DQI Atlanta, June 21, 2006 Jim Halloran Entry Cohort DQI Atlanta, June 21, 2006 Jim Halloran

Steps to Create an Entry Cohort Annually identify students that reach concentrator status. (denominator 1P2 and 2P1) Track concentrators for three years. At the end of year three, report the concentrators that meet the indicator critieria. (denominator 1P2 and 2P1)

Entry Cohort and Performance Reporting 2P1– At the end of year three, report concentrators that have graduated or are eligible to graduate. 1P2- at the end of three years, report concentrators cohort that have attained skills by state definition. 3P1 –Take the graduates from 2P1 the previous year and track them for job placement. This tracking can take place at any time during the year as practical. 3P2 – Take the graduates from 2P1 that were employed and track them for retention in employment. This tracking can take place at any time during the year as practical.

Tracking Reporting to Improvements Year 1 – Report Cohort Results and College Creates Improvement Plan Year 2 – Implement Improvement Plan Year 3 – Check Results Year 1 – Students leave Year 2 – Track for non-returning, Report Results and College Creates Improvement Plan Year 3 – Improvement Plan Implemented Year 4 – Improvements Tracked Year 5 – Improvements Tracked – Associate Degree Students Graduate Year 6 – Check Results

Approach Comparison – Entry/Exit Time to improvement results is shorter Students to be measured identified while still enrolled Improvement plans applied to students known to be measured Replicates common higher education measurement (IPEDS) Allows comparison to all community college students It takes 8 years to see improvement results Students to be measured identified after they leave Can’s predict the students to direct improvement plans Replicates Employment and Training Model No ability to compare the success of CTE students to all students at college