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Data Quality and Program Performance Presented By: Kim Stupica-Dobbs

Data Quality and Program Performance Presented By: Kim Stupica-Dobbs. Building Pathways to a Brighter Future. Data Quality. Quick Tips for improvement: Input data as soon as possible to service provision Important with supportive services Be clear about definitions, SOCs, etc.

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Data Quality and Program Performance Presented By: Kim Stupica-Dobbs

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  1. Data Quality and Program Performance Presented By: Kim Stupica-Dobbs Building Pathways to a Brighter Future

  2. Data Quality • Quick Tips for improvement: • Input data as soon as possible to service provision • Important with supportive services • Be clear about definitions, SOCs, etc. • Set clear program expectations • Reminders: • Complete information needed on all screens • Intake screens – demographics and contact information • Want good program data, but want overall data quality with limited missing, errors, etc.

  3. Why is Quality Data Entry Important? • Larger Evaluation • Follow-up and drawing conclusions • Performance Progress Reports • Reminders about certain fields (next slides) • QC and Inactive Reports from PRS Help Desk • Helping grantees review data and update records • Understand there is a balance and PRS can help

  4. Enrollment and Completion • Want all information as complete as possible on all tabs. • Arrows show fields tied directly to PPR count and placement.

  5. Employment and Wages • Want all information as complete as possible on all tabs. • Arrows show fields tied directly to PPR count and placement.

  6. First-Time or New always counts inside of Active. Example: 1050 total students are actively enrolled. Of those, 277 are new. Same for all sections. How do these numbers relate?

  7. Now that I have quality data, what do I do with it? • Management Reports • “Canned” reports that will look at specific, pre-determined variables • Participants included – active during that period • Query Tool • Flexibility to generate customized reports that might include frequencies, cross-tabs of variables, or lists of HPOG IDs for certain variables • Allows programs to look at subpopulations • Participants included – based on enrollment date or filters • Using these tools, you can make concrete program decisions…

  8. Lots of options to look at different sub-populations (i.e. TANF Recipient) Looking at ever enrolled gives largest group. Other filters start taking people out.

  9. Site/Location filter allows you to go site by site for your program and do what we’re doing today.

  10. Filter we chose earlier

  11. 14 participants are enrolled into HPOG, but have not begun occ. training 1589 participants are enrolled and have begun occ. training. Of those, 779 have successfully completed. 810 participants have begun, but have not completed. Where are they? Some exited, but some are “active.” How do we get the active?

  12. Why do all this? • 1,603 enrolled participants from life of program • 982 participants have exited • Some successfully, some not (could look at this in depth) • 621 participants are still “active” • 10 participants have not begun occupational training • 611 began occupational training • 386 have begun, but not completed • Do they need help/extra support to complete? • Where are they? • These are the ones that need focused attention for completion and now I have a list

  13. Switching gears…

  14. 783 participants have successfully completed occupational training. Of those, 377 are employed. 406 have successfully completed occupational training, but have not become employed. Where are they? Some exited, but some are “active.” How do we get the active?

  15. Query Tool List Excel

  16. Why do all this? • 1,603 enrolled participants from life of program • 982 participants have exited • Some successfully, some not (could look at this in depth) • 621 participants are still “active” • 611 began occupational training and 229 have successfully completed occupational training • 181 participants have successfully completed occupational training, but have not become employed. • Who are they? Are they in another training? • Do they need additional help in gaining employment? • Now I have a list of participants to follow-up

  17. Final Points • Program Planning for Years 4-5 and decisions that need to be made • TA coaches will look at the data the same way • Will help programs think through these questions and take next steps

  18. Questions?

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