Transcript Slide 1

The Exciting World of
Curriculum Coding
1
TOPS AND CB CODING:
PRINCIPLES AND PRACTICE
DEVELOPED AND PRESENTED BY:
ASCCC
CCCCO - INSTRUCTIONAL SERVICES
CCCCO - MIS
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California Community Colleges
Student Success Rates in Basic Skills and ESL
Fiscal Year 2001-02 to Fiscal Year 2006-07
Academic
Year
ESL
Success
Rate
English
Success
Rate
Math
Success
Rate
Total
Basic
Skills
Success
Rate
01-02
68.7%
59.5%
53.7%
61.2%
02-03
69.8%
60.7%
56.2%
62.7%
03-04
69.8%
60.5%
55.1%
62.2%
04-05
69.7%
59.4%
53.7%
61.3%
05-06
69.9%
58.8%
52.5%
60.6%
06-07
70.6%
59.3%
52.2%
60.5%
ARCC Reporting
3
2009 Statewide Data
Data on Our Student’s Preparation
4
Purpose of Course Coding
5
General Overview - Purpose of Coding
Curriculum represents the vehicle of our work and the
means by which all student work is accounted for at
the State Chancellor’s Office.
The course coding and data are not locked away.
They are public information, mandated and used as
the vital statistics to report on our work, the
students’ outcomes, and the effectiveness of our
institutions.
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Uses of Course Coding
6
The following represent a few reports created purely
on the MIS * coding without ever referencing the
Course Outline of Record:
Allocation or Funding to the colleges
Census data
FTES counts for apportionment
FTEF counts for staffing reports
Equity reporting (?)
Reporting to the federal database IPEDS
Report to the California database CPEC
Report to the state legislature ARCC – Accountability report for
California Community Colleges
* MIS = Management Information Systems
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Types of Coding – TOPs Taxonomy of Program
7
Every course is classified within a Taxonomy of
Program (TOPs) code.
For instance, TOPs coding identifies the program of
study such as 0401 = general biology, 1701 =
mathematics, 1502 = English. The program is not the
one defined by your institution, but rather the
program taxonomy at the Chancellor’s Office. This
program classification is then translated into federal
program coding and data elements for national
reporting.
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Types of Coding – (CB) Course Basic Data Elements
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Every course is described or defined by 22 course basic codes
(CB coding) that assigns data elements to allow reporting and
analysis according to specific curriculum functions.
Some examples:
 Course title (CB 02)
 TOPs code (CB03)
 Credit status (CB 04)
 Transfer status (CB 05)
 Basic skills status/ Degree applicable (CB 08)
 Repeatability (CB 12), etc
 Course Prior to Transfer (CB21)
 Noncredit Category (CB22)
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CCC MIS Database
EOPS
DSPS
VTEA
PBS
Emp.
Assign.
Matric.
Student
Demographics
(SB)
Fin.
Aid
Emp.
Demo.
CalWORKs
Assess.
Enrollments
(SX)
Pgm.
Awds.
Calendar
Assignments
Sessions
Sections
Courses
Why do we code courses?
What are the data uses?
10
Research Questions
Accountability Reporting
Justification & Funding
• Legislative Analyst Office (LAO)
• Department of Finance (DOF)
• California Postsecondary
•
•
•
•
•
•
•
• Matriculation
• EOPS
• DSPS
Education Commission (CPEC)
California Student Aid
Commission
Public Policy Institute
UC/CSU
Legislature – Committees and
individual members
Community College Organizations
Newspapers
Labor Unions
Career Technical Education (CTE)
Perkins Core Indicator Reports
Perkins Allocations
BOGW Administrative Funding
Federal Integrated Postsecondary
Education Data System
(IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
Data Matches
• Transfer to UC/CSU/NSC match
• Dept. of Social Services
• EDD/UI Match/Wage Study
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How is the data used?
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The data, based upon the coding, can be used to
 Justify funding increases or decreases
 Provide a rationale for policies
 Provide accountability for expenditures such as
Perkins and Basic Skills Initiative Dollars
 Program review
 Educational improvement
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What happens when
data errors occur?
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Data Errors in Reporting
14
The first data errors were CB 21 coding.
 meant to show student progression from the lowest
level C to level B to A to college level.
 only 3 levels, math, English and reading really had 4
levels and ESL had 6 prior to transfer level.
 No colleges had a common beginning; college level
was different for every college – even colleges within
a district.
 There was no mechanism to see what other colleges
did in defining levels, no levels were comparable.
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CB 21 Coding problems
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 Some college coding had no progress – all courses
were coded at the same level
 Some courses were in the wrong order of progression
 Some courses were incorrectly identified as transfer
Coding Problems
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 The next slides are real examples from various
colleges.
 Can you identify any errors?
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Sample Coding – All are Credit Courses
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ElementaryGeometry
IntermediateAlgebra
ElementaryAlgebra
Pre‐Algebra
DegApplicable
DegApplicable
DegApplicable
NOT DegApplicable
Not Basic Skills
Not Basic Skills
Not Basic Skills
Basic Skills
A
A
B
C
ElementaryAlgebra
Arithmetic
DegApplicable
Not Basic Skills
NOT DegApplicable Basic Skills
A
B
ElementaryAlgebra
ElementaryAlgebra‐1st Half
ElementaryAlgebra‐2nd Half
Intermediate Algebra
DegApplicable
DegApplicable
DegApplicable
DegApplicable
A
A
A
A
Not Basic Skills
Not Basic Skills
Not Basic Skills
Not Basic Skills
Sample Data – All are Credit Courses
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IntermediateAlgebra DegApplicable
Not Basic Skills
A
Basic Mathematics NOT DegApplicable Basic Skills
C
Beginning Algebra
Y
NOT DegApplicable Basic Skills
Other Coding problems
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CB 21 was incorrect HOWEVER
 Some courses were incorrectly identified as transfer
(CB 05)
 Some courses were incorrectly identified as degree
applicable – contrary to Title 5 (CB 08)
 Some courses were NOT identified as Basic Skills
when they were basic skills
 Some courses were placed in the wrong TOP codes
Sample Data – All are Credit Courses
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Course Id
ESLV33
ESLV01
ESLV40
ESLV34A
ESLV15
ESLV06
ESLV05
ESLV03
ESLV14
ESLV12
ESLV02
ESLV34B
ESLV07
ESLV04
ESLV08
ESLV16
Title
Intermed Reading Com prehension
Low-Beginning ESL
Vocab&Com m unication: Nonnative
Low-Begin Read Com prehension
Inter ESL Listening & Speaking
High-Advanced ESL
Low-Advanced ESL
Low-Intermediate ESL
Begin ESL Listening & Speaking
English Proficiency: Citizen
High-Beginning ESL
High-Begin Read Com prehension
Reading Skills LEP
High-Intermediate ESL
Writing Skills LEP
Adv ESL Listening & Speaking
Basic
Skills
Status
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
B
Transfer
Status
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
Level
B
C
C
C
C
C
C
C
C
C
C
C
C
C
C
C
Sample Data
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Title
ELEMENTARY ALGEBRA
ELEMENTARY ALGEBRA II
ELEMENTARY ALGEBRA I
INTERMEDIATE ALGEBRA
MATH: OPERATIONS WITH WHOLE NUMBERS
MATH: OPERATIONS WITH DECIMALS
MATH: OPERATIONS WITH RATIONAL NUMBERS
OPERATIONS WITH FRACTIONS, DECIMALS AND %
PRE-ALGEBRA
BASIC MATHEMATICS SKILLS
Credit
Status
D
D
D
D
C
C
C
C
C
C
Basic
Skills Transfer
Status Status Level
N
C
Y
N
C
Y
N
C
Y
N
C
Y
B
C
Y
B
C
Y
B
C
Y
B
C
Y
B
C
Y
B
C
Y
What do we need to do to correct the problems?
 A reference = rubric to show levels and
progress comparable across institutions
 Correctly coded courses
 A means of including noncredit such as
ABE and ASE in progress accountability
 We need to identify linkages between
credit and noncredit to get progress
towards credit and transfer from noncredit
Establishing a Rubric
 Is not standardization
 Does not drive curricular changes
 Is not common course numbering or
articulation
 Is not MIS wagging the dog
 IS a mapping exercise designed to maximize
our ability to show student progress AND
your good work
What is “Course Prior to Transfer Level”?





The course “level”, in terms of number of levels prior
to transferrable level – a bright line
Primarily for basic skills/remedial courses, not
transferrable courses
Used for English, writing, ESL, reading, or
mathematics in a sequence – NOT for nonsequential courses such as study skills or ESL Civics
Can be used for credit, noncredit; degree applicable
and non-degree applicable
NOT used for transferable courses – they are college
level
Changes
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 TOP codes will change
 The 4930 TOP codes for basic skills will not exist, math will
be math 1700 and English will be English, reading is a new
TOP code as are ESL
 This stops the same course from having two different
TOP codes
 This means the CB code will describe the course as basic
skills or not
 The TOP code changes will mean that MIS will kick out
any unchanged TOP codes allowing for an internal
correction
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Rubrics: ESL
 Currently not defined at all in CB 21
 Work thus far suggests Credit
 Writing
 Reading
 Speaking
and Listening
 Noncredit
 Integrated
Things to Consider
 If you code every basic skills class at 4+ levels
below, you will have few improvements
 It pays to have a full “ladder” using as many
levels as possible to show differentiation
 Noncredit = perfect solution for 30 unit limit on
basic skills in Title 5…be cognizant of where the
noncredit ladder “ties in” with credit
 Progression into credit levels also shows
progress
Things to Consider
 Levels must mean the same thing across
colleges
 Student movement does not preclude you
from getting credit for success elsewhere…
 …provided your neighbor is coding
properly and uniformly as well
Things to Consider
 If your “ladder” has more than 4 steps:
 Keep
as many as you can, but some may have to be
compacted
 You may have 7 levels of ESL, your neighbor has 3
If we allowed everyone to code their own number
of levels, colleges would be
advantaged/disadvantaged based solely on their
curricular segmentation—not good
 Research indicates too many steps are a barrier to
progress
 There are TIPPING POINTS
Guidelines for the work
 The rubrics describe coding for basic skills levels.
They DO NOT prescribe or standardize
curriculum.
• The level descriptions ARE NOT comprehensive.
The rubrics DO NOT dictate anything
 The rubrics ARE NOT the final authority. They
are a referential guide
• Each local college may code the basic skills
courses appropriate to their curriculum and
program descriptions.
• This is a local decision and local process
Making Changes
 The results of your work will provide new clarity to
this data element
 System Office/ASCCC will promote workshops on
the new meanings and how to use the rubric
 Subsequent MIS submissions will be superior
 Success Rates should reflect accurately and
uniformly
How will this recoding happen?
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 Who-discipline faculty, curriculum committee,
classified tech, researcher, CIO – a group project
 What - sequential basic skills courses in math,
ESL, English and reading
 When – Oct and Nov 2009 – Nov 30 deadline
Will correct everything into the past! Updating all
historical data.
Resources
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 Data Element Dictionary
http://www.cccco.edu/SystemOffice/Divisions/Tech
ResearchInfo/MIS/DED/tabid/266/Default.aspx\
 TOPs code manual -
http://www.cccco.edu/ChancellorsOffice/Divisions/
AcademicAffairs/CreditProgramandCourseApproval
/ReferenceMaterials/tabid/412/Default.aspx
 CB 21 coding - http://www.cccbsi.org/bsi-rubric-
information
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