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Finally. . . Informed Decision Making

This presentation by Stephanie Houston and Laura Evans at the NACTEI Conference addresses how Regional Occupational Programs (ROP) enhance academic performance using data analysis and decision-making strategies. The session explores CRY-ROP's vision and methods, emphasizing the role of vocational courses in supporting students' academic achievement, especially under NCLB legislation. It highlights the importance of rigorous data collection, partnerships, and innovative teaching strategies, showing how ROP can be integral to improving student outcomes and aligning educational standards.

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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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