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Non-Traditional

Non-Traditional. Data Quality Institute February 2006 Virginia Department of Education Secondary. Identifying Occupations as Non-Traditional. Currently identify classes that prepare students for occupations which are non-traditional Utilize national employment statistics

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Non-Traditional

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  1. Non-Traditional Data Quality Institute February 2006 Virginia Department of Education Secondary

  2. Identifying Occupations as Non-Traditional • Currently identify classes that prepare students for occupations which are non-traditional • Utilize national employment statistics • State statistics are also reviewed • Develop program areas based on identified classes

  3. Identifying Occupations as Non-Traditional, Continued • Actual costs of identification have not been specifically analyzed at this point • Local school division costs include data collection and program improvement if they do not meet the performance standard • State costs include identification of non-traditional classes/programs, data collection, data analysis, and development of program assistance to local school divisions

  4. Identifying Occupations as Non-Traditional, Continued • Difficulties include: • classes that are utilized in more than one program area • classes that may be offered at the middle and high school level for high school credit • offered for different periods of time (18 weeks vs. 36 weeks) • Virginia’s non-traditional occupation identification most closely correlates with proposed Option 2

  5. Data Sources for Identifying Non-Traditional Occupations • Data sources currently used in Virginia are those identified by OVAE Program Memorandum #2006 • The term “non-traditional training and employment” refers to occupations or fields of work, ……. for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

  6. Data Sources for Identifying Non-Traditional Occupations, Continued • Virginia’s current sources most closely correlate to Option 1

  7. Updating Lists of Non-Traditional Occupations • Review lists of non-traditional courses/programs on a continuing basis • Takes into consideration the addition of new courses/programs and their descriptions • Takes into consideration the status of career cluster and pathway development • Most closely correlates to Option 2

  8. Identifying Programs as Non-Traditional • Virginia currently identifies programs that are out-of-gender balance based on our state course classification system • Difficulties include program identification for classes that are utilized in multiple programs • Most closely related to Option 2

  9. Non-Traditional, Local Viewpoint Local viewpoint: local divisions may do everything possible to encourage enrollment/completion in non-traditional programs but not meet the performance standard or just meet the standard if a local division meets the standard, it becomes successively harder each year to meet the standard local parental/student choice – you cannot force enrollment/completion in non-traditional occupations

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