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Using Data for Perkins: Maximizing Success in Career Technical Education

Explore the importance of data in Career Technical Education, including the Perkins Act, accountability reporting, and outcomes for students. Learn how to use data to support program improvement and secure funding.

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Using Data for Perkins: Maximizing Success in Career Technical Education

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  1. California Community Colleges Chancellor’s Office What Data? Dr. W. Charles Wiseley, “Chuck” Career Technical Education Specialist 3/12/2010 Vocational Education Leadership Institute

  2. Topics to Cover • Data on the web • ARCC – Accountability Reporting for CCs • Career Technical Education Act– Perkins IV • Data Mart – CCCCO statistical library • Data on Demand (available to researchers) • Labor Market Information Division –LMID • Local data • Student Learning Outcomes • Why use it?

  3. Why use data? • Outputs of our efforts • Outcomes for our students • Environment we operate in • Context of teaching and learning • In the end --- It’s just data Helps us understand

  4. Perkins IV Why use data? • Increase successes of our students • $ 54,000,000 distributed to CCCs • Distributed based on data • Districts negotiate performance targets • Sanctions for not meeting required targets • Annual Application for Perkins Funds • Program Improvement Narratives • Required for every funded program

  5. Sanctions State & Districts • Negotiate targets on 6 indicators • Must perform at 90% of target or higher • Progressive Oversight (four levels) • Funding limited to addressing performance gaps • No Improvement: Diagnostic studies required • Increased reporting at each level of oversight

  6. Using data for Perkins Increase the likelihood of getting funds for our programs? • Support data collection • Submit Perkins budget requests that: • Address student performance • Avoid progressive oversight sanctions

  7. Some Definitions • SAM & TOP Codes • Data Flow – the Gestalt • ARCC • Data Mart • Perkins & Core Indicators • Definitions • Reports • Sanctions • LMID

  8. Student Accountability Model (SAM) & Taxonomy of Programs (TOP) Courses • Priority “A“ - Apprenticeship • Priority “B“ – Advanced Vocational • Priority "C" – Clearly Occupational • Middle stage of a program; Specific Job skills. • Priority "D" – Possibly Occupational- intro or survey course • Priority “E” = Non-Occupational Programs & Courses Vocational Flag on TOP code (*) • Designed to identify CTE “Programs” for reporting

  9. Data Flow: College Data collection Types of data

  10. Data Flow: Chancellor’s Office

  11. ARCC • State Level • Student Progress and Achievement – Degree/Certificate/Transfer • Student Progress and Achievement – Vocational/Occupational/Workforce Development • Pre-Collegiate Improvement – Basic Skills and ESL • Participation Rates • College Level • Peer Groups

  12. ARCC - Statewide • Vocational Measures • Student Progress and Achievement – Vocational/Occupational/Workforce Development • degrees/certificates conferred in vocational programs • Four digit TOP • Three years • income gains following vocational completion

  13. ARCC - College Level • Student Progress and Achievement Rate • Percent of Students Who Earned at Least 30 Units • Persistence Rate • Annual Successful Course Completion Rate for Credit Vocational Courses • Annual Successful Course Completion Rate for Credit Basic Skills Courses • Improvement Rates for Credit ESL Courses • Improvement Rates for Credit Basic Skills Courses • Career Development and College Preparation Progress and Achievement Rate

  14. Data Mart go to http://www.cccco.edu

  15. http://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspxhttp://www.cccco.edu/ChancellorsOffice/Divisions/TechResearchInfo/MIS/DataMartandReports/tabid/282/Default.aspx

  16. Data Mart • Student Demographics – Term & Annual • Full Time Equivalent Students – All & By Distance Ed Status • Student Program Awards • Program Retention/Success Rates – All & By Distance Ed Status • Transfer Velocity Project Cohort • Student Financial Aid • Student Services Programs (DSPS/EOPS/CalWorks) • Student Matriculation Services • Student Assessment Services • Staffing Reports

  17. Retention/Success

  18. Retention/Success – Screen 2

  19. Retention/Success – Screen 3

  20. Perkins Accountability Requirements Section 113(b) 5 core indicators of performance: • Student attainment of technical skill proficiencies; • Student attainment of credential, certificate, or degree; • Student retention in postsecondary education or transfer; • Student placement in military, apprenticeship, or employment • Student participation/completion of non-traditional training State and Local adjusted levels of performance • Levels of performance negotiated with USDE / State Results reported annually

  21. Perkins - Cohort Definitions Used for Measurement Participant • Any enrollment in a CTE course • Funding flow to districts Concentrator – All other indicators • Successful completion of at least one course in the middle or end of a program and an accumulation of 12 vocational units within a single discipline (two digit TOP); or • Program completion as indicated by receipt of vocational certificate or degree

  22. Perkins IV Core Indicators • Technical Skill AttainmentSuccessful CTE course completion (GPA) • CompletionsProgram completion–Certificate, Degree & Transfer Prepared • Persistence & TransferStudent persistence in Higher Ed – Annual look • PlacementPlacement in apprenticeship, employment, military, fed gov • Gender Equity -- Nontraditional FieldsParticipation (5a)/Completion (5b) - nontraditional “fields”

  23. Perkins IV Core Indicator Reports • Forms • Used for Compliance with federal Perkins Act • Signature verifies that somebody looked at it • District, College, Program • Trend Reports • Three year of data • 2, 4, 6 digit TOP • Summary Reports • All indicators one line • Rates only • 2, 4, 6 digit TOP • Negotiation Workbooks • Eight years of data – State, District, College / Special Pops • Line graphs for each indicator • Employment data on charts • History of fees as of publication date

  24. Labor Market Information • Labor Market Demand Projections • Economic Indicators • Analysis

  25. Fin Ca c'est fin or “that’s the end (of it)” Ron Selge rselge@cccco.edu Chuck Wiseley cwiseley@cccco.edu

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