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State Reporting and Data Use; Reporting Developmental Education Interventions

State Reporting and Data Use; Reporting Developmental Education Interventions. Julie Eklund University TACRAO Meeting July 17, 2012. Accountability Update. Spring Meetings held for Accountability Peer Groups in March University Updates for 2013

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State Reporting and Data Use; Reporting Developmental Education Interventions

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  1. State Reporting and Data Use; Reporting Developmental Education Interventions Julie Eklund University TACRAO Meeting July 17, 2012

  2. Accountability Update • Spring Meetings held for Accountability Peer Groups in March • University Updates for 2013 • Career School Accountability Goes Online in August 2012 • Statewide Data Section approved for development

  3. Changes to Accountability: University Measures • New details added to fall headcount - FTIC students; first-time transfers from two and four-year institutions; others • Multi-racial one of which is African American will be grouped with African American • Developmental education hours will be excluded from SCH taken at two-year colleges • New layout for developmental ed measures • Median class size added to “Class Size” measure • Endowment input screen added for institutions to upload most recent quarterly endowment

  4. Data Update • Almanac available online at Communications and Policy/Higher Education Almanac • 2012 Institutional Comparison Sheets Spreadsheet available • Critical that data be submitted in timely manner to meet Almanac deadlines for 2013 version • Regional Plan is currently being prepared and the Regional Data Portal will be updated in early fall, 2012

  5. Data Update • New Performance Measures released by LBB • Efforts were made to more closely align measures to CB measures • Report Developmental Education-related measures using 2008 cohort data available online at www.txhighereddata.org/reports/performance/deved/ • Progress is being made by Reporting Requirements Committee (SB 5 and HB1781)

  6. Data/Report Update Three Reports of Interest: • Top 10% Report • Data for 2009-2011 entering HS graduates • Available on the Texas Higher Education Data Website under Participation: Applications/Acceptance/ Enrollment • Agency Strategic Plan • Available online through THECB Reports Center • 2012 Closing the Gaps Progress Report • Posting anticipated in late July

  7. Data Update CBM00S: Student Schedule Report CBM002: Texas Success Initiative Report

  8. CBM00S Reporting • Preliminary Reviews of Dual Credit and First College-Level Course Data • Data anomalies include: • Students reported by universities enrolled in high school and taking upper-level or graduate level courses (item #18 high school credit status incorrectly reported) • Misreporting of first college-level courses • First CL reading and writing reported as chemistry, physics, etc. • First CL math reported as history, English, etc.

  9. CBM00S & CBM002 • First College-Level course on the CBM00S must align with First College-Level Course Item on the CBM002 (Item #30/50/70) • Several institutions did not match on this item. Note that Item #30/50/70 changed in summer 2011 report • Example of error: Student reported as completing first CL math course on the CBM00S, but reported as ‘0’ ‘No, not satisfied” on item #30 on the CBM002.

  10. Reporting Non-Semester-Length/Non-Course-Based Developmental Education • Instructions for reporting NSL/NCBOs are provided in the introductions of these CBM reports: CBM001(Student Report) CBM002(TSI Report) CBM004(Course Report) CBM00S (Student Schedule Report)

  11. Tuition for Non-Semester-Length (NSL) Developmental Education • HB1244 allows institutions to waive tuition for NSL developmental education interventions • Institutions DO NOT have to waive tuition unless they choose to do so • Institutions may choose to charge a fee for NSL developmental education, but do not have to charge a fee • INSTITUTIONS SHOULD CAREFULLY CONSIDER THE PROS and CONS of CHARGING TUITION and/or FEES FOR NSL DEVELOPMENT EDUCATION INTERVENTIONS

  12. Reporting Non-Semester Length/NCBOs on the CBM001/CBM0E1 • Semester credit hours must be reported in whole numbers: 4 - 8 contact hours = 0 SCH 9 - 24 contact hours = 1 SCH 25 - 40 contact hours = 2 SCH 41 - 56 contact hours = 3 SCH

  13. Options for Reporting when whole numbers are required • Aggregate hours first and then translate to SCHs OR • Determine SCHs and then Report (See 7.16.12 memo to reporting officials)

  14. Reporting Developmental Education Interventions • Interventions DO NOT have to be reported for funding • Interventions that are NOT reported for funding should be reported on the CBM002 but NOT on the CBM004/CBM00S/CBM001/CBM0E1 • Institutions do NOT have to offer interventions if they do not offer Developmental Education

  15. CBM002: Changes to Items #23/43/63 • Item #23/#43/#63 Participation in Alternative/Non-course-based Method for Developmental Education Math/Reading/Writing this Reporting Period. Report only interventions included in the reporting institution's Developmental Education Program Survey (DEPS). • 0 Not applicable (did not participate) • 1 Yes, participated and satisfied TSI obligation for math/reading/writing [through this method] in the semester being reported • 2 Yes, participated but did not satisfy TSI obligation in math/reading/writing [through this method]in the semester being reported

  16. Reporting Interventions on the CBM00S for Universities • At universities, Student Success Interventions may be reported for formula funding for students who have NOT met TSI or an institution’s readiness standard. • Be sure to update your course inventory to include Student Success Courses with a CIP and funding code of 32.0101.01.21 if you plan to offer Student Success Interventions.

  17. CBM00S Introduction To determine appropriate SCH for reporting on the CBM00S/CBM004, divide the student contact hours by 16 or round the hours to the nearest quarter SCH. Institutions may choose only one of these two methods. Examples are provided below: • A 5 contact hour intervention: 0031 (5/16) or 0025 (rounded to nearest ¼ SCH) • An 8 hour SCH intervention: 0050 (8/16) or 0050 (no need to round) • A 19 SCH intervention: 0119 (19/16) or 0125 (rounded to nearest ¼ SCH)

  18. Reporting Interventions on the CBM00S Item #19 (Univ.) #22 (CTCs) Developmental Education Course/Intervention Level. Enter the code indicating the type of developmental course/intervention completed by the student. (See page S.3 for a description of these levels.) Report all developmental student success courses as ‘1’ and all approved developmental student success interventions as ‘4.’ Interventions include non-semester-length and non-course-based activities but do NOT include traditional courses offered in a compressed time frame.

  19. Options for Reporting Developmental Education Courses and Interventions • 0 Not a developmental course/intervention • 1 Highest level developmental course • 2 Medium level developmental course • 3 Lowest level developmental course • 4 Highest level developmental intervention • 5 Medium level developmental intervention • 6 Lowest level developmental intervention

  20. Reporting on the CBM004 for Universities • The CBM004 allows for reporting in fractions of semester credit hours (item #7): • Option 1: 4 contact hours = .25 SCH (reported as 0025) 8 contact hours = .50 SCH (reported as 0050) 12 contact hours = .75 SCH (reported as 0075) 16 contact hours = 1.00 SCH (reported as 0100) 20 contact hours = 1.25 SCH (reported as 0125) • Option 2 (Contact Hours/16 = SCH)

  21. REMEMBER: • The crosswalks provided for non-semester length developmental education do NOT apply to reporting traditional DE courses.

  22. Proposed Rules for Chapter 13.102 and 13.107 • Definition added for Non-Course-Based Intervention • 18/27 Hour Rule applies to NCBOs • Conversion of Contact Hours to SCHs is allowable

  23. Implementation of HB 1244 • Beginning fall 2013, institutions must use the newly developed test for TSI purposes and may NOT set a higher standard than the state standard for enrollment in college-level courses in academic subjects

  24. Plan Ahead • The introduction of new TSI and EOC assessments and standards means that: • The CBM002 will be revised for the fall 2013 reporting period. THECB will make every effort to minimize the reporting changes • The dual credit permission standards will be adjusted to reflect the changes to the TSI Standards and high school EOC testing requirements • Institutions will need to update catalogue and website information about testing standards for TSI and dual credit • Institutions will need to update internal TSI and dual credit testing and reporting practices

  25. Questions? For more information, contact: Julie Eklund, PhD Director of Planning Texas Higher Education Coordinating Board Julie.Eklund@thecb.state.tx.us

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