communities (WORC) grant, totaling $2.5 million, was approved in Fall 2019. The project was delayed slightly due to the COVID-19 pandemic, but the first two mobile units 

35 https://uwaworks.com/wp-content/uploads/2020/02/476389_sumter-county-profile.pdf

36 https://alabamanewscenter.com/2020/01/29/rural-alabama-is-getting-much-needed-attention-from-economicdevelopers/

37 https://uwaworks.com/wpcontent/uploads/2020/02/475950_uwasumtercountyrenaissancestrategicplanupdatedjan182018.pdf
112

were launched in October 2020. These units are now operating in the field, and a third unit, focused on supporting 

K-12 students, was delivered in May 2021. 

The DOL/DRA funding for LINCS also allowed UWA to purchase the mobile labs. While the purchase option 

generated higher up-front costs, it is cheaper than leasing over the long term. These lowered operating costs will help 

to sustain the program after the initial federal grant funds had been spent. 

The mobile labs, and related equipment and curricula, can be customized for multiple uses and partners. They are 

currently operated by two full-time staff members: a STEM education professional and a technology professional. The 

units can also be deployed to assist other regional workforce training gaps in the rural region. To date, the “Skills on 

Wheels” units have been used on several projects. For example, partnering with Coastal Community College, the units 

were used to offer Ready to Work courses and UWA’s College of Business and Technology as enhancement to their 

Industrial Maintenance program. AIDT, the state of Alabama’s statewide workforce training operator, Prystup Packaging, a local industry partner, in Livingston, Alabama, partnered with UWA to offer supervisory leadership training to 

their workforce. 

The project team expects that the units will travel the region and remain in a single location for up to six 

weeks at a time. While on location, the labs can provide a host of training programs, related to specific employers or 

occupations, or can provide more generalized training in career awareness, soft skills, or other competencies. 

The current effort is built on several core partnerships. Within UWA, LINCS is closely working with the College 

of Business and Technology which assisted with the build-out of the labs and is using them for training purposes. 

UWA’s workforce team also hopes to partner with the College of Education, to support research on mobile learning 

and to support expansion of the new Black Belt Teacher Corps program. UWA is a registered apprenticeship sponsor 

and intends to use the labs for apprenticeship programs in the future. Regional and statewide partners include Region, 

3, 5 and 7 Workforce Councils, AIDT, Alabama Forestry Association, and the Alabama Office of Apprenticeship.

The Skills on Wheels mobile learning labs have been in the field for only a few months, but early results are 

promising. For example, in early 2021, one unit operated in the town of Butler (with a population of 1900) for four 

weeks, based at the local Civic Center with strong backing from Butler’s mayor. This unit offered training on career 

essentials and an introduction to manufacturing course. Five local students completed the program, and, as a group, 

they gained 23 certifications during that month. Several other pilot projects are underway.

TAKEAWAYS 

Be Proactive

The entire LINCS effort embraces a proactive approach. Since many training programs led by UWA and its 

key partners could not be accessed due to long travel and transportation challenges, the LINCS team opted to bring 

the training on-site to rural towns in Alabama’s Black Belt. On-site accessible learning opportunities can bring new 

experiences and critical skills training to at-risk populations and help to develop a more diverse and capable local 

workforce. 

Provide Customized Solutions

The LINCS Mobile Labs are well designed to serve rural communities not only because they are mobile, but 

also because their systems and training programs can be customized for multiple uses. The labs can be used for 

varied audiences and for varied training needs. For example, they have already been utilized to deliver soft skills and 

career essentials training, as well as more specialized on-the-job training for local employers. 

The Power of Anchor Institutions

The LINCS effort benefits greatly from its home at UWA. UWA is widely recognized as a leader in regional 

economic development, and as a strong advocate for the Black Belt Region and rural Alabama more generally. This 

strong reputation helps open doors, with community partners, employers, and local residents. In addition, the ex-
113

pertise found at UWA has supported the project with technical help, personnel, research support, and a stable and 

welcoming institutional home. 

BASE CAMP CODING ACADEMY

Background 

Located in North Mississippi hills about 20 miles south of Oxford, Water Valley is a small town (approximately 

3,200 residents) on the move. In recent years, the community has attracted new residents and its downtown area is 

becoming well known for great restaurants and shopping. Community leaders are investing heavily to develop new 

amenities and to cement Water Valley’s reputation as one of Mississippi’s most attractive and desirable small towns. 

This work is not just focused on downtown destinations, but also seeks to create new career and learning opportunities for local residents.

Base Camp Coding Academy is the centerpiece of these new talent development efforts. Founded in 2015, 

the Academy provides a rigorous year-long training program for young people with an interest in coding or information 

technology sector careers. 

Like many small towns in the Delta Region, Water Valley and Yalobusha County (total population of 12,400) 

face many talent development, retention, and attraction challenges. Countywide population has steadily declined, and 

the current population is aging. In 2014, the median age in Yalobusha County was 40.8, far older than state or national 

averages. Meanwhile, young people are leaving the region for better job and career opportunities. The area’s most 

recent economic development plans identified youth flight and an aging population base as among the region’s most 

pressing threats to future prosperity. 38

These regional plans have identified workforce development as a central objective, seeking to “create opportunities for residents to improve their employment status through access to timely and relevant workforce and job 

training opportunities.”39 This focus is driven by two forces: Local employers face major talent gaps, struggling to find 

and keep talented workers, and younger residents lack access to rewarding career opportunities and may be forced to 

leave the region for better jobs and careers. The region’s technology firms have been most affected by this challenging 

talent dynamic, investing significant levels of time and resources in a search for workers with the skills and capacities 

needed to thrive in fast-moving IT sectors. Companies in the Water Valley region are not alone in facing this challenge, 

and a few efforts to fill this talent gap are now underway across Mississippi and the wider Delta Region. According to 

Base Camp’s leaders, Mississippi has an average of 1,200 unfilled computer-related jobs available every year, yet the 

state’s colleges and universities only graduate 200 computer science majors per year. 

Base Camp Coding Academy origins flow directly from the “pain points” facing Mississippi’s technology sector. In this specific case, the project’s origins can be traced to the emergence and success of FNC, an Oxford-based 

technology firm that pioneered new approaches to managing real estate transactions. In 2015, FNC was purchased 

by CoreLogic, and at that point, the sale was the biggest technology company acquisition in Mississippi’s history. 

Executives at FNC, CoreLogic, and other technology firms in the region shared a common pain point: they were 

spending too much time and too much money looking for IT talent. Two of these executives, Kagan Coughlin, and Glen 

Evans, developed an initial concept for a coding academy as a feeder system for local coding talent as well to address 

other community economic development challenges. 

Their initial outreach to other local companies found that Coughlin and Evans were not alone in their desire for 

a richer regional talent base. In fact, several companies stepped up and offered to invest their own funds to support 

the Base Camp Coding Academy Concept. As Coughlin noted, the concept was a simple sell as the Academy offered 

an opportunity to reduce talent acquisition costs and to contribute to local economic development as well. In addition, 

Coughlin and Evans made a compelling case that it was more cost-effective to develop local talent than to spend 

money on recruiters and on the hunt for talent in other parts of the us. 

Thanks to this groundswell of support, Base Camp Coding Academy was started as a private sector-led effort 

with a straightforward goal of creating a strong local pipeline for coding talent. At the outset, a few local employers, 

38 North Central Planning and Development District 2017-2022 CEDS, p. 23 

39 Ibid p. 25.
114

including CoreLogic, C Spire, and Renasant Bank, along with several foundations funded the program’s startup costs. 

The original plan, funded with approximately $500,000, was designed as a three-year pilot project, but has now been 

extended indefinitely.

Growing the Technology Workforce in Rural Mississippi

The Base Camp Coding Academy Base Camp Coding Academy is focused on supporting business outcomes, 

namely by providing trained coding talent to local employers and good job opportunities for local youth. It operates 

by training annual cohorts of students who are nominated by community partners and vetted through a rigorous application process. The program targets graduating high school seniors who are hard-working and focused, but who 

may be unlikely to go away to college due to family commitments or financial limitations. The typical Academy student 

wants to stay in the region if they can find rewarding work. Work ethic and maturity are more important than grade 

point averages as criteria for program participation. 

The Base Camp Coding training program has been developed in-house with input and participation from 

corporate partners. Business partners and Academy Board members provide support and mentoring to students, and 

training is provided by in-house staff and business partners. At present, three full-time staff support the academy: an 

Executive Director (newly hired in 2020), and two instructors. All other support is provided pro bono by board members and community partners. 

Academy students are engaged in an 11-month curriculum that operates as a full-time job (40 hours per 

week). The program is free to students, with total costs per student (of around $15,000) supported by program partners. In addition to training, mentoring, and career services, students also receive support for food, transportation, 

and other needs. The program operates with an annual student cohort of approximately 15-20 students per year. 

Training combines classroom work, student projects, career counseling, and internships with local employers. 

Program staff estimate that roughly 60 percent of training focuses directly on technology, and 40 percent of time is 

spent on work skills, career guidance, and collaborative projects. Training focuses on learning key coding and programming tools and languages such as Java, Python, Django, and HTML. In addition to projects, students lead much 

of the Academy’s daily work, such as managing its social media feeds and procurement activities.

Since opening for business in 2016, the Academy has graduated four cohorts of students, with an average 

class size of 10 to 15 students. The 2021 class, with 15 students, is currently underway after a delayed start due to 

the COVID 19 pandemic.

Impacts to date have been incredibly impressive. More than 90 percent of students have been placed in fulltime jobs that pay an average of $50,000 per year, far exceeding the region’s median wage and closely mirroring local 

salaries for college-trained IT professionals. Nearly all the graduates have remained in the region, providing a strong, 

and growing, base of home-grown tech talent. These academy alumni have also stayed in place with their current 

employers, enjoying stable and well-paid work environments. 

Existing program partners are especially pleased with the program’s results to date. They have continued 

to fund the program, and new partners, such as FedEx, have also stepped in with new investments. In addition, 

Facebook has recently agreed to fund several scholarships for the program. These private contributions have been 

further bolstered by funding from the Delta Regional Authority (DRA), the Appalachian Regional Commission, the US 

Department of Labor, and other public partners. 

The academy benefits from all these collaborations, but the most consequential partnership may be Base 

Camp Coding Academy’s new joint venture with Northwest Mississippi Community College (NWMCC). NWMCC has 

long supported the Academy’s work and was seeking ways to deepen this partnership. NWMCC’s President, Michael 

Heindl, was impressed with the academy model but was also seeking an expanded presence on-site in Yalobusha 

County. 
115

These shared objectives have come together in the newly opened Everest Innovation Hub, Mississippi’s first 

rural education and innovation center. The 64,000 square foot facility houses both Base Camp and NWMCC operations and was funded with support from DRA and many other partners. Total project investments have exceeded 

$4.7 million and have contributed to the reuse and revitalization of a prominent historic building. The Hub is a true 

partnership, as the facility is owned by the City of Water Valley and will be utilized by many community partners. 

TAKEAWAYS 

Base Camp Coding Academy has enjoyed great success, and the project team attributes this success to 

several factors, which are detailed below.

Think Like a Business

Base Camp Coding Academy has always operated with a laser-like focus on the needs of local employers. Its 

program operations are fully funded by private contributions, and its primary mission is similarly business-focused: 

to provide coding talent to local employers. Base Camp supports other goals along the way, including youth retention, 

regional talent development, and local economic development. However, it measures its impacts related to the business bottom line and makes its case based on its ability to support local employers.

Know Your Sweet Spot

Running like a business also means understanding your core competencies. Base Camp’s core competency 

is providing training to entry-level coders and IT professionals. It remains focused on this central mission and has 

generally avoided other new program directions. As co-founder Coughlin advises: Stay focused and ask for help when 

needed. Base Camp has always kept its mission tightly focused. When new missions or tasks arise, the program team 

relies on partners and other outside experts. 

Be Flexible

While program focus is essential, so is flexibility. This flexibility is most evident in Base Camp’s programming 

and training efforts, which evolve on a regular basis. As Coughlin, we do not “sell a finished product.” The Base Camp 

team works with local businesses to identify pressing talent needs, and designs (often co-designs) new training to 

help students gain these new skills and competencies. When employers help to design programs and trainings, they 

become more “bought in” to the process.

Engaged Board of Directors

Many non-profits operate boards of directors that have limited say on program design and operations. Base 

Camp Coding Academy operates with a different model that expects—and demands—that Board members get actively engaged. Board members currently serve in many active roles, such as mentors, admissions officers, funders, 

and as community advocates. This active engagement improves program operations, brings in new ideas, and creates 

real community buy-in for the Academy’s work.

Embrace Partnerships

All effective workforce programs are built on strong community partnerships, and Base Camp Coding Academy is no exception. In addition to engagement with the Board and local employers, the Academy has benefited from 

many partnerships at the local (the City of Water Valley owns the Everest Innovation Hub building), regional (funding 

support from DRA and NWMCC), and federal (funds from Department of Labor) levels.
116

CAPE GIRARDEAU, MISSOURI

Background

Located in Missouri’s Southeast corner, Cape Girardeau, with nearly 40,000 residents, anchors a wider region 

of nearly 218,000 people. The region is rural, with an economy driven by anchors of manufacturing, healthcare, and 

travel/tourism.

The region’s economic and workforce development challenges are like those found in other parts of the Delta 

Region. 40 The area’s workforce is aging and shrinking, and local employers face major difficulties in accessing talent. 

In addition, limited local housing options and poor transportation connectivity to other regions complicates the process of talent recruitment. As a result, current regional economic development plans place great emphasis on homegrown business opportunities. Other current regional strategies include promoting entrepreneurship and Main Street 

business growth, promoting farm-to-table food business opportunities, and supporting the expansion of local tourism 

assets.41

All these strategies required a rethinking of local economic development work. Renewed efforts to help entrepreneurs and to build a regional entrepreneur ecosystem would be needed. Much of this work was originally centered 

at Southeast Missouri State University’s (SEMO) Center for Economic and Business Engagement and the Douglas 

C. Green Center for Innovation and Entrepreneurship. In addition to supporting SEMO academic programs related to 

innovation and entrepreneurship, the Green Center also leads engagements with the regional business community 

via programs such as the LaunchU Business Startup Program, an AgTech-focused incubator, and by hosting the local 

Small Business Development Center office.

This initial work got a big boost in 2014, when two local entrepreneurs, Chris Carnell, and James Stapleton, 

started Codefi, a local business with a “mission to eliminate the skills and opportunity gaps preventing workers and 

entrepreneurs in the region from participating in the digital economy.”42 Stapleton, who was the founding Director and 

formerly led the Green Center, viewed Codefi as a leader in developing the next iteration of the region’s innovation 

economy. 

What Challenge is being addressed?

Codefi began life with big ambitions. The founding team hoped to support revitalization in Cape Girardeau, 

but they had bigger plans as well. They hoped that their initiative could become a model for rural communities around 

the us. As part of these goals, the founders reached out to the Vermont-based Center for Rural Innovation, a national 

clearinghouse on effective programs and policies for rural development. Ultimately, Cape Girardeau became a founding member of CORI’s Rural Innovation Network, and began expanding its service area to include both Southeast 

Missouri and Western Kentucky.

Codefi manages a host of programs and initiatives in Cape Girardeau, many of which are delivered in the 

southern third of Missouri and 16 counties in west Kentucky. Programming is organized around three leading focus 

areas: Connects, Startups, and Works.43 Connects refers to Codefi’s coworking space located in downtown Cape 

Girardeau. This location now serves more than 350 members, and new partner locations have recently opened in 

Paducah KY, Springfield MO, and Perryville MO.

Startups refers to Codefi’s programs targeted to new and growing entrepreneurial ventures. Programs include 

a locally supported grant program that recruits tech startups from across the globe, a tech pre-accelerator, an agtech accelerator, and the new Redhawk Startup Fellowship for students at SEMO studying all disciplines who want to 

experience real-life tech startups. 

Finally, Works refers to Codefi’s suite of training and workforce development programs, such as the Rural 

Delta Tech Innovation Network and Tech Talent Consortium. These initiatives have received extensive Federal support 

from the DRA, EDA, DOL and other agencies. They seek to provide tech talent to local and remote firms, especially 

40 http://www.semorpc.org/assets/econ_dev/2019%20Embracing%20the%20Future%20CEDS.pdf

41 CEDS, pp. 21-24.

42 https://news.semo.edu/southeast-announces-contribution-from-codefi-to-support-entrepreneurship-techbusiness-development-programs/

43 https://www.codefiworks.com/blog/codefi-turns-6-while-closing-in-on-30-million
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early-stage ventures, and to assist local residents in starting their own tech companies.

Codefi has enjoyed great success in its first six years of operations. Its programs have received numerous 

national, state, and local awards, and the Codefi program model is now being deployed in Paducah KY and elsewhere. 

Over time, the Codefi team hopes to have a national footprint and recognition as a global leader in supporting rural 

innovation. 

Program Design and Operations 

Codefi operates three primary Works-related programs. Its Youth Coding League works with area youth (n 

grades 5-8) to teach computer coding and critical STEM-related skills. It operates as a nine-week after-school program, in over 80 schools in seven states, that culminates in a regional coding competition. The competitive aspect 

engages young people, and raises local awareness of the program. 

Code Labs, Codefi’s adult training platform, provides tech education and on-the-job training for software 

developers based in rural parts of Missouri and Kentucky. The Full-Stack Web Developer program was developed in 

partnership with local employers and is offered free of charge to all participants. Modeled on St. Louis’ Launch Code 

project, Code Labs was modified to serve the needs of local employers and the Codefi’s more rural markets. The 

program operates as a twelve-month part-time boot camp, with instruction provided by full-time software developers 

who can share the latest technical trends as well as real-life information on IT and coding careers. Key industry partners include Vizient, CSI and many others. 

Finally, Codefi is now in the process of rolling out its newest offering—the Rural Source Employment Network---which is designed to connect rural talent to remote employment opportunities around the US and around the 

world. Specifically, the network operates by connecting Code Labs students with veteran developers to help them find 

remote work opportunities and to gain critical insights into the reality of working as a coder or IT professional. 

Assessment: Impacts and Outcomes

The Codefi team has achieved important results within its Works portfolio. Specific impacts are detailed below.

• Youth Coding League:44 The program began in 2018, serving 17 Missouri schools and 350 students. Today, 

 the program operates in 7 states, and works with nearly 80 schools and 1500 students in the 2021-2022 

 school year. Roughly 2/3 of students live in rural regions or are enrolled in free or subsidized school lunch 

 programs. Student participants are diverse, with young girls making up 50 percent of participants and 

 minority students comprising 25 percent of Youth Coding League participants. 

• Code Labs: To date, Codefi has supported the training of approximately 150 software developers. In the 

 next three years it has plans to train over 350 additional adults to enter software development occupations 

 and will add new skill programs in occupations including quality assurance testing, cybersecurity, 

 blockchain development, and geospatial intelligence. 

• Rural Source Employment Network: This new effort seeks to connect Codefi grads and other rural 

 residents to remote work opportunities around the globe. 

LESSONS LEARNED

Nurture the Ecosystem

The Codefi leadership team always embraced an ambitious mission for their work. They were not simply 

seeking to deliver good workforce or economic development programs; they were seeking to transform the regional 

innovation ecosystem in Southeast Missouri (and beyond). In keeping with this mission, Codefi developed a diverse 

mix of programs that support business development and talent development, recognizing that talent is the key differentiator in thriving entrepreneurial hotspots. No single Codefi program stands alone, but together they synergistically 

44 https://www.codefiworks.com/youthcodingleague/
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support an emerging innovation ecosystem in Southeast Missouri and Western Kentucky.

Be Entrepreneurial 

Codefi operates like an entrepreneur. The team regularly scans the marketplace to identify opportunities and 

then amasses the resources needed to capitalize upon them. This entrepreneurial mindset is a core part of all programming at Codefi.

Embrace Partnerships

Codefi has relied on close partnerships throughout its existence. These include close work with Federal 

funders such as DRA, the US Economic Development Administration, the US Department of Labor, State partners including the Missouri Technology Corporation and long-standing ties with local employers who help to train and eventually hire Codefi program graduates. At the local level, key partnerships include those with SEMO, which has located 

its SBDC and Business Engagement offices at Codefi. In addition, numerous area banks and the City and County of 

Cape Girardeau have been close partners and offer free Wi-Fi in the downtown area near Codefi’s offices. 

Build on Anchor Institutions

Cape Girardeau and Southeast Missouri benefit from their proximity to SEMO, which attracts talent to the 

region and provides important institutional support to Codefi. Many of the region’s local employers can trace their 

origins back to SEMO, and many of Codefi’s program leaders and participants also have SEMO connections. For example, Dr. James Stapleton, Codefi’s co-founder, previously served on the SEMO faculty. Likewise, Codefi’s expansion 

across southern Missouri has been fueled by a close working relationship with Missouri State University in Springfield, 

Missouri, and its innovation center, eFactory.Table 31: Educational Attainment by Race or Ethnicity
119

Table 31: Educational Attainment by Race or Ethnicity

Race / Ethnicity Education DRA US

Asian

 less than high school 25% 21%

 high school graduate 28% 24%

 or GED

 some college or associate’s 12% 14%

 bachelor’s or higher 35% 42%

Black less than high school 27% 20%

 high school graduate 50% 46%

 or GED

some college or associate’s 16% 21%

 bachelor’s or higher 7% 13%

Hispanic or Latino less than high school 41% 40%

 high school graduate 38% 36%

 or GED

some college or associate’s 13% 15%

 bachelor’s or higher 9% 10%

Other less than high school 36% 36%

 high school graduate 36% 36%

 or GED

some college or associate’s 17% 17%

 bachelor’s or higher 11% 11%

White less than high school 17% 15%

 high school graduate 48% 40%

 or GED

some college or associate’s 18% 20%

 bachelor’s or higher 16% 24%

Appendix H: Recommendation Addendum
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