Standardization in Post-Secondary Education: A Minnesota Perspective

1. Pradeep Kotamraju Ph.D. System Director, PerkinsMinnesota State Colleges and Universities Standardization: Why Now? A Post-Secondary Perspective From Minnesota

2. What If Accountability Systems Were Like this?

3. Background Information • The Minnesota State Colleges and Universities system comprises of: • 7 state universities, • 5 community colleges, • 7 technical colleges, and • 13 combined community and technical colleges • The system serves about 240,000 students per year in credit-based courses and an additional 130,000 students in non-credit courses.

4. Post-Secondary Perkins Information

5. The New State Accountability Framework • Local Improvement Plans Tied to Career Pathways/Dual Enrollment Models • Negotiates with Each Sub-Grantee on Performance Measures (2 + 4 Model) • Forward-Looking Evaluation and Monitoring System • Provide Technical Assistance when Local Improvement Plans Not Up To The Mark • Imposition of Hard Sanctions i.e. Garnishing of Local funds

6. Minnesota State Plan Development:Post-Secondary Perspective Reauthorized Perkins Plan Goals Accountability State Plan Goals Intensified Academics Career Pathways Education/Employment Transitions Agency Goals Under-Preparedness of Entering Student Cohorts Dual Enrollment Centers of Excellence Improving Access Local Program 1 Local Program 2 Local Program 3 Local Program 4 Local Program 5 Local Plans Evaluation/ Monitoring/ Improvement Plans

7. Accountability Within Perkins Secondary Measures CTE Completers Non-Traditional CTE Participants in Under-represented Gender Groups Non-Traditional CTE Completers in Under-represented Gender Groups CTE Concentrators CTE Participants CTE Concentrators passing basic tests 1S2: Technical Attainment (%) CTE Participants in Non-Traditional CTE Programs CTE Completers in Non-Traditional CTE Programs CTE Concentrators taking basic tests 1S1: Academic Attainment (%) 4P1: Non-traditional CTE Participation (%) 4P2: Non-traditional CTE Completion (%) 2S1: Secondary High School Completion (%) CTE Completers Transitioning to Post-Secondary Education, Military or Employment 3S1: Secondary After Graduation Placement (%)

8. Accountability Within Perkins Post-Secondary Measures CTE Completers CTE Concentrators Non-Traditional CTE Participants in Under-represented Gender Groups Non-Traditional CTE Completers in Under-represented Gender Groups CTE Participants CTE Participants in Non-Traditional CTE Programs CTE Completers in Non-Traditional CTE Programs 1P1: Academic Attainment (%) 1P2: Technical Attainment (%) 2P1: Credential Completion (%) 4P1: Non-traditional CTE Participation (%) 4P2: Non-traditional CTE Completion (%) CTE Completers Placed in Employment 3P1: Post-Secondary Employment Placement (%) CTE Completers Retained in Employment 3P2: Post-Secondary Employment Retention (%)

9. Why Standardization: From Compliance to Analysis-driven Decision Making High School Credential Completion High School Reduced Achievement Gap 1S1, 1S2, 2S1 4S1, 4S2 Transitioning Beyond High School 3S1, 3S2 College Credential Completion College Reduced Achievement Gap 1P1, 1P2, 2P1 4P1, 4P2 Transitioning Beyond College and University 3P1, 3P2 High Skill High Wage Employment

10. The Brio-Perkins Post-Secondary Database: Benefits to the Individual Institutions and the System As a Whole • Provide an Assessment of How Successful the College is at Meeting Particular Perkins Indicators and Sub-indicators • Perkins Coordinators Can Now More Easily Develop and Customize Their Local Plans • Provide Senior Leadership With An Analytical Tool for Addressing Specific Areas of Concerns • Makes Tighter the Link Between Career and Technical Education to the Overall System Strategic Plan Goals, Objectives, Strategies and Outcome Measures

11. What is Minnesota State Colleges and Universities System Doing About Standardization • Developing A System Level Accountability Framework • Accountability, Performance and Planning System (APPS) • College and University Program Planning System (CUPPS)

12. Why Standardization in Perkins • To Link Previously Unconnected Accountability Results • Develop a Common Framework of Measures that Include Improved Student Achievement, Organizational and Behavioral Change, and Alignment of Multiple Stakeholder Interests • A Balanced Accountability System • Maximize Efficiencies Gained from Both Continuous Improvement and Research and Evaluation Particularly When the Two Move at Different Speeds • To Make Education Results Visible • Remove the Quandary Faced By Educators Who Find It Difficult to Place Learning Along With Money and Finances as a Measure of Accountability • To Move Beyond Compliance • Develop the Sophisticated Institutional Research Capabilities Required for Making and Understanding the Intricate Connections Between Evaluation and Continuous Improvement

13. Contact Information Pradeep Kotamraju Ph.D. System Director, Perkins Federal Grants Office of the Chancellor Minnesota State Colleges and Universities 500 Wells Fargo Place, 30 E. 7th Street St. Paul MN 55101 Tel No: 651-282-5569; Cell: 612-701-7561 Fax: 651-296-3214