Minutes of the Education Achievement Council Meeting ... · Ms. Verneuille shared that the Commission on Proprietary Schools began requiring enrollment ... A copy of the presentation

Minutes of the Education Achievement Council October 25, 2018 ▪ 1

Minutes of the Education Achievement Council Meeting Thursday, October 25, 2018

BE IT REMEMBERED, that the Education Achievement Council (EAC) met in the Mississippi Institutions of Higher Learning Technology Room in Jackson, Mississippi at 10:00 a.m. on October 25, 2018.

Council Members Present:

Dr. Jay Allen, President, Itawamba Community College via teleconference Mr. Milton Anderson, President, Mississippi Association of Proprietary Colleges Dr. Jerryl Briggs, President, Mississippi Valley State University via teleconference Dr. E. Harold Fisher, Executive Director, Mississippi Association of Independent Colleges and Universities Dr. Jim Haffey, President, Holmes Community College The Honorable Josh Harkins, Chairman, Mississippi Senate Universities and Colleges Committee Mr. Shane Hooper, Trustee, Institutions of Higher Learning via teleconference Ms. Vickie Powell representing Mr. Scott Waller, President and Chief Executive Officer, Mississippi Economic Council Mr. Adam Moore, Mississippi Department of Mental Health Dr. Al Rankins, Jr., Commissioner of Higher Education, Institutions of Higher Learning Mr. Kell Smith representing Dr. Andrea Mayfield, Executive Director, Mississippi Community College Board Ms. Cheryl Thurmond, Board Member, Mississippi Community College Board Dr. Carey Wright, State Superintendent, Mississippi Department of Education Council Members Absent: The Honorable Richard Bennett, Chairman, Mississippi House of Representatives Education Committee Mr. Lee Bush, Board Member, Mississippi Community College Board Dr. William Bynum, President, Jackson State University The Honorable Eugene Clarke, Chairman, Mississippi Senate Appropriations Committee Dr. Jason Dean, Chair, Mississippi Board of Education Mr. Tom Duff, Trustee, Institutions of Higher Learning Mr. William LaForge, President, Delta State University The Honorable Nolan Mettetal, Chairman, Mississippi House of Representatives Universities and Colleges Committee Dr. Larry Nabors, President, Mississippi Delta Community College The Honorable John Read, Chairman, Mississippi House of Representatives Appropriations Committee Mr. Pat Ross, Education Policy Advisor, Office of Governor Phil Bryant The Honorable Gray Tollison, Chairman, Mississippi Senate Education Committee


Others Present: Ms. Caron Blanton, Communications Director, Mississippi Institutions of Higher Learning Ms. Stephanie Bullock, Complete 2 Compete Project Coordinator, Mississippi Institutions of Higher Learning Mr. Jason Carter, Director of Finance and Administration, Mississippi Community College Board Dr. Jimmy Clarke, HCM Strategists via teleconference Ms. Wendy Clemons, Executive Director, Office of Secondary Education, Mississippi Department of Education Ms. Menia Dykes, Director of Accreditation, Mississippi Institutions of Higher Learning Mr. Raul Fletes, Assistant Executive Director for Research and Effectiveness, Mississippi Community College Board Ms. Kim Gallaspy, Director of Legislative Services, Mississippi Institutions of Higher Learning Dr. Jim Hood, Assistant Commissioner for Strategic Research, Mississippi Institutions of Higher Learning Ms. Cathy Huff, Director of Support Operations, Institutions of Higher Learning Dr. Kimberly Jones, Assistant Director of Assessment, Mississippi Community College Board Mr. Jim McHale, President and CEO, Woodward Hines Education Foundation Ms. Heather Morrison, P-20 Project Coordinator, Mississippi Institutions of Higher Learning Dr. Gloria Cross Mwase, MIBEST Project Consultant, Mississippi Community College Board Dr. Nathan Oakley, Chief Academic Officer, Mississippi Department of Education Dr. John Pearce, Associate Commissioner for Finance and Administration, Institutions of Higher Learning Dr. Casey Prestwood, Assistant Commissioner for Policy and Strategic Initiatives, Institutions of Higher Learning Ms. Kim Verneuille, Director of Proprietary Schools, Mississippi Community College Board Ms. Shanell Watson, Program Officer, Woodward Hines Education Foundation Mr. Kenneth Wheatley, Director of Resource Development, Mississippi Community College Board Dr. Jonathan Woodward, Executive Vice President, Mississippi Gulf Coast Community College I. Welcome Dr. Jim Haffey called the meeting to order and invited Council members and guests to introduce themselves. II. Approval of Agenda Dr. Haffey asked the Council to approve the revised agenda for the meeting. Dr. Harold Fisher moved to accept the revised agenda. Mr. Milton Anderson seconded the motion. The motion carried.


III. Approval of Minutes Dr. Haffey asked the Council to approve the minutes from the April 26, 2018 meeting. Dr. Fisher moved to approve the minutes as presented. Mr. Anderson seconded the motion. The motion carried. IV. Adoption of Annual Report Cards Mr. Raul Fletes presented the Annual Report Cards for the Community Colleges. Copies of the Community College Report Cards are attached to these minutes and published online at www.mississippi.edu/eac. Community Colleges reported 19,358 graduates in 2017. Mr. Kell Smith thanked Mr. Fletes and staff at the Community Colleges for their hard work in producing the Annual Report Cards. Mr. Smith moved to approve the Community College Report Cards. Dr. Carey Wright seconded the motion. The motion carried. Dr. Jim Hood presented the IHL Annual Report Cards. Copies of the IHL report cards are attached to these minutes and published online at www.mississippi.edu/eac. IHL reported 18,248 graduates in 2017. Dr. Jay Allen moved to adopt the IHL Annual Report Cards. Dr. Wright seconded the motion. The motion carried. Dr. Fisher presented a report on the number of graduates this year from the Mississippi Association of Independent Colleges and University. For the 2017-2018 academic year, the private universities reported 4,223 graduates. A copy of Dr. Fisher’s report is attached to these minutes. Dr. Anderson asked Ms. Kim Verneuille to present a report on graduates from Mississippi Association of Proprietary Schools. He also announced that he will be stepping down from the Council. The Mississippi Association of Proprietary Schools will select a replacement at their next meeting. Ms. Verneuille shared that the Commission on Proprietary Schools began requiring enrollment and graduation data reporting this year for the first time. For FY 2018, they have 70 percent of the schools who have reported their data which shows 4,565 students enrolled and 2,727 graduates. Additional schools are expected to submit reports to the Commission in the coming months. Ms. Verneuille expects to have more complete numbers to share at the April 2019 meeting. A copy of Ms. Verneuille’s report is attached to these minutes. The total number of degrees awarded this year was 44,556.

http://www.mississippi.edu/eac

http://www.mississippi.edu/eac


Dr. Haffey thanked Mr. Anderson for his faithful service as a member of the Education Achievement Council. V. Election of Council Vice Chair Dr. Haffey recommend electing Dr. Jay Allen to serve as Vice Chair of the Council for the remainder of this term through 2019 and to step up to serve as Chair in 2020. Dr. Haffey asked for any other nominations. Dr. Fisher moved that Dr. Allen be elected by acclamation. Mr. Anderson seconded the motion. The motion carried. VI. Update on MI-BEST Mr. Kenneth Wheatley and Dr. Gloria Cross Mwase gave a report on the Mississippi Community College Board MI-BEST initiative that engages students who dropped out of high school to help them earn a High School Equivalency certification, develop soft skills and life skills, participate in work-based learning, earn National Career Readiness certification and move on to further education or employment. A copy of the presentation is attached to these minutes. VII. Update on National Credentials Initiative Dr. Kimberly Jones presented information on the Mississippi Community College Board National Credentials Initiative that is aligning Community College Career Technical Education programs with standards for obtaining national credentials. The program provides students with marketable skills and certifications and builds a credentialed workforce for business and industry. A copy of the presentation is attached to these minutes. VIII. Update on Complete 2 Compete Ms. Stephanie Bullock gave an update on the first-year accomplishments of the Complete 2 Compete program. As of October 18, 2018, 702 degrees have been awarded through Complete 2 Compete. Of those, 501 were awarded with no additional coursework. A copy of the Complete 2 Compete handout is attached to these minutes. IX. Discussion of Dual Enrollment/Dual Credit Dr. Haffey shared with the Council that a working group from MDE, IHL and MCCB has been discussing challenges caused by the increasing demand for dual enrollment/dual credit. The group has been discussing issues such as cost of delivery vs. the cost charged per course, insuring quality instruction, equitable access for students, and applicability of dual enrollment/dual credit courses taken to college majors.


X. Next Meeting The next meeting of the Education Achievement Council will be held on April 25, 2019 at 10:00 a.m. XI. Adjourn There being no further business, Mr. Smith moved to adjourn. Dr. Wright seconded the motion. The motion carried.

REPORT CARD 2017 - COAHOMA COMMUNITY COLLEGE

ASPECT OF MISSION COMMUNITY COLLEGE ALL MS COMMUNITY & JUNIOR COLLEGES

CREDIT STUDENT ENROLLMENT [Academic Year 2017] Total Headcount Enrollment N FTE N FTE

University Parallel (includes Associate Degree Nursing Students) 1,441 1,106 66,719 46,019 Career & Technical Education 782 604 19,519 14,916 Dual Credit/Dual Enrollment 442 74 11,490 2,677 Non-Degree Seeking 0 0 285 89

TOTAL STUDENTS ENROLLED 2,665 1,784 98,013 63,701 College Readiness AVG SCORE AVG SCORE

Average ACT Composite Score of Entering Freshmen, Fall 2016 15.6 18.0 STUDENT COMPLETION [Academic Year 2017] Total Graduates N N

Students Receiving a Degree/Certificate (unduplicated) 413 16,404

Type of Awards (NOTE: Students may receive more than one award a year) N Awards/ 100 FTE N Awards/

100 FTE University Parallel (AA & AS Degrees) 208 11.7 8,669 13.6 Career & Technical Education 298 16.7 10,689 16.8 AAS Degrees 61 3.4 4,983 7.8 Technical & Career Certificates 237 13.3 5,706 9.0

TOTAL AWARDS CONFERRED 506 28.4 19,358 30.4 STUDENT SUCCESS [Academic Year 2017] Total Student Success (NOTE: *Students are only included once & in the highest category) N PCT N PCT

Fall 2014 First-time, Full-time Cohort 493 15,620 1. Earned Award w/in 150% of expected time to graduate* 158 32.0% 4,874 31.2% 2. Transferred w/in 150% of expected time to graduate* 79 16.0% 2,747 17.6% 3. Remained Enrolled w/in 150% of expected time to graduate* 45 9.1% 1,333 8.5%

TOTAL STUDENT SUCCESS 282 57.2% 8,954 57.3% STUDENT RETENTION/PROGRESSION [Academic Year 2017] Total Retention [Fall 2015 First-time, Full-time Cohort] N PCT N PCT

AA & AS (Fall 15 to Fall 16) 197 61.8% 7,402 60.0% AAS (Fall 15 to Fall 16) 73 58.9% 1,154 55.9%

TOTAL RETENTION 270 60.9% 8,556 59.4% Total Progression [Fall 2015] N PCT N PCT

First-time, Part-time Cohort 68 1,129 Earned 24 credit hours toward graduation at end of Year 2 5 7.4% 156 13.8% First-time, Full-time Cohort 494 15,336 Earned 42 credit hours toward graduation at end of Year 2 214 43.3% 6,793 44.3%

REMEDIATION SUCCESS [Academic Year 2017] Developmental English [Fall 2015] N PCT N PCT

First-time, Full-time Headcount Placed in Dev. English (unduplicated) 102 5,570 Students who Successfully Completed Eng. Comp I w/in 2 years 46 45.1% 2,494 44.8%

Developmental Mathematics [Fall 2015] N PCT N PCT First-time, Full-time Headcount Placed in Dev. Math (unduplicated) 125 8,390 Students who Successfully Completed College Alg. w/in 2 years 62 49.6% 2,891 34.5%

WORKFORCE DEVELOPMENT [Fiscal Year 2017] Career & Technical Education (CTE) Credit Program Outcomes N PCT N PCT

Placement of CTE & Allied Health Graduates (includes ADN students) 113 88.3% 7,345 88.2% State/Nationally Recognized Credentials Earned 68 5,747

Workforce Training (Fiscal Year 2017) N N Businesses/Organizations Served 30 483 Workforce Training Enrollment (duplicated) 7,213 286,237* Workforce Trainee Headcount (unduplicated) 2,564 99,486 Total Workforce Training Contact Hours 86,262 5,144,476*

National Career Readiness Certificates (CRC) Awarded N N CRCs Awarded 232 13,482

COMMUNITY DEVELOPMENT [Fiscal Year 2017] High School Equivalency Diploma (HSED Program) N PCT N PCT

HSEDs Awarded 104 2,122 Currently Enrolled Students Admitted with a HSED 156 5.9% 5,200 5.3%

Adult Education N PCT N PCT Adult Education Enrollment (unduplicated) 224 8,173 Participants w/ a Measurable Skills Gain 85 38.0% 3,811 46.6%

*Hinds CC ‘Duplicated Enrollment’ and ‘Contact Hours’ were self-reported.

REPORT CARD 2017 - COPIAH-LINCOLN COMMUNITY COLLEGE





















National Career Readiness Certificates (CRC) Awarded N N CRCs Awarded 1,089 13,482





REPORT CARD 2017 - EAST CENTRAL COMMUNITY COLLEGE


























REPORT CARD 2017 - EAST MISSISSIPPI COMMUNITY COLLEGE






Students Receiving a Degree/Certificate (unduplicated) 1,223 16,404



TOTAL AWARDS CONFERRED 1,279 33.5 19,358 30.4 STUDENT SUCCESS [Academic Year 2017] Total Student Success (NOTE: *Students are only included once & in the highest category) N PCT N PCT

















REPORT CARD 2017 - HINDS COMMUNITY COLLEGE



University Parallel (includes Associate Degree Nursing Students) 9,352 6,201 66,719 46,019 Career & Technical Education 4,281 2,976 19,519 14,916 Dual Credit/Dual Enrollment 1,730 535 11,490 2,677 Non-Degree Seeking 1 1 285 89





100 FTE University Parallel (AA & AS Degrees) 900 9.3 8,669 13.6 Career & Technical Education 2,673 27.5 10,689 16.8 AAS Degrees 643 6.6 4,983 7.8 Technical & Career Certificates 2,030 20.9 5,706 9.0


Fall 2014 First-time, Full-time Cohort 2,390 15,620 1. Earned Award w/in 150% of expected time to graduate* 639 26.7% 4,874 31.2% 2. Transferred w/in 150% of expected time to graduate* 457 19.1% 2,747 17.6% 3. Remained Enrolled w/in 150% of expected time to graduate* 192 8.0% 1,333 8.5%

TOTAL STUDENT SUCCESS 1,288 53.9% 8,954 57.3% STUDENT RETENTION/PROGRESSION [Academic Year 2017] Total Retention [Fall 2015 First-time, Full-time Cohort] N PCT N PCT

AA & AS (Fall 15 to Fall 16) 1,029 52.6% 7,402 60.0% AAS (Fall 15 to Fall 16) 133 45.7% 1,154 55.9%

TOTAL RETENTION 1,162 51.7% 8,556 59.4% Total Progression [Fall 2015] N PCT N PCT

First-time, Part-time Cohort 337 1,129 Earned 24 credit hours toward graduation at end of Year 2 28 8.3% 156 13.8% First-time, Full-time Cohort 2,551 15,336 Earned 42 credit hours toward graduation at end of Year 2 846 33.2% 6,793 44.3%


First-time, Full-time Headcount Placed in Dev. English (unduplicated) 1,093 5,570 Students who Successfully Completed Eng. Comp I w/in 2 years 371 33.9% 2,494 44.8%

Developmental Mathematics [Fall 2015] N PCT N PCT First-time, Full-time Headcount Placed in Dev. Math (unduplicated) 1,601 8,390 Students who Successfully Completed College Alg. w/in 2 years 290 18.1% 2,891 34.5%


Placement of CTE & Allied Health Graduates (includes ADN students) 1,801 84.4% 7,345 88.2% State/Nationally Recognized Credentials Earned 1,602 5,747

Workforce Training (Fiscal Year 2017) N N Businesses/Organizations Served 19 483 Workforce Training Enrollment (duplicated) 17,709* 286,237* Workforce Trainee Headcount (unduplicated) 4,878 99,486 Total Workforce Training Contact Hours 560,802* 5,144,476*






REPORT CARD 2017 - HOLMES COMMUNITY COLLEGE



University Parallel (includes Associate Degree Nursing Students) 6,730 4,163 66,719 46,019 Career & Technical Education 1,456 1,034 19,519 14,916 Dual Credit/Dual Enrollment 997 244 11,490 2,677 Non-Degree Seeking 0 0 285 89























REPORT CARD 2017 - ITAWAMBA COMMUNITY COLLEGE



University Parallel (includes Associate Degree Nursing Students) 5,263 3,831 66,719 46,019 Career & Technical Education 1,011 814 19,519 14,916 Dual Credit/Dual Enrollment 1,069 218 11,490 2,677 Non-Degree Seeking 4 3 285 89























REPORT CARD 2017 - JONES COUNTY JUNIOR COLLEGE



University Parallel (includes Associate Degree Nursing Students) 4,520 3,450 66,719 46,019 Career & Technical Education 1,259 1,024 19,519 14,916 Dual Credit/Dual Enrollment 567 119 11,490 2,677 Non-Degree Seeking 1 1 285 89























REPORT CARD 2017 - MERIDIAN COMMUNITY COLLEGE


























REPORT CARD 2017 - MISSISSIPPI DELTA COMMUNITY COLLEGE


























REPORT CARD 2017 - MISSISSIPPI GULF COAST COMMUNITY COLLEGE








100 FTE University Parallel (AA & AS Degrees) 1,315 16.9 8,669 13.6 Career & Technical Education 2,207 28.4 10,689 16.8 AAS Degrees 1,409 18.1 4,983 7.8 Technical & Career Certificates 798 10.3 5,706 9.0


















REPORT CARD 2017 - NORTHEAST MISSISSIPPI COMMUNITY COLLEGE


























REPORT CARD 2017 - NORTHWEST MISSISSIPPI COMMUNITY COLLEGE


























REPORT CARD 2017 - PEARL RIVER COMMUNITY COLLEGE



University Parallel (includes Associate Degree Nursing Students) 4,101 2,825 66,719 46,019 Career & Technical Education 1,215 980 19,519 14,916 Dual Credit/Dual Enrollment 689 128 11,490 2,677 Non-Degree Seeking 1 0 285 89























REPORT CARD 2017 - SOUTHWEST MISSISSIPPI COMMUNITY COLLEGE


























Alcorn State University 1000 ASU Drive • Alcorn State, MS 39096 1‐800‐222‐6790 www.alcorn.edu

This Institution University System Average

Number Percent Number Percent

Student Enrollment

Total Headcount Enrollment Undergraduate Graduate & Professional

3,895 3,182 713

81.7% 18.3%

11,982 9,473 2,509

79.1% 20.9%

Total Full‐Time Equivalent (FTE) Enrollment Undergraduate Graduate & Professional

3,598 3,045 553

84.6% 15.4%

9,971 8,295 1,676

83.2% 16.8%

New Undergraduate Students (Percent of Total Undergraduates) Entering Freshmen Entering Transfers ‐ MS Community Colleges Entering Transfers ‐ All Other Institutions

946 638 175 133

29.7% 20.1% 5.5% 4.2%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%

Undergraduate Enrollment in High‐Need Disciplines (Percent of Total Undergraduates) Science, Technology, Engineering, Mathematics (STEM) Education (Including Non‐Teaching Areas) Nursing (All Undergraduate Levels)

960 137 91

30.2% 4.3% 2.9%

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded

Undergraduate Degrees per 100 Undergraduate FTE Enrollment 15.3 ‐‐ 20.8 ‐‐

Total Degrees Awarded Certificate Associate Baccalaureate Graduate and Professional

611 0 5

433 173

0.0% 0.8% 70.9% 28.3%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%

Undergraduate Degrees in High‐Need Disciplines (Percent of Total Undergraduates) Science, Technology, Engineering, Mathematics (STEM) Education (Including Non‐Teaching Areas) Nursing (All Undergraduate Levels)

109 7 23

24.9% 1.6% 5.3%

363 127 207

22.1% 7.7% 12.6%

Graduate Degrees in STEM Disciplines (Percent of Total Graduate Degrees) 42 24.3% 103 18.1%

College Readiness

Average ACT Score of Entering Freshmen, Fall 2016 19.1 ‐‐ 23.3 ‐‐

Students enrolled in One or More Intermediate Courses, Fall 2016 Students enrolled in intermediate math during first year Students enrolled in intermediate English/reading during first year Students enrolled in both math and English/reading during first year

390 88 152 150

22.6% 39.0% 38.5%

440 203 111 126

46.1% 25.2% 28.6%

Fall 2014 intermediate math students completing math gateway course in 2 years Fall 2014 intermediate English students completing English gateway course in 2 years

‐‐ ‐‐

41.4% 52.9%

‐‐ ‐‐

43.7% 61.0%

Student Progress

Percent of full‐time students completing 24 credit hours within one academic year Percent of part‐time students completing 12 credit hours within one academic year

‐‐ ‐‐

72.0% 44.8%

‐‐ ‐‐

75.1% 44.9%

One‐Year Retention Rates for Entering Full‐Time Freshmen, Fall 2015 returning in Fall 2016

‐‐ 72.1% ‐‐ 78.3%

Graduation Rates of First‐time, full‐time Freshman Cohort, Fall 2009 461 1,109 Cohort students graduating within 4 years (100% of normal time) Cohort students graduating within 6 years (150% of normal time) Cohort students graduating within 8 years (200% of normal time)

77 156 165

16.7% 33.8% 35.8%

322 578 605

29.0% 52.1% 54.6%

Research

External Research Dollars – All Sources (in Millions) $14.7 ‐‐ $52.0 ‐‐ Percent of External Research from Federal Sources 94.4% ‐‐ 73.1% ‐‐ Number of Research Projects Supported 45 ‐‐ 300 ‐‐

Other University Variables

Percent of median family income required to cover tuition and fees 36.4% ‐‐ 36.1% ‐‐ Total state expenditures per total FTE student $13,481 ‐‐ $15,174 ‐‐ Percent of Full‐Time Instructional Faculty with Terminal Degree, Fall 2016 72.7% ‐‐ 79.5% ‐‐

2016‐17 INSTITUTIONAL PROFILE

Delta State University 1003 West Sunflower Road • Cleveland, MS 38733 1‐800‐GOTO‐DSU www.deltastate.edu



Student Enrollment


5,587 3,259 2,328

58.3% 41.7%

11,982 9,473 2,509

79.1% 20.9%


3,559 2,502 1,057

70.3% 29.7%

9,971 8,295 1,676

83.2% 16.8%


928 349 371 208

28.5% 10.7% 11.4% 6.4%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


324 614 152

9.9% 18.8% 4.7%

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



825 8 0

512 305

1.0% 0.0% 62.1% 37.0%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


55 115 62

10.6% 22.1% 11.9%

363 127 207

22.1% 7.7% 12.6%


College Readiness



161 104 19 38

64.6% 11.8% 23.6%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

34.9% 63.5%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

71.6% 23.3%

‐‐ ‐‐

75.1% 44.9%


‐‐ 67.4% ‐‐ 78.3%


63 125 134

17.2% 34.1% 36.5%

322 578 605

29.0% 52.1% 54.6%

Research





Jackson State University 1400 Lynch Street • Jackson, MS 39217 1‐800‐848‐6817 www.jsums.edu



Student Enrollment


11,155 8,422 2,733

75.5% 24.5%

11,982 9,473 2,509

79.1% 20.9%


8,483 6,967 1,516

82.1% 17.9%

9,971 8,295 1,676

83.2% 16.8%


2,401 1,331 609 461

28.5% 15.8% 7.2% 5.5%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


2,411 1,330 ‐‐

28.6% 15.8% ‐‐

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



1,451 0 0

942 509

0.0% 0.0% 64.9% 35.1%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


218 119 ‐‐

23.1% 12.6% ‐‐

363 127 207

22.1% 7.7% 12.6%


College Readiness



758 245 218 295

32.3% 28.8% 38.9%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

36.5% 61.1%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

62.4% 56.6%

‐‐ ‐‐

75.1% 44.9%


‐‐ 70.7% ‐‐ 78.3%


157 334 363

18.7% 39.7% 43.2%

322 578 605

29.0% 52.1% 54.6%

Research





Mississippi State University P.O. Box 9700 • Mississippi State, MS 39762 1‐662‐325‐2224 www.msstate.edu



Student Enrollment


23,948 19,637 4,311

82.0% 18.0%

11,982 9,473 2,509

79.1% 20.9%


20,758 17,705 3,053

85.3% 14.7%

9,971 8,295 1,676

83.2% 16.8%


5,935 3,685 1,684 566

30.2% 18.8% 8.6% 2.9%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


7,846 1,362 ‐‐

40.0% 6.9% ‐‐

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



4,541 0 0

3,518 1,023

0.0% 0.0% 77.5% 22.5%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


1,238 261 ‐‐

35.2% 7.4% ‐‐

363 127 207

22.1% 7.7% 12.6%


College Readiness



420 205 143 72

48.8% 34.0% 17.1%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

55.5% 62.9%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

77.8% 57.1%

‐‐ ‐‐

75.1% 44.9%


‐‐ 80.2% ‐‐ 78.3%

Graduation Rates of First‐time, full‐time Freshman Cohort, Fall 2009 2,447 1,109 Cohort students graduating within 4 years (100% of normal time) Cohort students graduating within 6 years (150% of normal time) Cohort students graduating within 8 years (200% of normal time)

755 1,469 1,531

30.9% 60.0% 62.6%

322 578 605

29.0% 52.1% 54.6%

Research

External Research Dollars – All Sources (in Millions) $144.2 ‐‐ $52.0 ‐‐ Percent of External Research from Federal Sources 79.0% ‐‐ 73.1% ‐‐ Number of Research Projects Supported 1,295 ‐‐ 300 ‐‐




Mississippi University for Women P.O. Box W‐1613 • Columbus, MS 39701 1‐877‐462‐8439 www.muw.edu



Student Enrollment


3,759 3,460 299

92.0% 8.0%

11,982 9,473 2,509

79.1% 20.9%


2,718 2,521 197

92.8% 7.2%

9,971 8,295 1,676

83.2% 16.8%


1,143 302 673 168

33.0% 8.7% 19.5% 4.9%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


155 134 1,215

4.5% 3.9% 35.1%

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



882 0 41 731 110

0.0% 4.6% 82.9% 12.5%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


19 18 440

2.5% 2.3% 57.0%

363 127 207

22.1% 7.7% 12.6%


College Readiness



144 62 31 51

43.1% 21.5% 35.4%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

49.6% 68.1%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

76.0% 20.9%

‐‐ ‐‐

75.1% 44.9%


‐‐ 59.2% ‐‐ 78.3%


56 101 107

27.2% 49.0% 51.9%

322 578 605

29.0% 52.1% 54.6%

Research





Mississippi Valley State University 14000 Highway 82 West • Itta Bena, MS 38941 1‐800‐844‐6885 www.mvsu.edu



Student Enrollment


2,819 2,286 533

81.1% 18.9%

11,982 9,473 2,509

79.1% 20.9%


2,159 1,877 282

86.9% 13.1%

9,971 8,295 1,676

83.2% 16.8%


671 444 145 82

29.4% 19.4% 6.3% 3.6%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


431 276 ‐‐

18.9% 12.1% ‐‐

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



413 0 0

322 91

0.0% 0.0% 78.0% 22.0%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


58 43 ‐‐

18.0% 13.4% ‐‐

363 127 207

22.1% 7.7% 12.6%


College Readiness



319 97 86 136

30.4% 27.0% 42.6%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

42.3% 54.2%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

62.9% 26.9%

‐‐ ‐‐

75.1% 44.9%


‐‐ 60.4% ‐‐ 78.3%


43 92 102

10.4% 22.3% 24.7%

322 578 605

29.0% 52.1% 54.6%

Research





University of Mississippi P.O. Box 1848 • University, MS 38677 1‐800‐653‐6477 www.olemiss.edu



Student Enrollment

Total Headcount Enrollment * Undergraduate Graduate & Professional

27,635 21,969 5,786

79.5% 20.9%

11,982 9,473 2,509

79.1% 20.9%

Total Full‐Time Equivalent (FTE) Enrollment* Undergraduate Graduate & Professional

24,910 20,393 4,517

81.9% 18.1%

9,971 8,295 1,676

83.2% 16.8%

New Undergraduate Students (Percent of Total Undergraduates)* Entering Freshmen Entering Transfers ‐ MS Community Colleges Entering Transfers ‐ All Other Institutions

6,105 4,068 1,506 531

27.8% 18.5% 6.9% 2.4%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%

Undergraduate Enrollment in High‐Need Disciplines (Percent of Total Undergraduates)* Science, Technology, Engineering, Mathematics (STEM) Education (Including Non‐Teaching Areas) Nursing (All Undergraduate Levels)

4,860 1,003 956

22.1% 4.6% 4.4%

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded

Undergraduate Degrees per 100 Undergraduate FTE Enrollment* 22.3 ‐‐ 20.8 ‐‐

Total Degrees Awarded* Certificate Associate Baccalaureate Graduate and Professional

5,716 16 0

4,172 1,528

0.3% 0.0% 73.0% 26.7%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


832 268 328

19.9% 6.4% 7.8%

363 127 207

22.1% 7.7% 12.6%


College Readiness



469 361 52 56

77.0% 11.1% 11.9%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

51.8% 58.8%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

80.7% 50.7%

‐‐ ‐‐

75.1% 44.9%


‐‐ 85.3% ‐‐ 78.3%


996 1,557 1,612

39.1% 61.1% 63.3%

322 578 605

29.0% 52.1% 54.6%

Research




*figures include University of Mississippi Medical Center.


University of Southern Mississippi 118 College Drive • Hattiesburg, MS 39406 1‐601‐266‐1000 www.usm.edu



Student Enrollment


16,939 13,569 3,370

80.1% 19.9%

11,982 9,473 2,509

79.1% 20.9%


13,583 11,350 2,233

83.6% 16.4%

9,971 8,295 1,676

83.2% 16.8%


4,042 1,625 1,833 584

29.8% 12.0% 13.5% 4.3%

2,772 1,555 875 342

29.3% 16.4% 9.2% 3.6%


2,782 1,059 1,148

20.5% 7.8% 8.5%

2,471 739 712

26.1% 7.8% 7.5%

Degrees Awarded



3,321 61 0

2,380 880

1.8% 0.0% 71.7% 26.5%

2,161 11 8

1,565 577

0.5% 0.4% 72.4% 26.7%


376 184 180

15.4% 7.5% 7.4%

363 127 207

22.1% 7.7% 12.6%


College Readiness



862 460 188 214

53.4% 21.8% 24.8%

440 203 111 126

46.1% 25.2% 28.6%


‐‐ ‐‐

32.7% 64.5%

‐‐ ‐‐

43.7% 61.0%

Student Progress


‐‐ ‐‐

71.3% 45.0%

‐‐ ‐‐

75.1% 44.9%


‐‐ 74.3% ‐‐ 78.3%


426 792 828

26.8% 49.8% 52.0%

322 578 605

29.0% 52.1% 54.6%

Research





Metric Explanations

Academic Year 2016‐17 (AY2016‐17) – The Institutional Profile is for the 2016‐17 academic year and includes the Summer 2016, Fall 2016, and Spring 2017 terms. Some reporting terms may vary depending on the length of time for each metric.

University System Average – The university system average is based on eight institutions and includes the Medical Center with the University of Mississippi in most instances. Figures including UMMC data are denoted with an asterisk (*).

Total Headcount Enrollment – Total headcount enrollment figures are unduplicated for the academic year. Academic level and degree objective are for enrollment are based on the last term of attendance for the year. [Source: IHLMIS]

Total Full‐Time Equivalent (FTE) Enrollment – Total full‐time equivalent enrollment figures are based on undergraduate and graduate credit hour activity over a 12‐month period. Calculation uses a trailing summer in accordance with IPEDS. [Source: Federal IPEDS]

Entering Freshmen – Entering freshmen figures are based on an unduplicated count of entering freshmen at any point during the academic year. [Source: IHLMIS]

Entering Transfers – Entering transfer figures are based on an unduplicated count of entering transfer students at any point during the academic year from Mississippi’s community colleges and all other postsecondary institutions. [Source: IHLMIS]

Science, Technology, Engineering, Mathematics (STEM) Enrollment & Degrees – STEM enrollment includes the number of undergraduate students majoring in science, technology, engineering, and mathematics as defined by the National Science Foundation (NSF). A complete listing of the NSF‐STEM majors can be found at http://www.ice.gov/doclib/sevis/pdf/stem‐list.pdf [Source: IHLMIS]

Education (Including Non‐Teaching Areas) and Nursing Enrollment (All Undergraduate Levels) Enrollment & Degrees ‐ Education enrollment includes the number of undergraduate students majoring in any education discipline according to the 13 CIP code. This includes teaching and non‐teaching education majors. Nursing enrollment includes the number of undergraduate students majoring in any nursing discipline. [Source: IHLMIS]

Undergraduate Degrees per 100 Undergraduate FTE Enrollment – Figures indicate the number of undergraduate degrees awarded per 100 undergraduate FTE students. Undergraduate degrees include certificates, associates, and baccalaureate degrees. Undergraduate FTE is based on an four‐year average of annual undergraduate FTE figures. [Source: Degrees – IHLMIS; Student FTE – Federal IPEDS]

Intermediate Enrollment – It should be noted that institutions have varying academic policies regarding intermediate enrollment. Intermediate enrollment includes the number of students taking one or more Intermediate courses. The three intermediate groups (math only, English only, and both math and English) are treated as three separate groups. Figures are based on Fall term data and exclude the Academic Support Lab. [Source: IHLMIS]

Student Progress – Full‐time status includes students taking 12 or more hours during the fall term while part‐time students include students taking less than 12 hours during the fall term. Students earning zero credit hours for the entire academic year were excluded from the metric since most were not enrolled for the entire academic year. [Source: IHLMIS]

Retention Rates – Retention rates reflect the percentage of first‐time, full‐time entering freshmen during the Fall 2015 term who return for the Fall 2016 term. [Source: Federal IPEDS]

Graduate Rates – Graduation rates reflect the percentage of first‐time, full‐time freshmen during the Fall 2009 term who graduated at 4‐year (100% of normal time), 6‐year (150% of normal time), and 8‐year (200% of normal time) intervals. [Source: Federal IPEDS]

External Research Dollars – External funds provided to the university by a variety of sources (primarily federal) for the purpose of advancing the research mission of the institution as well as contributing to teaching and service missions. [Source: IHL Universities]

Percent of Median Family Income Required to Cover Tuition and Fees – The median household income figure was derived from the American Community Survey (ACS) conducted by the U.S. Census. The tuition and fee figures reflect 2016‐17 tuition and fees with average room (for double occupancy) and board (average plan) charges approved by the IHL Board. [Sources: U.S. Census & IHL Finance]

State Expenditures per Total FTE Student – State expenditures for FY2017 were calculated by combining on‐campus and off‐campus expenditures minus capital expense funds using institutional MBR reports. FTE student figures were derived using 12‐month figures from IPEDS. [Source: Federal IPEDS and IHL Finance MBR Reports]

Instructional Faculty with Terminal Degree – Figures represent the percentage of full‐time instructional faculty with a terminal or first‐professional degree. Terminal degrees also include master’s degrees in fine arts (M.F.A.), social work (M.S.W.) and library science (M.L.S.). [Source: IHLMIS]

2016‐17

10/30/2018

1

Launching Careers & Changing Lives

Kenneth Wheatley, MPPA, MIBEST Program Director

Nikitna Barnes, MIBEST Project Manager

Dr. Gloria Cross Mwase, MIBEST Project Consultant

Education Achievement Council Meeting

October 25, 2018

IHL Board Room, Jackson, MS

Projected Annual Job Openings Statewide

Strong Job Openings

34,075

Low Unemployment Rate

4.8%

Economic Opportunity in Mississippi

+ = Economic Opportunity

This is the fourth lowest unemployment rate ever recorded in Mississippi.

Sources:MDES Projected Annual Job Openings, 2014-2024MDES Unemployment Rate, August 2018

August 2018

10/30/2018

2

$36,

738

$23,

546

$31,

833

$37,

444

$52,

100

$65,

069

$25,

847

$15,

083

$20,

197

$24,

481

$35,

820

$46,

112

$-

$10,000

$20,000

$30,000

$40,000

$50,000

$60,000

$70,000

Population aged>= 25 withearnings

Less than HSgraduate

HS or GED Some college orassoc degree

Bachelor's degree Grad orprofessional

degree

Median annual earnings by educational attainment, MS

Male Female

Economic Challenges in Mississippi

• An estimated 382,611 high

school dropouts

• Middle skill jobs gap

• Low workforce participation

rate (55.9%; second lowest in

country)

Source: US Bureau of Census, American Community Survey 5 Year Estimates 2016-2016; Bureau of Labor Statistics

MIBEST

Increasing economic development and economic prosperity

A WorkforceDevelopment Initiative


Addressing theDropout Crisis


Through Evidence-BasedIntegrated Pathways


On a StatewideScale

JUN15

JAN14

SEPT15

AUG16

SEPT16

AUG17

SEPT17

AUG18

SEPT18

AUG19

P L A N N I N G P E R I O D R A M P U P P E R I O D Y E A R 1 Y E A R 2 Y E A R 3

F U L L I M P L E M E N T A T I O N P E R I O D

MIBEST Implementation Timeline

W E A R E H E R E

10/30/2018

3

How MIBEST Works

SUPPORT SYSTEMS

• Career counseling

and advising

• Team teaching

• Work-Based

Learning

• Credit attainment

• Credential

attainment

• Intrusive, intensive

student supports

• Dropouts• Low Skills• Unemploye

d

$

How MIBEST Works

SUPPORT SYSTEMS• High School Equivalency (HSE)

• Soft Skills/Life Skills Training

• Work-Based Learning

• 15 CTE Credits (or all available Workforce

Credits)

• National Career Readiness Certificate (NCRC)

• Employment

• Continuing Education or Military Enlistment

$

10/30/2018

4

Business, 23

Manufacturing, 40

Automotive, 9

Construction, 28

Health Care, 24

Hotel andHospitality, 13InformationTechnology, 13Transportation, 14

MIBEST Colleges

MIBEST Programs Per Industry Sector

Northeast MississippiCommunity College

Itawamba Community College

East MississippiCommunity College

East CentralCommunity College

Meridian Community College

Pearl RiverCommunity College

Southwest MississippiCommunity College

Copiah LincolnCommunity College

Hinds Community College

Holmes Community College

Mississippi DeltaCommunity College



Jones College

Mississippi Gulf Coast Community College

Career & Technical Education Programs

157Workforce Programs

19

176Total Programs

Employer Engagement

Business, 29

Manufacturing, 163

Automotive, 3

Construction, 13

Health Care, 60

Hotel and Hospitality, 6

Information Technology, 1

Transportation, 6

Other, 8

MIBEST Employers by Sector 2016-2017

289 Total Employers

• Providing Work-Based

Learning Opportunities

• Developing Curriculum

• Donating Equipment

• Providing Student

Scholarships or Supplies

Other Ways That Employers Support

MIBEST Programs

Source: NSPARC Analysis of UI Wage Records for MIBEST Completers and Exiters in 2016 and 2017

10/30/2018

5

MIBESTCaravan

Students Enrolled

1,439

Based on community college projections through Fall 2018

Black White Other

MIBEST Caravan

RacialComposition

First Generation College Students

42%Entered MIBEST Without a High School Credential

89%Students with Children Under 18 years of age

41%Children Under 18

Affected by MIBEST

969

Male Female

Gender78% Female

Married Single

MaritalStatus

83% Single

17-24 25-44 45>

Ages of Participants

10/30/2018

6

570

20 20

225

114

28 21

160 160

0

100

200

300

400

500

600

Addressing Barriers to Progress and Success

Number of Students Receiving Support Services

Students Who Have Earned Their High School

Equivalency

Students Who Earned theNCRC

MIBESTStudentOutcomes

Students Who Have participated

in WBL opportunities

24% 584 797

College CreditsEarned

10,462College-Issued

Credentials

369Industry-Based

Credentials

790

Hours of Employability and Life Skills Training28,460

10/30/2018

7

29%

22%

49%

A C T I V E S T U D E N T S

E X I T E R S

C O M P L E T E R S

Student Status 543

280

616

MIBEST Completion Milestones:

• HSE Completion• At least 20 hours of

employability skills training• NCRC (bronze or higher)• Occupational credential

(college or industry-based)• At least 15 college credit

hours

Enrollment and Employment after Exiting MIBEST

28%

22%

42%40%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

Completer Exiter

College Enrollment and Employment after Exiting MIBEST

Enrolled in College Employed

$10,362

$18,472

$11,068

$15,163

$0

$2,000

$4,000

$6,000

$8,000

$10,000

$12,000

$14,000

$16,000

$18,000

$20,000

Before MIBEST After MIBEST

Average Earnings Before and After MIBEST by Status

Completer Exiter

Source: NSPARC Analysis of UI Wage records for MIBEST Completers and Exiters in 2016 and 2017

10/30/2018

8

College Credential Attainment by MIBEST Students

50

14

3134

0

10

20

30

40

50

60

2017 2018

Associate Degrees Certificates

Source: MCCB Analysis of Community College Data for MIBEST Completers and Exiters in 2016 and 2017

Evaluation

Evaluation Components

• Implementation Analysis • Outcomes Analysis• Return on Investment Analysis

10/30/2018

9

Total unique number ofparticipants served each semester

MIBEST Progress & Success Metrics

Total number ofparticipants completing the prescribed MIBEST Pathwayeach semester

Total number ofparticipants still retained in their pathwayeach semester

Number ofstudents earning a high school equivalency diplomaeach semester

Total number ofparticipants completing at least fifteen (15) credit hourstoward a post-secondary degree (for CTE programs) or ALL AVAILABLE credit hours toward a postsecondary degree (for Workforce programs)

Total number ofparticipants earning a national/industry-recognized credentialin their chosen pathway

Total number ofparticipants enrolled in further educationafter pathway completion

Total number ofparticipants employed in their chosen field after pathway completion

Total number ofparticipants retained in employment after pathway completion

Number ofparticipants employed at enrollment who received a wage increase post-enrollment

Average earnings of participants employed in their field after pathway completion

Average wage gains of participants employed intheir field after pathway completion

How You Can Help

1. Refer potential students to MIBEST.2. Help us to promote the success of the

initiative.3. Connect us to employer partners that might

benefit from the program.

10/30/2018

10

Thank You!

www.mibest.ms

For more information, contact:

Kenneth Wheatley, MIBEST Program Director [email protected], 601-432-6171

Nikitna Barnes, MIBEST Project Manager, [email protected], 601-432-6194

Gloria Mwase, MIBEST Project Consultant, [email protected], 601-480-8998

National Credentialing InitiativeMississippi Community & Junior CollegesCareer Technical Education

Dr. Shawn MackeyDeputy Executive Director Programs & Accountability

Dr. Kimberly JonesAssistant Director Assessment

Education Achievement CouncilOctober 25, 2018

Purpose of Credentials

A professional credential is a credible way of demonstrating proficiency in a field or area of study.

Credentials identify individuals who are committed to their profession and provides a tangible recognition of their knowledge and/or experience (Silvis, 2011).

Background

3

As industry certification gains significance in the labor market, MCCB recognized the importance for

educational institutions to align programs of study with certifications. In 2013, the Mississippi

Community College Board (MCCB) adopted a Policy and Procedure Manual for the Office of Curriculum

and Instruction requiring all curricula developed or revised for Career Technical Education (CTE)

programs at Mississippi’s community colleges to adopt national standards for industry and identify

appropriate industry credential and certifications.

In February 2016, the Mississippi Association of Community and Junior College Presidents (MACJC)

voted to adopt national certifications as the measure of technical skill attainment for career technical

education (CTE) programs where such a certification existed. Ultimately the collaborative partnership

between the MCCB, MACJC, employers, credentialing agencies, and students will improve the state’s

image, differentiate a student’s education, and reduce the skills gap.

Benefits of CTE Credentials

Which student would you want to hire?

Student A has nothing to document or show the skillset, knowledge, or strengths gained and will require

training from the ground up.

Student B has documented successful completion of a program, have the basic knowledge and skillset, and

verifiable certification in that area of study.

• Levels the playing field and promotes success and employability of our students

• Prepares students for high-skill, high-wage, high-demand occupations in the 21st century global economy

• Strengthens the role of the community college in advancing workforce development

• Obtains support in improving program quality, implementation and accountability

• Places graduates of CTE programs in the realm with other professionals

• Closes the gap between academic attainment and workforce

Coahoma, Copiah Lincoln, East Central, East MS, Hinds, Holmes, Itawamba, Jones, MCCB, MACJC, Meridian, MS Delta, MS Gulf Coast, Northwest, Northeast, Pearl River, Southwest

Comprehensive Statewide Assessment System

MCCB MACJC

6

• Build a national certification assessment system that aligns programs and certifications

• Provide students with marketable skills and certifications

• Build a credentialed workforce for business and industry

• Increase teacher competency and qualification

Goals

Requirements

• During the curriculum revision process, national certifications are aligned to student learning outcomes for particular programs of study.

• The alignment of national certifications prompted the requirement of credentialing for all students enrolled in a program that is mapped to a national certification in order for the student to be considered as achieving technical skill attainment.

• Instructors teaching the courses leading to national certifications must attain the level of certification held by the students or a certification level higher than the one attainable by students.

• In programs that have a national credential identified, instructors must possess the required training to be qualified to teach curriculum for the credential and/or administer student skills tests as required by the credentialing agent (such as NCCER).

References: Qualifications Manual for Postsecondary Career and Technical Education Instructors. 7

Certification Roadmaps

8

9

• Develop a comprehensive state-wide testing program

• Develop testing procedures and protocols

• Provide training for college staff, as appropriate

• Identify national certifications that align with programs of study

• Adopt the appropriate national certifications

• Procure contracts with vendors

• Provide certification exams to students

• Provide training and certification opportunities for instructors

• Develop and implement ordering, invoicing, tracking, and reimbursing processes

• Establish a secure networking system for testing

• Establish guidelines for providing data/results

Strategies for Implementation

The National Credentialing Initiative jumpstarted by identifying national credentials that align to programs of study.

To date the following has been achieved: 32 programs mapped to ~50 national certifications through 8 vendors.

Where We Are Now

Automotive Service Excellence (ASE)

Automotive Technology 47.0604

Diesel Equipment - Transportation Option 47.0605

Parts & Marketing Management 52.1907

Trades/Construction (NCCER)

Carpentry 46.0201

Construction 15.1001

Electrical 46.0302

Commercial/Residential Maintenance 46.0401

Construction Equipment Operations 49.0202

HVAC 47.0201

Industrial Maintenance 47.0303

Electro-Mechanical Technology 15.0499

Masonry 46.0101

Pipefitting 46.0502

Welding 48.0508

Design, Drafting Technology (DDT)

Architectural Engineering 15.0101

General Drafting 15.1301

Industrial Engineering 15.1501

Industrial Technology 15.0612

Individual Certification Groups (ICG)

Early Childhood 19.0709

Paralegal Technology 22.0302

Information Systems Technology (IST)

Computer Networking 11.0901

Computer Programming 11.0201

Database Administration Technology 11.0802

Data Analytics Technology 52.1302

Network Security Technology 11.1003

Computer Servicing 47.0104

Database Administration Technology 11.0802

Business Office Technology (BOT)

Accounting Technology 52.0302

Administrative Office Technology 52.0401

Business Management 52.0201

Computer Technology 52.0407

Healthcare Data 51.0799

as of fall 2018

2018-2019 Available Certifications

11

Trades/Construction (NCCER)

NCCER Core

Carpentry Level 1

NCCER Site Layout

NCCER Project Management

NCCER Project Supervision Electrician Level 1

Electrician Level 2

Heavy Equipment Operations Level 1

HVAC Level 1

HVAC Level 2

Industrial Maintenance E & I Level 1

Masonry Level I

Masonry Level 2

Masonry Level 3

Pipefitting Level 1

Pipefitting Level 2

Welding Level 1

Welding Level 2

Individual Certification Groups (ICG)

Pre-PAC

NALS-ALP

Information Systems Technology (IST)

CompTIA A+

CompTIA Network+

CompTIA Security+

MTA Networking

MTA Security Fundamentals

MTA Software Development

CIW Database Design Specialist

Business Office Technology (BOT)

OPAC Word© Basic

OPAC Proofreading

OPAC Excel©

OPAC QuickBooks©

OPAC Excel© Intermediate

OPAC Database

OPAC Medical Terminology

OPAC Medical Proofreading

MOS MS Word©

OPAC Proofreading

MOS MS Excel©

Intuit QuickBooks©

MOS MS Access©

Design, Drafting Technology (DDT)

Autodesk AutoCAD Certified User

Autodesk Revit Architecture Certified

Autodesk Inventor Certified User

Certified SolidWorks Associate

Automotive Service Excellence (ASE)

Auto Maintenance & Light Repair

Electrical/Electronics Systems

Diesel Engines

Brakes

Suspension & Steering

Medium-Heavy Truck Parts Specialist

Automobile Parts Specialist

1. National Industry Certifications

2. End-of-Course Assessment

3. Collaborative Relationships

4. Instructor Training and Certification

5. Comprehensive Assessment System

6. Low-cost Certifications

7. Technical Skills Attainment

8. Curriculum, Instruction, and Assessment Alignment

9. Valid and Reliable Data Analysis12

EFFECTIVE

Required Characteristics

Fair

How to determine which certifications are most

valued and which ones are not?

The MCCB approach is to use national certifications as a tool to promote academic achievement.

Curriculum Mapping Process

Phase 1- The national certification assessmentPhase 2- The credentialing body offering the national certification assessmentPhase 3- The assessment vendor or administrator of the assessmentPhase 4- The cost of each assessment

References: National Certifications Standards and Procedures Manual for Career Technical Education and Workforce Training.

Determining the Most Valued Credentials

Criteria 1 Unacceptable 2 Satisfactory

Assessment Outcomes Does not map to Required Courses/Student

Learning Outcomes in Program of Study

Map to 50% or more of Required

Courses/Student Learning Outcomes in

Program of Study

Industry Recognition

and Value

Local or State Industry Advisory Committee

for the Program of Study does not value the

certification.

2 or more Companies represented on

Local Industry Advisory Committee

prefer and/or to hire with the

certification.

Phase 1

Certifying Body Review Criteria

Criteria1 Unacceptable 2 Satisfactory

Legal Entity Unable to demonstrate legal status; does not retain authority for

certification decisions or delegates certification decision.

Can demonstrate the organization is a legal entity and

maintains sole authority over certification decisions.

Can demonstrate separation from activities such as training,

selling of products, and certification is not automatic with paid

membership

Financial Stability

Unable to provide certified financial statements that demonstrate

resources are adequate to maintain stability of operations as related

to certification activities. Certification body has pending legal

action with regard to certification activities in the state of

Mississippi or the state granting legal status to conduct business.

Certification body is able to demonstrate that it has financial

resources to maintain the stability of operations of the

certification activities. Certification body must not have

pending actions with Attorney General in the state of

Mississippi or state granting legal status to conduct business.

Organizational

Structure

Certification body is the sole provider of training for the

certification or certification body is unable to demonstrate it is a

neutral third-party validator of knowledge and skills.

Certification body is not the sole provider of training for the

certification and certification body is able to demonstrate it is a

neutral third-party validator of knowledge and skills.

Phase 2

Certifying Body Review Criteria cont’d


Record KeepingUnable to demonstrate ability to maintain record keeping to

allow for verification of applicant, candidate, or certificant.

Can demonstrate ability to maintain record keeping in sufficient detail to

allow for verification of applicant, candidate, or certificant.

SecurityUnable to identify a procedure for identification of the

applicant or candidate through the assessment process.

Documented procedure in place to allow for proper identification of the

applicant or candidate through the assessment process.

Industry Review of

Body of Knowledge

Unable to demonstrate job analysis, knowledge base and/or

skill base required to be successful on the job. No

demonstration of review by an independent panel of experts in

the field. No demonstration of a regular review process for

body of knowledge.

Certifying body demonstrates a thorough job analysis to include skills and

knowledge base. Review of body of knowledge by an independent panel of

experts in the field is evident. Certifying body demonstrates a regular

review process for body of knowledge.

Examination

Unable to demonstrate that the examination of the candidate is

fair, valid, and reliable according to acceptable educational

assessment standards. Unable to demonstrate criteria for

conditions to administer the examination to ensure consistency

and fairness for candidates, including the proctoring of the

examination and calibration of any technical equipment used.

Unable to demonstrate procedure for evaluating any request

for reasonable accommodation of the examination process.

Certifying body demonstrates the examination of the candidate is fair, valid,

and reliable according to acceptable educational assessment standards.

Certifying body demonstrates criteria for conditions to administer the

examination to ensure consistency and fairness for candidates are evident,

to include proctoring of the examination and calibration of any technical

equipment used.

Certifying body is able to demonstrate a procedure for evaluating any

request for reasonable accommodation of the examination process.

Phase 2

Analysis of Assessment Vendor


Training of Assessment

Personnel

No evidence of a training procedure in place

for training of assessment administrators.

Training procedure in place for assessment administrators.

Security

No evidence of a procedure for verifying the

identity of assessment candidates.

No evidence of an integrity statement or test

security procedure on behalf of the

assessment administrator.

Procedure in place for verifying the identity of assessment candidates.

Procedure in place to ensure test security and/or integrity statement of the

assessment administrator.

Communication of Results

No evidence of a procedure to communicate

assessment results to assessment candidate

and/or college/institution.

Procedure in place to allow communication of assessment results to

assessment candidate and college/institution.

Compliance with State of

MS Purchasing Guidelines

Vendor purchasing requirements are

inconsistent with state purchasing laws

and/or vendor will not adjust requirements

to comply with state law.

Vendor demonstrates the ability to allow purchases within the guidelines

established by state purchasing laws.

Phase 3

Phase 4

Determining the Cost Value

Criteria

The maximum allowable cost of the national certification or combination of

certifications cannot exceed the average tuition for a 4-semester credit hour course.

The per hour tuition rates at the colleges offering the program of study will be used to

calculate the average tuition for the 4-semester credit hour course.

State licensure fees for programs with state licensure requirements in Mississippi are

exempt from the cost analysis.

Selecting National Certifications

During Curriculum Revision Process

CTE program faculty, CTE administrators,

Assessment staff, and appropriate industry

members

Use 4 rubrics as standards to approve national

certification for technical skills attainment

Outside Curriculum Revision Process

College CTE Dean > MCCB Office of Assessment

Governing Body

Curriculum mapping to student outcomes, Local industry

partners letters of support, Credentialing Body verification,

Data reporting, and costs

Testing Integrity

• Accountability

• Policy on test security

• Opportunities for training

• Security plans (College and Site)

• Standards for detecting irregularities

• Investigation of suspected irregularities

• Being prompt in reporting irregularities

• Examining areas for improvement

References

Mississippi Community College Board Division of Workforce and Economic Development. (2017). National certifications

standards and procedures manual for career technical education and workforce training. 5-19. Retrieved from

http://www.sbcjc.cc.ms.us/pdfs/as/standardsandproceduremanual.pdf

Mississippi Community College Board Division of Workforce and Economic Development. (2017). Qualifications manual for

postsecondary career and technical education instructors. 4-5. Retrieved from

http://www.sbcjc.cc.ms.us/pdfs/as/qualificationsmanual.pdf

Silvis, J., 2011, Accreditation, Certification, Licensure, Registration, Healthcare Design, Retrieved from

https://www2.ed.gov/about/ offices/ list/ovae/index.html

The mission of the Mississippi Community College Board is to advance the community college system through coordination, support, leadership, and advocacy.

MCCB Assessment Staff Contact [email protected]

Kimberly Jones Ed.D

Assistant Director of Assessment

[email protected]

(601) 432-6131

Tony Chiang, Ph.D.

Research Analyst

[email protected]

(601) 432-6222

Krystal Adcock

Assessment Specialist

[email protected]

(601) 432-6121

Shamiko Allen

Assessment Specialist

[email protected]

(601) 432-6277

http://www.mccb.edu/WkfEdu/asDefault.aspx

mailto:[email protected]

http://www.mccb.edu/WkfEdu/asDefault.aspx

Complete 2 Compete One Year Results

C2C Results to Date 10/18/18

TOTAL DEGREES AWARDED 702

TOTAL DEGREES AWARDED WITHOUT ADDITIONAL COURSEWORK

501

THROUGH 10/18/18

Documents

Minutes of the Education Achievement Council Meeting ... · Ms. Verneuille shared that the Commission on Proprietary Schools began requiring enrollment ... A copy of the presentation