Transcript Document

A Systematic Approach to
Increase Nontraditional
Enrollment
Bill Hatch, M.A., J.D.
Special Populations
and Equity Consultant
NC DPI CTE Support Services
With thanks to:
Mimi Lufkin, NAPE
and
Sarah Hawes
Panelists:
Kristal Dellinger, CDC, Cabarrus County Schools
Kendra Glover, CDC, Cabarrus County School
Kathy Hinkle, CDC/SPC, Lexington City Schools
Lana Bradley, SPC, Buncombe County Schools
Overview
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Why is this important?
Perkins Accountability Measures
Definitions
NAPE* Five Step Improvement Program
1.
2.
3.
4.
5.
Document Performance Gaps
Identify Root Causes
Select Best Solutions
Evaluate Best Solutions
Implement Solutions
*NAPE: National Alliance for Partnerships in Equity
Why? Some facts . . .
• Girls have a 90% chance of becoming
sole support for themselves and/or
their children at some time during their
lives
• Women work an average of
34 years outside the home.
Why? Pay Disparity
• Male dominated fields pay a median
hourly wage of $18.04
($37,520/annually)
• Female dominated fields pay a median
hourly wage of $13.80
($28,695/annually)
$8,825 WAGE GAP!
June 2006, NAPE, Constructing Equity Report, www.napeequity.org
Why? Better Benefits
• Expand Career Opportunities
– In 2004, 68 million women were employed. Only
5.6% were in nontraditional fields
• Higher Wages and Better Benefit Packages
– Nontraditional Jobs pay 20-30% more than
traditionally female jobs.
• Greater Job Satisfaction
Why? CTE is for Everyone
• While this presentation may focus on
nontraditional enrollment, Career and
Technical Education is for
EVERYONE, and each system should
look at all under-represented student
demographics!
Perkins Act Accountability
NC Nontraditional (NT) Core Indicators
1. Participation in CTE courses preparing
students for NT occupations
2. Completion of CTE programs preparing
students for NT occupation
Definitions
• Nontraditional Occupations:
Occupations or fields of work, including
careers in computer science,
technology, and other current and
emerging high skill occupations for
which individuals from one gender
comprise less than 25% of the
individuals employed in each such
occupation or field of work.
Definitions
• Under/Over-representation
When looking at enrollment patterns for:
- gender
A recommended* screening percentage is:
The “80/20 test”
• Where no more than 80% of one gender should be
enrolled in a course or program, if so the
nontraditional gender is underrepresented.
*Recommended = Only to self-assess, not a Perkins IV required
standard
Definitions
• Under/Over-representation
When looking at enrollment patterns for:
- ethnicity, race, and/or disability
A recommended* screening percentage is:
+ / - 10% of the enrollment for that group
Example: ABC High School has 26% disabled
students enrolled; then statistically speaking, their
CTE programs should have a no less than 16% and
no more than 36% of disabled students enrolled in
its programs.
*Recommended = Only to self-assess, not a Perkins IV required
standard
NAPE Five Step Improvement
Program
1.
2.
3.
4.
5.
Document Performance Gaps
Identify Root Causes
Select Best Solutions
Evaluate Best Solutions
Implement Solutions
NAPE Five Step Improvement
Program
STEP 1
Document
Performance Results
STEP 2
Identify
Root Causes
STEP 3
Choose
Best Solutions
STEP 5
Implement
Solutions
STEP 4
Pilot Test and
Evaluate
Best Solutions
Step One:
Document Performance Results
What performance data is
available?
• State Level Data
• Local Level Data
• Use
http://ctelps.dpi.state.nc.us/ctelps.nsf
– Login: guest / Password: guest
Analyzing NT Performance - Data Collection
Disaggregation Required in Perkins IV
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Gender
Male
Female
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Race
American Indian or Native Alaskan
Asian of Pacific Islander
Black, non Hispanic
Hispanic
White, non Hispanic
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Special Populations
Underrepresented/overrepresented gender students in NT CTE
Single Parent
Displaced Homemaker
LEP
Individuals with a Disability
Economically Disadvantaged
Analyzing NT Performance
• Data Comparisons of Student
Populations
Under/Overrepresented students in NT CTE
Students in NT CTE programs
Students in CTE programs
Students in School/LEA
Analyzing NT Performance
Recommended Analysis
Trends
. At least 2 years
. Prefer 3 -5 years
Site specific
. Statewide
. LEA
. School
. Program
Benchmarking
. State Performance Level
What does the data tell us?
• Indicates trends
• Highlights potential data quality issues
• Identifies gaps in performance between
– Programs
– Courses
– Student groups
• Gender
• Race/Ethnicity/Disability
• Special populations
• Generates additional questions that need to
be answered before implementing a solution
Step Two:
Identify Root Causes
• Root Causes: Barriers to student
enrollment and/or retention in
nontraditional CTE programs
– Explore root causes
– No silver bullet
– Must research the problem, using
performance data, before you implement
the solution
• Research based
Possible Root Causes
for Participation
• Career guidance materials and
practices
• Access to and participation in science,
technology, engineering and/or math
[STEM]
• Instructional strategies
• Nontraditional role models
• Early exposure
Root Causes – Participation Cont’d.
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Curriculum materials
Occupational choice
Self-worth
School climate
Student attitudes
Root Causes – Participation (cont’d.)
• Family demographic characteristics
• Peer influence
• Parent/spousal/significant other
support
• Media representation
• Social attitudes
Possible Root Causes
for Completion
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Classroom climate/sexual harassment
Student support services
Student isolation based on gender
Nontraditional role models
Instructional strategies
Self-worth
Parent/spousal/significant other
support
Root Causes - Completion
Faculty Focus
• Professional Development
– Increase competence in diversity and sexual
harassment prevention
• Career Guidance [CDCs and School
Counselors]
– Review career guidance materials and practices
for gender bias and nontraditional exposure and
support
– Review practice and policies of counselors for
gender bias
Root Causes - Completion
General Faculty Focus Areas
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Exposure and relevance
Student/teacher interaction
Acknowledgment and feedback
Classroom climate
Evaluate material for bias
Student support systems
General Faculty Focus Area:
Exposure and Relevance
• Context needs to be relevant to
personal experience
• Build knowledge from a place of
knowing
• Early exposure to the topic
• Family participation and expertise
General Faculty Focus Area:
Exposure and Relevance
• Provide nontraditional role models,
mentors, and job shadowing
• Invite, involve and educate parents
• Invite, involve, and educate business
General Faculty Focus Area:
Student/Teacher Interaction
• Voluntary versus non-voluntary
• Questioning techniques
– Wait at least three seconds after asking a
question before calling on someone to
answer
– Don’t accept called out answers
– Call on students with or without hands
raised
– Level of questioning
General Faculty Focus Area:
Student/Teacher Interaction
• Classroom Geography
– Physical closeness
– Eye contact
– Student distribution/teacher movement
• Collaborative Learning
– Group and paired activities
– Rotate task within group members
– Equal number of men and women in the
group
General Faculty Focus Area:
Acknowledgment and Feedback
• Praise carefully and fairly
• Praise only when deserved
• One person’s idea of praise may be
taken by another as an insult
• Feedback needs to be about the qualit
of the performance
• Failure to provide feedback can be
interpreted as negative feedback
General Faculty Focus Area:
Classroom Climate
• Behaviors that communicate lower
expectations
• Yielding to the influence of internalized
stereotypes
• Treating students differently when
their behavior and achievements are
the same
• Giving one group less attention and
intellectual encouragement
General Faculty Focus Area:
Classroom Climate
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Discouraging through “politeness”
Singling out
Defining students by their sexuality
Overt hostile behavior
Sexual harassment
General Faculty Focus Area:
Evaluate Material for Bias
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Invisibility
Stereotyping
Imbalance/Selectivity
Unreality
Fragmentation/Isolation
Linguistic bias
General Faculty Focus Area:
Evaluate Materials for Bias
• Evaluate materials for gender bias and
positive nontraditional images
If students do not see it,
they won’t want
to be it.
Students need to see
others like themselves
participating in a career in
order to believe they can do it
too.
General Faculty Focus Area:
Student Support Systems
• Provide a continuum of support services
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Tutoring
Child care
Transportation
Financial Aid
Books, Equipment, Tools, Clothing
Tuition
Modification of Curriculum, Equipment
Student/Teacher Aides
Support Groups
More
Review of Data
• Data Collection
– Collect data on underrepresented gender
students enrolled in nontraditional CTE
programs.
• Career Interest Inventories
• Participation/Completion Rates
– Aggregate data for all populations and programs.
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Placement Rates
Follow-up
Student Satisfaction
Employer Satisfaction
Review of Program
• Review Recruitment Practices & Policies
• Review Admission Policies & Practices
• Check classrooms & offices to omit/delete
documents & visuals using gender/race bias and
stereotyping
• Review data & strategies with counselors
• Target resources to areas most needed
• Share strategies used in the “Met and Exceeded”
programs with faculty in other CTE programs
• Review strategies used in the “Not Exceeded”
programs
• Coordinate with parents
Step Three:
Select “Best” Solutions
• Once critical root causes are
identified, the next step is to identify
and select the solutions that seem
most promising for implementation
and evaluation.
– How does your “best” solution address the
critical root causes that you have
identified?
– What data supports your “best” solution?
Step Four:
Evaluate Solutions
• Now that you have identified a set of
“best” solutions on which to base your
initial improvement efforts, you will
then need to create an evaluation
strategy that will allow you to assess
how well the improvement strategies
and model are working.
Evaluate Solutions
• Select outcome measures
– Two short-term measures that focus on
immediate results that needs to be
achieved to eventually increase
participation and/or completion rates of
underrepresented gender students
– Two long term measures to provide direct
evidence of success in improving on
increasing participation and/or completion
rates of underrepresented gender
students
Evaluate Solutions
• After selecting short and long term
outcome measures you will need to
identify data sources and collection
instruments that will allow
assessment.
• Identify staff to coordinate
improvement efforts.
Step Five:
Implement Solutions
• Put plan into action and use an
implementation plan that includes:
– What
– Why
– When
– Results of implemented solution
Implement Solutions
• It will take time to be able to determine
whether these changes are successful in
increasing the participation and/or
completion rates of underrepresented
gender students.
• This is an ongoing process.
– Re-evaluate solutions
• If successful, try another solution.
Panel Discussion
• Kristal Dellinger, CDC, Cabarrus
County Schools
• Kendra Glover, CDC, Cabarrus
County School
• Kathy Hinkle, CDC/SPC, Lexington
City Schools
• Lana Bradley, SPC, Buncombe
County Schools
Questions?
Bill Hatch, M.A., J.D.
NC DPI
Special Populations and Equity Consultant
919-807-3872
[email protected]