National Research Centercte University of Louisville

Pradeep Kotamraju, Deputy Director, NRCCTE

Amanda Richards, Senior Research Associate, MPR Inc.

Building on the past to improve the future

The Center Partners

Partner Organizations

The Center - RFPPurpose . . . to carry out scientifically-based research and evaluation, and to conduct dissemination and training activities consistent with the purposes of the Act.

In response to the RFP: 3 Foci for the New Center:

Engagement – Completing high school, completing PS programs

Achievement – technical and academic; acquisition of industry credentials

Transition – to continued formal learning without the need for remediation; and to the workplace

Engagement – “Connect kids to school” “reduce the dropout rate”

Achievement – “Increase the graduation rate” “Educate our way to a better economy”

Transition – “Increase access and affordabilty”

On March 11, Secretary Duncan discussed:

Three strands: The work of the CenterDevelop and improve methods to address

education, employment, and training needs

Increase the effectiveness and improve the implementation of CTE programs that are integrated with coherent and rigorous content that is aligned with challenging academic standards

Improve the preparation/professional development of faculty and administrators to improve student learning in CTE

The RFP: Four Plans of Work

Scientifically

Based Research

Tech Assistanc

e

ProfessionalDevelopmen

tDisseminatio

n

NRCcte Year 2 Purposes

Engagement Achievement Transition

Improve methods of instruction

and assessment

1. Authentic Literacy in CTE

2. Science in CTE (Pending)

5. On-line CTE in PS

Improve effectiveness

and implementation of programs

3. Personnel Pathways to Success4. Rigorous Test of P of S6. Relative Impact PS7. PS CTE Programs of Study

3. Personnel Pathways to Success4. Rigorous Test of P of S6. Relative Impact PS7. PS CTE Programs of Study

7. PS CTE Programs of Study10. Systematic review of literature-Transition

Improve preparation of professionals

8. PD on Use of Assessment Data9. Alternative

Licensure 10a. Systematic

Review of literature-PS CTE PD

8. PD on Use of Assessment Data9. Alternative Licensure

Accountability

12. Repository of technical skills

8. PD on use of Assessment Data

11. Postsecondary Data Dictionary

Pending & Recently Completed StudiesPendingHarvesting State Postsecondary Career and

Technical Administrative Record Data to Assess Student Performance

Recently Completed ReportsAccess & AffordabilityUI Wage Data Use by StatesWhat will be the impact of programs of study? A

preliminary assessment based on similar previous initiatives, state plans for implementation, and career development theory

Pending Reports for Year 2Working titles

Programs of Study: Early Findings Personal pathways for success (Clemson) Rigorous test of programs of study (U of L) Backward Mapping PS Programs of Study (AED) Relative Impact (UMN)

Curriculum Integration Authentic Literacy (Cornell) Math (and preliminary work on Science) in-CTE

Professional Development in CTE PD on use of assessment data (NOCTI) Alternative licensure for CTE (SREB) Professional development review of literature (U of L)

Postsecondary CTE On-line post secondary CTE (U of L) Harvesting data (U of L)

A Common Data DictionaryFor Perkins Postsecondary Accountability

The Idea2005 and 2006 DQIs illustrated the need for

a common grounding for Perkins dataStates that already have data systems will not

significantly alter thoseStates that don’t yet have systems could

benefit from a common starting pointPerkins V accountability measures could be

easier to design and implement if there was a common data crosswalk

PurposeGreater consistency and clarity to Perkins

postsecondary data collection and reporting

A foundation of information to prepare for more standardized accountability requirements in future Perkins legislation

PhasesPhase 1: Develop a common data dictionary

in partnership with 12 states

Phase 2: Test states’ ability to populate the data dictionary using their own data systems

Phase 3: Potential to expand to additional states, submit state data for Center review and analysis, and discussion of potential measures

Research QuestionsCan a common data dictionary help us get

more consistent, valid and reliable state and national post-secondary CTE Perkins data and accountability measures ?

Will more consistent data provide a better overall indication of the engagement, achievement and transition of post-secondary CTE students?

 

Study StatusTwelve states responded to the invitation to

participate in the study.Those states submitted their postsecondary

Perkins data elements.Study researchers created a single spreadsheet of

all state data elements, adding descriptive information.

Based on that information, researchers developed a common set of data elements for discussion.

Participating states became members of a technical advisory panel.

Study Status (continued)The technical advisory panel discussed the common

data elements and finalized the data dictionary.States will now populate the data dictionary using

their state data systems. The aim here is to perform a quality check on the data dictionary.

A wrap up in-person meeting of the technical advisory panel will be held in June 2009 to discuss and finalize the study findings and propose new ways to move the study forward.

The common data dictionary template and summary report for Phase I will be completed July 31, 2009.

Findings So FarStates vary in their ability to identify

students’ programs, which will continue to create inconsistencies in data collection and reporting

The panel identified several types of information that would be “nice to have” for research purposes, but are too difficult to collect (e.g., type of financial aid, course level data, detailed economic disadvantaged and disability information).

Data Dictionary TemplateVariableName

Description

Format/ Categorie

s

Notes

Sample Variables in DictionaryTerm and Year of

Enrollment Enrollment year Gender RaceHispanic/Latino ethnicity Disability status Economic disadvantage

status Financial aid receivedPellDisplaced homemaker

status

Single parent status Limited English proficiency CIP code of program Cumulative credits earned Cumulative grade point

average Award/graduation status Award/graduation date Enrollment status in the

next academic year Employment status after

program completion