Mimi Lufkin Chief Executive Officer

1. The Five Step Program Improvement Process Step One: Document Performance Results November 5, 2008 Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation

2. STEM Equity Pipeline Goals • Build the capacity of the formal education community • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems • Broaden the commitment to gender equity in STEM education

3. Model

4. Poll Who is participating in today’s webinar? • School/College Administrator • Teacher/Faculty Member • Counselor/Student Services Staff • State Agency Staff • STEM Organization Staff • Other

6. Perkins Act Accountability Core Indicators on Nontraditional CTE • Participation in CTE programs preparing students for nontraditional fields • Completion of CTE programs preparing students for nontraditional fields

7. Nontraditional Fields 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 percent of the individuals employed in each such occupation or field of work.

8. Poll Select the statement that best describes your familiarity with the Perkins Act accountability measures ? • This is the first time I have heard about this • I am familiar with the measures but have no idea about how the data is collected at my school • I have been involved in collecting and reporting the Perkins data at my school • I have seen our Perkins annual report but have never used the information • I have used our Perkins data to help us make decisions to improve our CTE programs

9. Document Performance Results Understand the problem completely before you seek solutions • What performance data is available? • How do you analyze performance data? • What questions should be addressed? • What tools and methods can be used to present and analyze data?

10. Perkins Accountability Measure Participation Rate = # underrepresented students participating in NT CTE all students participating in NT CTE OR # of females enrolled in pre-engineering All students (males and females) enrolled in pre-engineering

11. Perkins Accountability Measure Completion Rate = # underrepresented students completing NT CTE all students completing NT CTE OR # of females completing pre-engineering All students (males and females) completing pre-engineering

12. Data CollectionDisaggregation required in Perkins IV Special Population • Underrepresented gender students in a nontraditional CTE program • Single Parent • Displaced Homemaker • Limited English Proficiency • Individuals with a Disability • Economically Disadvantaged • Gender • Male • Female • Race/Ethnicity • American Indian or Alaskan Native • Asian or Pacific Islander • Black, non-Hispanic • Hispanic • White- non-Hispanic

13. Student Populations for Data Comparisons

14. Recommended Analyses Trends • At least 2 years • Prefer 3-5 years • Site specific • Statewide • District • School/College • Programs

15. Benchmarking • State performance level • Best performer in state • National program benchmark • Selected peer benchmark • Set your own benchmark

16. Perkins Accountability Resources • Peer Collaborative Resource Network • www.edcountability.net • National Alliance for Partnerships in Equity • Growing Pains • Nontraditional SOC/CIP Crosswalk for Males and Females • www.napequity.org • Your State Agency Website

17. National Program Evaluations • Project Lead the Way • Annual Assessment Report for 2006-07 • Report 17% female enrollment nationally • Cisco Networking Academy Gender Initiative • Set a benchmark for programs at 30% female enrollment • National Center for Women in Information Technology • Report on the Status of Women in IT

18. Other Data Sources • National Center for Educational Achievement – Just 4 the Kids • National Center for Educational Statistics • Southern Regional Education Board Data Library • NCLB State and Local Report Cards • State and Local Participation and Achievement Data

19. Poll Have you used your Perkins data to identify gaps in performance for students pursuing nontraditional careers? • I do this all the time • I have tried with some success • I have tried with no success • I don’t have access to the data

20. Sample Gap Analyses

21. State Level AnalysisAll Students

22. Perkins Performance Report

23. Secondary Participation

24. Secondary Completion

25. State Level AnalysisDisaggregated by Gender

26. Secondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

27. Postsecondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

28. Postsec. Participation Rates by Gender • Explanation of one of the lines: • Pink line = Participation rate for females • Of all students participating in CTE programs that are NTO for females, the % of these students who are female

29. Postsec. Completion Rates by Gender • Explanation of one of the lines: • Pink line = Completion rate for females • Of all students completing CTE programs that are NTO for females, the % of these students who are female

30. State Level AnalysisDisaggregated by Program and Gender

31. Skill Attainment in Engineering and Industrial Technology

32. Completions in Engineering and Industrial Technology

33. Completion Caveats • Completions are tracked for “concentrators” - those students who are seriously committed to the program. • There may be many dropouts before students become concentrators.

34. Placement for Engineering and Industrial Technology

35. State Level AnalysisDisaggregated by Special Population

36. Statewide Non-Trad Participation

37. Statewide Non-Trad Completion

38. State Level AnalysisDisaggregated by Program and Special Population

39. Participation of Underrepresented Gender Students in Engineering and Industrial Tech State Negotiated Level = 29.98% • All groups of students have fallen below the State Negotiated Level for participation in courses deemed nontraditional, and improvement has remained flat or has declined.

40. Completion of Underrepresented Gender Students in Engineering and Industrial Tech State Negotiated Level = 25.25% • Displaced Homemaker and Single Parent students are the most likely to complete courses of all nontraditional special population subgroups. • Students with Disabilities have had the least completion success.

41. Other Data Source Analysis

42. Secondary Academic EnrollmentCalculus AB AP

43. Secondary Academic EnrollmentMathematics AP

44. Secondary Academic EnrollmentStatistics and Probability AP

45. Secondary Academic EnrollmentBiology AP

46. Secondary Academic EnrollmentChemistry AP

47. Secondary Academic EnrollmentPhysics AP

48. Secondary Academic EnrollmentBiotechnology

49. Secondary Academic EnrollmentAviation

50. What does the data tell us? • Indicates trends over time • Highlights potential data quality issues • Identifies gaps in performance between • Student groups – gender, race/ethnicity, special populations • Programs • Generates additional questions that need to be answered before implementing a solution