NRS and Data Collection

Part 1

NRS and Data CollectionPart 1 and 2

Why?– Make sure all programs understand what needs

to be collected and definitions– Make sure all programs know where everything

goes in MAEMIS

NRS and Data CollectionPart 1 and 2

Agenda Part 1– NRS definitions and requirements

Agenda Part 2– Where does it all go in MAEMIS

What is an Adult Education Student

Definition of Adult Education Student

12 hours of contact – only hours that don’t count GED official testing

hours– Only students who don’t count: students under

16, students still enrolled in HS (credit recovery students)

Definition of Adult Education Student

What about CT and Dual Enrolled students?– They count if on an approved pre-test they have a

deficiency in math or English. Does not matter if they are enrolled and/or attending college.

Once 12 hours is met

Programs are required to collect core outcome measures, core descriptive and core participation measures on all students being counted

Required Core Measures

Core Outcome Measures

Educational Gain Entered/retained employment Receipt of secondary credential Entered post-secondary education

Core Descriptive Measures

Demographics– Race/Ethnicity– Gender– Age

Status and goals– Labor force status– Public Assistance Status– Rural Residency– Disability Status– Learner’s main and secondary goals for attending

Core Participation Measures

Student Participation– Contact Hours – Program enrollment type

To be perfectly clear:

Anyone who receives 12 hours of service is an adult education student and can be counted in the NRS tables (over 16, and not enrolled in day school,

If you count them, you MUST collect:– Core Outcome Measures– Core Demographic Measures– Core Participation Measures

Core Outcome Measures

Core Outcome Measures-Educational Gain

ALL students need to be assessed at intake to determine initial Educational Functioning Level ( This is the pre-test)– According to Maine’s Assessment Policy this

means as soon as possible upon entering program, generally within the first 12 hours and BEFORE the occurrence of any substantial instructional intervention. (Pg 9)

Core Outcome Measures-Educational Gain

Students need to be assessed after an appropriate amount of time to determine Educational Function Level Gains (Post test)– According to Maine’s Assessment Policy this

means using an alternate form, at the end of the semester, term, quarter or other substantial block of instruction. CASAS recommends assessing after approximately 70-100 hours of instruction. (Pg 9)

Core Outcome Measures-Educational Gain

Exceptions to before mentioned testing guidelines:– May assess, if learner indicates they are leaving

before the scheduled post-test time to maximize collection of paired test date. HOWEVER, testing should not occur before at least 40 hours of instruction and then only if the learner was in a class meeting 15 hours/week or more or in cases of exceptional student progress. (pg.9)

Core Outcome Measures-Educational Gain

Learners do not need to be assessed in all areas only those relevant to each student's needs. At a minimum, learners must be assessed in basic reading, writing or math.

If multiple skill areas are assessed and the learner has a varying abilities: Low Adult Secondary Reading and Beginning Basic Education in Math, the program places the student in the MIS system according to lowest functioning level. This also the level that should be used for educational gains.

Core Outcome Measures-Educational Gain

All learners in all programs must be assessed and placed in the appropriate EFL using the approved assessments and assessment policy if you want to count them.

Not all learners need to be post-tested-60%

Core Outcome Measures-Educational Gain

HSC learners placed in the Low Adult Secondary Education level (ASE 5) may document progress to High Adult Secondary Education (ASE 6) through the accumulation of Carnegie Credits as in the following example:

Core Outcome Measures-Educational Gain

A learner in ASE 5 who has accumulated at least one credit more than one half of the credits locally required for graduation, may be considered to have advanced to ASE 6 without the need for post testing.

The learner will be deemed to have completed ASE 6 with the awarding of a high school diploma or high school equivalency diploma (GED).

In these two cases the learner would not be included in the Table 4b counts as there was no post-testing and therefore, no eligible Pre/Post Test pair

This is one of the main reasons that the Table 4b target percentage is 60% rather than 100%

Core Outcome Measures-Entered Employment

Definition: Learner enters employment by the end of the first quarter after the program exit quarter. Employment is working in a paid, unsubsidized job or working 15 hours or more per week in an unpaid job on a farm or business operated by a family member or the student. The exit quarter is the quarter when instruction ends, the learner terminates or has not received instruction for 90 days, and is not scheduled to receive further instruction. A job obtained while the student is enrolled can be counted for entered employment and is reported if the student is still employed in the first quarter after exit from the program.

Applicable Population: Learners who are not employed at time of entry and who have a goal of obtaining employment on exiting during the program year.

Core Outcome Measures-Retained Employment

Definition: Learner remains employed in the third quarter after exit quarter.

Applicable Population: Learners who, at time of entry, are not employed and have a goal of obtaining employment, who enter employment by the first quarter after the exit quarter; and learners who are employed at entry and have a goal of improved or retained employment.

Core Outcome Measures-Employment Goals Follow-up

Entered Employment – PY2009 Report Date Span:

October 1, 2008 to September 30, 2009

(Pink Cells)

Retained Employment – PY2009 Report Date Span: April 1, 2008 to March 30,

2009 (Yellow Cells)

Core Outcome Measures-Receipt of Secondary Credential

Definition: The learner obtains certification of attaining passing scores on GED tests, or the learner obtains a diploma or State-recognized equivalent, documenting satisfactory completion of secondary studies (high school or adult high school diploma).

Applicable Population: All learners with a goal of passing the GED tests or obtaining a secondary school diploma (or its recognized equivalent) who exit during the program year.

Core Outcome Measures-Entered Post-Secondary Education

Definition: Learner enrolls in a postsecondary educational or occupational skills training program that does not duplicate other services or training received, regardless of whether the prior services or training were completed.

Applicable Population: All learners with a goal of placement in postsecondary education or training who exit during the program year.

Core Descriptive Measures

Core Descriptive MeasuresDemographics-Race/Ethnicity

Beginning July 1, 2010, programs are required to collect and report race/ethnicity data differently. When collecting data, they will first ask about a student’s ethnicity (i.e., Hispanic/Latino or not) and then select one or more races with which the student identifies. Programs will then report data by counting students in only one of the following seven aggregate racial/ethnic categories beginning with program year 2010-11

Students who identify themselves as Hispanic/Latino are reported only in that category.

Core Descriptive MeasuresDemographics-Race/Ethnicity

American Indian or Alaska Native—A person having origins in any of the original peoples of North and South America (including Central America), and who maintains a tribal affiliation or community attachment.

Asian—A person having origins in any of the original peoples of the Far East, Southeast Asia, or the Indian subcontinent including, for example, Cambodia, China, India, Japan, Korea, Malaysia, Pakistan, the Philippine Islands, Thailand, and Vietnam.

Core Descriptive MeasuresDemographics-Race/Ethnicity

Black or African American—A person having origins in any of the Black racial groups of Africa.

Hispanic/Latino of any race—A person of Cuban, Mexican, Puerto Rican, South or Central American, or other Spanish culture or origin, regardless of race. The term ``Spanish origin'' can be used in addition to ``Hispanic/Latino or Latino.'‘

Native Hawaiian or Other Pacific Islander—A person having origins in any of the original peoples of Hawaii, Guam, Samoa, or other Pacific Islands.

Core Descriptive MeasuresDemographics-Race/Ethnicity

White—A person having origins in any of the original peoples of Europe, the Middle East, or North Africa.

Two or more races—A person having origins in two or more race categories and not Hispanic/Latino.

Applicable Population: All learners.

Core Descriptive MeasuresDemographics-Gender

Definition: Whether the learner is male or female.

Applicable Population: All learners

Core Descriptive MeasuresDemographics-Age

Definition: Years since learner’s date of birth.

Applicable Population: All learners.

Core Descriptive Measures Status and goals-Labor force Status

Definition: Whether the learner is employed, not employed, or not in the labor force at time of entry into the adult education program, according to the following criteria:

– Employed—Learners who work as paid employees, work at their own business or farm, or who work 15 hours or more per week as unpaid workers at a farm or business operated by a member of their family. Also included are learners who are not currently working but who have jobs or businesses from which they are temporarily absent.

– Unemployed—Learners who are not working but are seeking employment, make specific efforts to find a job, and are available for work.

– Not in the Labor Force—Learners who are not employed and are not seeking employment.

Applicable Population: All learners.

Core Descriptive Measures Status and goals-Public Assistance Status

Definition: Learner is receiving financial assistance from Federal, State, or local government agencies, including Temporary Assistance for Needy Families (TANF) or equivalent general assistance, food stamps, refugee cash assistance, old-age assistance, and aid to the blind or totally disabled. Social Security benefits, unemployment insurance, and employment-funded disability are not included in this definition.

Applicable Population: All learners.

Core Descriptive Measures Status and Goals-Disability Status

Definition: Learner has a record of, or is regarded as having any type of physical or mental impairment, including a learning disability that substantially limits or restricts one or more major life activities (e.g., walking, seeing, hearing, speaking, learning, and working).

Applicable Population: All learners.

Core Descriptive Measures Status and Goals-Rural Status

Definition: Learner resides in a rural area; that is, a place with a population of less than 2,500 that is not near any metropolitan area with a population greater than 50,000, or in a city with adjacent areas of high density.

Applicable Population: All learners.

Core Descriptive Measures Status and Goals-Rural Status

Census 2000 Urban Areas

Urban Areas Population

Bangor 58,983

Lewiston 50,567

Portland 188,080

Portsmouth NH - ME 50,912

Dover - Rochester NH - ME 80,456

Core Descriptive Measures Status and Goals-Rural Status

Maine's Urban Clusters (based on 2000 census data)

Cluster Location Population

Area (sq. meters)

Density (per sq. mile)

Augusta, ME 23,897 53,258,048 1,162.1

Bar Harbor, ME 2,535 3,596,952 1,825.3

Bath, ME 31,870 69,752,700 1,183.4

Belfast, ME 3,305 6,308,018 1,357.0

Calais, ME 2,618 4,187,318 1,619.3

Camden, ME 4,468 8,996,269 1,286.3

Caribou, ME 4,109 5,761,455 1,847.1

Farmington, ME 3,716 6,174,113 1,558.8

Houlton, ME 4,178 3,874,148 2,793.1

Core Descriptive Measures Status and Goals-Rural Status

Cluster Location PopulationArea (sq. meters)

Density (per sq. mile)

Kennebunk, ME 8,576 30,934,724 718.0

Lisbon Falls, ME 7,436 18,209,888 1,057.6

Livermore Falls, ME 2,832 4,319,379 1,698.1

Madawaska, ME 2,552 6,624,767 997.7

Madison, ME 2,511 3,018,849 2,154.3

Millinocket, ME 4,801 8,539,960 1,456.0

North Windham, ME 7,937 25,743,783 798.5

Paris--Norway, ME 3,887 9,629,178 1,045.5

Pittsfield, ME 2,555 4,422,022 1,496.5

Presque Isle, ME 6,081 17,046,062 924.0

Core Descriptive Measures Status and Goals-Rural Status

Rockland, ME 10,619 23,144,832 1,188.3

Rumford, ME 5,683 5,571,635 2,641.8

Sanford, ME 15,286 25,120,171 1,576.0

Skowhegan, ME 4,964 9,022,323 1,425.0

Waterville, ME 24,424 33,867,320 1,867.8

York Harbor, ME 8,086 23,505,177 891.0

Note: For Census 2000, a UC consists of contiguous, densely settled census BGs and census blocks that meet minimum population density requirements, along with adjacent densely settled census blocks that together encompass a population of at least 2,500 people, but fewer than 50,000 people.

Core Descriptive Measures Status and Goals-Learner Goals for Attending

Definition: Learner’s reasons for attending the class or program, as defined in the following categories:

– Obtain a Job—Obtain full- or part-time paid employment.– Retain Current Job—Upgrade skills to enable retention of current

job.– Earn a Secondary School Diploma or Achieve a GED

Certificate—Achieve sufficient skills and credit hours to earn a State-accredited secondary diploma or pass GED tests.

– Enter Postsecondary Education or Job Training—Achieve skills to enable enrollment in a postsecondary education program or job training program.

– Improve Basic Literacy Skills—Improve overall basic literacy skills.

Core Descriptive Measures Status and Goals-Learner Goals for Attending

– Improve English Language Skills—Improve overall skills in the English language (e.g., speaking, reading, and writing).

– Obtain Citizenship Skills—Obtain skills to pass the U.S. citizenship test.

– Achieve Work-Based Project Learner Goals—Obtain the skills needed to complete a project learner activity (i.e., a course of 12–30 hours duration designed to teach specific workplace skills).

– Other Personal Goals—Any other goal related to instruction with a clearly definable outcome, such as passing a driver’s test or improving reading ability.

Applicable Population: All learners.

Core Participation Measures

Core Participation MeasuresStudent Participation-Contact Hours

Definition: Hours of instruction or instructional activity the learner receives from the program. Instructional activity includes any program-sponsored activity designed to promote student learning in the program curriculum, such as classroom instruction, assessment, tutoring, or participation in a learning lab.

Applicable Population: All learners.

Core Participation MeasuresStudent Participation-Program Enrollment

Definition: Learner is enrolled in the following programs or institutions:

Adult Basic Education Program—A program of instruction designed for adults who lack competence in reading, writing, speaking, problem solving, or computation at a level necessary to function in society, on a job, or in the family.

Adult Secondary Education Program—A program of instruction designed for adults who have some literacy skills and can function in everyday life but who are not proficient or do not have a certificate of graduation or its equivalent from a secondary school.

EL Program—A program of instruction designed to help adults with limited English proficiency achieve competence in the English language.

Core Participation MeasuresStudent Participation-Program Enrollment

Correctional Education Program—A program of ABE, ASE, or EL instruction for adult criminal offenders in correctional institutions.

Family Literacy Program—A program with a literacy component for parents and children or other intergenerational literacy components.

Workplace Literacy Program—A program designed to improve the productivity of the workforce through improvement of literacy skills needed in the workplace by:

– Providing adult literacy and other basic skill services and activities, including basic computer literacy skills.

– Providing adult secondary education services and activities that may lead to the completion of a high school diploma or its equivalent.

– Meeting the literacy needs of adults with limited English proficiency.

Core Participation MeasuresStudent Participation-Program Enrollment

Program for the Homeless—A program designed for homeless adults. Homeless adults lack a fixed, regular, nighttime residence or have a residence that is (1) a publicly supervised or privately operated shelter designed to provide temporary living accommodations (including welfare hotels, congregate shelters, and transitional housing for the mentally ill), (2) an institution that provides temporary residence for individuals intended to be institutionalized, or (3) a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. The term homeless adult does not apply to any individual imprisoned or otherwise detained pursuant to an act of the Congress or a State law.

Core Participation MeasuresStudent Participation-Program Enrollment

Correctional Facilities—Any prison, jail reformatory, work farm, detention center, or any other Federal, State, or local institution designed for the confinement or rehabilitation of criminal offenders.

Community Corrections Programs—A community-based rehabilitation facility or halfway house.

Other Institutional Programs—Any other medical or special institution.

Core Participation MeasuresStudent Participation-Program Enrollment

Distance Education—Formal learning activity where students and instructors are separated by geography, time or both for the majority of the instructional period. Distance learning materials are delivered through a variety of media including, but not limited to, print, audio recording, videotape, broadcasts, computer software, web-based programs and other online technology. Teachers support distance learners through communication via mail, telephone, e-mail or online technologies and software.

Note: For participants who receive both distance education and traditional classroom instruction during a program year (such as through a blended distance-classroom approach or concurrent enrollment in both types of instruction), the state must have a policy, consistent with the NRS definition, that defines how local programs are to classify the student. For NRS reporting, states can count a student only once, as either a distance education student or traditional classroom learner.

– Applicable Population: All learners.

NRS and Data Collection

Questions? Next Steps:

– Make sure you are registered for Part 2– Start checking your data

NRS and Data Collection

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