Presentation Transcript

1. A Systematic Approach to Increase Nontraditional Enrollment

   Bill Hatch, M.A., J.D. With thanks to: Special Populations and Equity Consultant Mimi Lufkin, NAPE NC DPI CTE Support Services and Sarah Hawes Panelists: Kristal Dellinger, CDC, Cabarrus County Schools Kendra Glover, CDC, Cabarrus County School Kathy Hinkle, CDC/SPC, Lexington City Schools Lana Bradley, SPC, Buncombe County Schools
2. Overview Why is this important? Perkins Accountability Measures Definitions NAPE* Five Step Improvement Program Document Performance Gaps Identify Root Causes Select Best Solutions Evaluate Best Solutions Implement Solutions *NAPE: National Alliance for Partnerships in Equity
3. Why? Some facts . . . Girls have a 90%chance of becoming sole support for themselves and/or their children at some time during their lives Women work an average of 34 yearsoutside the home.
4. Why? Pay Disparity Male dominated fields pay a median hourly wage of $18.04 ($37,520/annually) Female dominated fields pay a median hourly wage of $13.80 ($28,695/annually) $8,825 WAGE GAP! June 2006, NAPE, Constructing Equity Report, www.napeequity.org
5. Why? Better Benefits Expand Career Opportunities In 2004, 68 million women were employed. Only 5.6% were in nontraditional fields Higher Wages and Better Benefit Packages Nontraditional Jobs pay 20-30% more than traditionally female jobs. Greater Job Satisfaction
6. Why? CTE is for Everyone While this presentation may focus on nontraditional enrollment, Career and Technical Education is for EVERYONE, and each system should look at all under-represented student demographics!
7. Perkins Act Accountability NC Nontraditional (NT) Core Indicators Participation in CTE courses preparing students for NT occupations Completion of CTE programs preparing students for NT occupation
8. Definitions Nontraditional Occupations: Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations for which individuals from one gender comprise less than 25% of the individuals employed in each such occupation or field of work.
9. Definitions Under/Over-representation When looking at enrollment patterns for: - gender A recommended* screening percentage is: The “80/20 test” Where no more than 80% of one gender should be enrolled in a course or program, if so the nontraditional gender is underrepresented. *Recommended = Only to self-assess, not a Perkins IV required standard
10. Definitions Under/Over-representation When looking at enrollment patterns for: - ethnicity, race, and/or disability A recommended* screening percentage is: + / - 10% of the enrollment for that group Example: ABC High School has 26% disabled students enrolled; then statistically speaking, their CTE programs should have a no less than 16% and no more than 36% of disabled students enrolled in its programs. *Recommended = Only to self-assess, not a Perkins IV required standard
11. NAPE Five Step Improvement Program Document Performance Gaps Identify Root Causes Select Best Solutions Evaluate Best Solutions Implement Solutions
12. NAPE Five Step Improvement Program
13. Step One:Document Performance Results What performance data is available? State Level Data Local Level Data Usehttp://ctelps.dpi.state.nc.us/ctelps.nsf Login: guest / Password: guest
14. Analyzing NT Performance - Data Collection Disaggregation Required in Perkins IV Gender Male Female Race American Indian or Native Alaskan Asian of Pacific Islander Black, non Hispanic Hispanic White, non Hispanic Special Populations Underrepresented/overrepresented gender students in NT CTE Single Parent Displaced Homemaker LEP Individuals with a Disability Economically Disadvantaged
15. Analyzing NT Performance Data Comparisons of Student Populations
16. Analyzing NT Performance Recommended Analysis Trends . At least 2 years . Prefer 3 -5years Site specific . Statewide . LEA . School . Program Benchmarking . State Performance Level
17. What does the data tell us? Indicates trends Highlights potential data quality issues Identifies gaps in performancebetween Programs Courses Student groups Gender Race/Ethnicity/Disability Special populations Generates additional questions that need to be answered before implementing a solution
18. Step Two:Identify Root Causes Root Causes: Barriers to student enrollment and/or retention in nontraditional CTE programs Explore root causes No silver bullet Must research the problem, using performance data, before you implement the solution Research based
19. Possible Root Causes for Participation Career guidance materials and practices Access to and participation in science, technology, engineering and/or math [STEM] Instructional strategies Nontraditional role models Early exposure
20. Root Causes – Participation Cont’d. Curriculum materials Occupational choice Self-worth School climate Student attitudes
21. Root Causes – Participation (cont’d.) Family demographic characteristics Peer influence Parent/spousal/significant other support Media representation Social attitudes
22. Possible Root Causes for Completion Classroom climate/sexual harassment Student support services Student isolation based on gender Nontraditional role models Instructional strategies Self-worth Parent/spousal/significant other support
23. Root Causes - Completion Faculty Focus Professional Development Increase competence in diversity and sexual harassment prevention Career Guidance [CDCs and School Counselors] Review career guidance materials and practices for gender bias and nontraditional exposure and support Review practice and policies of counselors for gender bias
24. Root Causes - Completion General Faculty Focus Areas Exposure and relevance Student/teacher interaction Acknowledgment and feedback Classroom climate Evaluate material for bias Student support systems
25. General Faculty Focus Area:Exposure and Relevance Context needs to be relevant to personal experience Build knowledge from a place of knowing Early exposure to the topic Family participation and expertise
26. General Faculty Focus Area: Exposure and Relevance Provide nontraditional role models, mentors, and job shadowing Invite, involve and educate parents Invite, involve, and educate business
27. General Faculty Focus Area: Student/Teacher Interaction Voluntary versus non-voluntary Questioning techniques Wait at least three seconds after asking a question before calling on someone to answer Don’t accept called out answers Call on students with or without hands raised Level of questioning
28. General Faculty Focus Area: Student/Teacher Interaction Classroom Geography Physical closeness Eye contact Student distribution/teacher movement Collaborative Learning Group and paired activities Rotate task within group members Equal number of men and women in the group
29. General Faculty Focus Area: Acknowledgment and Feedback Praise carefully and fairly Praise only when deserved One person’s idea of praise may be taken by another as an insult Feedback needs to be about the quality of the performance Failure to provide feedback can be interpreted as negative feedback
30. General Faculty Focus Area: Classroom Climate Behaviors that communicate lower expectations Yielding to the influence of internalized stereotypes Treating students differently when their behavior and achievements are the same Giving one group less attention and intellectual encouragement
31. General Faculty Focus Area: Classroom Climate Discouraging through “politeness” Singling out Defining students by their sexuality Overt hostile behavior Sexual harassment
32. General Faculty Focus Area: Evaluate Material for Bias Invisibility Stereotyping Imbalance/Selectivity Unreality Fragmentation/Isolation Linguistic bias
33. General Faculty Focus Area: Evaluate Materials for Bias Evaluate materials for gender bias and positive nontraditional images
34. If students do not see it, they won’t want to be it.
35. Students need to see others like themselves participating in a career in order to believe they can do it too.
36. General Faculty Focus Area: Student Support Systems Provide a continuum of support services Tutoring Child care Transportation Financial Aid Books, Equipment, Tools, Clothing Tuition Modification of Curriculum, Equipment Student/Teacher Aides Support Groups More
37. Review of Data Data Collection Collect data on underrepresented gender students enrolled in nontraditional CTE programs. Career Interest Inventories Participation/Completion Rates Aggregate data for all populations and programs. Placement Rates Follow-up Student Satisfaction Employer Satisfaction
38. Review of Program Review Recruitment Practices & Policies Review Admission Policies & Practices Check classrooms & offices to omit/delete documents & visuals using gender/race bias and stereotyping Review data & strategies with counselors Target resources to areas most needed Share strategies used in the “Met and Exceeded” programs with faculty in other CTE programs Review strategies used in the “Not Exceeded” programs Coordinate with parents
39. Step Three:Select “Best” Solutions Once critical root causes are identified, the next step is to identify and select the solutions that seem most promising for implementation and evaluation. How does your “best” solution address the critical root causes that you have identified? What data supports your “best” solution?
40. Step Four: Evaluate Solutions Now that you have identified a set of “best” solutions on which to base your initial improvement efforts, you will then need to create an evaluation strategy that will allow you to assess how well the improvement strategies and model are working.
41. Evaluate Solutions Select outcome measures Two short-term measures that focus on immediate results that needs to be achieved to eventually increase participation and/or completion rates of underrepresented gender students Two long term measures to provide direct evidence of success in improving on increasing participation and/or completion rates of underrepresented gender students
42. Evaluate Solutions After selecting short and long term outcome measures you will need to identify data sources and collection instruments that will allow assessment. Identify staff to coordinate improvement efforts.
43. Step Five:Implement Solutions Put plan into action and use an implementation plan that includes: What Why When Results of implemented solution
44. Implement Solutions It will take time to be able to determine whether these changes are successful in increasing the participation and/or completion rates of underrepresented gender students. This is an ongoing process. Re-evaluate solutions If successful, try another solution.
45. Panel Discussion Kristal Dellinger, CDC, Cabarrus County Schools Kendra Glover, CDC, Cabarrus County School Kathy Hinkle, CDC/SPC, Lexington City Schools Lana Bradley, SPC, Buncombe County Schools
46. Questions? Bill Hatch, M.A., J.D. NC DPI Special Populations and Equity Consultant 919-807-3872 william.hatch@dpi.nc.gov