Massachusetts’ Approach to Secondary Nontrad. Data Collection February 9, 2006 Presented by Karen DeCoster MA Career/Vocational Technical Education Unit

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Massachusetts’ Approach to Secondary Nontrad.

Data Collection

February 9, 2006

Presented by

Karen DeCoster

MA Career/Vocational Technical Education Unit

CVTCVTEE

Career/Vocational Technical Education Unit

Core Indicator IVA - Nontraditional Participation

(Student Enrollment in programs that prepare them for careers that are nontraditional for their gender – Core Indicator IV-A)

Measure: Number students enrolled in programs that prepare them for careers that are nontraditional for their gender divided by the total number of students enrolled in such programs.

If the LEA's results are less than 9.43% an improvement plan is required.

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Core Indicator IV-A (Statewide)

Enrollment

Nontraditional Students All in NT Programs Percent

2000 2079 19,006 10.94%

2001 2070 19,185 10.79%

2002 2075 19,522 10.63%

2003 2240 20,678 10.83%

2004 2408 21,893 11.00%

3 Yrs. Goal Met? YES

6723 62,09310.83%9.43%

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Core Indicator IV-A (Boston)

Enrollment

Nontraditional Students All in NT Programs Percent

2000 84 648 12.96%

2001 61 585 10.43%

2002 56 552 10.14%

2003 57 613 9.30%

2004 103 639 16.12%


216 180411.97%9.43%

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Core Indicator IVB - Nontraditional Completion

(Completion by students of programs that prepare them for careers that are nontraditional for their gender – Core Indicator IV B)

Measure: Number of students in programs nontraditional for their gender programs who complete the programs divided by the total number of students who complete the programs

If the LEA's results are less than 8.10% an

improvement plan is required.

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Core Indicator IV-B (Statewide)

Graduates

Nontraditional Graduates All in NT Program Graduates Percent

2000 479 4,899 9.78%

2001 503 4,837 10.40%

2002 476 5,078 9.37%

2003 554 4,889 11.33%

2004 504 5,256 9.59%


1,534 15,22310.08%8.10%

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Core Indicator IV-B (Boston)

Graduates

Nontraditional Graduates All NT Program Graduates Percent

2000 20 146 13.70%

2001 16 135 11.85%

2002 17 153 11.11%

2003 15 119 12.61%

2004 12 158 7.59%


44 43010.23%8.10%

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Core Indicator IV - Nontraditional Participation & Completion

The percentage of students enrolled and completing programs that prepare them for careers that are nontraditional for their gender has continued to increase steadily.

Source: October 1st Career & Technical Education (CTE) Report 1996- 2003, School Year 1996-2003

Enrollment of students in programs that are nontraditional for their gender as a % of total enrollment in the. programs; Graduates of programs that are nontrad. For their gender as a % of total graduates from the programs.

8.79.5

8.6

10.8 10.6 10.7

9.410.1

8.2

10.7 10.710.7

6.9

9.1

7.3

9.6

10.5 10.1

11.0

9.3

0

2

4

6

8

10

12

14

16

1996 1997 1998 1999 2000 2001 2002 2003 2001-3(3 Yr.Avg.)

StateGoal

Non-Traditional Enrollment & Completion Non-Trad. Enrollment Non-Trad. Completion

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Perkins Measures

Figure 2. Results from one-year follow-up surveys of graduates from 2000, 2001 and 2002

SOURCE: Massachusetts Department of Education

5 4

15

3442

96

4 5

2127

43

95

0

20

40

60

80

100

Military Unemployed or Not inLabor Force

EmployedNot

Related

EmployedRelated

College Training (Only)

Total Perkins Positive Placement

Type of Placement

Percent

All CTE Students Students in Programs NT for their gender

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CVTE Secondary NTG Programs

List of Nontraditional Occupations by CIP Codes for Secondary Schools

Nontraditional for Females

150803 – Automotive Engineering150805 – Mechanical Engineering150899 – Mech Engineering Tech, Other430107 – Law Enforcement, Police Sc430201 – Fire Protection & Safety460101 – Mason & Tile Setter460201 – Carpenter460302 – Electrician460401 – Building & Prop Maintenance460501 – Plumber & Pipefitter470101 – Electric/Electronic Eq Inst470103 – Communic Syst Install & Repair470104 – Computer Installer/Repair470106 – Major Appliance Inst/Repair470201 – Heating, A/C, Refrig Mech470302 – Heavy Equip Maint & Repair470501 – Stationary Energy Sources470603 – Automotive Body Repair470604 – Automotive Mechanic/Tech

470605 – Diesel Engine Mechanic470606 – Small Engine Mech/Repair480501 – Machinist/Machine Tech480503 – Machine Shop Assistant480506 – Sheet Metal Worker480507 – Tool & Die Maker/Tech480508 – Welder/Welding Tech480703 – Cabinetmaker & Mill Worker490102 – Aircraft Pilot/Navigator490306 – Marine Maint/Ship Repair

010301 – Agric Prod Workers/Mgrs030401 – Forestry Harvest/Production100104 – Radio & TV Broadcast Tech110201 – Computer Programming *150101 – Architectural Engin Tech150201 – Civil Engineering/Tech150303 – Electric/Onic & Comm Tech150304 – Laser & Optical Tech150399 – Electric/Onic Tech, Other150402 – Computer Maintenance Tech150403 – Electromechanical Tech150405 – Robotics Technology150501 – Air, Cond, Heating, Ref Tech150506 – Waste & Wastewater Tech150507 – Environmental Control Tech150603 – Industrial/Manufact Tech150607 – Plastics Technology150702 – Quality Control Tech

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List of Nontraditional Occupations by CIP Codes for Secondary Schools

Nontraditional for Males:

080102 – Fashion Merchandising080705 – Gen Retailing Operations081104 – Tourism Promotion Oper081105 – Travel Services Marketing081199 – Tourism & Travel Mktg, Other120403 – Cosmetology131501 – Teacher Assistant/Aide200201 – Child Care & Guidance Worker200202 – Child Care Provider/Asst200203 – Child Care Services Mgr220103 – Paralegal/Legal Assistant510205 – Sign Language Interpreter510301 – Community Health Liaison510601 – Dental Assistant510602 – Dental Hygienist510706 – Medical Records Admin510707 – Medical Records Tech 510708 – Medical Transcription

510801 – Medical Assistant510803 – Occupational Therapy Asst510910 – Diagnostic Med Sonography511601 – Nursing (R.N. Training)511603 – Nursing LPN511614 – Nursing Assistant/Aide512306 – Occupational Therapy512601 – Health Aide520401 – Admin Asst/Secretary, Gen520402 – Exec Adm Asst/Secretary520403 – Legal Adm Asst/Secretary520404 – Medical Adm Asst/Secretary520407 – Info Proc/Data Entry

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Chapter 74 Program/Labor Market Rates

Findings indicate certain programs are exceeding labor market participation rates. The following programs were found to exceed labor market participation rates by more than 10 percentage points (see Table A and Table B for a full listing of schools).

From 2004 Nontraditional by Gender Study, ISFWC

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Table A

Table A. Nontraditional program enrollment, labor market participation, statewide enrollment

and CTE program percentage points above labor market participation: 2002-2003

CIP Title

CTE Enrollment: Percent

Nontraditional

Labor Market: Approx. Percent Nontraditional

Statewide

CTE Enrollment

Percentage Points above

Labor Market

Environmental & Pollution Control Technology 48.39 20.68 62 27.71

Radio & TV Broadcast Technology 38.00 14.10 50 23.90

Diesel Engine Mechanic 20.55 1.08 73 19.47

Mason & Tile Setter 15.45 0.54 220 14.92

Office Technology 21.76 7.40 455 14.36

Biomedical Engineering-Related Technology 58.82 45.88 34 12.94

Computer Programming 40.57 29.11 663 11.47

Automotive Body Repairer 13.22 2.11 1,180 11.11

Cabinetmaker & Mill Worker 20.13 9.40 149 10.74


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Table B

Table B. Nontraditional program enrollment, labor market participation, statewide enrollment

and CTE program percentage points below labor market participation: 2002-2003

CIP Title

CTE Enrollment: Percent

Nontraditional

Labor Market: Approx. Percent Nontraditional

Statewide

CTE Enrollment

Percentage Points below

Labor Market

Cosmetology 2.19 12.41 1,736 -10.22

Engineering Technology 8.85 20.68 113 -11.83


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SIMS

The Student Information Management System (SIMS) is a student-level data collection system that allows the Department to collect and analyze accurate and comprehensive information, to meet federal and state reporting requirements, and to inform policy and programmatic decisions.

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From: Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs

In order to be considered for Perkins funding, information on students in career/vocational technical education programs must be reported.

If a school district has met one or more of the following criteria, information on secondary students in career/vocational technical education programs must be submitted to SIMS.

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Criteria for Reporting CVTE Data in SIMS

District has state-approved vocational technical education programs known as “Chapter 74-approved vocational technical education programs” on the secondary level) and/or

District has other career/vocational technical education programs known as non-Chapter 74 CVTE programs on the secondary level. A non-Chapter 74 CVTE program is a career/vocational technical education program that is not a Chapter 74-approved vocational technical education program, but that does meet the Perkins Act definition of a CVTE program which is organized educational activities that:

A. offer a sequence of courses that provides individuals with the academic and technical knowledge and skills the individuals need to prepare for further education and for careers (other than for careers requiring a baccalaureate, masters, or doctoral degree) in current or emerging employment sectors; and

B. includes competency-based applied learning that contributes to the academic knowledge, higher-order reasoning and problem-solving skills, work attitudes, general employability skills, and occupational specific skills, of an individual. In addition, the program must be of such size, scope and quality to be effective.

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SIMS Data Collection for CVTE (sample)

There are six data elements in SIMS that are designed specifically for collecting data on students in CVTE programs. There are also several additional SIMS data elements* that are used for CVTE reporting and follow-up reporting.

Data Elements Specific to Career/Vocational Technical Education

DOE035: Career/Vocational Technical Education – Type of Program

00 – Not enrolled in a career/vocational technical education program01 – Not currently enrolled in a career/vocational technical education program02 – Chapter 74-approved vocational technical education program – Secondary Cooperative Education03 – Chapter 74-approved vocational technical education program – Secondary Tech Prep04 – Chapter 74-approved vocational technical education program – Secondary Regular05 – Chapter 74-approved vocational technical education program – Secondary Cooperative Education & Tech Prep13 – non-Chapter 74 vocational technical education program – Secondary Tech Prep14 – non-Chapter 74 vocational technical education program – Secondary Regular

Note: Students who are enrolled in a career/vocational technical education program as of the time of the data collection (October 1st, March 1st, End-of-Year) should be coded using the above codes.

Please see “Glossary” for definitions - located in the Instructions for School Districts in Reporting Students Enrolled in Career/Vocational Technical Education Programs manual or visit the CVTE website at http://www.doe.mass.edu/cte/data/

* Including gender

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StandardStandard MeasureMeasureEvidence/Source Evidence/Source

DocumentDocument

1. The program has organized educational activities.

The program description, including courses and requirements are published.

School Catalog; Program of Studies

2. The program has a sequence of courses.

The sequence of courses includes at least two career and technical courses in the same occupational area and academic courses. Career and technical courses are those with the objective of preparing students for specific occupations or cluster of occupations.

School Catalog; Program of Studies

3. The program provides individuals with academic and technical knowledge and skills through integrated academic and technical instruction.

Academic and technical instruction are integrated. The academic and technical skills (competencies) to be acquired by students are published.

Competency Lists; Program of Studies

4. The careers for which the program prepares students are in current or emerging employment sectors.

The WIB has reviewed and endorsed the program or the school has verified the labor market for the program by other reliable means.

Letter from WIB or other documentation of labor market demand in current or emerging employment sectors

CAREER & TECHNICAL EDUCATION PROGRAM

DEFINITION CHECKLIST (includes Certification Section)

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DocumentDocument

5. The program employs competency-based applied learning techniques.

The skills (competencies) to be acquired by students are published.

Competency Lists; Program of Studies

6. The curriculum for the program includes activities that impart work attitudes and general employability skills.

The program includes the use of work-based learning activities.

Description of activities; Program of Studies

7. The curriculum for the program includes occupationally specific skills.

The skills to be acquired by students have been verified within the last five years by representatives from the industry of the program.

Minutes of Advisory Committee or other meeting.

8. The program is of such size, scope and quality to be effective.

Size: The high school program meets the sequence of courses measure above (for postsecondary see below*)

Scope: The program includes instruction in all aspects of the industry the students are preparing to enter.

SIMS, Career and Technical Education Report; Program of Studies; Course Outlines and Syllabi; Competency Lists; Minutes of Advisory

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DocumentDocument

8. (Continued) Quality: The program meets the goals set for the Four Core Indicators of Performance and the program has been reviewed within the last five years by representatives from the industry of the program and determined to be of the quality necessary for the industry. The program meets national program standards where available and provides students with the opportunity to earn applicable state or industry license and/or certificates.

Committee or other program review meeting

9. The program provides for the equitable participation of special populations.

Enrollment in the program includes special populations reflective of the communities served.

SIMS, Career and Technical Education Report; Perkins III Local Plan



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Certification Section

By signing this certification section, I am attesting that the district named below has programs that meet above definition of career and technical education as contained in the Perkins Act.

DISTRICT/COLLEGE:

ADDRESS:

NAME OF SUPERINTENDENT/PRESIDENT:

SIGNATURE:

PHONE: ( ) FAX: ( ) E-MAIL:

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Clusters in the Massachusetts Frameworks

Vocational Technical Education Curriculum Frameworks serve as the basis for assessing the performance of students seeking a Certificate of Occupational Proficiency.

The 43 Vocational Technical Education Curriculum Frameworks are organized by 10 occupational clusters. Each Framework consists of cluster and individual program (occupational) knowledge and skills.

Each framework has six stands representing each aspect of all aspects of the industry that students are preparing to enter.

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Massachusetts Cluster Frameworks

Agriculture & Natural Resources Cluster

Arts & Communication Services Cluster

Business & Consumer Services Cluster

Construction Cluster

Education Cluster

Health Services Cluster

Hospitality & Tourism Cluster

Information Technology Services Cluster

Manufacturing, Engineering & Technology Cluster

Transportation Cluster

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Impact of Clusters

Health Services Cluster

Dental Assisting Health Assisting Medical Assisting

Sample Nontraditional Occupations for Maleswithin the Health Services Cluster.

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Sample Nontraditional Occupations for Femaleswithin the Construction Cluster.

Construction Cluster

Cabinetmaking Carpentry Electricity Facilities Management Heating, Ventilation, Air Conditioning, Refrigeration Mason & Tile Setting Painting & Design Technologies Plumbing Sheet Metalworking

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Table 11Percentage of secondary CTE program completers who achieved an occupational certificate and who reported placement in a postsecondary institution or employment, by type of students: 2002-2003

Percentage of CTE program concentrators who graduated

with a high school diploma (Perkins measures 1a and 2)

Percentage who achieved an occupational certificate

(Perkins measure 1b)

Percentage who reported placement or transition to postsecondary institution

or employment2

(Perkins measure 3)

Type of School

Comprehensive 89.0 33.2 96.2

Vocational Technical 88.5 8.4 96.4

Type of Course

Gender Neutral 94.2 12.0 96.2

Nontraditional1 92.1 39.7 96.5

Type of Program

non-Chapter 74 88.8 4.3 96.4

Chapter 74 89.7 37.8 97.3

1 Percentage calculated by dividing the number of CTE completers in programs nontraditional met requirements by the total number of CTE completers enrolled in these programs.

2 Postsecondary institution includes reporting transition to advanced training and employment includes military service.

Note: “Program completers” are a subset of concentrators who were seniors and completed their CTE program and graduated from high school. Measure 3 is based on follow-up surveys administered by each secondary institution.


Documents

Massachusetts’ Approach to Secondary Nontrad. Data Collection February 9, 2006 Presented by Karen DeCoster MA Career/Vocational Technical Education Unit