Wisconsin’s Technical College Pipeline Data Study

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Wisconsin’s Technical College Pipeline Data Study. March 23, 2011, webinar. C O W S. center on wisconsin strategy. Goal: Increase the number of adults who earn postsecondary credentials related to occupations in high demand. One year of college level credits plus a credential. - PowerPoint PPT Presentation

Transcript of Wisconsin’s Technical College Pipeline Data Study

Wisconsin’s Technical College Pipeline Data Study

March 23, 2011, webinar

C O W S center on wisconsin strategy

Goal: Increase the number of adults who earn postsecondary credentials related to occupations in high demand.

The Tipping PointWashington State’s Seminal Study

Study tracked 35,000 working-age adults who came to Community-Technical Colleges with only high school education or less, or non-English-speaking.

is the tipping point for earnings success.

One year of college level credits plus a credential

RISE Target Population

Center on Wisconsin Strategy (COWS), Fall 2009

Adults 25-54 without 2- or 4-yr college credential…or not proficient in English

1.4 million

1.3 million…Who worked last year

…Who made less than median wage ($15.11) 695,000

Some Simple Questions

To what extent do ABE, ELL, and Developmental serve as feeders for college programs?

How do the groups compare in terms of college performance?

How does program enrollment affect student performance?

The Pipeline Study Population Working-age, first-time WTCS students

with no prior college attendance

Divided into groups based on lowest level course work taken• English Language Learning• Beginning Level Adult Basic Education• Intermediate Level Adult Basic Education• Adult Secondary Education• Developmental• College/Postsecondary

Size of Groups in Cohort Study

Series1

0

40,000

80,000

18245.0

9924.0

20770.08157.04444.0

68769.0

Throughput of Students Who Took Any Kind of Course

Series1

0

40,000

80,000

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

100%

?

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

5%26%

25%38%

70%100%

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

41%

?

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

3%

19%19%

29%62%

41%

Postsecondary Attainment

Group s

ize

Took PS c

ourse

In a

pro

gram

Comple

ted a

pro

gram

0

5,000

10,000

15,000

20,000

25,000

30,000

ELLBegABE

IntABEASE

DevPS

# students

69 thousand

Postsecondary Attainment

ELLBegABE

IntABE ASE Dev PS

Group size 18,245 9,924 20,770 8,157 4,444 68,769

Took course 5% 26% 25% 38% 70% 100%

In program 3% 19% 19% 29% 62% 41%

Complete a program 1% 8% 8% 13% 29% 19%

Students Who Enrolled In College Courses

0

5,000

10,000

15,000

20,000

25,000

30,000

ELL

BegABE

IntABE

ASE

Dev

PS

3 cr

6 cr

12 c

r

0

0.4

0.8

ELL

Be-gABE

IntABE

ASE

Dev

PS

Credits earned threshold

% of PS course takers

Percent That Earned Credits ?

3 cr

6 cr

12 c

r

0%

40%

80%

ELL

Be-gABE

IntABE

ASE

Dev

PS

Credits earned threshold

% of PS course takers

Percent That Earned Credits

3 cr

6 cr

12 c

r

0%

40%

80%

ELL

Be-gABE

IntABE

ASE

Dev

PS

Credits earned threshold

% of PS course takers

Percent That Earned Credits

3 cr

6 cr

12 c

r

0%

40%

80%

ELL

Be-gABE

IntABE

ASE

Dev

PS

Credits earned threshold

Percent That Earned Credits

% of PS course takers

  >= 3 cr >= 6 cr >= 12 cr

ELL 70% 41% 31%

BegABE 75% 60% 49%

IntABE 80% 66% 54%

ASE 86% 76% 67%

Dev 89% 78% 66%

PS 60% 39% 26%

Percent That Earned Credits

% of PS course takers

Percent Who Took College English

Took Passed

0%

50%

EL

L

Be

gA

BE

IntA

BE

AS

E

De

v

PS

% of PS course takers

?

Percent Who Took College English

Took Passed

0%

50%

EL

L

Be

gA

BE

IntA

BE

AS

E

De

v

PS

% of PS course takers

90 85 85 88 89 91% of credits

passed

Percent Who Took College Math

Took Passed

0%

50%

EL

L

Be

gA

BE

IntA

BE

AS

E

De

v

PS

% of PS course takers

90 85 85 88 89 91% of credits

passed

Students Who Were Admitted to a Program

0

5,000

10,000

15,000

20,000

25,000

30,000

ELL

BegABE

IntABE

ASE

Dev

PS

WTCS Program Types • Apprenticeship• Short-term technical diploma• One-year technical diploma• Two-year technical diploma• Applied associate degree• Liberal arts associate degree

Distribution of Program Enrollments by Program Type

0%

10%

20%

30%

40%

50%

60%

70%

80%

Apprent

Short TD

1-yr

TD

2-yr

TD

Appl AD

LibArt

AD

ELL BegABE IntABE ASE Dev PS

Percent of those who enrolled in a program

Program Completion by Program Type (sans Short-Term)

Any type Apprent 1-yr TD 2-yr TD Appl AD10%

20%

30%

40%

50%

60%Percent of those who enrolled in a program that completed

ELL   50% 30% 48% 22% 34%

BegABE   44% 40% 42% 24% 28%

IntABE   40% 52% 45% 20% 28%

ASE   45% 50% 49% 35% 36%

Dev   46% 54% 52% 28% 29%

PS   45% 41% 51% 39% 32%

YesNo

0%

50%

100%

EL

L

Beg

AB

E

IntA

BE

AS

E

Dev PS

In a program

Of all stu-dents,

percent that com-pleted 3 or more cred-

its

Effect of Program Enrollment On PS Credit Accumulation

Series1

Effect of Program Enrollment On Passing PS Credits

Yes50%

60%

70%

80%

90%

100%

ELL

BegABE

IntABE

ASE

Dev PS

Yes 91% 91% 90% 95% 94% 91%

No 79% 71% 74% 82% 81% 79%

In a program

% of students who attempted at least 3 credits that completed at

least 3 credits.

Some Simple Questions

To what extent do ABE, ELL, and Developmental serve as feeders for college programs?

How do the groups compare in terms of college performance?

How does program enrollment affect student performance?

For employers: • Larger pool of qualified

workers• Pipeline for filling skilled jobs

from within• Higher retention, employee

loyalty

For workers: • Path to better jobs, higher

wages• Access to, employer support

for, lifelong learning• More work security

Steps Ahead

Finish all clean-up of data set With COWS, write up systemwide

transitions report Break out data by colleges and

career clusters Add transition measures to

performance measurement systems