1. 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

2. 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

3. Model

4. 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

5. The Five Step Process

6. 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

7. 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.

8. 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

9. 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?

10. 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

11. 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

12. 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

13. 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

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

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

16. Perkins Accountability Resources Peer Collaborative Resource Network –www.edcountability.netwww.edcountability.net National Alliance for Partnerships in Equity –Growing Pains –Nontraditional SOC/CIP Crosswalk for Males and Females –www.napequity.orgwww.napequity.org Your State Agency Website

17. National Program Evaluations Project Lead the Way –Annual Assessment Report for 2006-07Annual Assessment Report for 2006-07 –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

18. 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

19. 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

20. Sample Gap Analyses

21. State Level Analysis All Students

22. Perkins Performance Report District*State** (NPM) 4S14S24S14S2 2002-03 11.22%8.82%27.63% (31.10%) 24.82% (19.95%) 2003-04 7.00%9.69%26.84% (32.10%) 24.97% (20.95%) 2004-05 8.70%5.31%29.21% (32.60%) 27.15% (18.00%) 2005-06 13.07%12.99%33.64% (27.24%) 32.42% (24.80%)

23. Secondary Participation

24. Secondary Completion

25. State Level Analysis Disaggregated by Gender

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

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

28. 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

29. 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

30. State Level Analysis Disaggregated by Program and Gender

31. Skill Attainment in Engineering and Industrial Technology

32. Completions in Engineering and Industrial Technology

33. 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.

34. Placement for Engineering and Industrial Technology

35. State Level Analysis Disaggregated by Special Population

36. Statewide Non-Trad Participation

37. Statewide Non-Trad Completion

38. State Level Analysis Disaggregated by Program and Special Population

39.  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

40. 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

41. Other Data Source Analysis

42. Secondary Academic Enrollment Calculus AB AP

43. Secondary Academic Enrollment Mathematics AP

44. Secondary Academic Enrollment Statistics and Probability AP

45. Secondary Academic Enrollment Biology AP

46. Secondary Academic Enrollment Chemistry AP

47. Secondary Academic Enrollment Physics AP

48. Secondary Academic Enrollment Biotechnology

49. Secondary Academic Enrollment Aviation

50. 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

51. 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

52. The Five Step Process

53. 5 Step Process Resources STEM Equity Pipeline Virtual Learning Community Professional Development Menu The Five Step Process www.stemequitypipeline.org/ProfessionalDe velopment/TheFiveStepProgramImprovem entProcess.aspx

55. Next Webinar Step Two: Identify Root Causes Wednesday, November 19, 2008 2pm ET, 1pm CT, noon MT, 11am PT

56. Questions? Mimi Lufkin Project Director, Chief Executive Officer National Alliance for Partnerships in Equity P.O. Box 369, Cochranville, PA 19330 610-593-8038 phone 610-593-7283 fax www.stemequitypipeline.org www.napequity.org