J U N E 1 1 , 2 0 1 5

Paul T. Bucci PhD, LLC; Westat, Inc.; and

GEM Software Development, Inc.

EVALUATION OF INAM

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Data Being Collected on Students

• Entrance survey—demographic characteristics, attitudes, program entered• Transcript and college record data—courses taken, certificates

earned• Exit surveys when leave or complete program—reasons for

leaving, opinions about program, current employment status, current education status, attitudes• Followup survey at end of study (still coming)— current

employment status, current education status, attitudes• Wage data from IDES

Other Data Being Collected

• Focus groups and interviews at all 21 colleges• Comparison group of similar students• Focus groups of employers• Surveys of key stakeholders

4

Preliminary Observations

• There is neither a uniform iNAM experience nor a uniform program impact.• Some institutions have changed much more than others• Particularly those with new or initially small programs versus larger and

established programs• In recent site visits to 7 colleges, 5 reported no changes in the characteristics

of their student populations, while 2 colleges reported change (the changes included getting more high-risk students and getting older students).

Number of Students Enrolled, by Term in Which They Started

Summ

er 2013Fall 2013Spring 2014Sum

mer 2014

Fall 2014Spring 2015

0

200

400

600

800

1000

1200Spring 2015Fall 2014Summer 2014Spring 2014Fall 2013

Total=2,204

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Reasons Why Students Came to iNAM

Other

I lost my job and decided I needed more training

I lost my job and wanted to start working in a new area

I wanted to change from my existing job to a higher paying job

I had a specific career goal that requires more training

0 20 40 60 80 100

7

7

14

35

37

Percent

Educational Goal at Time of Enrollment

Other training or activity

Certificate (one-year or less)

Certificate (two year)

Degree

0 20 40 60 80 100

6

36

22

36

Percent

Student Outcomes

Earned one or more cer-tificates or degrees

Retained until end of academic year

Exited without completing

0 500 1000

523

860

821

Student Outcomes by Field of Study

Bridge

Certified production technician (CPT)

Maintenance

Mechatronics

Precision machining (CNC)

Welding (Metalworking)

0 200 400

Earned certificate or degreeRetainedExited

NOTE: Data are preliminary and subject to change.

Barriers to Attending College

Disability

Limited English

Out of high school for over 15 years

Financial

At least one barrier

0 20 40 60 80 100

34556814

929

Percent

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Percentage of Students Receiving Supports and Their Evaluation of the Supports

Financial aid

Job placement

Tutoring

Educational counseling/

advising

0 10 20 30 40 50 60 70 80 90100

Very helpful

Somewhat helpful

Not helpful

Percent

In What Ways has iNAM made a Difference?

• For colleges• Growth in programs• Purchase of equipment and supplies• Revisions to curriculum• Cooperation across colleges

• For students• Increased emphasis on outside credentials• Sometimes increased counseling/support• Employment/credential sometimes results in terminating enrollment

How Has iNAM Changed From What Was Planned?

• Targeting and recruitment• Few (6 percent) are TAA eligible.• Few (3 percent) are eligible Veterans.

• Prior learning assessments are little used• Use of education planning as support tool varies widely• Less use of internships• Relatively little awareness of iNAM as a marketing tool• Students often are unaware of iNAM.• Students seem to care because of the in-district tuition feature (and possibly for

additional course-taking options).• Awareness of the consortium increases the credibility of the program, and makes it

easier to recruit them to it.

• Faculty vary in awareness

Your Time to Ask Questions