Using MAERS Data to Better your Classroom

1. Using MAERS Data to Better your Classroom Kim Bell Karyn Goven MAETC Conference 2012

2. What is the NRS The National Reporting System for Adult Education (NRS) is an outcome-based reporting system for the state-administered, federally funded adult education program. Developed by the U.S. Department of Education’sDivision of Adult Education and Literacy (DAEL). The NRS works through a cooperative process, which state adult education directors and DAEL manage the reporting system.

3. NRS Information • The NRS began in the 1990’s when government looked at greater accountability for educational and employment programs. • In 1993, through the Government Performance and Review Act (GPRA), all Federal agencies were required to develop strategic plans to demonstrate that they werereaching their goals. • In 1995, citing a lack of data on program effectiveness, the adult education program was threatened with integration into a general system of workforce development. • Because of this, the state directors of adult education asked the Division of Adult Education and Literacy (DAEL) to develop a national system for collecting data on adult education student outcomes.

4. NRS Update • Each year NRS updates requirements to ensure validity and accountability of adult education programs. • Because of this, changes are made regularly that are out of the state’s hand. • The state must then change policies and procedures to be in compliance.

5. NRS and Data • Periodically audits are done with the state to review data, forms and programming to see if they are in compliance with new rules. This is similar to our audits! • One way to audit local programs is to review local data. A data review examines data from all local programs. Types of data to examine include: • The number and percentage of students who are pre- and post-tested by type of student and date of post-testing. • The percent of students who advance by level. • The number and percent of students who achieve goals. • Students’ average attendance hours and number of hours it took students to advance and achieve goals.

6. What is MAERS? During the 2000-2001 program year, the Michigan Department of Career Development (MDCD) developed the MAERS data system. MAERS is a web-based system for reporting on each of the over 30,000 adult education students in Michigan. MAERS meets the National Reporting System (NRS) requirements developed by the U.S. Department of Education to address the mandates of the Workforce Investment Act of 1998, Title II: Adult Education and Family Literacy. The outcome information addresses the increasing demand for data-driven program planning and accountability. All state- and federal-funded adult education programs in Michigan are required to provide data to MAERS.

7. MAERS • It is based on the federal WIA-Title II requirements. • All data is self-reported. • Michigan, based on NRS requirements and successes, determines target based performance objectives each year.

8. MAERS Data MAERS collects student data in the following broad categories: • Descriptive – student characteristics (age/sex, reason for attending, and student status-employed, rural resident, disability, etc.). • Participation – enrollment by program type (Adult Basic Education, GED, High School Diploma). • English as a Second Language, Workplace Literacy, or Family Literacy). • Outcomes – measures of performance (educational gains and goal achievement).

9. Why do we need MAERS? It is needed for: • Retention of federal funding • Reporting to state agencies • Program improvement • Demonstrate success • Show the need for Adult Education!

10. Who Looks at It? It provides reports to: • Governor • State Legislatures • DELEG • Local Programs • Regional Programs • YOU!

11. First step in using Data-The ALP • What is purpose? • How often should it be updated/maintained? • How does it help your instruction? • Review copy of ALP

12. Assessment Policy • Approved Tests • Hours & Subject • TABE • CASAS • GAIN • Work Keys • Appropriate Placement

13. Performance Table

14. Table 4 • Education Gains and Attendance by EFL • Enrollment numbers • Attendance hours • Number completing an EFL • Separated before completion • Remaining at same EFL • Overall program performance • Benefits to instruction

15. Table 4B • Education Gains and Attendance for Pre- and Post-Tested Participants • Difference between tables • NRS/MAERS uses this table for performance • Number of each pre- and post-tested EFL • Number of hours • Separated • Remained same ELF • Most accurate for reflection of instruction!

16. Chart 4B

17. Table 6 • Core Follow-up Outcome Achievement • Goals • Follow-up/update ALP • Using column F – achievement • Obtained GED/HSD • Post-secondary/training • Are they prepared when leaving your classroom?

18. Chart for Table 6

19. AESTUDCHAR • Participant Characteristics Registration • Gender • Age • Race/ethnic group • Supplemental characteristics Single parent Public assistance Learning disabled Dislocated worker • What are you doing to personalize instruction?

20. Student Characteristic Data

22. Missing Data Report • MAERS report for all missing Data • Exit status • Attendance hours • Pre- and post-tests • What is the impact in the classroom?

23. Upcoming MAERS Reports forInstructors • WDA is working on several reports to help with instruction and programs. • What are your recommendations? • What are your needs?

24. Tah-Dah • Bottom Line • Like K-12 AE is data and performance driven. • What you do in the classroom has a direct impact on the program. • Classroom Program State • Refer to michigan.gov/adulteduction for all manuals and policies.