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Measuring Quality: The Next Generation of Accountability

Measuring Quality: The Next Generation of Accountability

Originally presented at Dr. Jan Friedel's Education Leadership and Policy Studies Ph.D. course at Iowa State University on October 28, 2011.

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Tom Schenk Jr

June 01, 2012
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Transcript

  1. Tom Schenk Jr., Consultant

  2. American Community College 2

  3. Longitudinal Studies 3

  4. Longitudinal Data • • • • • • • 4

  5. Longitudinal Administrative Data 5

  6. Essential Elements 6

  7. State Actions 7

  8. Data Warehouse 8

  9. National Student Clearinghouse Student Records Student Courses Student Awards Employee

    Records Faculty Positions Unemployment Insurance Iowa College Student Aid Commission AS-28 [Program Information] K-12 [Project EASIER] [Iowa Testing Services] [CTE Plus] eTranscripts Iowa Department of Corrections
  10. Education Pathway 10

  11. Big Data 11

  12. “Sexy”?! 12

  13. 13

  14. Dashboard Data 14

  15. Data to Policy 15 College Data Statewide MIS Condition Report

    Additional Research Indicator Reports Technical Bulletin Special Committees New Program/ Policy College Programs
  16. Paper Dashboard 16

  17. Enrollment increased to a new record high of 149,387 from

    133,387 students—a 12 percent increase, the largest increase in fiscal year enrollment since it was tracked by the Iowa Department of Education in 1999. Fiscal Year Enrollment 17 0 20,000 40,000 60,000 80,000 100,000 120,000 140,000 160,000 1999 2000 2001 2002 2003 2004 2005 2006 2007 2008 2009 2010
  18. Enrollment Demographics 18 56% 71% 86% 92% of students are

    FEMALE of students are RESIDENTS of students are WHITE of students are UNDER 25
  19. College parallel, as in previous years, is the largest program

    type. Most of these students continue onto a 4-year institution after leaving the college. CTE is the second largest with 31 percent of enrollment. Program Types 19
  20. Non-credit enrollment grew 2.8 percent to 297,055 in fiscal year

    2009. Non-credit Enrollment 20
  21. Enrollment in adult literacy declined 3.4 percent to 28,014 students.

    Adult Literacy Enrollment 21 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 2005 2006 2007 2008 2009
  22. Joint enrollment jumped 14.2 percent to 38,283 students. Eighty-five percent

    of joint enrollment is through contractual agreements (between districts and college), 15 percent through PSEO, and 9 percent through tuition paying students. Joint Enrollment 22 0 5,000 10,000 15,000 20,000 25,000 30,000 35,000 40,000 45,000 2005 2006 2007 2008 2009 2010
  23. Most joint enrollees, 58 percent, were high school seniors while

    a third were juniors. Overall, more than 92 percent of joint enrollees were upperclassmen. Grade Level 23 0% 10% 20% 30% 40% 50% 60% 70% 9th Grade 10th Grade 11th Grade 12th Grade 2008
  24. Joint enrollees had a higher average ACT composite score than

    Iowa’s seniors. Joint enrollees scored 22.8 on the ACT, which was higher than Iowa’s seniors at a statistically significant level. ACT Scores 24 0% 1% 2% 3% 4% 5% 6% 7% 8% 9% 10% 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 Joint enrollees= 22.8 Iowa seniors= 21.9 2008
  25. Immediate Enrollees 25 2010 of all spring 2010 high school

    graduates.
  26. Immediate enrollees were slightly more likely to be black, white,

    and female compared to all other graduates. Immediate enrollees were more likely to have participated in a free or reduced lunch in their senior year, but less likely to have had an IEP. Socio-demographics 26 2010 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Asian / Pacific Islander Black Hispanic American Indian Two or More Races White Female Male Free/Reduced Lunch IEP Immediate Enrollees Other Graduates
  27. Immediate enrollees were more likely to take at least an

    algebra 1 and general biology course, but other graduates were more likely to enroll in more advanced math or science courses. H.S. Courses 27 2010 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Algebra 1 Algebra 2 Algebra 3 or Trigonometry Calculus Advanced Math General Biology Chemistry Physics Advanced Science Mathematics Science Immediate Enrollees Other Graduates
  28. The median percentile for immediate enrollees on the reading portion

    of the 11th grade ITED was the 59th percentile, compared to the 70th percentile for all other graduates. Reading Achievement 28 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
  29. Science scores for immediate enrollees were lower, but exhibited a

    greater spread. Half of immediate enrollees were above the 66th percentile compared to half above the 78th percentile. However, 7.2 percent of immediate enrollees were in the 99th percentile. Science Achievement 29 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 4.5% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
  30. The spread of math achievement scores is notably lower, Math

    Achievement 30 2010 0.0% 0.5% 1.0% 1.5% 2.0% 2.5% 3.0% 3.5% 4.0% 4.5% 0 5 10 15 20 25 30 35 40 45 50 55 60 65 70 75 80 85 90 95 Other Graduates Immediate Enrollees
  31. Immediate Enrollees 31 2010 of fall 2010 community college students.

  32. A plurality of students (37%) indicated they intended to transfer

    to a four-year university or college. Thirty-four percent of students indicated they were undecided or did not know their intent upon registration. Student Intent 32 0% 5% 10% 15% 20% 25% 30% 35% 40% Transfer Prepare for job market Explore courses Self-improvement Personal interest Improve job Prepare to change careers Meet certification/licensure Undecided NEW
  33. Most immediate enrollees (66%) enrolled in college parallel majors in

    the first semester, followed by health science (8.8%), Agriculture (3.4%), and Law, Public Safety, Corrections & Security (3.4%). College Major 33 2010 0% 10% 20% 30% 40% 50% 60% 70% College Parallel Transportation, Distribution, & Logistics Science, Technology, Engineering, and Mathematics Marketing Manufacturing Law, Public Safety, Corrections, and Security Information Technology Human Services Hospitality and Tourism Health Science Finance Education and Training Business Management and Administration Arts, A/V Technology and Communications Architecture & Construction Agriculture, Food and Natural Resources
  34. Thirty-three percent of students enroll in a developmental education course

    in the first semester. Most enrollments were in math, English, and reading. All immediate enrollees averaged 1.5 credit hours in developmental education. Developmental Ed. 34 2010
  35. Eighty-seven percent of immediate enrollees are full-time students, taking an

    average of 13 credit hours. In contrast, a little more than half of all community college students are full-time. Enrollment Status 35 2010
  36. Leavers left in 2001 and were in the workforce in

    2002. Completers were finishing their degree in 2002 and worked in 2003. By 2004, completers were already more than leavers. Median Wages 36 $0 $5,000 $10,000 $15,000 $20,000 $25,000 $30,000 $35,000 2002 2003 2004 2005 2006 2007 2008 Completers Leavers 2009
  37. AAS recipients had the highest median earnings by 2008 with

    $37,121. AA recipients earned $28,712 and certificate recipients earned $23,651. All amounts are inflation adjusted to 2008. Wages by Degree 37 2009
  38. 38

  39. New Research Methods • • • • • • •

    • 39
  40. The rate of return for all completers was six percent.

    Over the six year period, completing a degree was worth $1,994 to students. National estimates show returns are typically between six and 14 percent. Rate of Return 40 2009 $1 $0.06 + $1 investment rate of return original investment $1,994 means
  41. Returned varied by the type of degree received. AAS was

    the most lucrative, worth $41,962 over six years. The AS was worth $9,343 (18.1%); AGS $24,966 (12.4%); Diploma -$3,169 (-0.7%); AA -$9,286 (-4.4%). Return by Degree 41 2009
  42. Accountability Models 42

  43. Voluntary Framework of Accountability 43 • • • •

  44. Tom SCHENK JR. Iowa Department of Education (515) 281-3753 tom.schenk@iowa.gov

    www.educateiowa.gov www.educateiowa.gov/ccpublications/ www.dataqualitycampaign.org nces.ed.gov/programs/slds www.schoolview.org Cohen, Arthur & Florence B. Brawer (1996). The American Community College (3rd Ed.). Jossey-Bass: San Francisco. Juice Analytics. A Guide to Creating Dashboards People Love to Use “Data, data everywhere”, The Economist (2/15/2010) Voluntary Framework of Accountability: Preliminary Technical Manual v1.0. American Association of Community Colleges (1/25/11).