State Directors of Career and Technical Education Quarterly Webinar September 17, 20092:00 – 3:00 PM Eastern

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Welcome and Webinar Overview

Sharon Miller, DirectorDivision of Academic and Adult Education (DATE)Office of Vocational and Adult Education (OVAE)

sharon.miller@ed.gov

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Updates

2009 Grantee Satisfaction SurveyDQI Planning Update

–December 1-2-3, 2009–The Conference Center at the Maritime Institute;

Baltimore MD

Perkins CAR Training–September 24, 2009 | 11:00 AM – 12:00 PM Eastern–September 30, 2009 | 2:00 PM – 3:00 PM Eastern

CTE Data and EDFactsTransition of Secondary Perkins CAR Reporting

to EDEN

Jay Savage, OVAEJay.Savage@ed.gov

Bobbi Stettner-Eaton, EDFacts/EDEN

Bobbi.Stettner-Eaton@ed.gov

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CTE Data and EDFacts Agenda

Introduction to Carl Perkins data

Understanding the EDFacts-CTE data set

Future CTE-related EDFacts data collection

– If you have questions during the presentation, please submit them through the chat function. There will be a brief Q&A period at the end of this topic.

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Perkins Data Requirements

Secondary education data reporting

Post-secondary data reporting

Tech Prep Data Reporting

Adult Data Reporting

Fiscal Data Reporting

Narrative Reporting

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Data Due

Perkins – December 31

EDFacts – December 31

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Data Collection Level

•Perkins – SEA only in CAR

•EDFacts – SEA and LEA

•This will require states to coordinate with LEAs to ensure accurate reporting.

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Definitions

CTE Annual Report (CAR & EDEN)–Participant: Student who completed a CTE

course that is part of a sequence of courses to obtain a certification.

–Concentrator: Student who has completed over half of a sequence of courses to obtain a certification and is enrolled in the next course in the sequence.

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Perkins – EDFacts Reporting Requirements

Perform.Indicator CAR Performance Indicator Measure EDFacts Data Element

(SY 2008-09)

1S1 % CTE meeting state-established academic standards – Reading/English N/X142 (Concentrators Academic Achievement)

– numerators reported by subject, denominators calculated from total gender

1S2 % CTE meeting state-established academic standards – Mathematics

2S1 % CTE passed technical skill assessments aligned with industry-recognized standards Proposed for SY 2009-10

3S1 % CTE concentrators completed schoolN/X083 (Concentrators Graduates) – Num.N/X082 (Concentrators Exiting) – Den.

4S1 % CTE graduation ratesProposed for SY 2009-10

Possibly for SY 2009-10 (SEA only)5S1%CTE left secondary education and placed in post-secondary education/advanced training, military, employment

6S1 % CTE participants from underrepresented gender groups in non-traditional fields of study

N/X 148 (Participants non-traditional fields) - numerator only

6S2 % CTE from underrepresented gender groups in non-traditional fields of study who completed

N/X 149 (Concentrators non-traditional fields) - numerator only

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Congruency Analysis

Analysis of the SY 2007-08 data revealed that there were congruency problems.

Problem was referred to NSWG for resolution: –Adjust definitions to permit states to submit their

own negotiated data definitions–Definition for 3S1 modified.

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Sample Text - File Specification

• Section 2.0 Guidance

What if my state uses a different definition for the numerator for the Secondary Completions (3S1)?

• If your state has an ED-negotiated and approved definition in its Perkins IV State Plan that is different for the numerator of Secondary Completions, use that definition rather than the definition provided in this file. The CTE director in the state will have a copy of the ED approved Perkins IV State Plan.

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Non-Trad Data New in EDFacts for SY 2008-09

Non-Traditional (6S1 & 6S2) student data–Careers with gender imbalance–Programs offering training opportunities for minority

gender students

Only the numerators will be reported in EDEN. The full indicator (numerator and denominator will be reported in CAR).–This will help in the transition to reporting secondary

information in EDEN.

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States Reporting CTE Data

Data Element SY 2007-08 SY 2008-09082 - CTE Concentrators Exiting (3S1) (Diploma denominator)

X X

083 - CTE Concentrators Graduates (3S1) (Diploma numerator)

X X

142 - CTE Concentrators Academic Attainment (1S1 & 1S2)

X X

148 – CTE ParticipantNon-Trad (6S1) X

149 - CTE ConcentratorNon-Trad (6S2) X

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EDFacts Data Elements

N/X082: CTE Concentrators Exiting Number of CTE concentrators who left secondary education during the reporting year

–This is 3S1 (Diploma denominator on CAR)

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EDFacts Data Elements – cont’d

N/X083 – CTE Concentrators GraduatesNumber of CTE concentrators who earned a regular secondary school diploma, earned a General Education Development (GED) credential as a State-recognized equivalent to a regular high school diploma or other State-recognized equivalent or earned a proficiency credential, certificate, or degree, in conjunction with a secondary school diploma during the reporting year.

–This is 3S1 (Diploma numerator on CAR)

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EDFacts Data Elements – cont’d

N/X142 – CTE Concentrators Academic AttainmentNumber of CTE concentrators who took the NCLB assessment(s) & who left secondary education during the school year by:•Performance on state reading/English assessment

–Question 1S1 on CAR•Performance on state mathematics assessment

–Question 1S2 on CAR

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EDFacts Data Elements – cont’d

N/X148 – CTE Participants Non-Traditional FieldsNumber of CTE participants from underrepresented gender groups who participated in a program that leads to employment in non- traditional fields

–This is 6S1 numerator in CAR

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EDFacts Data Elements – cont’d

N/X149 – CTE Concentrators Non-Traditional FieldsNumber of CTE concentrators from under represented gender groups who completed a program that leads to employment in nontraditional fields during the reporting year

- This is 6S2 numerator in CAR

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Where to Hence?

We are still in the transition period for moving our secondary data collection engine from CAR to EDEN

This transition phase will last two more years (unless there is a “follow-on” regarding post-secondary data).

We are also coordinating with SIFA for which many states have grants to develop a standardized longitudinal database. Our elements will be incorporated into those specifications.

We have a plan for the next stage.

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Analysis of EDFacts CTE Data

• Can your state’s CTE data answer:–Do CTE students perform at the same level

academically as other students?–Does CTE training help academically to keep

students in school?–How do the racial ethnic categories of CTE students

compare to “all students” in SEA? LEA?–Are the gender breakouts of CTE students

comparable to “all students” in SEA? LEA?–How does the performance of other special CTE

populations compare?

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Key EDFacts Web Sites

• General Infohttp://www.ed.gov/about/inits/ed/edfacts/index.html

• List of EDFacts State Coordinatorshttp://www.ed.gov/about/inits/ed/edfacts/eden/contacts.html

• SY 2008-09 File Specifications http://www.ed.gov/about/inits/ed/edfacts/sy-08-09-nonxml.html

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Questions/Comments

Please use the “chat” feature to submit questions so your questions can be captured.

Interagency Initiatives

• Partnership with Health and Human Services• Partnership with Energy, Labor, & Education• Green-Focused Programs of Study Technical

Assistance Academy

Margaret Romer, OVAEmargaret.romer@ed.gov

Summary of 2008-2009 OVAE Technical Assistance to States

California | District of Columbia | Guam | Ohio | Utah Multi-State Collaborative:

–New Hampshire, Rhode Island, VermontJay Savage, OVAE

jay.savage@ed.govAmanda Richards, MPR Associates

arichards@mprinc.comMarv Johnson, Utah

marv.johnson@schools.utah.gov

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Technical Assistance to States

Eligibility: States and grantees, including NACTEP, NHCTEP, and TCPCTIP

Purpose: To assist administrators to obtain information, design materials, or develop and implement a specific component of their Perkins IV accountability systems

Product: Each state/grantee receives a final report, also posted online at cte.ed.gov

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Outcomes: Identify existing, appropriate industry-recognized assessments to

measure 1P1—technical skill attainment; including information on cost, availability, standards coverage, etc.

Evaluate the validity and reliability of industry-based, end-of-course administered assessments.

Determine a process for collecting and compiling information on students attempting and passing industry-recognized assessments.

Develop an plan to expand industry-recognized assessment coverage to other program areas.

Technical Assistance to Utah

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CompTia A+ and Network+– Institutions as testing sites, students agree to share results–Data Matching with CompTia

ASE Auto, Collision, Diesel– In-class on-line assessments of certification readiness

AWS Welding–Schools implement SENSE AWS Standards, –Students Complete program and take industry exams –Results compiled by Instructor and sent to AWS for

certification

Technical Assistance to Utah

Next State CTE Director Webinar

TBD2:00 – 3:00 PM Eastern TimeMeeting Number and Code will be on the Agenda