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Finally. . . Informed Decision Making

Finally. . . Informed Decision Making. Presented by Stephanie Houston & Laura Evans Colton-Redlands-Yucaipa ROP. NACTEI Conference May 14, 2004. Introduction. What are Regional Occupational Programs/Centers? Where is CRY-ROP and who does it serve?

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Finally. . . Informed Decision Making

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  1. Finally. . . Informed Decision Making Presented by Stephanie Houston & Laura Evans Colton-Redlands-Yucaipa ROP NACTEI Conference May 14, 2004

  2. Introduction • What are Regional Occupational Programs/Centers? • Where is CRY-ROP and who does it serve? • What threats is CRY-ROP facing and how does it respond? • What is CRY-ROP’s vision of using data to drive decision making?

  3. Data and Student Academic Performance • High School Performance • No Child Left Behind • API Scores • SAT 9 Scores • HSEE passing rates

  4. What are the implications of the NCLB legislation, API, HSEE…etc? • Emphasis on academic standards and course content • Emphasis on data analysis • Expanded attention to teaching strategies that reach all students • Potential impact on student electives • Expanded attention to assessment strategies • Development of intervention and remedial opportunities for under performing students and schools

  5. Prepare. . . • Look at the NCLB legislation, HSEE & API as opportunities to show how ROP or other career & technical classes reinforce and support student achievement. • Anticipate change--and prepare for it!

  6. Focus on the positive… • 2/3rds of the Stanford 9 reading comprehension questions are textual and functional reading items which are predominant in ROP courses • ROP or other career & technical instructors can show how they support and strengthen academic skills through occupational applications

  7. Connect… • ROP or other career & technical courses can assist students who do not do well in traditional courses by teaching academic skills in context • ROP or other career & technical courses may provide alternative graduation requirements in some districts • ROP or other career & technical should be part of the solution in improving student performance

  8. No Child Left Behind • Accountability utilizing scientifically based research • Use of rigorous systematic and empirical methods • Adequacy of data to justify the general conclusions • Reliance on methods that provide valid data across multiple measurements and observations • Use of control groups • Details for replication • Acceptance by a peer-reviewed journal or approved by a panel of independent experts

  9. Data Collection Methods • Registration forms • Attendance/Completion forms • Certificate request forms • Perkins core indicators • Student surveys • Exit • Satisfaction • Follow-up • Student Transcript Data Collection Form • Shared data files/databases

  10. Tools of the trade • Scantron • Customizable databases • Crystal Reports software • SPSS software • Partnerships with other schools • Research/studies

  11. Partnerships for Advancing Student Success (PASS) P-16 Council Vision- To create a system of education that all students deserve, that our workforce expects, and that a democracy requires

  12. P-16 Council • Pre-school through post-secondary education • “Systems” thinking to encompass the interdependent and interacting components of the education system • System-wide coherence providing a cohesive education from childhood to adulthood • Legal Memorandums of Understanding in place to ensure appropriate use of data

  13. P-16 Council • Data elements are shared and analyzed to strengthen program quality and guide decision making • CRY-ROP is represented on the San Bernardino Consortium Data Oversight Committee • CRY-ROP is represented on the CAL-PASS Steering Committee/Users Group

  14. UCR CAROCP Study • Completed by the University of California, Riverside - School Improvement Research Group (SIRG) • Multi-dimensional research project to study the impact of ROCP courses on 11th and 12th grade students

  15. UCR CAROCP Study Goals • Documentation of the overall effectiveness of California’s Regional Occupational Centers and Programs by • Comparing ROCP students to a demographically comparable “control” group • Examining 7 outcome domains

  16. UCR Study Outcome Domains • High school GPAs • SAT-9 test performance • Graduation rates • School attendance rates • Job placement • Job opportunities • Admissions to post-secondary education

  17. UCR Study Design • An electronic database to integrate information • Three data sources • High school transcript records • Telephone follow-up interviews • High school satisfaction survey • 11th & 12th graders from • ROC/Ps • A control group of students NOT on a UC admission track, not in Special Day Classes

  18. Inland Desert Tech Prep Consortium • Partnership among 43 high schools and community colleges • Perkins funded • Data collection automated • 23,399 high school students supported in 2003 • 1,171 vocational students transitioned to 3 colleges and took vocational courses in 2003

  19. HORIZONS Study • Commissioned by San Bernardino County Superintendent of Schools School to Career Horizons Grant • Conducted on P-16 data files • Limited data available, study needs to be expanded • Generalizations only – sample too small

  20. HORIZONS Study

  21. HORIZONS Study

  22. HORIZONS Study

  23. HORIZONS Study

  24. HORIZONS Study

  25. UCR CAROCP Study • Common elements that distinguish ROC/P courses involved in the study from traditional 9-12 educational programs: • Yearly labor market analysis • Business advisory committee • Inclusion of academic standards necessary for success in the career area taught • Student involvement in real-life practice of the career skills

  26. UCR CAROCP Study • 2002 • 7 ROC/Ps • 5 Career Programs: Auto, Business, Child Development, Health & Marketing • 1545 ROC/P Students • 2004 • 22 ROC/Ps • 8 Career Programs: Auto, Business, Child Development, Environment Tech, Health, Public Safety, Marketing & Technology • 2282 ROC/P Students

  27. UCR CAROCP Study Instrumentation • Four original data collection and management instruments were developed • Student Transcript Data Collection Form • Telephone Follow-up Survey • High School Student Satisfaction Survey • Integrative relational database capable of merging data form all sources, built in Microsoft Access

  28. UCR CAROCP Study Major Findings • Raised/comparable high school GPAs • Improved class attendance • Better wages • More likely to be promoted on the job • Good rates of further education • Preference for ROC/P over high school • Low appreciation of value of education • Resistance to academic classes

  29. UCR CAROCP Study • Better Wages • 2002: Average salary of $7-$10 per hour, with ROC/P students earning $1.44 more per hour • 2004: Average salary of $7-$13 per hour, with ROC/P students earning $2.40 more per hour

  30. UCR CAROCP Study • Raised high school GPAs • 2002: ROC/P students entered training programs with academic records below Control Group. By the completion of 12th grade, ROC/P students raised their GPAs by more than three-tenths of a point – a better rate than the Control Group • 2004: ROC/P students entered training programs with academic records below Control Group. By the completion of 12th grade, ROC/P students raised their GPAs by about three-tenths of a point – same pace as the Control Group

  31. UCR CAROCP Study

  32. UCR CAROCP Study • On the Job Promotions • 2002: ROC/P students 28%, Control Group 21% • 2004: ROC/P students 25%, Control Group 23% • Raises • 2004: ROC/P students 25%, Control Group 19%

  33. UCR CAROCP Study • Further Education-Comparable • 2002: ROC/P students 54% transition rate; Control Group 53% transition rate • 2004: ROC/P students 51% transition rate; Control Group 52% transition rate

  34. UCR CAROCP Study • Value Statements • ROC/P students “Very much” like career education course work • “Only a few” high school classes are relevant for ROC/P students in terms of getting jobs or preparing them for adult life • ROC/P students report low levels of appreciation for Math, Science and Social Studies • ROC/P students report matching enthusiasm for English Language Arts, Music, Art , Drama and ROC/P course work

  35. Conclusions • California’s ROC/Ps have a positive impact on students • Positive impacts are evidenced in academic achievement, the labor market and continuing education • Full implementation of an accountability system for career and technical education can document the social and economic payoff of programs nationwide

  36. Sources & Links CAROCP • http://www.carocp.org/ CAL-PASS • www.cal-pass.org P-16 • www.edtrust.org • www.csulb.edu/~acaproj/partnerships.html NCLB • www.nochildleftbehind.gov

  37. Questions?

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