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Mimi Lufkin Chief Executive Officer

The Five Step Program Improvement Process Step One: Document Performance Results November 5, 2008. Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation. STEM Equity Pipeline Goals. Build the capacity of the formal education community

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Mimi Lufkin Chief Executive Officer

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  1. The Five Step Program Improvement Process Step One: Document Performance Results November 5, 2008 Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation

  2. STEM Equity Pipeline Goals • Build the capacity of the formal education community • Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems • Broaden the commitment to gender equity in STEM education

  3. Model

  4. Poll Who is participating in today’s webinar? • School/College Administrator • Teacher/Faculty Member • Counselor/Student Services Staff • State Agency Staff • STEM Organization Staff • Other

  5. Perkins Act Accountability Core Indicators on Nontraditional CTE • Participation in CTE programs preparing students for nontraditional fields • Completion of CTE programs preparing students for nontraditional fields

  6. Nontraditional Fields Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

  7. Poll Select the statement that best describes your familiarity with the Perkins Act accountability measures ? • This is the first time I have heard about this • I am familiar with the measures but have no idea about how the data is collected at my school • I have been involved in collecting and reporting the Perkins data at my school • I have seen our Perkins annual report but have never used the information • I have used our Perkins data to help us make decisions to improve our CTE programs

  8. Document Performance Results Understand the problem completely before you seek solutions • What performance data is available? • How do you analyze performance data? • What questions should be addressed? • What tools and methods can be used to present and analyze data?

  9. Perkins Accountability Measure Participation Rate = # underrepresented students participating in NT CTE all students participating in NT CTE OR # of females enrolled in pre-engineering All students (males and females) enrolled in pre-engineering

  10. Perkins Accountability Measure Completion Rate = # underrepresented students completing NT CTE all students completing NT CTE OR # of females completing pre-engineering All students (males and females) completing pre-engineering

  11. Data CollectionDisaggregation required in Perkins IV Special Population • Underrepresented gender students in a nontraditional CTE program • Single Parent • Displaced Homemaker • Limited English Proficiency • Individuals with a Disability • Economically Disadvantaged • Gender • Male • Female • Race/Ethnicity • American Indian or Alaskan Native • Asian or Pacific Islander • Black, non-Hispanic • Hispanic • White- non-Hispanic

  12. Student Populations for Data Comparisons

  13. Recommended Analyses Trends • At least 2 years • Prefer 3-5 years • Site specific • Statewide • District • School/College • Programs

  14. Benchmarking • State performance level • Best performer in state • National program benchmark • Selected peer benchmark • Set your own benchmark

  15. Perkins Accountability Resources • Peer Collaborative Resource Network • www.edcountability.net • National Alliance for Partnerships in Equity • Growing Pains • Nontraditional SOC/CIP Crosswalk for Males and Females • www.napequity.org • Your State Agency Website

  16. National Program Evaluations • Project Lead the Way • Annual Assessment Report for 2006-07 • Report 17% female enrollment nationally • Cisco Networking Academy Gender Initiative • Set a benchmark for programs at 30% female enrollment • National Center for Women in Information Technology • Report on the Status of Women in IT

  17. Other Data Sources • National Center for Educational Achievement – Just 4 the Kids • National Center for Educational Statistics • Southern Regional Education Board Data Library • NCLB State and Local Report Cards • State and Local Participation and Achievement Data

  18. Poll Have you used your Perkins data to identify gaps in performance for students pursuing nontraditional careers? • I do this all the time • I have tried with some success • I have tried with no success • I don’t have access to the data

  19. Sample Gap Analyses

  20. State Level AnalysisAll Students

  21. Perkins Performance Report

  22. Secondary Participation

  23. Secondary Completion

  24. State Level AnalysisDisaggregated by Gender

  25. Secondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

  26. Postsecondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

  27. Postsec. Participation Rates by Gender • Explanation of one of the lines: • Pink line = Participation rate for females • Of all students participating in CTE programs that are NTO for females, the % of these students who are female

  28. Postsec. Completion Rates by Gender • Explanation of one of the lines: • Pink line = Completion rate for females • Of all students completing CTE programs that are NTO for females, the % of these students who are female

  29. State Level AnalysisDisaggregated by Program and Gender

  30. Skill Attainment in Engineering and Industrial Technology

  31. Completions in Engineering and Industrial Technology

  32. Completion Caveats • Completions are tracked for “concentrators” - those students who are seriously committed to the program. • There may be many dropouts before students become concentrators.

  33. Placement for Engineering and Industrial Technology

  34. State Level AnalysisDisaggregated by Special Population

  35. Statewide Non-Trad Participation

  36. Statewide Non-Trad Completion

  37. State Level AnalysisDisaggregated by Program and Special Population

  38. Participation of Underrepresented Gender Students in Engineering and Industrial Tech State Negotiated Level = 29.98% • All groups of students have fallen below the State Negotiated Level for participation in courses deemed nontraditional, and improvement has remained flat or has declined.

  39. Completion of Underrepresented Gender Students in Engineering and Industrial Tech State Negotiated Level = 25.25% • Displaced Homemaker and Single Parent students are the most likely to complete courses of all nontraditional special population subgroups. • Students with Disabilities have had the least completion success.

  40. Other Data Source Analysis

  41. Secondary Academic EnrollmentCalculus AB AP

  42. Secondary Academic EnrollmentMathematics AP

  43. Secondary Academic EnrollmentStatistics and Probability AP

  44. Secondary Academic EnrollmentBiology AP

  45. Secondary Academic EnrollmentChemistry AP

  46. Secondary Academic EnrollmentPhysics AP

  47. Secondary Academic EnrollmentBiotechnology

  48. Secondary Academic EnrollmentAviation

  49. What does the data tell us? • Indicates trends over time • Highlights potential data quality issues • Identifies gaps in performance between • Student groups – gender, race/ethnicity, special populations • Programs • Generates additional questions that need to be answered before implementing a solution

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