Perkins IV Special Populations [Read-Only] · itithl dthin computer science, technology, and other...
Transcript of Perkins IV Special Populations [Read-Only] · itithl dthin computer science, technology, and other...
Perkins IV: The Special pPopulations Perspective
Mimi Lufkin, CEOCCCAOE Conference
October 22, 2008San Diego, CA
National Alliance forPartnerships in Equity
Overview
History of special populations in the federal act th t f d d t h i l d tithat funds career and technical education
New special population provisions in Perkins IV The status of special populations performance
on the Perkins IV accountability measures in CaliforniaCalifornia
Next steps
Historical Perspective
Special populations provisions in Perkins – 1976 Amendments
Full-time Gender Equity Coordinator- $50,000
1984 Perkins Act– 1984 Perkins Act Full-time Gender Equity Coordinator- $60,000 Set-asides 3.5% Gender Equity, 8.5% SP/DH
Historical Perspective
Special populations provisions in Perkins 1990 P ki A t– 1990 Perkins Act Full-time Gender Equity Coordinator- $60,000 A-L requirements of the Gender Equity Coordinator
S t id 3% G d E it 7% SP/DH 5% ith Set-asides 3% Gender Equity, 7% SP/DH, .5% either Set-aside for Criminal Offenders 1% Special population focus- special populations' includes individuals
with handicaps educationally and economically disadvantagedwith handicaps, educationally and economically disadvantaged individuals (including foster children), individuals of limited English proficiency, individuals who participate in programs designed to eliminate sex bias, and individuals in correctional institutions
Historical Perspective
Special Populations provisions in Perkins 1998 Perkins Act– 1998 Perkins Act State Leadership Set-aside ($60,000-$150,000) for nontraditional Accountability Measure Language sprinkled throughout the ActLanguage sprinkled throughout the Act
– 2006 Perkins Act State Leadership Set-aside ($60,000-$150,000) for nontraditional Accountability Measurey Improvement plans and sanctions Language sprinkled throughout the Act Required use of local funds
Perkins IV
Definitions * Allocation of Funds Accountability* National Activities * Occupational and Employment Information * State Administration* New equity provisions
Perkins IV
State Plan* Improvement Plans * State Leadership Local Plan* Local Uses of Funds* Tech Prep ** New equity provisions
Big Issues
Hi h kill hi h hi h d d High skill, high wage or high demand Accountability measures for secondary
different than for postsecondarydifferent than for postsecondary Federal sanctions on States for not meeting
performance measuresp State to local performance measure
negotiation
Big Issues
State sanctions on Locals for not meeting fperformance measures
Performance measure gap closing i trequirements
Disaggregation of dataR i d U f L l F d Required Use of Local Funds
Local report
Special Populations
Individuals with disabilities;I di id l f i ll di d t d Individuals from economically disadvantaged families, including foster children;
Single parents including single pregnant Single parents, including single pregnant women
Displaced homemakers; andp ; Individuals with limited English proficiency Students pursuing nontraditional fieldsp g
Definitions
Removal of “individuals with other educational b i ” f i l l tibarriers” from special populations
Self-sufficiency defined in conference report– “a standard of economic independence that
considers a variety of demographic and geographic factors, as adopted, calculated, or commissioned by , p , , ya local area or State”
Nontraditional Fields
Occupations or fields of work, including careers i t i t h l d thin computer science, technology, and other emerging high skill occupations, for which individuals from one gender comprise less thanindividuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.p
Accountability
Postsecondary indicator– “including placement in high skill, high wage,
or high demand occupations or professions” Additional indicators of performance
– “such as self-sufficiency”y
Core Indicator
Participation in Nontraditional Training and Employment Programs
Completion of Nontraditional Training and E l t PEmployment Programs
Accountability
State and local report requires disaggregated data Gender– Gender
– Race/ethnicity– Individuals with disabilities
Migrants– Migrants– Individuals with limited English proficiency– Individuals from economically disadvantaged families including
foster childrenfoster children– Single parents, including single pregnant women– Displaced homemakers
Individual preparing for nontraditional fields– Individual preparing for nontraditional fields
Accountability
State and local report requiresp q– Identify and quantify any gaps in performance
between disaggregated student populations and all CTE students
I t PlImprovement Plans (State and Local)
Triggers gg Does not meet 90% of ANY measure in the first
year Shows improvement the following year but still
does not meet 90% of that or ANY measure in year two
Plan must address performance gaps between disaggregated populations and all CTE students
Local Plan
Describe how LEA will provide activities to prepare special populations, including single parents and displaced homemakers, for high skill, high wage, or high demand occupations that will lead to self-sufficiency
Required Use of Local Funds
provide activities to prepare special p p p ppopulations, including single parents and displaced homemakers, for high skill, high p g gwage, or high demand occupations that will lead to self-sufficiencyy
Permissive Use of Local Funds
Initiatives to overcome barriers to enrollment in and completion of baccalaureate degree programs for g p gspecial population students
Develop new CTE programs of study in Develop new CTE programs of study in high skill, high wage, or high demand occupations and dual creditoccupations and dual credit
Supportive Services
Named in conference report as transportation, child care, dependent care, tuition, books, and supplies and other services
May use Perkins funds for this purpose for special populations participating in CTES l t t l t Supplement not supplant
Address barriers to participation in CTE
Resources
Equity Analysis of Perkins IV-htt // it / df/E it P i ihttp://www.napequity.org/pdf/EquityProvisionsPerkins4TableFinal.pdfQ&A P d S i f S i l Q&A on Programs and Services for Special Populations –http://www napequity org/e107 images/customhttp://www.napequity.org/e107_images/custom/PerkinsIV_QASpecial.pops.pdf
Special Populations p pCore Indicator Analysis
L i H iLaurie HarrisonProject ManagerCCC Special Populations Collaborative Project
Statewide and Regional TOP Code Analyses
Agriculture/Natural Resources Business/Information Technology Family/Consumer Science Health Industrial Technology Public/Protective Services
Special Populations Core Indicator p pAnalysis
St t idStatewide and by
TOP Code 9TOP Code 9Engineering and
Industrial Technologies
Core Indicator 1:Skill Attainment
The percent of students receiving a “C” or better in CTE courses
St t id C 1Statewide Core 1:Skill Attainment
81%Current State Negotiated Level
75%
77%
79% Negotiated Level
71%
73%All Voc Ed Students
Displaced Homemaker
Economically Disadvantaged
Limited English Proficiency
Non-traditional
65%
67%
69%
9 0 1 2 3 4 5 6 7
Non-traditional
Single Parent
Students with Disabilities
1998
-199
9
1999
-200
0
2000
-200
1
2001
-200
2
2002
-200
3
2003
-200
4
2004
-200
5
2005
-200
6
2006
-200
7
CORE Indicator 1 - Percent of Engineering and Industrial Technologies students successfully
100%
CORE Indicator 1 Percent of Engineering and Industrial Technologies students successfully completing Vocational courses with a grade of “C” or better
85%
90%
95% All 09 Voc EdStudentsDisplacedHomemakerEconomicallyDisad antaged
75%
80%
85% DisadvantagedLEP
Nontraditional
Single Parent
60%
65%
70% Student w ithdisability
State Negotiated Level = 79.76%
60%
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
•Single Parent and Nontraditional students have the highest rates of success amongst the six special population groups•Single Parent and Nontraditional students have the highest rates of success amongst the six special population groups.•Students with Disabilities have had the lowest rate of success amongst the six groups.
Graphs reflect data reported for the most recent year available. For example, outcomes for Indicator 1 (Skill Attainment) are from the previous academic year while outcomes for Indicators 2 – 4 (Completions, Placement, Retention and Equity) are from the previous year for students who were last enrolled two years prior. For a complete explanation, see http://misweb.cccco.edu/voc_ed/vtea/VTEA1999-00Reportsv3.pdf
Core Indicator 2:Completions
The percent of pconcentrators in CTE programs who complete those programs
St t id C 2Statewide Core 2:Completions
85%
75%
80%
All Voc Ed St dents
65%
70%
All Voc Ed Students
Displaced Homemaker
Economically Disadvantaged
Limited English Proficiency
Non-traditional
55%
60%
9 0 1 2 3 4 5 6 7
Single Parent
Students with DisabilitiesState Negotiated Level
1998
-199
9
1999
-200
0
2000
-200
1
2001
-200
2
2002
-200
3
2003
-200
4
2004
-200
5
2005
-200
6
2006
-200
7
CORE Indicator 2 - Percent of Engineering and Industrial Technologies students who receive a
75%
80%
All 09 Voc Ed
g g gdegree or certificate, transfer to UC or CSU, or join the military
60%
65%
70%All 09 Voc EdStudentsDisplacedHomemakerEconomicallyDisadvantagedLEP
State Negotiated Level = 60.82%
45%
50%
55%LEP
Nontraditional
Single Parent
St d t ith
30%
35%
40%
9 0 1 2 3 4 5 6 7
Student w ithdisability
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
•LEP, Nontraditional and Students with Disabilities have had the highest rates of completion amongst the six groups. However data on skill attainment (Core Indicator 1) reported that students with disabilities have the least success.•Displaced Homemakers have the lowest rate of completion amongst the six groups.
Core Indicator 3a:Placement
The percent of CTE students who are placed in employment or transfer
St t id C 3Statewide Core 3a:Employment/Trans. Placement
90%
d
80%
85%
All Voc Ed Students
Di l d H k
State Negotiated Level
65%
70%
75%Displaced Homemaker
Economically Disadvantaged
Limited English Proficiency
Non-traditional
Single Parent
60%
65%
98-1
999
99-2
000
00-2
001
01-2
002
02-2
003
03-2
004
04-2
005
05-2
006
06-2
007
g
Students with Disabilities
199
199
200
200
200
200
200
200
200
Core Indicator 3a – Percent of Engineering and Industrial Technologies students who were found in
100%
g g gCalifornia UI covered employment or a four-year public educational institution one year following data collection
80%
85%
90%
95% All 09 Voc EdStudentsDisplacedHomemakerEconomicallyDisadvantaged
State Negotiated Level = 83.19%
65%
70%
75%
80% DisadvantagedLEP
Nontraditional
Single Parent
50%
55%
60%
65%Student w ithdisability
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
•Students with Disabilities have fallen below other groups over the last nine years.
•There is a slight downward trend in employment or post secondary enrollment for all groups since 2002-03.
Core Indicator 3b:Employment retention
The percent of students who are retained in employment
St t id C 3bStatewide Core 3b: Employment Retention
84%
86%
State Negotiated Level
80%
82%
All Voc Ed Students
74%
76%
78% Displaced Homemaker
Economically Disadvantaged
Limited English Proficiency
Non-traditional
Single Parent
70%
72%
999
2000
2001
2002
2003
2004
2005
2006
2007
g
Students with Disabilities
1998
-1
1999
-2
2000
-2
2001
-2
2002
-2
2003
-2
2004
-2
2005
-2
2006
-2
Core Indicator 3b – Percent of California UI covered Engineering and Industrial Technologies
95%
100%
All 09 V Ed
Core Indicator 3b Percent of California UI covered Engineering and Industrial Technologiescohort students who were found employed for at least three quarters
85%
90%
95% All 09 Voc EdStudentsDisplacedHomemakerEconomicallyDisadvantagedLEP
State Negotiated Level = 82.85%
70%
75%
80%LEP
Nontraditional
Single Parent
Student w ith
60%
65%
70%
-99
-00
-01
-02
-03
-04
-05
-06
-07
Student w ithdisability
1998
-
1999
-
2000
-
2001
-
2002
-
2003
-
2004
-
2005
-
2006
-
•LEP and Nontraditional students are the most likely special population subgroups to be workingLEP and Nontraditional students are the most likely special population subgroups to be working.•Students with Disabilities have had the lowest level of employment success amongst the six groups.
Core Indicator 4a:Core Indicator 4a:
Participation in programs deemed nontraditional
St t id C 4Statewide Core 4a:Non-Trad Participation
45%
30%
35%
40%
All Voc Ed Students
Displaced HomemakerState Negotiated Level
20%
25%
30% p
Economically Disadvantaged
Limited English Proficiency
Single Parent
Students with Disabilities
State Negotiated Level
15%
1998
‐199
9
1999
‐200
0
2000
‐200
1
2001
‐200
2
2002
‐200
3
2003
‐200
4
2004
‐200
5
2005
‐200
6
2006
‐200
7
Core Indicator 4a – Percent of Engineering and Industrial Technologies Nontraditional students
35%
40%
All 09 Voc EdState Negotiated Level = 29.98%
Co e d ca o a e ce o g ee g a d dus a ec o og es o ad o a s ude senrolled in SAM A-D courses identified as leading to jobs that had less than a 25/75% gender ratio
25%
30%
35% All 09 Voc EdStudentsDisplacedHomemakerEconomically
15%
20%DisadvantagedLEP
Single Parent
0%
5%
10% Student w ithdisability
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
All groups of students have fallen below the State Negotiated Level for participation in courses deemed nontraditional, and improvement has remained flat or has declined.
Core Indicator 4b:Core Indicator 4b:Percent of students who complete pnontraditional training programs that are of the under-represented gender
Core 4b-Non-Trad Completion
40%
45%
30%
35%
40%
All Voc Ed Students
Displaced Homemaker
15%
20%
25%
p
Economically Disadvantaged
Limited English Proficiency
Single Parent
Students with Disabilities
State Negotiated Level
10%
1998
‐199
9
1999
‐200
0
2000
‐200
1
2001
‐200
2
2002
‐200
3
2003
‐200
4
2004
‐200
5
2005
‐200
6
2006
‐200
7
Core Indicator 4b – Percent of Engineering and Industrial Technologies Nontraditional students who
40%
Co e d ca o b e ce o g ee g a d dus a ec o og es o ad o a s ude s ocomplete SAM A-D courses identified as leading to jobs that had less than a 25/75% gender ratio and receive a degree or certificate, transfer to UC, or join the military
25%
30%
35% All 09 Voc EdStudentsDisplacedHomemakerEconomically
State Negotiated Level = 25.25%
15%
20%
25% EconomicallyDisadvantagedLEP
Single Parent
0%
5%
10% Student w ithdisability
0%
1998
-99
1999
-00
2000
-01
2001
-02
2002
-03
2003
-04
2004
-05
2005
-06
2006
-07
•Displaced Homemaker and Single Parent students are the most likely to complete courses of all nontraditional special population subgroups. •Students with Disabilities have had the least completion success.
Benchmarking
What can you say about the success of special l ti i d tpopulations in your programs as compared to
– Statewide Average?Region Average?– Region Average?
– Peer College?– Best Performer?– Best Performer?
What does the data tell us?
Indicates trends over time Highlights potential data quality issues Identifies gaps in performance between
– Student groups – gender, race/ethnicity, special populationsPrograms– Programs
Generates additional questions that need to be answered before implementing a solutionanswered before implementing a solution
www.jspac.org
www.napequity.org
Questions?
Mimi LufkinE ti Di tExecutive Director
National Alliance for Partnerships in EquityP O Box 369P.O. Box 369
Cochranville, PA 19330610-345-9246 phone610 345 9246 phone
610-869-4380 [email protected]
National Alliance forPartnerships in Equity