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

2. 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)

3. 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.

4. 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

5. 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