State Longitudinal Data Systems and

CTE

Sharon Enright, Ph.D.Ohio Department of Education

Office of Career-Technical Education1

NACTEI ConferenceMay 11, 2011

Greetings from OhioThe Buckeye State!

2

Federal Requirements: Section 113(b) (Basic Grant) Core Indicators of Performance

Section 113(b) Core Indicators*:SECONDARY

Section 113(b) Core Indicators*: POSTSECONDARY

1S1: Academic Attainment – Reading/Language Arts

1S2: Academic Attainment – Mathematics

2S1: Technical Skill Attainment

3S1: Secondary School Completion

4S1: Student Graduation Rates

5S1: Secondary Placement

6S1: Nontraditional Participation

6S2: Nontraditional Completion

1P1: Technical Skill Attainment

2P1: Credential, Certificate, or Diploma

3P1: Student Retention or Transfer

4P1: Student Placement

5P1: Nontraditional Participation

5P2: Nontraditional Completion

*Required for all recipients of Carl D. Perkins funds. 3

Section 203(c) Indicators*:SECONDARY

Section 203(c) Indicators*:POSTSECONDARY

1STP1: Enroll in postsecondary education

1STP2: Enroll in postsecondary in the same field or major

1STP3: Complete a State or industry-recognized certification or licensure

1STP4: Complete courses that award postsecondary credit

1STP5: Enroll in remedial mathematics, writing, or reading

courses

1PTP1: Employment after graduation

1PTP2: Complete a State or industry-recognized certificate or licensure

1PTP3: Complete a 2-year degree or certificate

1PTP4: Complete a baccalaureate degree program

*Required for states who maintain separate Title II Tech Prep funding.

Federal Requirements: Section 203(c) (Tech Prep) Indicators of Performance

4

Under Perkins IV and EDGAR*, each state is required to submit to the Department by December 31 of each year:– CTE Program Narrative data;– Perkins Financial status reports (FSRs); and– CTE Student Enrollment and accountability data.

States submit this information to U.S. Dept. of Education via:– Consolidated Annual Report (CAR)– EDEN/EDFacts (Secondary accountability data

only)

Federal Requirements: Annual Reporting

* EDGAR = Education Department General Accounting Rules5

Administrative Records Matching – IN-STATE:

State Student Data Exchange – Secondary-Postsecondary Data Collection Systems.

—Or single P-20 data system. State Department of Labor Unemployment

Insurance Wage Records.

Administrative Records Matching – OUT-OF-STATE:

National Student Clearinghouse (NSC) http://www.studentclearinghouse.org/

Federal Employment Date Exchange System (FEDES) http://www2.ubalt.edu/jfi/fedes/index2.cfm

Wage Record Interchange System (WRIS) http://www.doleta.gov/performance/wris.cfm

Implications for States:Resources for CTE Data Collection

6

Student Survey – Viable option for: States that do not have identifiable student-level

data in their systems; and States that do not have access to data in either

their own data systems or via administrative records matching.

This Student Survey guide is a helpful resource:

http://cte.ed.gov/docs/DQI/Follow%20up%20Survey%20Guidelines.DOC

Implications for States:Resources for CTE Data Collection

7

Perkins Postsecondary Performance Indicator data: (http://136.165.122.102/UserFiles/File/Tech_Reports/

Postsecondary_Data_Dictionary_Report_WEB.pdf)

Other useful data tables include: Crosswalk tables to: CIP, Career Clusters, Pathways, and

Nontraditional indicators (http://cte.ed.gov/accountability/crosswalks.cfm)

Department of Labor data for High Skill, High Wage and High Demand (http://www.occsupplydemand.org/OSD_Main.aspx) & (http://www.occsupplydemand.org/HDWS/OSD_CIPlistMT.aspx)

Implications for States:Resources for CTE Data Collection

8

Implications for States:Data Systems

At a minimum, a state’s data system must be able to:– Identify a “CTE student” (participant and

concentrator);– Identify CTE students by disaggregated

categories (e.g., gender, race, ethnicity); and

– Yield data on student’s academic and technical skill attainment.

9

Implications for States:Data Systems (con’t.) At a minimum, a state’s data

system must be able to:– Provide placement data for secondary

and postsecondary (administrative records or student surveys);

– Provide school completion data (e.g., diploma, degree attainment); and

– Yield data for determining nontraditional participation and completion.

10

Implications for States:Data Systems (con’t.)

Additionally, states need to determine how to track students:– Secondary students into postsecondary

education and employment; and

– Postsecondary students into further education and employment.

11

Implications for States:Data Systems (cont’d)

A state’s data system may be: A “stand-alone” career and technical

education data system A “consolidated” state data system; or

State Longitudinal Data System (SLDS)

12

Implications for States: Stand-Alone Data System

Maintained by State CTE accountability staff.

Data often cannot be tracked longitudinally.

Data typically do not link to other education, workforce, or economic data.

System may be poorly resourced (i.e., few staff assigned, few funds for system upgrades).

Difficult to validate the accuracy, reliability, and completeness of the data. 13

Implications for States:Consolidated System or SLDS Data entered and submitted by trained local

data-reporters. Contains individual student-level data (unit-

record data), so can disaggregate student data. Contains longitudinal data, so can track student

progress over time on a variety of measures. Most data reported only once. Links students with teachers and with CTE

programs. Possibility of tracking students to

postsecondary program systematically.14

Implications for States: Resources for Quality DataWhether using stand-alone CTE data collection

system or a SLDS, the following are key resources for quality data collection:

– Data Quality Campaign (DQC) (http://www.dataqualitycampaign.org/)– Common Data Standards Initiative (CEDS)

(http://www.commondatastandards.org/elements.html) – Secondary School Course Classification System: School Codes for the

Exchange of Data (SCED) (http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2007341)

– Schools Interoperability Framework (SIF) (http://www.sifinfo.org/us/index.asp)

– U. S. Department of Education Statewide Longitudinal Data Systems grant programs (http://www2.ed.gov/programs/slds/factsheet.html)

15

16

17

NCES:Common Education Data Standards

18

CEDS – CTE Data Elements

19

CEDS – CTE Data Elements

20

CEDS – CTE Data ElementsThe term Vocational included in the code set of these elements: Credit type earned Diploma/credential type Exit/withdrawal type Program type School type

21

NCES:Secondary School Course Classification System: School Codes for the Exchange of Data (SCED)

22

(SCED) Subject Areas

Same as listed in the Common Education Data Standards (CEDS)

23

24

Implications for States: Procedures and Protocols Each state should: Participate on their state’s SLDS team Develop and disseminate a state

administrative data handbook that includes:- Student definitions and measurement approaches for

the section 113 core indicators and, if applicable, section 203 indicators;

- Data dictionary and CTE data file specifications;- Business rules for calculations used by the state;- FERPA guidelines and other unique state

requirements; and- Timelines for reporting.

25

Implications for States: Professional Development Each state should: Provide on-going technical assistance to institutions

responsible for the reporting of Perkins accountability data, including individuals such as:– Data staff responsible for the CTE data system or SLDS;– CTE administrators; and– Local staff responsible for CTE data input.

Consider a data help desk to address data collection and reporting questions.

Provide workshops on the importance of data quality and the use of data for program improvement decisions.

26

Implications for States: Annual ReportingEach state should implement strategies for: Using data for compliance (determining whether a local

recipient has met its local-adjusted performance levels)– Develop electronic data validity checks to verify accuracy

of reported against data calculation business rules;– Post data to the state’s website for view by local education

agencies and the public. Using data for program improvement

– Develop and distribute of data verification reports (see postsecondary examples in the following slides)

– Compare CTE data with overall institutional data

27

Taking a pulse: Questionnaire• What kind of data system is used to collect CTE

data from your state’s LEAs?• In your state data system, do you have student

names or other individually identifiable data?• Are you currently able to track CTE students from

secondary to postsecondary, via your state’s data system(s)?

• What do you like about your current data system for collecting CTE data?

• What would you like to improve about your current data system for collecting CTE data?

• If your state obtains some CTE data via administrative record exchange, please describe.

28

Futuring – Looking ahead…

29

We need to commit to:• Consistency in student and

indicator definitions; and• Working with our state’s

SLDS(s).

Thank you for participating in this

discussion on State Data Systems and CTE Data!

Sharon Enright, Ph.D.Ohio Department of Education

Office of Career-Technical Educationsharon.enright@ode.state.oh.us

614-644-681430