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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 [email protected]