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Wisconsin’s Technical College Pipeline Data Study. March 23, 2011, webinar. C O W S. center on wisconsin strategy. Goal: Increase the number of adults who earn postsecondary credentials related to occupations in high demand. One year of college level credits plus a credential. - PowerPoint PPT Presentation
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Wisconsin’s Technical College Pipeline Data Study
March 23, 2011, webinar
C O W S center on wisconsin strategy
Goal: Increase the number of adults who earn postsecondary credentials related to occupations in high demand.
The Tipping PointWashington State’s Seminal Study
Study tracked 35,000 working-age adults who came to Community-Technical Colleges with only high school education or less, or non-English-speaking.
is the tipping point for earnings success.
One year of college level credits plus a credential
RISE Target Population
Center on Wisconsin Strategy (COWS), Fall 2009
Adults 25-54 without 2- or 4-yr college credential…or not proficient in English
1.4 million
1.3 million…Who worked last year
…Who made less than median wage ($15.11) 695,000
Some Simple Questions
To what extent do ABE, ELL, and Developmental serve as feeders for college programs?
How do the groups compare in terms of college performance?
How does program enrollment affect student performance?
The Pipeline Study Population Working-age, first-time WTCS students
with no prior college attendance
Divided into groups based on lowest level course work taken• English Language Learning• Beginning Level Adult Basic Education• Intermediate Level Adult Basic Education• Adult Secondary Education• Developmental• College/Postsecondary
Size of Groups in Cohort Study
Series1
0
40,000
80,000
18245.0
9924.0
20770.08157.04444.0
68769.0
Throughput of Students Who Took Any Kind of Course
Series1
0
40,000
80,000
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
100%
?
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
5%26%
25%38%
70%100%
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
41%
?
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
3%
19%19%
29%62%
41%
Postsecondary Attainment
Group s
ize
Took PS c
ourse
In a
pro
gram
Comple
ted a
pro
gram
0
5,000
10,000
15,000
20,000
25,000
30,000
ELLBegABE
IntABEASE
DevPS
# students
69 thousand
Postsecondary Attainment
ELLBegABE
IntABE ASE Dev PS
Group size 18,245 9,924 20,770 8,157 4,444 68,769
Took course 5% 26% 25% 38% 70% 100%
In program 3% 19% 19% 29% 62% 41%
Complete a program 1% 8% 8% 13% 29% 19%
Students Who Enrolled In College Courses
0
5,000
10,000
15,000
20,000
25,000
30,000
ELL
BegABE
IntABE
ASE
Dev
PS
3 cr
6 cr
12 c
r
0
0.4
0.8
ELL
Be-gABE
IntABE
ASE
Dev
PS
Credits earned threshold
% of PS course takers
Percent That Earned Credits ?
3 cr
6 cr
12 c
r
0%
40%
80%
ELL
Be-gABE
IntABE
ASE
Dev
PS
Credits earned threshold
% of PS course takers
Percent That Earned Credits
3 cr
6 cr
12 c
r
0%
40%
80%
ELL
Be-gABE
IntABE
ASE
Dev
PS
Credits earned threshold
% of PS course takers
Percent That Earned Credits
3 cr
6 cr
12 c
r
0%
40%
80%
ELL
Be-gABE
IntABE
ASE
Dev
PS
Credits earned threshold
Percent That Earned Credits
% of PS course takers
>= 3 cr >= 6 cr >= 12 cr
ELL 70% 41% 31%
BegABE 75% 60% 49%
IntABE 80% 66% 54%
ASE 86% 76% 67%
Dev 89% 78% 66%
PS 60% 39% 26%
Percent That Earned Credits
% of PS course takers
Percent Who Took College English
Took Passed
0%
50%
EL
L
Be
gA
BE
IntA
BE
AS
E
De
v
PS
% of PS course takers
?
Percent Who Took College English
Took Passed
0%
50%
EL
L
Be
gA
BE
IntA
BE
AS
E
De
v
PS
% of PS course takers
90 85 85 88 89 91% of credits
passed
Percent Who Took College Math
Took Passed
0%
50%
EL
L
Be
gA
BE
IntA
BE
AS
E
De
v
PS
% of PS course takers
90 85 85 88 89 91% of credits
passed
Students Who Were Admitted to a Program
0
5,000
10,000
15,000
20,000
25,000
30,000
ELL
BegABE
IntABE
ASE
Dev
PS
WTCS Program Types • Apprenticeship• Short-term technical diploma• One-year technical diploma• Two-year technical diploma• Applied associate degree• Liberal arts associate degree
Distribution of Program Enrollments by Program Type
0%
10%
20%
30%
40%
50%
60%
70%
80%
Apprent
Short TD
1-yr
TD
2-yr
TD
Appl AD
LibArt
AD
ELL BegABE IntABE ASE Dev PS
Percent of those who enrolled in a program
Program Completion by Program Type (sans Short-Term)
Any type Apprent 1-yr TD 2-yr TD Appl AD10%
20%
30%
40%
50%
60%Percent of those who enrolled in a program that completed
ELL 50% 30% 48% 22% 34%
BegABE 44% 40% 42% 24% 28%
IntABE 40% 52% 45% 20% 28%
ASE 45% 50% 49% 35% 36%
Dev 46% 54% 52% 28% 29%
PS 45% 41% 51% 39% 32%
YesNo
0%
50%
100%
EL
L
Beg
AB
E
IntA
BE
AS
E
Dev PS
In a program
Of all stu-dents,
percent that com-pleted 3 or more cred-
its
Effect of Program Enrollment On PS Credit Accumulation
Series1
Effect of Program Enrollment On Passing PS Credits
Yes50%
60%
70%
80%
90%
100%
ELL
BegABE
IntABE
ASE
Dev PS
Yes 91% 91% 90% 95% 94% 91%
No 79% 71% 74% 82% 81% 79%
In a program
% of students who attempted at least 3 credits that completed at
least 3 credits.
Some Simple Questions
To what extent do ABE, ELL, and Developmental serve as feeders for college programs?
How do the groups compare in terms of college performance?
How does program enrollment affect student performance?
For employers: • Larger pool of qualified
workers• Pipeline for filling skilled jobs
from within• Higher retention, employee
loyalty
For workers: • Path to better jobs, higher
wages• Access to, employer support
for, lifelong learning• More work security
Steps Ahead
Finish all clean-up of data set With COWS, write up systemwide
transitions report Break out data by colleges and
career clusters Add transition measures to
performance measurement systems
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