Perkins IV National Definitions and State Reporting: The Impact on Data Collection in Texas

Gabriela Borcoman Texas Higher Education Coordinating Board

Timeline

    August 2006 – Perkins IV April 16, 2007 – Transition plan submitted July 1, 2007 – Transition plan approved

July 1, 2007 – June 30, 2008: Transition year

   April 1, 2008 –State Plan submitted July 1, 2008 State Plan approved

July 1, 2008 – June 30, 2013: Perkins State Plan

Perkins IV – Overview

  It is authorized 6 years (till FY 2012) not 5 like before Significant changes in context and focus: – “career and technical education” instead of “vocational education” – Stronger accountability system for improvement and results – Coordination within CTE system – Stronger academic and technical integration – Connections between secondary and postsecondary education – Links with business and industry

Perkins IV – Definitions

“Career and Technical Education”:    

Sequence of courses

Challenging academic standards and relevant technical knowledge and skills Leading to and industry-recognized credential, a certificate, or an associate degree May include prerequisite courses (other than remedial courses)

Perkins IV – Definitions

“Postsecondary education Tech-Prep student”:  A student who completed the secondary education component of a Tech-Prep program and  A student who has enrolled in the post secondary education component of a Tech Prep program in an HE institution

Perkins IV – Definitions

“Nontraditional fields”:  Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work “Postsecondary institution”:  Institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree  Nonprofit educational institution offering certificate or apprenticeship programs at postsecondary levels

Perkins IV – Definitions

“Special population”:  Individuals with disabilities  Economically disadvantaged      Individuals preparing for non-traditional fields Single parents, including single pregnant women Displaced homemakers Individuals with limited English proficiency Academically disadvantaged were removed from the list

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Connections between Secondary and Postsecondary Education

Requires development of “programs of study” that must: – Incorporate secondary education and postsecondary elements – Include academic and career and technical content in a coordinated, nonduplicative progression of courses – Lead to industry-recognized credential or certificate at the postsecondary level, or an associate or bachelor’s degree

Links to Business and Industry

  Supporting partnerships between secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry Focus on: – “high demand” – growth higher than average for all occupations in 2002-2012 projections; for Texas: 17.6% – “high skill” – “high wage” – exceed median annual earnings $26,853

Accountability Performance Indicators

     1P1: Technical skills attainment 2P1: Credential, certificate, or degree 3P1: Student retention and transfer 4P1: Student placement 5P1: Nontraditional participation and completion None of the indicators are required to be reported in the transition year

Accountability Level of Performance

   The state needs to identify levels of performance for each indicator Level of performance should be expressed in percentage or numerical form, quantifiable and measurable Local accountability of eligible recipients is required in addition to state-level accountability NEW

Accountability Reporting

    Annual report to the Secretary regarding the progress in meeting the agreed level of performance Data will be disaggregated by categories of students Local programs are required to submit annual reports, the same as the state NEW The annual report should be made publicly available in a variety of formats

Accountability Improvement and Sanctions

   If local program or states fail to meet at least 90% of an agreed upon target for any of the performance indicators – improvement plan If no improvement is made or the program fails to meet at least 90% of the agreed upon target for three consecutive years - a portion of state’s administrative and leadership funds will be withheld The state may withhold local recipient’s funding using the same criteria

Tech Prep Accountability

NEW

  The number of postsecondary students served The number and percent of postsecondary education students who – Are placed in related fields of employment not later than 12 months after graduation – Complete a state or industry-recognized certification and licensure – Complete a 2-year degree or certificate program within normal time of completion – Complete a baccalaureate degree program within normal time of completion

Performance Indicators Concentrator

 A postsecondary student who: 1. Completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree OR 2. Completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate, or a degree

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Performance Indicators Definitions

With the exception of 2P1 indicator, all the definitions are not finalized Nonregulatory guidance is expected from Secretary of Education DO NOT CONSIDER THE FOLLOWING DEFINITIONS AS THE FINAL ONES THAT WE ARE GOING TO USE FOR ACCOUNTABILITY

Performance Indicators 1P1: Technical Skills Attainment

 IN WORK

Performance Indicators 2P1: Credential, Certificate, Degree ( exit cohort )

  Numerator: number of exiting CTE concentrators who receive or were eligible to receive an industry – recognized credential, certificate, or degree Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period.

The recommendation was to look backwards for 5 years of data

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Performance Indicators 2P1: Credential, Certificate, Degree ( entry cohort )

Numerator: number of CTE concentrators identified in the entry cohort who receive or were eligible to receive an industry – recognized credential, certificate, or degree at any point between they were identified as concentrators and the current reporting period Denominator: Number of CTE concentrators in the identified entry cohort

Performance Indicators 3P1: Retention and Transfer ( exit cohort )

 Numerator: number of exiting CTE concentrators who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program  Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period.

Timing of exit: allow 1 year to elapse before assessing the status of existing students

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Performance Indicators 3P1: Retention and Transfer ( entry cohort )

Numerator: number of CTE concentrators identified in the entry cohort who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program at any point between they were identified as concentrators and the current reporting period Denominator: Number of CTE concentrators in the identified entry cohort

Performance Indicators 4P1: Student Placement

  Numerator: number of CTE completers identified in the numerator of measure 2P1 who were (1) identified as employed in high skill, high wage or high demand occupations or professions, or (2) identified as employed in another occupation or profession (3) was on active duty in the military, or (4) was placed in an apprenticeship program at any point in the 2 nd quarter following the fiscal year in which they exited postsecondary education Denominator: Number of CTE completers identified in numerator of measure 2P1 Fiscal year: July 1 to June 30 Enrollment in a program is considered positive outcome

Performance Indicators 4P2: Employment Retention

 Numerator: number of CTE completers who were (1) identified as employed in the numerator of measure 4P1 and who were (2) identified as employed at any point in the 4 education th quarter following the fiscal year in which they exited postsecondary  Denominator: Number of CTE completers identified in numerator of measure 4P1 Fiscal year: July 1 to June 30

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Performance Indicators 5P1: Nontraditional Participation

Numerator: number of concentrators from underrepresented gender groups who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work Denominator: Total number of concentrators – male and female – who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work

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Performance Indicators 5P2: Nontraditional Completion

Numerator: number of concentrators from underrepresented gender groups who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in a nontraditional occupation or field of work Denominator: Total number of concentrators – male and female – who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in an occupation identified as out-of-gender balance

QUESTIONS

Gabriela Borcoman [email protected]

(512) 427-6134