1 Collecting Special Pops Data in California Chuck Wiseley CCC Chancellor’s Office Data Quality Institute – Phoenix 2006

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<ul><li> Slide 1 </li> <li> 1 Collecting Special Pops Data in California Chuck Wiseley CCC Chancellors Office Data Quality Institute Phoenix 2006 </li> <li> Slide 2 </li> <li> 2 Agenda Why bother VTEA requirements Students Money Data What data? Data sources Ways of Collecting the data Auditable sources </li> <li> Slide 3 </li> <li> 3 Vocational &amp; 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 </li> <li> Slide 4 </li> <li> 4 VTEA Special Populations Groups identified with special barriers Earmarks assuming service Reporting outcomes Special Population: Source individuals with disabilities: DSP&amp;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 </li> <li> Slide 5 </li> <li> 5 VTEA Student Performance Skill Attainment 2004-5 </li> <li> Slide 6 </li> <li> 6 VTEA Student Performance Skill Attainment 2004-5 Feds </li> <li> Slide 7 </li> <li> 7 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 </li> <li> Slide 8 </li> <li> 8 VTEA funding distribution requirements The Act (VTEA) Section 132(a) (2) - Pell grant &amp; Bureau of Indian Affairs assistance recipients (b) Waiver California State Plan Appendix J - Waiver 1. Board of Governors Grant (BOGG) 2. Pell Grant 3. CalWORKs (TANF formerly AFDC) 4. WIA/JTPA (Workforce Investment Act) 5. Supplementary Security Income (SSI) 6. General Assistance 7. Bureau of Indian Affairs assistance 8. 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 </li> <li> Slide 9 </li> <li> 9 VTEA Report 1 District Colleges 1 - All Students 3 - 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 College29,28418,0449,8829,933 District Total29,28418,0449,8829,933 </li> <li> Slide 10 </li> <li> 10 VTEA Report 2 Financial Aid; CalWORKs; JTPA / WIA; Supplemental data - self declared, Docs &amp; data matches auditable; Other Eligible for; CDSS??? </li> <li> Slide 11 </li> <li> VTEA Rpt 1, Column 6 # Goes here </li> <li> Slide 12 </li> <li> 12 Data resubmission timeline November Timeline memo December or January Preliminary Reports run January Data resubmission window Accountability reports published February Final Report run </li> <li> Slide 13 </li> <li> Validating MIS submissions CCCCO MIS Data Submissions Annual Headcounts </li> <li> Slide 14 </li> <li> 14 </li> <li> Slide 15 </li> <li> 15 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 </li> <li> Slide 16 </li> <li> 16 Data Elements MIS System General Elements Student Characteristics Demographics Academic Program Status DSP &amp; S EOPS Financial Aid </li> <li> Slide 17 </li> <li> 17 Data Elements, Continued MIS System Course Elements Section Elements Session Elements Enrollment Elements Program Award </li> <li> Slide 18 </li> <li> 18 Data Elements, Continued MIS System Student VTEA Data Elements Economically Disadvantaged Single Parent Displaced Homemaker Cooperative Work Experience Education Tech Prep </li> <li> Slide 19 </li> <li> 19 Types of data Data collection Data Flow: College </li> <li> Slide 20 </li> <li> 20 Data Flow: Chancellors Office </li> <li> Slide 21 </li> <li> 21 Data Summary All of the MIS data is important Relational database Data Integrity C omplete A ccurate R eliable T imely Your Data http://www.cccco.edu/divisions/tris/mis/dedmain.htm </li> <li> Slide 22 </li> <li> 22 Data types Static Gender (determining nontrad) Limited English Proficient Disabilities Temporal Single Parent including single pregnant female Displaced Homemaker Economically Disadvantaged </li> <li> Slide 23 </li> <li> 23 Data sources Student Services CalWORKs (TANF) DSP&amp;S EOPS Financial Aid County Matches Meds, SSI/SSP, Public benefits Student self reporting </li> <li> Slide 24 </li> <li> 24 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&amp;S, CalWORKs Vocational courses or all students </li> <li> Slide 25 </li> <li> 25 Supplemental data collection Classroom surveys Faculty participation Buy-in (&amp; deans) Letters (process) &amp; Scripts Labor intensive Logistics Distribution, collection, &amp; input Coverage 70% of faculty agree 70% of students complete survey 49% coverage Impacts the learning process </li> <li> Slide 26 </li> <li> 26 Supplemental data collection At 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 </li> <li> Slide 27 </li> <li> 27 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 &amp; receipt Collecting Data for Special Populations: VTEA Supplemental Data Collection Study Early Results (Wiseley, 2002) Avoid labeling (e.g., Are you Economically Disadvantaged?) </li> <li> Slide 28 </li> <li> 28 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 </li> <li> Slide 29 </li> <li> 29 Collecting Data for Special Populations excerpts In one question: (current BOG table goes to 8 members) </li> <li> Slide 30 </li> <li> 30 Another example in one question </li> <li> Slide 31 </li> <li> 31 Some do both Household size &amp; income Determine eligibility BOG fee waiver standards Receipt of financial assitance </li> <li> Slide 32 </li> <li> Determine Eligibility </li> <li> Slide 33 </li> <li> Self-reported receipt </li> <li> Slide 34 </li> <li> 34 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 &amp; 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. </li> <li> Slide 35 </li> <li> 35 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 </li> <li> Slide 36 </li> <li> 36 Questions? Collecting Data for Special Populations - Early Results http://www.cccco.edu/divisions/esed/cte/resources/resources.htm Collecting Data for Special Populations - Early Results Chuck Wiseley (916) 327-5895 cwiseley@cccco.edu </li> </ul>