The Importance of Postsecondary Data Gathering

1
The Importance of Postsecondary Data Gathering

• In God we Trust
• All others must bring data!

2
Significant Perkins Changes

• States must collect data for postsecondary
  students
• States must collect data for a number of special
  populations groups
• States must report data for each indicator by
  ethnicity and gender

• High Stakes are Associated with Perkins
  Reporting Sanctions If an eligible agency
  fails to meet the state adjusted levels of
  performance, has not implemented an improvement
  plan, the Secretary may, after notice and an
  opportunity for a hearing, withhold from the
  eligible agency all, or a portion of, the
  eligible agencys allotment under this Title.
  (Perkins III, section 123(d)(2))

3
Education Department Response

• Office of Vocational and Adult Education (OVAE)
  begins intense monitoring of states
  administration of Perkins programs and funds by
  conducting on-site visits to states
• Monitoring check sheets covering 180 separate
  sections of Perkins, Education Department General
  Administrative Regulations (EDGAR), and Office of
  Management and Budget (OMB) Fiscal Guidelines are
  sent to Arizona in December 2004

4
Monitoring Compliance

• Each of the 180 items requires a file containing
  written evidence of state and local compliance,
  including
• policies,
• procedures,
• local and state performance data,
• local program evaluation,
• project applications and improvement plans
• Arizona was monitored January 31 February 4, 2005

5
Findings - Tech Prep Programs

• 1 In some instances, tech-prep data at the
  postsecondary level is missing. This raises
  serious questions as to whether performance data
  for the state is in fact complete, accurate and
  reliable. The absence of tech-prep data at
  specific community colleges raise the question of
  completeness for tech-prep data in the
  Consolidated Annual Report (CAR).
• Corrective Action Required
• AZ must re-evaluate its postsecondary data
  collection process and ensure reporting of
  complete program enrollments and performance
  results in the CAR to be submitted on December
  31, 2005. To this end, AZ must develop and
  submit to OVAE appropriate policies and
  procedures to ensure that future data for
  tech-prep is complete, accurate, and reliable.

6
Findings - Special Populations

• 2 A review of the states performance data
  indicates that special populations data for FY
  2004 is missing from most of the states core
  indicators at the postsecondary level. The lack
  of meaningful data for special populations raises
  serious questions as to whether performance data
  for the state is in fact, complete, accurate and
  reliable.
• Corrective Action Required
• AZ must re-evaluate its postsecondary special
  populations data, and begin reporting of program
  enrollments and performance results for these
  populations in the CAR to be submitted on
  December 31, 2005. To this end, AZ must develop
  and submit to OVAE appropriate policies and
  procedures to ensure that future data for special
  populations is complete, accurate, and reliable.

7
Findings - Accountability

• 3 In the states CAR for program year 2004,
  data for 3P1 and 3P2 were incomplete
  specifically the employment and military data
  were missing for each of the two indicators. For
  some colleges, the education data was also
  missing, resulting in no data reported for the
  two indicators.
• Corrective Action Required
• AZ must re-evaluate its procedures for obtaining
  military and employment data and begin reporting
  complete data for 3P1 and 3P2 in the CAR to be
  submitted on December 31, 2005. To this end, AZ
  must develop and submit to OVAE a plan for using
  alternative data sources to obtain this data.

8
Why do we want to comply?

• MONEY!!!
• DENARO!!!
• MULLAH!!!

9
ARIZONA DEPARTMENT OF EDUCATIONS POSITION

• Importance of Collecting Perkins Basic Grant Data
• Approval of the Perkins grant for FY 2006 will be
  partially based on each community college
  occupational dean incorporating required
  objectives into their grant application as
  directed by the ADE. These objectives will be
  assigned to each college by the ADE based on the
  required data colleges did not submit in FY 2004.
  It would be the responsibility of the IR
  Department at each college to collect the data
  for their occupational dean, or Basic Grant
  coordinator, by the deadline indicated in each
  grant objective/measurable outcome. Failure to do
  so could jeopardize some or all of a colleges
  funding in FY 2007.
• If some objectives and measurable outcomes are
  not met by a college during FY 2006, and some or
  all of the funding is allowed to continue for FY
  2007, failure to meet all ADE data related
  required objectives in FY 2007 would void the
  college from receiving Perkins grant funding in
  FY 2008.

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STATE OF ARIZONACPIII FY05-06 Funding
Allocations1 Oct 05 30 Sep 06
TOTAL Approx. 18,929,818.00 Secondary 85 1
5,824,898.00 Postsecondary 15 3,102,920.01
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COMMUNITY COLLEGESFY05-06 CPIII Funding
Allocations1 Oct 05 30 Sep 06
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PERFORMANCE INDICATORS

• Core Indicator 1 - Attainment of Academic
  Vocational Skills
• 1A (1P1) - Academic Attainment
• 1B (1P2) - Occupational Skill Attainment
• Core Indicator 2 (2P1) - Degree or Credential
  Completion
• Core Indicator 3 - Placement
• 3A (3P1) - Total Placement
• 3B - Postsecondary/Advance Training
• 3C - Military
• 3D - Employment
• 3E (3P2) - Total Retention
• 3F - Postsecondary/Advance Training
• 3G - Military
• 3H - Employment
• Core Indicator 4 Non-Traditional Occupations
• 4A (4P1) Participation in Non-Traditional
  Occupations
• 4B (4P2) Completion in Non-Traditional
  Occupations
• Those indicators in RED are areas of serious
  concern by OVAE and possible areas for sanctions
  to be imposed.

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Further Breakdown of the Performance Indicators

• Gender (Unduplicated Head Counts)
• Female
• Male
• Unknown
• Ethnicity (Unduplicated Head Counts)
• American Indian or Alaska Native
• Asian
• Black or African American
• Hispanic or Latino
• Native Hawaiian or Other Pacific Islander
• Unknown/Other
• White
• Special Populations (Duplicated Head Counts)
• Individuals with Disabilities
• Economically Disadvantaged
• Non-Traditional Enrollees
• Single Parents
• Displaced Homemakers
• Other Educational Barriers

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Placement Retention Issue

• For FY00-01 FY01-02 information was obtained
  from Arizona Department of Economic Security
  (DES) Unemployment Insurance (UI).
• For FY02-03 FY03-04 DES failed to provide
  necessary UI Data. No Data provided these years.
• Currently working on getting a Data Sharing
  Agreement in place with DES/UI (since Fall 2003).
  However, if not obtained in a timely fashion
  Local surveys will have to be completed for
  placement Retention.

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Special Populations Issues

• Individuals with Disabilities AWC has a
  Disabilities Coordinator who shares data for this
  purpose and, also data is available through the
  CTE Download from ADE.
• Economically Disadvantaged Students collecting
  Needs based financial aid.
• Non-Traditional Enrollees Calculated by Program
  Enrollment.
• Single Parents AWC has a Single Parent Program
  and does collect data on a voluntary basis.

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Special Populations Issues Cont.

• Displaced Homemakers Currently, no way to
  obtain this data.
• Other Educational Barriers AWC has determined
  this to be Academically Disadvantaged (Students
  taking remedial type coursework.)
• Limited English Proficient AWC has determined
  this to be Students who have previously enrolled
  in ESL Coursework.
• Tech Prep Enrollees As indicated by the CTE
  Download available from ADE (Matched on Last
  Name, First Name Date of Birth).

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Other Data Sharing Issues

• Sharing Data with High Schools Highly
  Encouraged!!!
• All High Schools are encouraged by ADE to Share
  Graduation Lists with their appropriate Community
  College Districts.

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INFORMATION FLOW
High School Students
Source Down Load File (Concentrator Completers)
Source High School Graduate Listing
Career Technical Education (Completers)
CTE Tech Prep
Academic
Tech Prep (Completers)
CTE Completers from both sources should equate
on an Annual Basis!
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YUHSD Graduate Analysis AY2003/2004

• February 2005
• By
• The Office of Institutional Effectiveness,
  Research Grants

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Yuma Union High School District(YUHSD)

• Academic Year 2003/2004
• Total Number of HS Graduates 1592
• Overall Increase 4.05
• Count Percentage Change
• Cibola High School 541 33.98 0.52
• KOFA High School 549 34.49 0.89
• Yuma High School 502 31.53 -1.41

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AWC Admitted Students

• 846 Students were admitted to AWC
• 53.14 of the YUHSD Graduate
• Decrease of -11.24 from AY02-03
• Count Percentage Change
• Cibola High School 283 33.45 -3.81
• KOFA High School 323 38.18 -4.27
• Yuma High School 240 28.37 -0.46

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Other Institutions of Higher Learning

• An Additional 71 (4.46) Identified as going on
  to another institution of higher learning.
• Total 57.6 entered an Institution of Higher
  Learning.

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List of Additional InstitutionsTop Six
ARIZONA STATE UNIVERSITY 25 NORTHERN ARIZONA
UNIVERSITY 11 BRIGHAM YOUNG UNIVERSITY 3 THE
BRYMAN SCHOOL 2 NEW MEXICO STATE
UNIVERSITY 2 ITT TECHNICAL INSTITUTE 2
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Time Frames of Admission

• Admitted prior to Graduation Percentage Change
• Number of Students 407 48.11 6.99
• (Concurrent High School Students)
• Admitted as Fall 2004 incoming Freshmen
• Number of Students 414 48.94 -0.50
• Admitted After Fall 2004
• Number of Students 25 2.96 -6.38

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Question Posed?

• How many students who were admitted prior to
  Graduation (May 2004), went on to enroll in Fall
  2004 Courses?
• 244 Student Enrolled in Fall 2004
• (Concurrent High School Students)
• This Equates to 28.84 Decrease -6.63
• The Overall Penetration Rate for Fall 2004
  39.2
• Decrease -2.04

Note Penetration Rate is defined as those
students who graduate High School in the spring
and enroll in the subsequent Fall Term.
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Hispanic Students 67.26
White Students 26.48
Females 56.03 Males 43.97
27
Overall AWC Gender Ethnicity Distribution Fall
2004

• Female 60.0
• Male 39.2
• Unknown 0.8
• Non-Resident Alien 0.6
• American Indian or Alaska Native 2.2
• Asian 1.6
• Black or African American 2.8
• Hispanic or Latino 60.01
• White 30.5
• Unknown 2.2

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FIRST TIME STUDENTSFull-Time vs. Part-Time -
Fall 2004

• Count Percentage Change
• First Time Students 380 44.92 1.87
• First Time Full-Time 260 68.42 -1.63
• First Time Part-Time 120 31.58

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Fall 2004 GPA Comparison

• YUHSD Average GPA 2.1
• Decreased by -0.08 over AY02-03
• AWC Average GPA 2.05
• Decreased by -0.07 over AY02-03

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REMEDIATION

• 497 (58.75) HS Graduates required remediation in
  at least one of the 3 subject areas of Reading,
  English and/or Math.
• Reading 119 (14.07)
• English 448 (52.96)
• Math 255 (30.14)

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REMEDIATIONCont.

• One Subject Area 51.13
• Two Subject Areas 30.97
• All Three Subject Areas 7.45

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REMEDIATION
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REMEDIATION Gender/Ethnic Breakdown

• Remediation Overall
• Female 56.94 56.03
• Male 43.06 43.97
• American Indian or Alaska Native 0.20
  0.59
• Asian 0.20 1.18
• Black or African American 1.41 0.82
• Hispanic or Latino 77.46 67.26
• White 17.51 26.48
• Unknown 3.22 3.66

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REMEDIATIONFall 2004

• 398 (47.05) HS Graduates required remediation in
  at least one of the 3 subject areas of Reading,
  English and/or Math in the Fall 2004 Term.
• Reading 87 (10.28)
• English 354 (41.84)
• Math 198 (23.4)

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REMEDIATION

• 156 (18.44) HS Graduates required remediation in
  at least two of the three subject areas (RDG, ENG
  and/or MAT) in the Fall 2004 Term.
• 45 (5.32) HS Graduates required remediation in
  all three subject areas RDG, ENG MAT in the
  Fall 2004 Term.

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Career Technical EducationYUHSD

• Out of the 1592 High School Graduates 496
  (31.16) are identified as being CTE Students at
  the High School Level.
• 473 (95.36) of the 496 CTE Students are
  considered to be TechPrep Students.
• 1096 (68.84) Academically Orientated Students

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Career Technical Education- Continued

• Out of the 496 that are identified as being CTE
  Students, 283 (57.66) went on to an institution
  of Higher Learning.
• 268 (94.7) of the 283 CTE Students are
  considered to be TechPrep Students.
• Out of the 1096 Academically Orientated Students
  572 (52.19) went on to an institution of Higher
  Learning.

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Career Technical EducationAWCs Student
Admissions

• Out of the 846 High School Graduates attending
  AWC 279 (32.98) were identified as CTE
  Students at the High School Level.
• 264 (94.62) of the CTE Students are considered
  to be TechPrep Students.
• 567 (67.02) Academically Orientated Students

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Career Technical EducationFall 2004 Enrollees

• 624 (73.76) High School Graduates Enrolled
• 189 (30.29) CTE Students
• 178 (94.18) TechPrep Students
• 435 (69.71) Academically Orientated Students

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Career Technical EducationFirst Time Students

• 414 (48.94) Total HS Graduates that are First
  Time Students
• 131 (31.64) CTE Students
• 126 (96.18) of the CTE Students are Identified
  as TechPrep
• 283 (68.36) Academically Orientated Students

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Post-Secondary CTE Identified Students Based Upon
Declared Degree Major

• 127 (15.01) CTE Students
• 553 (65.37) Academic Students
• 166 (19.62) Undecided/Undeclared/ Personal
  Enrichment Students

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AWC Overall Retention Persistence

• Fall 2004 Retention 84.14
• Fall 2004 Persistence to Spring 2005 61.51

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YUHSD Retention

• 603 (71.28) of the 846 Students were Retained
  thru the End of Term Fall 2004.
• CTE 211 (34.99)
• TechPrep 200 (94.79)
• Academically Orientated Students 392 (65.01)

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YUHSD Persistence

• 584 (69.03) of the 846 Students Persisted to the
  Spring 2004 Term.
• CTE 202 (34.59)
• TechPrep 193 (95.55)
• Academically Orientated Students 382 (65.41)

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CONTACT

• Delmas (Del) Dawley
• Senior Research Analyst
• Arizona Western College
• P.O. Box 929
• Yuma, Arizona 85366-0929
• Phone [phone]
• Fax [phone]
• E-Mail del.dawley_at_azwestern.edu