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Collecting Special Pops Data in California

Chuck Wiseley

CCC Chancellor’s Office

Data Quality Institute – Phoenix 2006

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Agenda

Why bother VTEA requirements Students Money

Data What data? Data sources

Ways of Collecting the data Auditable sources

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Vocational & Technical Education Act (VTEA) requirements

Carl D. Perkins Vocational and Technical Education Act of 1998 (VTEA) Special Populations Program Improvements – Student Success Funding distribution formula

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VTEA Special Populations Groups identified with special barriers Earmarks assuming service Reporting outcomes

Special Population: Source individuals with disabilities: DSP&S Office; individuals from economically disadvantaged families, including foster

children: Multiple sources; individuals preparing for nontraditional training and

employment: California LMI Data – Occupation to CIP; displaced homemakers: Supplemental Data Collection (SDC); single parents, including single pregnant women: SDC;and individuals with other barriers to educational achievement, including

individuals with limited English proficiency: Enrollment in ESL course

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VTEA Student Performance Skill Attainment 2004-5

80.1%

81.6%

83.0%

83.6%

83.8%

84.7%

87.7%

76.0% 78.0% 80.0% 82.0% 84.0% 86.0% 88.0% 90.0%

W/Disabilities

Single Parents

NT

Econ Disadv

Displ Homemakers

GRAND TOTAL

LEP

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VTEA Student Performance Skill Attainment 2004-5 Feds

70.0% 72.0% 74.0% 76.0% 78.0% 80.0% 82.0% 84.0% 86.0% 88.0% 90.0%

Black

W/Disabilities

AI/AN

Hispanic

Single Parents

NT

Male

Econ Disadv

Displ Homemakers

GRAND TOTAL

Female

Asian/PI

White

LEP

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Why focus on performance? Helping students succeed Eliminating/Reducing Barriers

We can only help students succeed when we know who needs our help.

It is the “right thing to do”

Reauthorization of Perkins No Child Left Behind (NCLB)

Program Improvement Status Annual Yearly Progress (AYP)

Negotiated Performance Targets Applications must address low performance areas On ALL measures for all populations

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VTEA funding distribution requirements The Act (VTEA)

Section 132(a) (2) - Pell grant & Bureau of Indian Affairs assistance recipients

(b) Waiver California State Plan – Appendix J - Waiver

1. Board of Governors Grant (BOGG)2. Pell Grant3. CalWORKs (TANF formerly AFDC)4. WIA/JTPA (Workforce Investment Act)5. Supplementary Security Income (SSI)6. General Assistance7. Bureau of Indian Affairs assistance8. An adult who is eligible for economic public assistance or student fund aid

and/or an annual income below the poverty line as defined by the county of eligibility

9. Other economically disadvantaged individuals

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VTEA Report 1

District  Colleges1 - All

Students3 - Voc Ed Students

5 - Unduplicated Voc Ed

Disadvantaged Students

(Columns 1-12 on Report 2)

6 - Unduplicated Voc Ed Students

with DSS Students **

           

Sample CCD  Sample College 29,284 18,044 9,882 9,933

District Total 29,284 18,044 9,882 9,933

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VTEA Report 2

Financial Aid;

CalWORKs; JTPA / WIA;

Supplemental data - self declared, Docs & data matches auditable;

Other – Eligible for;

CDSS???

VTEA Rpt 1, Column 6 # Goes here

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Data resubmission timeline

November Timeline memo

December or January Preliminary Reports run

January Data resubmission window Accountability reports published

February Final Report run

Validating MIS submissionsCCCCO – MIS – Data Submissions – Annual Headcounts

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The Data: CCC Management Information System (MIS)

Data to Reports Student Accountability Model (SAM)

Codes TOP/CIP Codes Data Elements Data Flow Maximizing identification of Special Pops

Funding

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Data ElementsMIS System

General Elements Student Characteristics

Demographics Academic Program Status

DSP & S EOPS Financial Aid

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Data Elements, Continued

MIS System

Course Elements Section Elements Session Elements Enrollment Elements Program Award

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Data Elements, Continued

MIS System

Student VTEA Data Elements Economically Disadvantaged Single Parent Displaced Homemaker Cooperative Work Experience Education Tech Prep

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Types of data

Data collection

Data Flow: College

C las s roo m F inanc ia l A id S tudent S e rvice s

C ours eC harac te ris tic s

S tuden t A chievem ent

S tuden tC ha rac te ris tic s

D em ographic s S pec ia lP opu la tio n

S ta tus

C C CC hance llo r's O ffic e

M IS

D is tric t M IS

A dm is s ions& R eco rds

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Data Flow: Chancellor’s Office

C C C C O D epart Socia l Services(Public Assistance)

ED DU I W age D ata

4 Year U niversitiesC A Public

Voc ED R esearch& Accountability

Technica l AdvisoryC om m ittee

U SD EO VAE

G uidelines& Fram ew ork

O M B"O ffica l D ocum ents"

C ARAccountability F ram ew ork

VTEA A llocation VTEA C oreInd icator R eports

D ata M atches (SSN based)

C C C C hancellor's O fficeM IS

D istrict M IS

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Data Summary

All of the MIS data is important Relational database

Data Integrity Complete

Accurate

Reliable

Timely

Your Data

http://www.cccco.edu/divisions/tris/mis/dedmain.htm

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Data types

Static Gender (determining nontrad) Limited English Proficient Disabilities

Temporal Single Parent including single pregnant female Displaced Homemaker Economically Disadvantaged

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Data sources

Student Services CalWORKs (TANF) DSP&S EOPS Financial Aid

County Matches Meds, SSI/SSP, Public benefits

Student self reporting

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Ways of Collecting Self-reported data

Self reported data Supplemental data collection

Classroom Surveys Paper (scanned) Electronic

Registration Web, Phone, Paper (scanned)

Student Services Financial Aid, EOPS, DSP&S, CalWORKs

Vocational courses or all students

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Supplemental data collection Classroom surveys

Faculty participation Buy-in (& deans) Letters (process) & Scripts

Labor intensive Logistics

Distribution, collection, & input

Coverage 70% of faculty agree 70% of students complete survey 49% coverage

Impacts the learning process

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Supplemental data collectionAt Registration

Maximizes coverage Least impact on learning process Requires collaboration across campus Students complete “as if” a requirement to enroll Who?

Required for Voc course enrollment only All students at registration

Gap analysis possible for all program areas Free up resources for analysis

Service gaps Performance gaps and exceptional practices

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Considerations for questions VTEA

3-4 questions Single parent Displaced homemaker Economically disadvantaged

Household/Family size Household/Family Income Use BOG family/income standards for eligibility

Change annually Market BOG waiver

In 5 – Eligibility & receipt

Collecting Data for Special Populations: VTEA Supplemental Data Collection Study – Early Results (Wiseley, 2002)

Avoid labeling (e.g., Are you Economically Disadvantaged?)

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Collecting Data for Special Populations – Early Results

Table of Contents excerpt

Impact on Economically Disadvantaged Counts

VTEA Survey Administration Process

Sample Questions:

Introductions - Directions

Economic Disadvantagement

1. BOG fee waiver questions

2. Forms of public assistance

Single Parent / Single Pregnant Women

Displaced Homemaker

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Collecting Data for Special Populations excerpts…

In one question: (current BOG table goes to 8 members)

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Another example in one question…

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Some do both

Household size & income Determine eligibility BOG fee waiver standards

Receipt of financial assitance

Determine Eligibility

Self-reported receipt

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Retention of paper surveys after scanning or key entry

Title 5 sections 59022-59027 apply. Keep a master copy of the survey, Document the scanning/input of the surveys into the

database, Verify & certify that the database accurately reflects

the hard copy, Keep sample and printed database records used to

validate scanning with certification, Keep electronic records seven years after use, Dispose of the surveys.

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Certification of Auditable sources

Validating MIS submission Rejected records Duplicate counts in local data Validated scanning documents on file

Copies of supplemental data collection instruments Change each year – Keep BOG income standards

Certification of auditable sources

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Questions?

Collecting Data for Special Populations - Early Results http://www.cccco.edu/divisions/esed/cte/resources/resources.htm

Chuck Wiseley (916) 327-5895 cwiseley@cccco.edu