Click to edit Master title style 1 What Data? California Community Colleges Chancellor’s Office...

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1

What Data?

California Community CollegesChancellor’s Office

Dr. W. Charles Wiseley, “Chuck” Career Technical Education Specialist

3/12/2010Vocational Education Leadership Institute


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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?


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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


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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


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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


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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


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Some Definitions

• SAM & TOP Codes• Data Flow – the Gestalt• ARCC• Data Mart• Perkins & Core Indicators

– Definitions– Reports– Sanctions

• LMID


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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 & CoursesVocational Flag on TOP code (*)

– Designed to identify CTE “Programs” for reporting

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 ha rac te ris tic s

S tuden t A ch ievem ent

S tuden tC ha rac te ris tic s

D em ograph ic 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

Data Flow: Chancellor’s Office

C C C C OPrior yrs & across co lleges

D epart Socia l Services(Public Assistance)

ED DU I W age D ata

N SLCPublic & P rivate 2 & 4yr

C TE 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

AR C C D ata M art Perkins A llocation Perkins 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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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


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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


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ARCC - College Level

1. Student Progress and Achievement Rate

2. Percent of Students Who Earned at Least 30 Units

3. Persistence Rate

4. Annual Successful Course Completion Rate for Credit Vocational Courses

5. Annual Successful Course Completion Rate for Credit Basic Skills Courses

6. Improvement Rates for Credit ESL Courses

7. Improvement Rates for Credit Basic Skills Courses

8. Career Development and College Preparation Progress and Achievement Rate

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

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


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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

Retention/Success

Retention/Success – Screen 2

Retention/Success – Screen 3


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Perkins Accountability Requirements Section 113(b)

5 core indicators of performance:1. Student attainment of technical skill proficiencies;

2. Student attainment of credential, certificate, or degree;

3. Student retention in postsecondary education or transfer;

4. Student placement in military, apprenticeship, or employment

5. Student participation/completion of non-traditional training

State and Local adjusted levels of performance

– Levels of performance negotiated with USDE / State

Results reported annually


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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


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Perkins IV Core Indicators

1. Technical Skill AttainmentSuccessful CTE course completion (GPA)

2. Completions

Program completion–Certificate, Degree & Transfer Prepared

3. Persistence & TransferStudent persistence in Higher Ed – Annual look

4. Placement Placement in apprenticeship, employment, military, fed gov

5. Gender Equity -- Nontraditional Fields Participation (5a)/Completion (5b) - nontraditional “fields”


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Perkins IV Core Indicator Reports

1. Formsa. Used for Compliance with federal Perkins Actb. Signature verifies that somebody looked at itc. District, College, Program

2. Trend Reportsa. Three year of datab. 2, 4, 6 digit TOP

3. Summary Reportsa. All indicators one lineb. Rates onlyc. 2, 4, 6 digit TOP

4. Negotiation Workbooks 1. Eight years of data – State, District, College / Special Pops2. Line graphs for each indicator3. Employment data on charts4. History of fees as of publication date


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Labor Market Information

• Labor Market Demand Projections

• Economic Indicators

• Analysis


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Fin

Ca c'est fin or “that’s the end (of it)”

Ron Selge [email protected]

Chuck Wiseley [email protected]

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