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Measuring Student Success One Student at a Time

Measuring Student Success One Student at a Time. Annual Report 2008 – 2009 School Year DUSD January 12, 2010. Objectives. Program Overview 2008-09 Highlights Results- 2007-08 Student Follow-up Study. To present a snapshot of the TVROP 2008-09 Annual Report:. 2008-2009 Highlights.

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Measuring Student Success One Student at a Time

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  1. Measuring Student Success One Student at a Time Annual Report2008 – 2009 School Year DUSDJanuary 12, 2010

  2. Objectives Program Overview 2008-09 Highlights Results- 2007-08 Student Follow-up Study To present a snapshot of the TVROP 2008-09 Annual Report:

  3. 2008-2009 Highlights Serving the tri-valley for 37 years by Preparing Students for College and Careers since 1972 1,646 ROP CTE students served (unduplicated) / (approx. 180 unfunded students) 3,072 Adults in Correctional Ed. students served (unduplicated) / 398 ADA Grants – $300K to support programs and services Generated over $487K in ARRA/SFSF funds that is supporting our Partner Districts Became a high participation ROP High School Credits + Community College / CSU Credits UC Approved Classes Rapid response to meet student, school and labor market need 350+ Business Partnerships Worksite Learning Experiences & Internships Employer Advisory Committees

  4. Video Game Art and Design Animation and Motion Graphics II Visual Communications II Expanded Options for 2009-2010

  5. Tri-Valley ROPAccomplishments 2008-2009 New Articulations with Las Positas College: Auto Machinist – Auto 55 Medical Occupations – Health 55 Employer Advisory Meetings: TVROP changed the structure of our advisory meetings to meet new AB 2448 and Ed Code requirements. CDE Course Sequencing: TVROP developed and submitted course sequencing plant to the California Department of Education. Industry partners supported emerging Alternative / Renewable Energy Program

  6. Tri-Valley ROP Accomplishments 2008-2009 Career Pathways TVROP provided leadership and worked with district counselors and district teams to develop tri-valley wide Career Pathways and Course Sequences. National Careers Pathways Network (NCPN) Award and $2,000 Developmental Psychology of Children teachers, Shay Galletti and Dawn Scanlon, won 3rd place in the Daniel M. Hull and Dale P. Parnell Partnership Excellence Award. They accepted the award and presented a workshop on their program at the National Career Pathways Network conference.

  7. TVROP DECA Chapters Win BIG!at the International Career Development Conference (ICDC). TVROP had a record number of 72 DECA Sales, Service and Marketing Career Pathway students competing against approximately 15,000 high school students in areas of role playing, written projects and Quiz Bowl. TVROP DECA led all DECA Chapters in California with the most awards for the year! Producer’s Project Pilot work-based learning program with industry partners for TV and Multimediastudents held over Spring Break. Accomplishments 2008-2009, continued 2009 ICDC DECA Winners

  8. Jr. Ironman Film Contest Animation and Multimedia students won the 1st, 2nd and 3rd place awards at the Jr. Ironman Film Contest at the Livermore Film Festival. Ford/AAA Auto Repair Competition Auto Specialist students, Dylan James and Robert Reed, qualified by written test, to compete in the national Ford/AAA High School Auto Repair. They will compete in the ‘hands-on” vehicle engine repair at the Blackhawk Auto Museum in May. Accomplishments 2008-2009, continued

  9. Our Greatest Success is the Success of our Students ROP completed its follow-up study on students who completed ROP courses during the 2007-08 school year with a whopping 94.4% placement success rate! Here is what a former student had to say about her experience with the TVROP. “The ROP program is beyond incredible. I participated in Dublin’s Multi-Media course sequence for two years and learned an exceeding amount of things that I will be able to use no matter what path I choose. My teacher, Mr. Eason, was one of the most talented and knowing teachers I’ve ever had the pleasure of learning from. This class was by far my favorite.”

  10. Growth and Change (ROP only) 2008-2009 40 CTE Courses 81 Sections 9 Industry Sectors 73 Internship Site Agreements 1,646 Students (unduplicated) $1,500 Cost per student (unduplicated) $3,128 Revenue Limit 902 ADA / 841 ADA Cap 46 ROP program staff members: 33 ROP Teachers 2 Certificated Managers 1 Classified Manager 1 Counselor 3 Support Staff 5 Career Ed Specialists 1 PT Custodian • 2003-2004 • 24 CTE Courses • 60 Sections • Career Clusters • 65 Internship Site Agreements • 1,535 Students (unduplicated) • $1,600 Cost per student (unduplicated) • $3,165 Revenue Limit • 796 ADA / 803 ADA Cap • 35 ROP Program staff members: • 20 ROP Teachers • 4 Certificated Managers • 1 Classified Manager • 1 Counselor • 3 Support Staff • 5 Career Ed Specialists • 1 PT Custodian

  11. Arts, Media and Entertainment Animation & Motion Graphics- CBE Pending Multimedia- CBE Pending Television Production- 4 college credits Visual Communications- 3 college credits “a-g” eligible

  12. Education, Child Development and Family Services Development Psychology of Children I - up to 6 college credits DevelopmentalPsychology of Children II - 3 college credits

  13. Energy and Utilities Alternative Renewable Energy Environmental Science Advanced Placement Environmental Science- UC “a-g” eligible Water Pollution Control - Certificates: Water Resource Control Board Sacramento State University

  14. Finance and Business Economics of Business Ownership - 5-7 College Credits - UC “a-g” eligible Entrepreneurship

  15. Health and Human Services Health & Society- 2 college credits Medical Occupations- 2 college credits Nursing Careers- 2 college credits Sports Medicine/Athletic Trainer

  16. Information Technology Web Page Design 1 & 2 - 3 college credits

  17. Marketing, Sales & Service Cosmetology - State License Manicurist- State License • Marketing - 2-6 College Credits • Sports and Entertainment Marketing

  18. Public Service Criminal Justice- 3 College Credits Criminal Justice/Crime Scene Investigation- 6 College Credits

  19. Transportation Technology Auto Collision RepairRefinishing I & II Auto Machinist- 3 college credits Auto Specialist- 3 college credits Small Engines/Motorcycle Repair

  20. 08-09 DUSD ROP Student Enrollment 409 Unduplicated DUSD - 185.86 ADA is generated

  21. Comparison Revenue Limit Funding ($/ADA) -$590/ADA -$203/ADA

  22. Follow-up Study on 2007-2008 Students1,646 Total Unduplicated Students 91% Completers 94.4% Placement Rate 39.73 % Response Rate to Study • Surveyed 1,036 graduated seniors • Completed ROP by June 15, 2008 • Data Collected late November - mid January of following year

  23. Follow-up Survey Placement Results

  24. Carl D. Perkins Comparison of State Performance Levels to TVROP

  25. California Regional Occupational Centers and Programs (ROCP) 2006 Longitudinal Study Technical Report Transcripts and other file data for 4,352 high school students (2,602 ROCP graduates and 1,750 of their high school peers from 28 ROCPs throughout California) • Douglas E. Mitchell • School Improvement Research Group • University of California, Riverside • October 2006

  26. Briefly, the six key conclusions are: 1. ROCP students improve their high school grade point averages at a greater rate than comparison students. ROCP students represent a challenging target for educators seeking to facilitate their successful entry into the labor market and positions of civic responsibility. On average, these students enter ROCP training programs with academic records that are well below those of a Comparison Group of their high school peers. Nevertheless, as they move through high school they raise their grade point averages by about one-third of a grade – significantly more than that of the Comparison Group of similar students who did not take ROCP courses.

  27. 2. ROCP students enroll in post-secondary education in large numbers. In addition to their greater success in the labor market at the time of graduation, ROCP graduates report continuing on to post-secondary educational programs at rates comparable to those of the Comparison Group in this study. Though the Comparison Group attends 4-year colleges at a somewhat higher rate, about half of both groups report continuing their education through Community College enrollment (51% for ROCP graduates, 46% for others). Less than 4% of each group are neither in school nor working.

  28. 3. ROCP students earn higher wages than comparison group peers. In telephone follow-up interviews, ROCP students report employment in jobs that pay significantly higher wages than those held by a comparison group of their peers. With the average salary for all groups running in the $7 to $13 per hour range, the ROCP graduates report earning about $1.57 per hour more. This is despite the fact that ROCP students were initially lower achieving and lower socio-economic than the comparison group. It is particularly important to note that ROCP training leads to higher and more equal wage rates for all gender and ethnic sub-groups within this study. ROCP females earn more than comparison females. Likewise, ROCP students of all ethnic backgrounds make more than comparison group white males.

  29. 4. ROCP students have more success in securing raises and promotions on the job. In addition to commanding higher hourly wages, ROCP graduates generally report pay raises and job promotion rates higher than other high school graduates (about 5% more frequent raises and promotions).

  30. 5. ROCP students prefer ROCP classes over other subjects. In responding to a High School Satisfaction Survey, ROCP students report a modest level of enthusiasm for their current school experiences; more than half indicate that they “Very much” like their ROCP course work. When asked to indicate how well they like various academic and non-academic high school classes, the ROCP students report the lowest level of appreciation for Mathematics classes, and not much more appreciation for Science and Social Studies courses. Only English Language Arts and Music/Art/Drama classes come close to matching their enthusiasm for ROCP course work.

  31. 6. ROCP students question the value and relevance of many of their high school courses. ROCP students report significant disappointment with their high school classes. They generally report that “Only a few” are relevant to getting jobs or preparing them for other aspects of adult life, and there is a similar assessment regarding whether the classes are enjoyable experiences. UCR:SIRG 2006 ii

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