Using Data for Perkins: Maximizing Success in Career Technical Education

1. California Community Colleges Chancellor’s Office What Data? Dr. W. Charles Wiseley, “Chuck” Career Technical Education Specialist 3/12/2010 Vocational Education Leadership Institute

2. Topics to Cover • Data on the web • ARCC – Accountability Reporting for CCs • Career Technical Education Act– Perkins IV • Data Mart – CCCCO statistical library • Data on Demand (available to researchers) • Labor Market Information Division –LMID • Local data • Student Learning Outcomes • Why use it?

3. Why use data? • Outputs of our efforts • Outcomes for our students • Environment we operate in • Context of teaching and learning • In the end --- It’s just data Helps us understand

4. Perkins IV Why use data? • Increase successes of our students • $ 54,000,000 distributed to CCCs • Distributed based on data • Districts negotiate performance targets • Sanctions for not meeting required targets • Annual Application for Perkins Funds • Program Improvement Narratives • Required for every funded program

5. Sanctions State & Districts • Negotiate targets on 6 indicators • Must perform at 90% of target or higher • Progressive Oversight (four levels) • Funding limited to addressing performance gaps • No Improvement: Diagnostic studies required • Increased reporting at each level of oversight

6. Using data for Perkins Increase the likelihood of getting funds for our programs? • Support data collection • Submit Perkins budget requests that: • Address student performance • Avoid progressive oversight sanctions

7. Some Definitions • SAM & TOP Codes • Data Flow – the Gestalt • ARCC • Data Mart • Perkins & Core Indicators • Definitions • Reports • Sanctions • LMID

8. Student Accountability Model (SAM) & Taxonomy of Programs (TOP) Courses • Priority “A“ - Apprenticeship • Priority “B“ – Advanced Vocational • Priority "C" – Clearly Occupational • Middle stage of a program; Specific Job skills. • Priority "D" – Possibly Occupational- intro or survey course • Priority “E” = Non-Occupational Programs & Courses Vocational Flag on TOP code (*) • Designed to identify CTE “Programs” for reporting

9. Data Flow: College Data collection Types of data

10. Data Flow: Chancellor’s Office

12. ARCC • State Level • Student Progress and Achievement – Degree/Certificate/Transfer • Student Progress and Achievement – Vocational/Occupational/Workforce Development • Pre-Collegiate Improvement – Basic Skills and ESL • Participation Rates • College Level • Peer Groups

13. ARCC - Statewide • Vocational Measures • Student Progress and Achievement – Vocational/Occupational/Workforce Development • degrees/certificates conferred in vocational programs • Four digit TOP • Three years • income gains following vocational completion

14. ARCC - College Level • Student Progress and Achievement Rate • Percent of Students Who Earned at Least 30 Units • Persistence Rate • Annual Successful Course Completion Rate for Credit Vocational Courses • Annual Successful Course Completion Rate for Credit Basic Skills Courses • Improvement Rates for Credit ESL Courses • Improvement Rates for Credit Basic Skills Courses • Career Development and College Preparation Progress and Achievement Rate

15. Data Mart go to http://www.cccco.edu

16. http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspx

17. Data Mart • Student Demographics – Term & Annual • Full Time Equivalent Students – All & By Distance Ed Status • Student Program Awards • Program Retention/Success Rates – All & By Distance Ed Status • Transfer Velocity Project Cohort • Student Financial Aid • Student Services Programs (DSPS/EOPS/CalWorks) • Student Matriculation Services • Student Assessment Services • Staffing Reports

18. Retention/Success

19. Retention/Success – Screen 2

20. Retention/Success – Screen 3

21. Perkins Accountability Requirements Section 113(b) 5 core indicators of performance: • Student attainment of technical skill proficiencies; • Student attainment of credential, certificate, or degree; • Student retention in postsecondary education or transfer; • Student placement in military, apprenticeship, or employment • Student participation/completion of non-traditional training State and Local adjusted levels of performance • Levels of performance negotiated with USDE / State Results reported annually

22. Perkins - Cohort Definitions Used for Measurement Participant • Any enrollment in a CTE course • Funding flow to districts Concentrator – All other indicators • Successful completion of at least one course in the middle or end of a program and an accumulation of 12 vocational units within a single discipline (two digit TOP); or • Program completion as indicated by receipt of vocational certificate or degree

23. Perkins IV Core Indicators • Technical Skill AttainmentSuccessful CTE course completion (GPA) • CompletionsProgram completion–Certificate, Degree & Transfer Prepared • Persistence & TransferStudent persistence in Higher Ed – Annual look • PlacementPlacement in apprenticeship, employment, military, fed gov • Gender Equity -- Nontraditional FieldsParticipation (5a)/Completion (5b) - nontraditional “fields”

24. Perkins IV Core Indicator Reports • Forms • Used for Compliance with federal Perkins Act • Signature verifies that somebody looked at it • District, College, Program • Trend Reports • Three year of data • 2, 4, 6 digit TOP • Summary Reports • All indicators one line • Rates only • 2, 4, 6 digit TOP • Negotiation Workbooks • Eight years of data – State, District, College / Special Pops • Line graphs for each indicator • Employment data on charts • History of fees as of publication date

30. Labor Market Information • Labor Market Demand Projections • Economic Indicators • Analysis

33. Fin Ca c'est fin or “that’s the end (of it)” Ron Selge rselge@cccco.edu Chuck Wiseley cwiseley@cccco.edu