PERKINS DATA II: Using Perkins Data for CTE Program Improvement

Consolidated Annual Report http://www.isbe.net/career/html/perkins.htm

Blueprint for Perkinshttp://www2.ed.gov/about/offices/list/ovae/index.html

Two links

Introductions

Name College Position

Perkins Duties What do you hope

to take home today?

Introductory information

Perkins Duties and more

Where do you stand with Perkins?

The what and the why

Perkins Core Indicator Basics

Greater awareness of strengths and challenges of each program

More immediate feedback Higher expectations for

student completion Can strengthen argument for

continued funding: higher achievement of Core Indicators shows that Perkins $$$$ are working

Benefits of Program Improvement with Core

Indicator Focus

Basic Perkins Core Indicator Information All data reported in Perkins Data

Online System and Consolidated Annual Report comes from the colleges through the A-1 Report.

Certain information is drawn from the A-1 Report and matched (i.e. employment records, military records, etc.).

Each Core Indicator has a target performance goal for each year (agreed-upon level).

Each college and the State achieve an annual actual level of performance.

The actual level for each college and for the State are available on the Perkins Online Data System.

Core Indicator Achievement

Basic Perkins Core Indicator Information

Agreed Upon Performance Levels FY11

1P1 Technical Skill Attainment 70.26% (Actual 78.75%) FY12 73.01 2P1 Credential Attainment 52.97%

(Actual 62.34%) FY12 58.51% 3P1 Fall-to-Fall Retention/Transfer

37.10% (Actual 46.81%) FY12 48.00%

Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies

Basic Perkins Core Indicator Information

Agreed Upon Performance Levels FY11

4P1 Student Placement 67.00 % (2010) (Actual 65.81%) FY12 67.20%

5P1 Non-traditional Participation 20.64% (Actual 19.29%) FY12 19.67%

5P2 Non-traditional Completion 15.06% (15.47%) FY12 14.83%

Consolidated Annual Perkins Report, 2011 and ICCB Research and Policy Studies

Basic Perkins Core Indicator Information

Agreed Upon Performance Levels FY2012

1P1 Technical Skill Attainment 73.01% 2P1 Credential Attainment 58.51% 3P1 Fall-to-Fall Student Retention or

Transfer 48.00% 4P1 Student Placement 67.20% 5P1 Non-traditional Participation 19.67% 5P2 Non-traditional Completion 14.83%

ICCB Research and Policy Studies

Basic Perkins Core Indicator Information

Agreed Upon Performance Levels FY2013

1P1 Technical Skill Attainment 74.00% 2P1 Credential Attainment 58.60% 3P1 Fall-to-Fall Student Retention or

Transfer 48.10% 4P1 Student Placement 67.25 % 5P1 Non-traditional Participation 19.70% 5P2 Non-traditional Completion 14.85%

ICCB Research and Policy Studies

1P1 Technical Skill Attainment 47/48

2P1 Certificate Completion47/48

3P1 Student Retention38/48

2011 Consolidated Annual Report

How many IL CC’s met 90% of 2011 goals?

4P1 Student Placement 35/48

5P1 Nontraditional Participation 23/48

5P2 Nontraditional Completion25/48

2011 Consolidated Annual Report

How many IL CC’s met 90% of 2011 goals?

Perkins Core Indicator Achievement Process

6 Core Indicators 1P1 Technical Skill

Attainment 2P1 Credential

Attainment 3P1 Fall-to-Fall Student

Retention or Transfer 4P1 Student Placement 5P1 Non-traditional

Participation 5P2 Non-traditional

Completion

CTE Student enrollment toPerkins Core Indicator Measurement?

How do we get from….

Somewhere in the middle, a miracle-or a disaster-occurs.

Earns 12 academic or CTE credits

within credential-bearing program area sequence.

OR

Completes short-term sequence of less than 12 credits.

Foundation of 1P1-4P1, 5P2: Student is a concentrator if he/she

Enroll in a qualifying CIP AND

Declare (intent and objective) program of study AND

Earn 12 credits within the credential-bearing sequence or short-term sequence.

Before a student can count for 1p-4pCore Indicators, he/she must

1P1

Technical Skill Attainment

Complete a degree or certificate OR

Stay enrolled in the college OR

Transfer within 4 years of enrollment.

To count in the numerator of 1P1, a student must also

2P1

Credential, Certificate, or Diploma Completers

Receive an industry-recognized credential, certificate, or degree.

To count in the numerator of 2P1, Credential, Certificate or Diploma Completers, a student must also

3P1

Fall-to-Fall Student Retention or Transfer

Remain enrolled in original college OR

Transfer to another college in the reporting year OR

Have been enrolled in postsecondary education in the Fall of the previous reporting year .

To count in the numerator of 3P1, Fall-to-Fall Student Retention or Transfer, a student must also

4P1

Student Placement

Complete a program AND

Be working 6 months after completing the program OR

Serve in the military 6 months after completing the program.

To count in the numerator of 4P1, Student Placement a student must also:

If Ellen had been encouraged to take HORT 1201, Introduction to Horticulture, in the first year she would have completed an Occupational Certificate in the first year.

What difference would that have made in Perkins Core Indicators?

Maximizing completion and retention for current students

Student does NOT have to be a concentrator.

Nontraditional Core Indicators: 5P1 & 5P2

Be a male who enrolls in a CIP that is on the nontraditional for males list, OR

Be a female who enrolls in a CIPthat is on the nontraditional for females list.

To count in the numerator of 5P1, Nontraditional Participation, a student must

Be a male who completes a program that has a CIP that is on the nontraditional for males list, OR

Be a female who completes a program that has a CIP that is on the nontraditional for females list.

To count in the numerator of 5P2, Nontraditional Completion, a student must

National Listhttp://www.edcountability.net/Docs/crosswalks/NontradformalesandfemalesfromBLS2006Final.xls

Nontraditional List

Perkins Online Data System 5P1 Nontraditional Participation >

Nontraditional Gender Enrollment 5P2 Nontraditional Completion>

Nontraditional Gender Completions

Nontraditional List

Making efforts count:

Maximizing Perkins Core Indicator Achievement

Activity Who counts and what counts about them?

Discuss whether or not the sample students (handout) would count as in the numerator for each Core Indicator.

What changes could be made to maximize either college achievement of Core Indicators and/or student success?

Create a sample student from your institution and work together to tell whether or not he/she counts

Student profile should include: Courses, program, date of program

completion, work history, transfer Determine whether or not this student

would count in each of the core indicators.

Activity

For Program Improvement

Core Indicator Data Analysis

Using Data at the Local Level: Pathways to Results

Engagement and

Commitment

Outcomes and Equity Assessment

Process Assessment

Process Improvemen

t

Review and Reflection

PTR teams use student level data to examine outcomes and identify gaps in results between racial, ethnic, low-income, gender, and other groups and special populations

Using these data, teams identify areas where outcomes are especially successful and areas where short- and long-term improvements are needed

Phase 2: Outcomes & Equity Assessment

Sample PTR Data Template

  Race and Ethnicity

  Total

Black or African American

American Indian or 

Alaska Native Asian Hispanic White

Native Hawaiian or Other Pacific Islander

Two or More Races

Not Reported

Total number of students who completed a certificate, degree, or credential in the fiscal year (Numerator)

117 8 4 10 11 69 3 5 7

Total number of students in the Program of Study in the fiscal year (Denominator) 240 24 7 14 30 133 7 12 13

Percent of students counting towards Perkins 2P1 Measure 49% 33% 57% 71% 37% 52% 43% 42% 54%

THANK YOU

This presentation is part of the Regional Network

series and will be available online at

www.ilprogramsofstudy.org