Mimi Lufkin Chief Executive Officer National Alliance for Partnerships in Equity Education Foundation The Five Step Program Improvement Process Step One: Document Performance Results November 5, 2008

STEM Equity Pipeline Goals Build the capacity of the formal education community Institutionalize the implemented strategies by connecting the outcomes to existing accountability systems Broaden the commitment to gender equity in STEM education

Model

Poll Who is participating in today’s webinar? 1.School/College Administrator 2.Teacher/Faculty Member 3.Counselor/Student Services Staff 4.State Agency Staff 5.STEM Organization Staff 6.Other

The Five Step Process

Perkins Act Accountability Core Indicators on Nontraditional CTE Participation in CTE programs preparing students for nontraditional fields Completion of CTE programs preparing students for nontraditional fields

Nontraditional Fields Occupations or fields of work, including careers in computer science, technology, and other current and emerging high skill occupations, for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work.

Poll Select the statement that best describes your familiarity with the Perkins Act accountability measures ? 1.This is the first time I have heard about this 2.I am familiar with the measures but have no idea about how the data is collected at my school 3.I have been involved in collecting and reporting the Perkins data at my school 4.I have seen our Perkins annual report but have never used the information 5.I have used our Perkins data to help us make decisions to improve our CTE programs

Document Performance Results Understand the problem completely before you seek solutions What performance data is available? How do you analyze performance data? What questions should be addressed? What tools and methods can be used to present and analyze data?

Perkins Accountability Measure Participation Rate = # underrepresented students participating in NT CTE all students participating in NT CTE OR # of females enrolled in pre-engineering All students (males and females) enrolled in pre-engineering

Perkins Accountability Measure Completion Rate = # underrepresented students completing NT CTE all students completing NT CTE OR # of females completing pre-engineering All students (males and females) completing pre-engineering

Data Collection Disaggregation required in Perkins IV Gender –Male –Female Special Population –Underrepresented gender students in a nontraditional CTE program –Single Parent –Displaced Homemaker –Limited English Proficiency –Individuals with a Disability –Economically Disadvantaged Race/Ethnicity –American Indian or Alaskan Native –Asian or Pacific Islander –Black, non-Hispanic –Hispanic –White- non-Hispanic

Females in STEM CTE Females in NTO CTE Underrepresented students in NTO CTE Students in NTO CTE Students in CTE Student Populations for Data Comparisons

Recommended Analyses Trends At least 2 years Prefer 3-5 years Site specific Statewide District School/College Programs

Benchmarking State performance level Best performer in state National program benchmark Selected peer benchmark Set your own benchmark

Perkins Accountability Resources Peer Collaborative Resource Network – National Alliance for Partnerships in Equity –Growing Pains –Nontraditional SOC/CIP Crosswalk for Males and Females – Your State Agency Website

National Program Evaluations Project Lead the Way –Annual Assessment Report for Annual Assessment Report for –Report 17% female enrollment nationally Cisco Networking Academy Gender Initiative –Set a benchmark for programs at 30% female enrollment National Center for Women in Information Technology –Report on the Status of Women in ITReport on the Status of Women in IT

Other Data Sources National Center for Educational Achievement – Just 4 the Kids National Center for Educational Statistics Southern Regional Education Board Data Library NCLB State and Local Report Cards State and Local Participation and Achievement Data

Poll Have you used your Perkins data to identify gaps in performance for students pursuing nontraditional careers? 1.I do this all the time 2.I have tried with some success 3.I have tried with no success 4.I don’t have access to the data

Sample Gap Analyses

State Level Analysis All Students

Perkins Performance Report District*State** (NPM) 4S14S24S14S %8.82%27.63% (31.10%) 24.82% (19.95%) %9.69%26.84% (32.10%) 24.97% (20.95%) %5.31%29.21% (32.60%) 27.15% (18.00%) %12.99%33.64% (27.24%) 32.42% (24.80%)

Secondary Participation

Secondary Completion

State Level Analysis Disaggregated by Gender

Secondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

Postsecondary Participation Rates Male Participation Rate: 2007 Data Female Participation Rate: 2007 Data

Postsec. Participation Rates by Gender Explanation of one of the lines: Pink line = Participation rate for females –Of all students participating in CTE programs that are NTO for females, the % of these students who are female

Postsec. Completion Rates by Gender Explanation of one of the lines: Pink line = Completion rate for females –Of all students completing CTE programs that are NTO for females, the % of these students who are female

State Level Analysis Disaggregated by Program and Gender

Skill Attainment in Engineering and Industrial Technology

Completions in Engineering and Industrial Technology

Completion Caveats Completions are tracked for “concentrators” - those students who are seriously committed to the program. There may be many dropouts before students become concentrators.

Placement for Engineering and Industrial Technology

State Level Analysis Disaggregated by Special Population

Statewide Non-Trad Participation

Statewide Non-Trad Completion

State Level Analysis Disaggregated by Program and Special Population

 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. State Negotiated Level = 29.98% Participation of Underrepresented Gender Students in Engineering and Industrial Tech

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. State Negotiated Level = 25.25% Completion of Underrepresented Gender Students in Engineering and Industrial Tech

Other Data Source Analysis

Secondary Academic Enrollment Calculus AB AP

Secondary Academic Enrollment Mathematics AP

Secondary Academic Enrollment Statistics and Probability AP

Secondary Academic Enrollment Biology AP

Secondary Academic Enrollment Chemistry AP

Secondary Academic Enrollment Physics AP

Secondary Academic Enrollment Biotechnology

Secondary Academic Enrollment Aviation

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 populations –Programs Generates additional questions that need to be answered before implementing a solution

Poll What do you think you can do? 1.I am going to take a look at my own program data to identify trends over time 2.I am going to go find our local Perkins data and try to compare our nontrad programs 3.I am going to find our state Perkins data and see how are school compares to others 4.I am going to see what additional data sources I can find to inform our program 5.I don’t know yet what I might do with this information

The Five Step Process

5 Step Process Resources STEM Equity Pipeline Virtual Learning Community Professional Development Menu The Five Step Process velopment/TheFiveStepProgramImprovem entProcess.aspx

Next Webinar Step Two: Identify Root Causes Wednesday, November 19, pm ET, 1pm CT, noon MT, 11am PT

Questions? Mimi Lufkin Project Director, Chief Executive Officer National Alliance for Partnerships in Equity P.O. Box 369, Cochranville, PA phone fax