Dr. Debra Bragg, U of I

Accountability is…

“

Accountability is the responsibility that goes with the authority to do something. The responsibility is to use authority justifiably and credibly.”

Accountability in Education: A Primer for School Leaders,

Prepared by Michael Heim for Hawai‘i School Leadership Academy http://www.prel.org/products/Products/Accountability.htm

Conceptual Model for Accountability

Perkins IV Programs of Study

“ State approved programs, which may be adopted by local education agencies and postsecondary institutions to be offered as an option to students when planning for and completing future coursework, for career and technical content areas.”

Carl D. Perkins (IV)

Programs of Study should:

1. Incorporate secondary education and postsecondary education elements; 2. Include coherent and rigorous content aligned with challenging academic standards and relevant career and technical content in a coordinated, non-duplicative progression of courses that align secondary education with postsecondary education to adequately prepare students to succeed in postsecondary education; 3. May include the opportunity for secondary education students to participate in dual or concurrent enrollment programs or other ways to acquire postsecondary education credits; and 4. Lead to an industry-recognized credential or certificate at the postsecondary level, or an associate or baccalaureate degree.

Perkins IV Accountability Mandate

• Increased role for schools and districts • Negotiating performance with state • May need to develop “Improvement Plans” • Disaggregate student performance data • Become familiar with definitions & approaches • Link application, resources & performance

Office of Vocational and Adult Education, USDE

Accountability Mandate (Cont.)

• Compare to other state recipients • Make continuous progress • Annually prepare and submit a data report to the state • Identify and quantify any disparities or gaps in performance of all students served • “Report shall be made public”

Office of Vocational and Adult Education, USDE

Perkins IV Reporting Requirements

Federal Accountability / Outcomes State Accountability / Outcomes Local Accountability / Outcomes

Perkins IV Mandate: Secondary Indicators

• Academic attainment • Technical skill attainment • Secondary school completion • Student graduation rate • Secondary placement • Non-traditional participation • Non-traditional completion

Perkins IV Mandate: Postsecondary Indicators

• Technical skill attainment • Credential, certificate or degree • Student retention or transfer • Student placement • Non-traditional participation • Non-traditional completion

College and Career Transition Initiative (CCTI) Outcomes

1. Decrease remediation at the postsecondary level.

2. Increase enrollment and persistence in postsecondary education.

3. Increase academic and skill achievement at both the secondary and postsecondary levels.

4. Increase attainment of postsecondary degrees, certificates, or other recognized credentials.

5. Increase successful entry into employment or further education.

Transition Outcomes

• Secondary outcomes – academic achievement, technical achievement, high school completion • Secondary-to-college transition outcomes – entry to college (immediate, delayed), college readiness (remediation), entry with accelerated (dual) credit • Postsecondary (2-year) outcomes – continuation in career major, technical achievement, retention, credential (certificate, degree) • Postsecondary (4-year) outcome – transfer (immediate, delayed), continuation in career major, academic/technical achievement, retention, credential • Transition to Work – employment (training related), wages, retention, satisfaction

Evaluation Approaches

• Process evaluation – inputs, implementation (program, practice, policy), outputs • Outcomes evaluation – student outcomes and program outcomes • Continuous improvement – short- and long-term change • Comprehensive evaluation – all of the above 

Formative Evaluation – Summative Evaluation

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Quantitative, Qualitative & Mixed Method

Other *Outcomes associated with Programs of Study

• Decrease drop out at the high school level • Enhance “college readiness” • Accelerate dual college credit generation • College retention (college credit generation after enrolling in college) • Other

*Outcomes for total group and subgroups

Logic Modeling – “Seeing is Believing”

Goals & Intended Outcomes Target Population Comparison Group(s) Program of Study: Career Pathway

Key Elements Secondary education Postseconday education Curriculum aligned to standards Dual credit Credentials (certificates & degrees)

Student Transition Outcomes

(Total group and sub-groups)

Logic Modeling (cont.)

• Models what a program intends to do.

• Not based on a cause-effect framework; recognizes multiple, nonlinear events lead to change.

• Does not attempt to attribute outcomes to any single intervention or series of interventions • Looks at logical links between interventions and student outcomes • Monitors program strategies and organizational practices to enhance understanding of how the program has contributed to change.

Tech Prep Final Programmatic Report, OCCRL – Data Mapping Grid

Item A. Major Accomplishments

A-3

Which group owns / directly contributes to the data?

What software/ technology is used?

Level of implementation rating for Tech Prep components   Individual High School K-12 Office  EFE  CC Admissions   CC Institutional Research Other:

1 2 3 4 How valid & reliable do you feel the data are?

Circle: 1=Not at All 2=Somewhat 3=Mostly 4=Very

Data Mapping

• Identify outcomes, measures, data sources, and data systems • Document “hand off” from one level to another, from organization to another • Identify primary data “owners” and stakeholders at each level, within each organization • Track flow of information across the systems (successes, weaknesses) • Work collectively to develop process improvements

Family Educational Rights and Privacy Act (FERPA)

• The Family Educational Rights and Privacy Act (FERPA) (20 U.S.C. § 1232g; 34 CFR Part 99) is a Federal law that protects the privacy of student education records. The law applies to all schools that receive funds under an applicable program of the U.S. Department of Education.

• FERPA gives parents certain rights with respect to their children's education records. These rights transfer to the student when he or she reaches the age of 18 or attends a school beyond the high school level. Students to whom the rights have transferred are "eligible students." • Parents or eligible students have the right to inspect and review the student's education records maintained by the school. Schools are not required to provide copies of records unless, for reasons such as great distance, it is impossible for parents or eligible students to review the records. Schools may charge a fee for copies.

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FERPA Exceptions

Generally, schools must have written permission from the parent or eligible student to release any information from a student's education record. However, FERPA allows schools to disclose those records, without consent, to the following parties or under the following conditions (34 CFR § 99.31): • School officials with legitimate educational interest; • Other schools to which a student is transferring; • Specified officials for audit or evaluation purposes; • Appropriate parties in connection with financial aid to a student; • Organizations conducting certain studies for or on behalf of the school; • Accrediting organizations; • To comply with a judicial order or lawfully issued subpoena; • Appropriate officials in cases of health and safety emergencies; and • State and local authorities, within a juvenile justice system, pursuant to specific State law.

FERPA – “Directory Information”

• Schools may disclose, without consent, "directory" information such as a student's name, address, telephone number, date and place of birth, honors and awards, and dates of attendance. However, schools must tell parents and eligible students about directory information and allow parents and eligible students a reasonable amount of time to request that the school not disclose directory information about them. Schools must notify parents and eligible students annually of their rights under FERPA. The actual means of notification (special letter, inclusion in a PTA bulletin, student handbook, or newspaper article) is left to the discretion of each school.

FERPA (Cont.)

For additional information or technical assistance contact: • Family Policy Compliance Office U.S. Department of Education 400 Maryland Avenue, SW Washington, D.C. 20202-5920

Contacts

Debra D. Bragg Professor & Director, Office of Community College Research and Leadership (OCCRL) 121 Children’s Research Center 51 Gerty Drive Champaign, IL 61820 PH: 217-244-9390 E-mail: [email protected]