Transcript Student Outcomes – Lessons Learned on ‘Employed’ and

Student Outcomes –
Lessons Learned on
“Employed” and “Satisfied”
EAB Approved Schools Conference November 9, 2006
Patrick J. Sweeney, School Administration Consultant
Educational Approval Board
Session Overview
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EAB’s 2-year Focus on Student Outcomes
EAB’s Process for Analyzing “Employed” Narratives
Employed Assumptions and Best Practice Components
School Groupings Explained
Overall Findings by Group
Given Findings, EAB’s Actions and Requirements for Next Year
Questions / Discussion
History of Student Outcomes Focus
• Regional Meeting I: Focus, Definitions, Electronic
• Definitions: Last Year’s Conference
• Met with Accreditors (DETC, ACICS, ACCSCT, and ACCET)
about Student Outcomes and Lessons Learned
• Regional Meeting II: Electronic, Definitions, Survey,
Modernization
• School Renewal Process: “Employed” Narratives
Analyzing “Employed” Narratives
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Looked for Best Practices: Placement
EAB Admin Rule on Placement
Settled on Best Practice Components in Placement
Grouped Schools for Analysis
Reviewed Narratives with Best Practice Components
Summarized Overall Findings by Groups of Schools
Placement Assumptions
A well-designed graduate placement process produces good student
outcomes and usable program and institutional information.
Some basic assumptions must be built into the school’s gradate
placement process:
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Adults enroll in EAB approved schools to start careers and/or enhance
existing careers.
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The employer of the school’s graduates is the school’s ultimate
customer.
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Schools need to have verifiable data from employers about graduates
to ensure the school’s program is up to date and the school is an
effective institution.
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Placement of graduates must be part of the school’s mission and
placement activities start at interview and orientation.
Placement: Best Practice
A well-designed placement process will have these components:
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Placement is part of the school’s mission and purpose.
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The admissions interview and orientation process will include all
functions identified in the school’s Graduate Placement Contract.
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Throughout the school’s program, all students will be trained how to
execute a professional job search.
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The program is likely to include an internship/
externship/job shadowing component so students are in real
career/occupational settings.
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The school will hold a formal exit interview for all graduates.
Placement: Best Practice (Continued)
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School conducts a formal exit interview of all graduates.
The school will conduct systematic graduate follow up for all
graduates including a survey of all graduates about employment at
three months, six months, and one year; a verification of employers
reported by graduates; and an evaluation by employers of the
graduates’ skills and abilities.
The school will have an active Program Advisory Committee to
evaluate the school’s program based on employer feedback and
curriculum review.
The school will have an institutional process to evaluate student
outcomes data and employer feedback so the school and its
program(s) can be improved.
School Groupings and Findings
• 8 Groupings of Schools
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Proprietary Non-degree
Truck Driving and Heavy Equipment
Massage Therapy
Teacher / Administrator Education
Non-profit Institutions
Proprietary Degree
Nationally Accredited
Regionally Accredited
• Findings by Groups of Schools
Proprietary Non-Degree
• Largest grouping with 71 schools: 64 in-state and 7 out-of-state.
• Generally, these schools’ education and training programs are shortterm and focused on entry-level employment. Historically, these
schools represent EAB’s core business and reason for being.
• Most schools are “small”, are an owner/operator’s dream, and have
few instructors and staff.
• A few schools are large, multi-state operations which offer non-degree
and associates degrees, and are nationally accredited.
• Massage therapy and truck driving and heavy equipment are part of
this grouping but were separated for analysis purposes. If these two
groupings were included, the totals would be: 101 schools with 90 in
because of numbers of schools with specific focus: 101 school with
90 in-state and 11 out-of-state.
PROPRIETARY NON-DEGREE
Adelman Travel Academy
Alignment Yoga
Allied Healthcareer Institute
American Home Inspectors Training Institute, Ltd.
American Institute for Paralegal Studies, Inc.
American Institute of Taxidermy
Art Instruction Schools, Inc.
Associated Training Services Corporation
At-Home Professions
Badger State Repair School
Bar School (The) (new)
Barbizon School of Modeling
Bartending Academy
Bartending College
Becker Professional Review
Body Integration
Bryant & Stratton College
Dan Rinehart Taxidermy School
Extra Bold Portfolio School (new)
Feel Your Best Yoga Teacher Training School
Fox World Travel School
H & R Block
Healing Oasis Wellness Center (The)
High-Tech Institute
Hondros College
Horizon School of Veterinary Assisting
Howard Academy for the Metal Arts
HVAC Training Center
Hypnosis & Wellness Training Center
Inacom Information Systems
Institute of Equine Therasage
Insurance Agent Prelicensing School (The)
IT Centers, LLC
John Casablancas Modeling and Acting
Center
John Robert Powers
Kanyakumari Ayurveda Education & Retreat
Center
Kaplan College
Kaplan Financial (formerly Dearborn)
Lincoln Technical Institute
Loomis Institute of Enzyme Nutrition
Madison English as a Second Language
School, LLC
Midwest Power Yoga School
Milwaukee Career College
Moses Training Institute, Inc.
Motorcycle & Marine Mechanics Institute
NASCAR Technical Institute
Neo-Sculpt School of Neon
New Horizons Computer Learning Centers
New World School of Violin Making (The)
Neway Directions, Inc.
North Country Heavy Equipment School, LLC
NTEC - National Teachers & Educators College
PC Pro Schools, Inc.
Professional Institute of Dental Assisting, Inc.
Professional Scuba Training Institute
Radio1 Broadcast School
Robbins & Lloyd Career Training Institute
Sanford Brown College - Milwaukee
Securities Training Corporation
St. Croix Culinary Institute
Summit Schools, Inc.
Synvent University
TechSkills
Universal Technical Institute
Weekend Dental Assistant School
Wegner's School of Taxidermy
WESLI, LLC- Wisconsin English Second
Language Institute
Wick Insurance Services
Wisconsin School of Chainsaw Carving
Wisconsin School of Professional Pet Grooming
WyoTech
FINDINGS
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Many proprietary non-degree schools are small enough to know their students on a somewhat personal level. They
generally keep in touch informally after graduation, and know whether graduates get jobs, and where.
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The larger proprietary non-degree schools often survey graduates about their employment status. In some cases,
schools contact employers to learn whether they have hired any of the graduates.
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Beyond these activities, most of these schools do not incorporate most of the best-practice components. Few have
advisory committees.
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Some have a process in place (class evaluations, graduate surveys, employer contacts), and use the information to
improve programs. Others do not yet have a process.
Truck Driving and Heavy Equipment
Schools
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9 truck driving schools: 2 heavy equipment schools, 10 in-state and 1 out of state.
5 associated with truck firms:
– Midwest Driver Development
– Millis Training Institute
– Roehl Driver Training Center
– Schneider Training Academy
– Wolding CDL School
Other 4 have their own niche.
– Diesel Truck Driver Training Schools
– Dairyland Diesel Driving School
– Midwest Truck Driving School
– Professional CDL Training Institute
Diesel is accredited by ACCSCT – Elise Scanlon’s group
Associated Training Services Corporation – affiliated with Diesel Truck Driver
Training Schools
North Country Heavy Equipment School is out-of state.
TRUCK DRIVING AND HEAVY EQUIPMENT
Associated Training Services Corporation
Dairyland Diesel Driving School
Diesel Truck Driver Training School, Inc.
Midwest Driver Development
Midwest Truck Driving School, Inc.
Millis Training Institute
North Country Heavy Equipment
School
Professional CDL Training Institute, Inc.
Roehl Driver Training Center
Schneider Training Academy Inc.
Wolding CDL School
FINDINGS
 Short training programs with immediate employment the goal; therefore, placement
inherent in training programs.
 Most truck driving schools have students pre-hired at trucking firms before completion
of programs.
 Schools have graduate follow-up processes because of students working for
company’s fleets.
Massage Therapy Schools
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21 massage therapy schools: 17 in-state and 4 out-of-state
Within state-required 600 hours program great diversity in program focus and
school size:
– Program: Eastern to therapeutic to spa/beauty/relaxation
– Size: Small, owner-operated to COMTA-accredited with multiple locations
Blue Sky (3) and Lakeside (2)
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8 massage therapy schools are accredited:
– Blue Sky and Lakeside: COMTA
– Minneapolis School of Massage, Sister Roselind Gefre, and High Tech:
ACCSCT
– Institute of Beauty Wellness, Martin’s College of Cosmetology, and
Professional Hair Design Academy: NACCAS
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Wisconsin’s massage therapy law is title protection not practice protection.
Since Wisconsin’s massage therapy certification is voluntary, schools have
limited leverage in ensuring graduates take the National Exam and become
Wisconsin certified. Voluntary Certification affects employed/placement focus &
data gathering.
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Massage therapy is most often self-employed and part time, also affecting
“employed”.
MASSAGE THERAPY SCHOOLS
Blue Sky School of Professional Massage
and Therapeutic Bodywork
CenterPoint
East-West Healing Arts Institute, Inc.
Fox Valley School of Massage
Healing Arts Center
Health Touch Spa School of Massage
High Tech Institute
Institute of Beauty and Wellness (The)
Institute of Natural Therapies
Lakeside School of Massage Therapy
Martin's College of Cosmetology
Milwaukee School of Massage
Minneapolis School of Massage and
Bodywork, Inc.
Professional Hair Design Academy
Saint Croix Center for the Healing Arts
Sister Rosalind Gefre School of
Professional Massage
Therapeutic Bodyworks Institute
TIBIA Massage School
WI Institute of Natural Wellness
Windemere Institute of Healing Arts
Wisconsin School of Massage Therapy
FINDINGS
 The purpose of massage therapy schools is to prepare individuals for careers/employment as statecertified massage therapists so placement is inherent in the program's mission and design.
 Since six massage therapy schools are nationally accredited, they incorporate most of the bestpractice components of placement.
 A school-sponsored, student clinic experience is required by state law for all massage therapy
programs.
 Many small massage therapy programs have close relationships with graduates and know the
employment status of all graduates, but the schools often do not have defined graduate follow-up
processes and do not have advisory committees.
Teacher / Administrator Education
• 17 out-of state institutions offer advanced degree and licensure
programs to more than 2,500 Wisconsin educators.
• 13 institutions are non-profit; 4 are for-profit, 16 are regionally
accredited.
• Most institutions offer a master’s degree for teachers. Some offer
degree programs leading to teacher and/or administrator licensure. A
number of institutions offer doctoral degrees. Traditionally delivered
programs are often cohort model in evenings and weekends. Eight
institutions offer distance learning / online programs.
• These regionally-accredited, degree-granting institutions served
“employed” educators; therefore, the focus has been on degree /
licensure completion and not on what happens to graduates after
degree / licensure completion.
• Regional accreditation does not have the focus on graduate
placement / follow-up as does national accreditation.
TEACHER / ADMINISTRATOR EDUCATION
Aurora University - Lake Geneva Campus
Capella University
College of St. Scholastica (The)
Fielding Graduate University
Graceland University
Lesley University
Loyola University Chicago
National-Louis University
NTEC
Nova Southeastern University
Olivet Nazarene University
Rockford College
Saint Mary's University of Minnesota
Saint Xavier University
University of Phoenix
University of Saint Thomas
Walden University, Inc.
FINDINGS
 Since teacher/administrator education programs provide advanced degrees to already employed
education professionals, graduates of these advanced degree programs are by definition
"employed".
 End-of-course surveys are used extensively to gather student feedback.
 Teacher and administrator education programs are very successful in having enrollees obtain
advanced degrees, but few have defined processes to gather graduate data on program
effectiveness for such questions as:
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Is the graduate a better teacher/administrator?
Do Students of graduates learn better?
Do graduates make more money/have more opportunities?
Do supervisors of graduates see improved professional practice?
 Teacher / administrator education programs under-utilize advisory committees for program
improvement.
Non-Profit Institutions
• EAB approves 22 non-profit institutions: 19 out-of-state and 3 in-state.
• 21 of the non-profit institutions are degree granting: 10 focus on
education degrees and the others focus on degrees for working adults.
• 21 of the non-profit institutions are accredited: 19 regionally and 2
nationally.
• Most EAB-approved, non-profits offering degrees operate in multiple
states.
• Some programs with business focus do graduate follow-up and have
strong advisory committees.
• These regionally-accredited institutions seem to have evolving
processes to follow-up graduates but do not have the defined
processes of nationally accredited institutions.
NON-PROFIT INSTITUTIONS
Aurora University - Lake Geneva Campus
Blue Sky School of Professional Massage
and Therapeutic Bodywork
College of St. Scholastica (The)
Fielding Graduate University
Franklin University
Graceland University
Lakeside School of Massage Therapy
Lesley University
Loyola University Chicago
National-Louis University
Nova Southeastern University
Olivet Nazarene University
Ottawa University
Robert Welch University
Rockford College
Saint Mary's University of Minnesota
Saint Xavier University
Southern New Hampshire University - VT
Programs - PCMH
Springfield College
University of Saint Francis
University of Saint Thomas
Upper Iowa University
FINDINGS
 Those non-profits which are nationally accredited tend to incorporate the best-practice components
of placement.
 Those non-profits which are regionally accredited tend to focus on degree completion and not
incorporate the best-practice components of placement. See more detailed description under
"regionally accredited" grouping.
Proprietary Degree-Granting
• 18 proprietary degree-granting institutions: 9 in-state and 9 out-ofstate.
• Greater focus on associate degrees with 15 institutions offering at
least an associate degree and 6 offering a degree beyond associate.
• 14 proprietary degree-granting institutions are nationally accredited
and 6 institutions are regionally accredited.
• 17 proprietary degree-granting institutions operate in multiple states.
• The proprietary degree institutions which are nationally accredited are
likely to incorporate best practice components of placement.
• The regionally-accredited, proprietary degree institutions which were
first nationally accredited and/or maintain duel accreditation tend to
incorporate best practice components of placement.
PROPRIETARY DEGREE-GRANTING
Brown College
Bryant & Stratton College
Capella University
DeVry University
Herzing College
High Tech Institute
ITT Technical Institute - Green Bay
ITT Technical Institute - Greenfield
ITT Technical Institute - Indianapolis
Le Cordon Bleu College of Culinary Arts
Madison Media Institute
Midwest College of Oriental Medicine
Minneapolis Business College
Nashville Auto-Diesel College
Rasmussen College
University of Phoenix
Walden University, Inc.
WyoTech
FINDINGS
 Of the proprietary degree schools, those that are nationally accredited (ACCSCT, ACICS, ACCET,
etc.), are likely to incorporate best-practice components of placement.
 The regionally accredited (NCA, Middle States) proprietary degree schools, with few exceptions,
tend not to incorporate best-practice components of placement.
Nationally Accredited Institutions
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31 nationally accredited institutions: 16 in-state and 15 out-of-state.
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Great diversity in focus of programs.
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National accrediting agency and number of institutions:
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– Accrediting Bureau for Health Education Schools
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– Accrediting Commission for Acupuncture and Oriental Medicine
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– Accrediting Council for Continuing Education
1
– Accrediting Commission of Career Schools and Colleges of Technology
13
– Accrediting Council for Independent Colleges and Schools
6
– Commission on Massage Therapy Accreditation
2
– Distance Education and Training Council
2
– National Accrediting Commission of Cosmetology Arts and Sciences
3
– National Center for Construction Education and Research
1
National Accreditation has job placement as part of schools’ mission, requires
active advisory committees, tracks placement through graduate and employer
follow-up, encourages schools to have placement departments, and requires
schools to evaluate placement data.
NATIONALLY ACCREDITED INSTITUTIONS
Art Instruction Schools, Inc.
American Institute for Paralegal
Studies, Inc.
Associated Training Services
Corporation
At-Home Professions
Blue Sky School of Professional
Massage and Therapeutic Bodywork
Brown College
Diesel Truck Driver Training School, Inc.
High-Tech Institute
Hondros College
Institute of Beauty & Wellness
ITT Technical Institute - Green Bay
ITT Technical Institute - Greenfield
ITT Technical Institute - Indianapolis
Kaplan College
Lakeside School of Massage Therapy
Le Cordon Bleu College of Culinary Arts
Lincoln Technical Institute
Madison Media Institute
Martin's College of Cosmetology
Midwest College of Oriental Medicine
Milwaukee Career College
Minneapolis Business College
Minneapolis School of Massage and
Bodywork, Inc.
Motorcycle and Marine Mechanics
Institute
NASCAR Technical Institute
Nashville Auto-Diesel College
Professional Hair Design Academy
Sanford Brown College - Milwaukee
Sister Rosalind Gefre School of
Professional Massage
Universal Technical Institute
WyoTech
FINDINGS
 The nationally accredited institutions see job placement as part of their mission.
 A majority of the schools have job placement staff that work with students to prepare resumes,
work on interview skills and offer career centered courses.
 Most of these schools have exit interviews in conjunction with the career centered courses.
 A majority of schools engage in graduate follow-up activities, with phone and paper surveys the
norm.
 Schools do have program specific advisory committees.
 Programs are evaluated by staff using student, graduate and employer input for program
improvement.
Regionally Accredited Institutions
• EAB approves 26 regionally accredited institutions: 1 is
headquartered in Wisconsin and 25 are headquartered out-of-state.
• 19 Institutions are non-profits and 7 are for-profits.
• All 26 regionally accredited institutions offer a variety of degree level
programs with 10 institutions focusing on education degrees and the
other institutions on degrees for working adults in business, health
care, management, etc.
• Regional accreditation lacks a focus on having member institutions
evaluate what happens to graduates after they obtain a degree. Most
regionally accredited institutions have follow-up processes focused on
alumni.
• Regionally accredited institutions do regular end-of-course surveys
and often have program advisory committees, but lack the graduate
and employer follow-up processes of nationally accredited institutions.
REGIONALLY ACCREDITED INSTITUTIONS
Aurora University - Lake Geneva
Campus
Bryant & Stratton College
Capella University
College of St. Scholastica (The)
DeVry University
Fielding Graduate University
Franklin University
Graceland University
Herzing College
Lesley University
Loyola University Chicago
National-Louis University
Nova Southeastern University
Olivet Nazarene University
Ottawa University
Rasmussen College
Rockford College
Saint Mary's University of Minnesota
Saint Xavier University
Southern New Hampshire University
VT Programs - PCMH
Springfield College
University of Phoenix
University of Saint Francis
University of Saint Thomas
Upper Iowa University
Walden University, Inc.
FINDINGS
 The regionally-accredited institutions which were previously nationally accredited like Bryant
Stratton College and Herzing College tend to incorporate the best-practice components of
placement.
 Regionally-accredited institutions tend to see degree completion as their focus and have few
graduate follow up processes to track employment and career enhancement/advancement of
graduates.
 All regionally-accredited institutions use extensive end of course evaluations, but exit interviews
of graduates by program are not used frequently.
 Some regionally-accredited institutions are designing graduate follow-up processes other than
alumni surveys.
 Some regionally accredited institutions use advisory committees to update and improve degree
programs.
EAB’s Actions and Requirements for
Next Year
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Next Year’s Renewal Process Focus on Graduate Follow-up,
Advisory Committees, and Schools using data for evaluation
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EAB Sponsored Workshops for Categories of Schools on Best
Practices for Placement
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“Satisfaction” Category will have EAB-specified Questions,
Audience, and Timing
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EAB School Visits Focus on “Employed” Process.
QUESTIONS AND DISCUSSION