1 Measuring Impact of Career and Technical Education on Student Success July 11, 2012 Laura Boudreaux, Louisiana Department of Education Mark K. Mossavat, MMCS Consulting, LLC 25th Annual STATS-DC 2012 Data Conference Concurrent Session III-D

Discussion Points  Primary Objectives for Automation  Current CATE 2.0 Technical Environment  Capabilities and Features  Impact Analysis  New Features for CATE Version 3.0  Questions & Answers 2

 To help the Department effectively manage, monitor, and track progress on various career and technical education program offerings throughout the state.  To help the Department meet its reporting obligations to the USDOE for the Carl Perkins Act and securing its funding as well as to meet the State’s legislative reporting requirements for Career Options Law (ACT 1124).  To help the districts meet their reporting obligations to the Department to secure their funding dollars and fulfill legislative reporting requirements.  To help districts measure their activities and progress and better align their programs for the effective support of their students. 3 Primary Objectives for Automated Data Collection Software

CATE 2.0 Data Collection and Analysis Software  A statewide, secure, web-based data collection and reporting software with close to 1,000 active school and district-level users.  It collects and analyzes student involvement in various Career and Technical Education program offerings and activities.  It minimizes data entry requirements by utilizing the State’s Student Information System (SIS) and Student Transcript System (STS). Feeding from and into the Department’s Longitudinal Data System.  It provides both real-time and finalized, tabular and graphical reports providing aggregated results at the school, district, and state levels including customized student-level reports. 4

5 Capabilities and Features  Each school year, the software comes fully loaded with the following contents for each participating district and school:  Student enrollment by grade with demographic details - with the ability to easily add new students to the roster if not already in the database;  Student transcript information for grades 9-12;  Student state-administered test results for grades 3-11;  Student historical information on their C&T activities;  All finalized reports from prior years;  Listing of all state-approved course listings, Career Clusters and Areas of Concentration with listing of all required primary and secondary courses indentified for each area;  Detailed listing of all national and state-level IBC programs with completion requirements;

6 Capabilities and Features  Determines students’ areas of concentration (major) with corresponding completion levels (participant, concentrator, and/or completer);  Keeps track of student participation in Industry-Based Certification (IBC) and State Certification programs;  Documents student participation in Work-based Learning (WBL) and School-based Enterprise (SBE) Programs along with business information and generated income;  Keeps track of student participation in Articulated, Dual, and Concurrent courses;  Verifies accuracy of data entered against the official databases such as STS;  Provides real-time reports and progress updates on data collection and program activities;

7 Capabilities and Features – Reporting Function  Numerous, detailed school, district, and state-level reports covering all aspects of C&T program activities;  All required Perkins IV Annual Core Indicator Reports - Student Accountability Forms for the Section 113 Core Indicators of Performance [Title I] - at the state and district levels to include:  1S1 : Attainment of Academic Skills – Reading/Lang. Arts  1S2: Attainment of Academic Skills – Mathematics  2S1: Attainment of Technical Skills  3S1: Secondary School Completion  4S1: Student Graduation Rates  5S1: Secondary Placement  6S1: Nontraditional Participation  6S2: Nontraditional Completion  Additional set of the Core Indicator reports disaggregated by gender;

8 Capabilities and Features – Individualized Student CATE Profile  Developing and maintaining individualized, detailed Profile Report per each high school student documenting information such as:  C&T program activities to include area(s) of concentration and completion status;  Primary courses completed in pursuit of area(s) of concentration;  National and state certificates (IBCs) awarded;  Participation in articulated, dual enrollment and concurrent courses;  Participation in WBL and SBE programs and generated income;  Student test results for State-administered tests (grades 3-11) with student standing/performance at school, district, and state-levels.

9

10 Sample Reports Core Indicator (Perkins IV) Reports Student Profile Report State-level Graphical Report Impact Analysis Report

18

22 Impact Analysis  Conduct detailed analysis to identify, compare, and contrast the potential contributing factors which lead to the success of high school students. The analysis focuses on the potential impact of the C&T education and program offering within the state. Specifically, the following student activities/accomplishments are examined:  C&T Concentration;  Participation and Completion of IBCs;  Participation in Work-based Learning (WBL) and School- based Enterprise (SBE) Programs; and  Completion of Articulated and Dual-Enrollment Course.

23 Impact Analysis (continued)  For student success, the analysis looks into the following metrics:  Completion of high school within 4 years;  Receiving Academic and Technical Endorsements;  Becoming eligible for state-sponsored scholarship programs; and  Becoming First-Time Freshmen in an institution of higher education.  These analyses are performed at the State, District, and School levels.

29 CATE 3.0 Important New Features  Each district can upload their own STS for immediate calculation of student status in their area(s) of concentration along with other aggregated C&T data.  Prior to each school year and/or semester, for each high school student, it recommends individualized courses to maximize student status as Concentrator and/or Completer:  Identifying sequence of courses which are most advantageous to each student for their graduation plan.  Significantly helping the counselors and students during the course registration process.  Ensuring student success during and after high school.  Increasing student graduation points thus helping schools to garner addition accountability points.

30 CATE 3.0 Important New Features (continued)  For non-diploma (Options/Connections/Skills Certificate and GED) students, maintain a cohort of such students to monitor their overall progress:  TABE results;  Movement to a diploma plan;  IBC and Skills Certificate completion; and  Repeating Options/Connections Program.  Generating various charts and graphs comparing and contrasting Cohort’s rates in GED completion, Skills Certificate completion, IBC awards, successful movement to a diploma plan, and dropping out of high school.