Perkins IV National Definitions and State Reporting: The Impact on Data Collection in Texas Gabriela Borcoman Texas Higher Education Coordinating Board

Timeline August 2006 – Perkins IV August 2006 – Perkins IV April 16, 2007 – Transition plan submitted April 16, 2007 – Transition plan submitted July 1, 2007 – Transition plan approved July 1, 2007 – Transition plan approved July 1, 2007 – June 30, 2008: Transition year July 1, 2007 – June 30, 2008: Transition year April 1, 2008 –State Plan submitted April 1, 2008 –State Plan submitted July 1, 2008 State Plan approved July 1, 2008 State Plan approved July 1, 2008 – June 30, 2013: Perkins State Plan July 1, 2008 – June 30, 2013: Perkins State Plan

Perkins IV – Overview It is authorized 6 years (till FY 2012) not 5 like before It is authorized 6 years (till FY 2012) not 5 like before Significant changes in context and focus: Significant changes in context and focus: –“career and technical education” instead of “vocational education” –Stronger accountability system for improvement and results –Coordination within CTE system –Stronger academic and technical integration –Connections between secondary and postsecondary education –Links with business and industry

Perkins IV – Definitions “Career and Technical Education”: Sequence of courses Sequence of courses Challenging academic standards and relevant technical knowledge and skills Challenging academic standards and relevant technical knowledge and skills Leading to and industry-recognized credential, a certificate, or an associate degree Leading to and industry-recognized credential, a certificate, or an associate degree May include prerequisite courses (other than remedial courses) May include prerequisite courses (other than remedial courses)

Perkins IV – Definitions “Postsecondary education Tech-Prep student”: A student who completed the secondary education component of a Tech-Prep program and A student who completed the secondary education component of a Tech-Prep program and A student who has enrolled in the post secondary education component of a Tech Prep program in an HE institution A student who has enrolled in the post secondary education component of a Tech Prep program in an HE institution

Perkins IV – Definitions “Nontraditional fields”: Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work Occupations or fields of work for which individuals from one gender comprise less than 25 percent of the individuals employed in each such occupation or field of work “Postsecondary institution”: Institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree Institution of higher education that provides not less than a 2-year program of instruction that is acceptable for credit toward a bachelor’s degree Nonprofit educational institution offering certificate or apprenticeship programs at postsecondary levels Nonprofit educational institution offering certificate or apprenticeship programs at postsecondary levels

Perkins IV – Definitions “Special population”: Individuals with disabilities Individuals with disabilities Economically disadvantaged Economically disadvantaged Individuals preparing for non-traditional fields Individuals preparing for non-traditional fields Single parents, including single pregnant women Single parents, including single pregnant women Displaced homemakers Displaced homemakers Individuals with limited English proficiency Individuals with limited English proficiency Academically disadvantaged were removed from the list Academically disadvantaged were removed from the list

Connections between Secondary and Postsecondary Education Requires development of “programs of study” that must: Requires development of “programs of study” that must: –Incorporate secondary education and postsecondary elements –Include academic and career and technical content in a coordinated, nonduplicative progression of courses –Lead to industry-recognized credential or certificate at the postsecondary level, or an associate or bachelor’s degree

Links to Business and Industry Supporting partnerships between secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry Supporting partnerships between secondary schools, postsecondary institutions, baccalaureate degree granting institutions, area career and technical education schools, local workforce investment boards, business and industry Focus on: Focus on: –“high demand” – growth higher than average for all occupations in projections; for Texas: 17.6% –“high skill” –“high wage” – exceed median annual earnings $26,853

Accountability Performance Indicators 1P1: Technical skills attainment 1P1: Technical skills attainment 2P1: Credential, certificate, or degree 2P1: Credential, certificate, or degree 3P1: Student retention and transfer 3P1: Student retention and transfer 4P1: Student placement 4P1: Student placement 5P1: Nontraditional participation and completion 5P1: Nontraditional participation and completion None of the indicators are required to be reported in the transition year

Accountability Level of Performance The state needs to identify levels of performance for each indicator The state needs to identify levels of performance for each indicator Level of performance should be expressed in percentage or numerical form, quantifiable and measurable Level of performance should be expressed in percentage or numerical form, quantifiable and measurable Local accountability of eligible recipients is required in addition to state-level accountability NEW Local accountability of eligible recipients is required in addition to state-level accountability NEW

Accountability Reporting Annual report to the Secretary regarding the progress in meeting the agreed level of performance Annual report to the Secretary regarding the progress in meeting the agreed level of performance Data will be disaggregated by categories of students Data will be disaggregated by categories of students Local programs are required to submit annual reports, the same as the state NEW Local programs are required to submit annual reports, the same as the state NEW The annual report should be made publicly available in a variety of formats The annual report should be made publicly available in a variety of formats

Accountability Improvement and Sanctions If local program or states fail to meet at least 90% of an agreed upon target for any of the performance indicators – improvement plan If local program or states fail to meet at least 90% of an agreed upon target for any of the performance indicators – improvement plan If no improvement is made or the program fails to meet at least 90% of the agreed upon target for three consecutive years - a portion of state’s administrative and leadership funds will be withheld If no improvement is made or the program fails to meet at least 90% of the agreed upon target for three consecutive years - a portion of state’s administrative and leadership funds will be withheld The state may withhold local recipient’s funding using the same criteria The state may withhold local recipient’s funding using the same criteria

Tech Prep Accountability NEW The number of postsecondary students served The number of postsecondary students served The number and percent of postsecondary education students who The number and percent of postsecondary education students who –Are placed in related fields of employment not later than 12 months after graduation –Complete a state or industry-recognized certification and licensure –Complete a 2-year degree or certificate program within normal time of completion –Complete a baccalaureate degree program within normal time of completion

Performance Indicators Concentrator A postsecondary student who: A postsecondary student who: 1.Completes at least 12 academic or CTE credits within a single program area sequence that is comprised of 12 or more academic and technical credits and terminates in the award of an industry-recognized credential, a certificate, or a degree OR 2.Completes a short-term CTE program sequence of less than 12 credit units that terminates in an industry-recognized credential, a certificate, or a degree

Performance Indicators Definitions With the exception of 2P1 indicator, all the definitions are not finalized With the exception of 2P1 indicator, all the definitions are not finalized Nonregulatory guidance is expected from Secretary of Education Nonregulatory guidance is expected from Secretary of Education DO NOT CONSIDER THE FOLLOWING DEFINITIONS AS THE FINAL ONES THAT WE ARE GOING TO USE FOR ACCOUNTABILITY DO NOT CONSIDER THE FOLLOWING DEFINITIONS AS THE FINAL ONES THAT WE ARE GOING TO USE FOR ACCOUNTABILITY

Performance Indicators 1P1: Technical Skills Attainment IN WORK IN WORK

Performance Indicators 2P1: Credential, Certificate, Degree (exit cohort) Numerator: number of exiting CTE concentrators who receive or were eligible to receive an industry – recognized credential, certificate, or degree Numerator: number of exiting CTE concentrators who receive or were eligible to receive an industry – recognized credential, certificate, or degree Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period. Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period. The recommendation was to look backwards for 5 years of data

Performance Indicators 2P1: Credential, Certificate, Degree (entry cohort) Numerator: number of CTE concentrators identified in the entry cohort who receive or were eligible to receive an industry – recognized credential, certificate, or degree at any point between they were identified as concentrators and the current reporting period Numerator: number of CTE concentrators identified in the entry cohort who receive or were eligible to receive an industry – recognized credential, certificate, or degree at any point between they were identified as concentrators and the current reporting period Denominator: Number of CTE concentrators in the identified entry cohort Denominator: Number of CTE concentrators in the identified entry cohort

Performance Indicators 3P1: Retention and Transfer (exit cohort) Numerator: number of exiting CTE concentrators who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program Numerator: number of exiting CTE concentrators who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period. Denominator: Number of CTE concentrators who exit the reporting postsecondary education institution at any time, for any reason during the reporting period. Timing of exit: allow 1 year to elapse before assessing the status of existing students

Performance Indicators 3P1: Retention and Transfer (entry cohort) Numerator: number of CTE concentrators identified in the entry cohort who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program at any point between they were identified as concentrators and the current reporting period Numerator: number of CTE concentrators identified in the entry cohort who (1) remain enrolled in their original institution, (2) transfer to another 2-year postsecondary institution, or (3) transfer to a baccalaureate degree program at any point between they were identified as concentrators and the current reporting period Denominator: Number of CTE concentrators in the identified entry cohort Denominator: Number of CTE concentrators in the identified entry cohort

Performance Indicators 4P1: Student Placement Numerator: number of CTE completers identified in the numerator of measure 2P1 who were (1) identified as employed in high skill, high wage or high demand occupations or professions, or (2) identified as employed in another occupation or profession (3) was on active duty in the military, or (4) was placed in an apprenticeship program at any point in the 2 nd quarter following the fiscal year in which they exited postsecondary education Numerator: number of CTE completers identified in the numerator of measure 2P1 who were (1) identified as employed in high skill, high wage or high demand occupations or professions, or (2) identified as employed in another occupation or profession (3) was on active duty in the military, or (4) was placed in an apprenticeship program at any point in the 2 nd quarter following the fiscal year in which they exited postsecondary education Denominator: Number of CTE completers identified in numerator of measure 2P1 Denominator: Number of CTE completers identified in numerator of measure 2P1 Fiscal year: July 1 to June 30 Enrollment in a program is considered positive outcome

Performance Indicators 4P2: Employment Retention Numerator: number of CTE completers who were (1) identified as employed in the numerator of measure 4P1 and who were (2) identified as employed at any point in the 4 th quarter following the fiscal year in which they exited postsecondary education Numerator: number of CTE completers who were (1) identified as employed in the numerator of measure 4P1 and who were (2) identified as employed at any point in the 4 th quarter following the fiscal year in which they exited postsecondary education Denominator: Number of CTE completers identified in numerator of measure 4P1 Denominator: Number of CTE completers identified in numerator of measure 4P1 Fiscal year: July 1 to June 30

Performance Indicators 5P1: Nontraditional Participation Numerator: number of concentrators from underrepresented gender groups who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work Numerator: number of concentrators from underrepresented gender groups who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work Denominator: Total number of concentrators – male and female – who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work Denominator: Total number of concentrators – male and female – who, in the reporting period, were enrolled in a CTE course that is part of a program identified as preparing individuals for employment in a nontraditional occupation or field of work

Performance Indicators 5P2: Nontraditional Completion Numerator: number of concentrators from underrepresented gender groups who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in a nontraditional occupation or field of work Numerator: number of concentrators from underrepresented gender groups who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in a nontraditional occupation or field of work Denominator: Total number of concentrators – male and female – who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in an occupation identified as out-of-gender balance Denominator: Total number of concentrators – male and female – who received or were eligible to receive an industry – recognized credential, certificate, or degree in a CTE program identified by OVAE as preparing students for employment in an occupation identified as out-of-gender balance

QUESTIONS Gabriela Borcoman (512)