U.S. Department of Education Office of Vocational and Adult Education Division of Academic and Technical Education An Overview of Six Recommendations and Issues Relative to State and Local CTE Accountability Systems John A. Haigh, Chief Performance and Accountability Branch Division of Academic and Technical Education Office of Vocational and Adult Education U S Department of Education Lolita B. Hall, Director Office of Career and Technical Education Services Division of Technology, Career and Adult Education Virginia Department of Education National Career Pathway Convention, October19, 2012
Transcript
U.S. Department of EducationOffice of Vocational and Adult EducationDivision of Academic and Technical Education
An Overview of Six Recommendations and Issues Relative to State and Local CTE Accountability Systems
John A. Haigh, ChiefPerformance and Accountability Branch
Division of Academic and Technical EducationOffice of Vocational and Adult Education
U S Department of Education
Lolita B. Hall, DirectorOffice of Career and Technical Education Services
Division of Technology, Career and Adult EducationVirginia Department of Education
National Career Pathway Convention, October19, 2012
State Perkins Accountability Congress
How would I Evaluate My RPOS Program?
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State Perkins Accountability Congress
How would I know My RPOS Program Was/Is Successful?
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Are There separate Metrics?
Secondary Postsecondary
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State Perkins Accountability Congress
Agenda
• Accountability Elements of Department Blueprint
• The SPAC and Design Team
• Engaging in the Discussion
• SPAC Indicators Under Consideration
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State Perkins Accountability Congress
SPAC, Design Team and SME’s
• The SPAC will contribute clarification and uniformity as well as identify issues and options regarding Perkins accountability performance metrics
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110 Delegate SPAC 50 States +
44 Member Design Team
Subject Matter ExpertsSecondary Postsecondary
State Perkins Accountability Congress
Department Blueprint
Investing in America's Future: A Blueprint for Transforming Career and Technical EducationFour core principles: 1.Alignment. Effective alignment between high-quality CTE programs and labor market needs to equip students with 21st-century skills and prepare them for in-demand occupations in high-growth industry sectors;
2.Collaboration. Strong collaborations among secondary and postsecondary institutions, employers, and industry partners to improve the quality of CTE programs;
3.Accountability. Meaningful accountability for improving academic outcomes and building technical and employability skills in CTE programs for all students, based upon common definitions and clear metrics for performance; and
4.Innovation. Increased emphasis on innovation supported by systemic reform of state policies and practices to support CTE implementation of effective practices at the local level.
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Proposed Accountability Reforms
• Common Definitions to Strengthen Data Systems and Close Equity Gaps for Participation:
– Use uniform definitions for participation and performance indicators to create high-quality data systems that enable meaningful comparisons and identification of equity gaps
• Within-state Competitions to Distribute Funds to Consortia: Provide states increased autonomy to select and fund high-quality programs responsive to regional labor-market needs
• Incentives for High Performance: Incentivize and reward local recipients that exceed performance targets
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State Perkins Accountability Congress
Blueprint: Possible Negotiated Indicators
Common performance indicators, intended to support meaningful cross state data comparisons and identify equity ‐gaps
S High school graduation rateB Rate of entrance into postsecondary education with and without remediationB Rate of attainment of industry recognized certifications or ‐licensuresP Rate of attainment of postsecondary certificates and degreesB Rate of employment and earnings
Common non-negotiated progress indicators to measure sub population enrollment in CTE, reported by gender, ‐race/ethnicity, and special population status
– the number of dual credits earned,– CTE credits meeting high school graduation requirements,
and– work based learning opportunities‐
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State Perkins Accountability Congress
SPAC and Design Team
• State Perkins Accountability Congress (SPAC)– Provide guidance, suggestions, and feedback to the Design
Team – Address global issues that arise during the course of Design
Team discussions
• Design Team– Develop detail of measurement approaches– Consider national and state perspectives on data collection,
analysis, and reporting
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State Perkins Accountability Congress
Engaging in the Dialogue
• SPAC Website: http://cte.ed.gov/spac• House materials and support dialogue
– Secondary: Rate of enrollment following high school (with/without remediation)
– Postsecondary: Rate of further enrollment in postsecondary education
3. Rate of attainment of employment4. Earnings and wages
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State Perkins Accountability Congress
Guiding Ideas
We want measures of the core indicators that:1.Focus on student success2.Can be acted upon at the local, state, or federal level 3.Are of high quality and efficient in collection and use 4.Are measurable over time5.Are simple and easily understood6.Are aligned among related programs and educational
sectors7.Avoid unanticipated consequences
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State Perkins Accountability Congress
Accountably Enrolled
A term for the threshold that students must reach to be included in reported accountability results
Secondary: Students who completed at least 50 percent of a state-approved career preparation program by the end of the reporting year
Postsecondary: Students who earned at least 12 cumulative credits (or equivalent) in a state-approved career preparation program or completed a state-approved career preparation program of less than 12 credits (or equivalent) by the end of the reporting year
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Secondary/Postsecondary Comparison
Secondary• High School Graduation Rate• Rate of Secondary
Enrollment in Postsecondary Education
• Rate of Secondary Employment
Postsecondary• Rate of Postsecondary Award
Attainment• Rate of Further Enrollment in
Postsecondary• Rate of Postsecondary
Employment
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State Perkins Accountability Congress
High School Graduation Rate
Measure: Percentage of accountably enrolled secondary students who graduated according to the state’s computation of its graduation rate as described in Section 1111(b)(2)(C)(vi) of the ESEA
Numerator: Students who completed at least 50 percent of a state approved ‐career preparation program by the end of the reporting year, were included in the state’s computation of its ESEA graduation rate in the reporting year, and received a standard high school diploma in the reporting year
Denominator: Students who completed at least 50 percent of a state‐approved career preparation program by the end of the reporting year and were included in the State’s computation of its ESEA graduation rate in the reporting year
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State Perkins Accountability Congress
Rate of Secondary Enrollment in Postsecondary Education
Measure: Percentage of accountably enrolled high school graduates who enroll in postsecondary education in the following yearNumerator: Students who completed at least 50 percent of a state approved ‐career preparation program by the end of the reporting year, received a high school diploma or equivalent in the reporting year, and enrolled in any postsecondary institution in the U.S. in the second quarter following the end of the reporting year during which the student graduatedDenominator: Students who completed at least 50 percent of a state‐approved career preparation program by the end of the reporting year and received a high school diploma or equivalent in the reporting year
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State Perkins Accountability Congress
Secondary Rate of Employment
Measure: Percentage of accountably enrolled students who graduated from high school, did not enroll in postsecondary education in the following reporting year, and who were employed or in the military at any time during the following reporting yearNumerator: Students who completed at least 50 percent of a state approved career ‐preparation program by the end of the reporting year, received a high school diploma or equivalent, were not found enrolled in a postsecondary institution the U.S. in the following reporting year, and were found to be employed or in the military at any time in the following reporting year
Denominator: Students who completed at least 50 percent of a state approved career ‐preparation program by the end of the reporting year, received a high school diploma or equivalent, and were not found enrolled in a postsecondary institution the U.S. in the following reporting year
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State Perkins Accountability Congress
Rate of Postsecondary Award Attainment
Measure: Percentage of accountably enrolled students who were not enrolled in a postsecondary institution and who received a degree, certificate, or employer credential in the reporting year or following reporting yearNumerator: Students who earned at least 12 cumulative credits or equivalent in a state approved career preparation program or completed a state approved program ‐ ‐of less than 12 credits (or equivalent) by the end of the reporting year; were not found enrolled in any postsecondary institution in the U.S. during the following reporting year; and received a degree, certificate, or employer certification in the reporting year or the following reporting year
Denominator: Students who earned at least 12 cumulative credits or equivalent in a state approved career preparation program or completed a state approved career ‐ ‐preparation program of less than 12 credits (or equivalent) by the end of the reporting year and were not found enrolled in any postsecondary institution in the U.S. during the following reporting year
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State Perkins Accountability Congress
Rate of Further Enrollment in Postsecondary
Measure: Percentage of accountably enrolled students who did not receive a degree, certificate, or employer credential in the reporting year or the following reporting year and who enrolled in postsecondary education in the following reporting year Numerator: Students who earned at least 12 cumulative credits (or equivalent) in a state approved career preparation program or completed a state approved career ‐ ‐preparation program of less than 12 credits (or equivalent) by the end of the reporting year; did not receive a degree, certificate, or employer certification in the reporting year or the following reporting year; and were found enrolled in any postsecondary institution in the U.S. any time during the following reporting year
Denominator: Students who earned at least 12 cumulative credits (or equivalent) in a state approved career preparation program or completed a state approved career ‐ ‐preparation program of less than 12 credits (or equivalent) by the end of the reporting year and did not receive a degree, certificate, or employer certification in the reporting year or the following reporting year
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State Perkins Accountability Congress
Postsecondary Rate of Employment
Measure: Percentage of accountably enrolled students received a postsecondary degree, certificate, or employer credential; were not enrolled in postsecondary the following year; and were employed or in the military at any time during the following reporting yearNumerator: Students who earned at least 12 cumulative credits (or equivalent) in a state-approved career preparation program or completed a state approved career preparation program of less than 12 ‐credits (or equivalent) by the end of the reporting year and were not found enrolled in any postsecondary institution in the U.S. during the following reporting year; received a degree, certificate, or recognized employer certification in the reporting year or the following reporting year; and were found to be employed or in the military in the following reporting
Denominator: Students who earned at least 12 cumulative credits (or equivalent) in a state approved ‐career preparation program or completed a state approved career preparation program of less than 12 ‐credits (or equivalent) by the end of the reporting year and were not found enrolled in any postsecondary institution in the U.S. during the following reporting year; and received a degree, certificate, or recognized employer certification in the reporting year or the following reporting year
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State and Local Issues
• Participation vs. concentration• Should the indicator definitions be associated with measuring
consortium outcomes?• Should outcomes be assessed at both secondary and
postsecondary levels or only upon completion of a full POS?• Should the indicators and measures reflect longitudinal aspects
of students’ educational experiences?• Data collection, validity, reliability and reporting• Design Team expressed interest in TSA but agnostic on
accountable measure• Will states be accountable for only Perkins funded programs?• Will states and districts be allowed to use surveys?
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State Perkins Accountability Congress
Contact Information
John HaighChief, Performance and Accountability Branch
