Perkins Accountability. Policymakers, educators, business, and industry leaders are all focused upon strengthening the United States for competition in

Perkins AccountabilityPerkins Accountability


Policymakers, educators, business, and industry leaders are all focused upon strengthening the United States for competition in this new global economy.

Career education must now provide people with the needed assistance and skills to realize the opportunities and meet the challenges of the international workplace.


Academics and career and technical skills

Higher, more rigorous standards

High skill, high wage, or high demand occupations or further education

CTE ConcentratorCTE Concentrator

A postsecondary/adult student who: (1) completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree; or

(2) completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate, or a degree.

CTE ParticipantCTE Participant

A postsecondary/adult student who has earned one (1) or more credits in any CTE program area.

Postsecondary IndicatorsPostsecondary Indicators

1P1: Technical Skill Attainment 2P1: Credential, Certificate, or

Diploma 3P1: Student Retention or Transfer 4P1: Student Placement 5P1: Nontraditional Participation 5P2: Nontraditional Completion

1P1: Technical Skill Attainment1P1: Technical Skill Attainment

Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards if available and appropriate, during the reporting year.

1P1: Technical Skill Attainment

Going for the Gold


Going for the Gold

Any external, third-party assessment that objectively

measures student attainment of industry

recognized skills, appropriate to the

educational level of CTE concentrators.

Assessments

National/International credentialing or certification exams

State credentialing of licensing exams (e.g. Cosmetology)

State developed exam tied to industry standards

Industry-developed exam for occupations specialties (e.g. Certified Executive Chef)

Third party-exams measuring technical skills (NOCTI)

In Michigan, we are able to get information at the gold level for certain programs but not others. We are proposing that we report on those for which we can currently get information. Our plan outlines how we will add to this each year. Is this okay?

E-Mail Sent to John Haigh February 27, 2008

3:51 P.M.

E-Mail Sent From John Haigh February 28, 2008 8:48 a.m.

Yes

E-mail sent to Sharon Head1/8/2008 8:53 a.m.

E-mail sent to Sharon Head1/8/2008 8:53 a.m.

Should we report on all concentrators even though

different measures may be used

(e.g. bronze and gold combined)?

E-mail from Sharon Head

1/9/2008 8:55 a.m.

E-mail from Sharon Head

1/9/2008 8:55 a.m.

gold.

States should not report on the

bronzeandgoldcombined method.

Currently, the focus is

States must maintain an ‘approved’ list

Any test that meets the third-party standard


Any test that assesses industry-standards

Colleges can use different tests

Valid and Reliable Measuring students and not tests


Going for the Gold


Going for the Gold

College’s ability to get 3rd party assessment results (based upon MODAC survey)

Number of awards conferred – greatest impact

Programs selected represent 37.89% of

awards conferred during 2006-07


Going for the Gold


Going for the Gold

Proposed timeline distributed and discussed at MCCDEC

Builds upon each year by adding programs

Can still be modified

http://www.michigancc.net/resources/misc/



43.0102 Corrections 43.0103 Criminal Justice/Law

Enforcement Administration 43.0107 Criminal Justice/Police

Science 43.0202 Fire Services Administration 43.0203 Fire Science/Firefighting

Security and Protective Services



51.0801 Medical/Clinical Assistant 51.0803 Occupational Therapist Assistant 51.0805 Pharmacy Technician/Assistant 51.0904 Emergency Medical Technology 51.0907 Medical Radiological Tech/Science

51.0601 Dental Assisting/Assistant

51.0602 Dental Hygiene/Hygienist

Health Related



51.0908 Respiratory Care Therapy/Therapist 51.0909 Surgical Technology/Technologist 51.0911 Radiological Technology/Science 51.1004 Clinical/Medical Laboratory Technician 51.1008 Histological Technician 51.1601 NURSING (RN) 51.1613 NURSING (LPN) 51.1614 Nurse/Nursing Assistant/Aide

Health Related



Business Management, Marketing and Related Support

Services

52.0901 Hospitality Administration/Management, General [HRA]

46.28%51.36%

57.71%

66.78%

99.81% 100%

37.69%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Baseline

(2006-07)

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Assessment Timeline (Awards)

N = 16,175

8% 10% 8%13% 13%

49%

18%

26%

38%

51%

100%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2007-08 2008-09 2009-10 2010-11 2011-12 2012-13

Percent/YearRolling Percent

Assessment Timeline (Number of Programs)

N = 255

NSWG (Next Steps Work Group)NSWG (Next Steps Work Group)

State Career and Technical Education Directors and others who share an interest in the effective implementation of Perkins Accountability activities.

Monthly conference calls are held for the group to discuss issues related to accountability and performance measurement

Priority for NSWG in 2008Priority for NSWG in 2008

David Stevens (University of Baltimore) was invited to present the major findings of his recently published report based upon input from a handful of states that have experience with procuring data on such licenses and on industry certifications.

Occupational Licensure

The report concluded:The report concluded:

Such licenses generally meet the Perkins IV accountability criteria

High validity Passable reliability (given geographic

challenges especially reciprocity),Typically high agreement with industry

standards (in most, but not all cases) Low quality of timely data availability

A national approach is not feasible; Each state will need to find its best

way of utilizing this approach;

There are reasons for increased credentialing importance that go beyond the technical skill proficiency indicator; and

He expects to see an increase in the number of occupations covered.

The report also The report also concluded:concluded:

Technical Skill Taskforce [National Initiative]

Technical Skill Taskforce [National Initiative]

In process is the development of a master plan for technical skill assessments.

A vision for a national assessment system comprising of a test item bank has been drafted by a small task force.

This will be reviewed by a group of state CTE directors and a survey of all states.

States and test developers will be convened in March/April and a feasibility and design report composed thereafter.

Validity and Reliability Checklist Taskforce [National]

Validity and Reliability Checklist Taskforce [National]

To develop a checklist for use by OVAE staff when reviewing accountability

portion of state plans. This will enable them to relay better

information to policy staff, who determines whether to accept the plan as is.

The members strongly recommended that a product be developed by the taskforce

that states can use. Checklist should be different for

secondary and postsecondary

2P1: Credential, Certificate, or

Diploma 2P1: Credential, Certificate, or

Diploma

Number of CTE concentrators who received an industry-recognized credential, a certificate, or a degree and left postsecondary education during the reporting year.

A “leaver” is defined as a student who is no

longer enrolled in any postsecondary institution.

Students who are no longer enrolled at your institution should be counted as retained only if you can verify the student’s enrollment at any other postsecondary institution

2P1: Credential, Certificate, or Diploma




Students who did not receive an award (i.e., certificate or degree) from your college, but did receive an industry-recognized credential can be counted if data are available directly from the credentialing entity.

3P1: Student Retention or Transfer

3P1: Student Retention or Transfer

Percent of CTE concentrators who remained enrolled in their original postsecondary institution

or transferred to another 2- or 4-year postsecondary institution

but did not earn an industry-recognized credential, a certificate, or a degree in the previous reporting year.

4P1: Student Placement 4P1: Student Placement

Number/Percent of CTE concentrators who were

in the 2nd quarter following the program year in which they left postsecondary education

placed or retained in employmentmilitary service or apprenticeship programs

4P1: Student Placement4P1: Student Placement

Do not include award recipients or other CTE concentrators who are still enrolled at your institution, in another postsecondary institution as identified by a student tracking service, or in another postsecondary institution as indicated by survey responses.

Do not include students identified as leavers who indicate via survey responses that they are not employed and are not seeking employment.

5P1: Nontraditional Participation

5P1: Nontraditional Participation

Percent of CTE participants from underrepresented gender groups who participated (were enrolled) in a program that leads to employment in nontraditional fields during the reporting year.

5P2: Nontraditional Completion 5P2: Nontraditional Completion

Number/Percent of CTE concentrators from underrepresented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year.

Non-Traditional ProgramsNon-Traditional Programs

Listing put together by NAPE (National Alliance for Partnerships in Equity)

Will remain stable for the entire period of the legislation

www.michigancc.net/resources/def

High Wage, High Skill, High Demand

Occupations

High Wage, High Skill, High Demand

Occupations

This Perkins IV legislation encourages individual states to develop their own, precise definitions of these terms for program applications.

Occupational Supply Demand System

Occupational Supply Demand System

Developed by a national consortium under a grant from the U. S. Dept. of Labor to Georgia State University's Georgia Career Information Center (GCIC) in collaboration with the Georgia Department of Labor. GCIC continues to host, update, and make refinements to the OSDS.

http://www.occsupplydemand.org

4 states have included information [Ohio, Georgia, Montana, Oregon]

Occupational Supply Demand System [National]

Occupational Supply Demand System [National]

Combines national and state-level occupational characteristics, projections, wage trends, and industry employment (demand) with postsecondary graduation data (supply) for analysis of labor markets and training options.

OSDS helps business and industrial analysts, program planners, workforce administrators

and others determine labor availability and training programs offerings based on the supply demand mix.

High Wage, High Skill, High Demand Occupations

High Wage, High Skill, High Demand Occupations

Driven by Occupations Crosswalk Between CIP Codes and SOC codes Some CIP Code programs train students

for more than 1 occupation Complete Crosswalk can be found at

www.michigancc.net/resources/def Hope to have the Program Inventory

Updated

High Demand OccupationsHigh Demand Occupations

More than an average employment growth rate of 7.7% (reported by Michigan Dept of Labor for all occupations, 2004-2014), or above the median annual openings (67).

High Wage OccupationsHigh Wage

Occupations

Occupations paying at or above the median hourly wage of $15.86 or the mean annual wage of $41,230 or more (Bureau of Labor Statistics, Occupational Employment and Wage Estimates, 2006) .

High Skill OccupationsHigh Skill Occupations

Minimum educational requirement of postsecondary training or those occupations with long-term on-the-job training or related work experience as a minimum educational requirement, and postsecondary training or above as a competitive educational requirement.

Many of these occupations may also be defined in terms of the Occupational Information Network (O*Net) System, as occupations which could require at least some college. (O*Net OnLine at http://online.onetcenter.org/find/.)

Perkins IV Core IndicatorsPerkins IV Core Indicators

Data for 2007-08 will be collected in the Fall (May have to modify due date for Placement)

It will be collected at the program level

Special Populations

Tech Prep

Locals Do Have OptionsLocals Do Have Options

Colleges can accept state levels or negotiate Colleges can accept state levels or negotiate different targets with the Statedifferent targets with the State

Part 4 of the Annual Application, Accountability, has been updated to allow colleges to either accept or reject the state proposed levels

If rejects state levels, the college must provide the level it would like to aim for along with supporting data

Targets are negotiated at 2-year intervals

If a local fails to meet the adjusted level for a 24 month period:

If a local fails to meet the adjusted level for a 24 month period:

The state may withhold all or part of the local’s allocation.

If a state withholds funds from a local program, it must use them to provide, through alternative arrangements, services and activities to students within the area served by the local program.

Work in ProgressWork in Progress

Nothing is carved in stone

Anything can still be modified

Reliability and Validity will be an on-going issue throughout the legislation

It will take a few years to refine our core indicator data

Contact InformationContact Information

Rhonda Burke, Higher Education Consultant

[email protected]

517-335-0402

Documents

Perkins Accountability. Policymakers, educators, business, and industry leaders are all focused upon strengthening the United States for competition in