1. 1 Collecting Special Pops Data in California Chuck Wiseley CCC Chancellor’s Office Data Quality Institute – Phoenix 2006

2. 2 Agenda Why bother VTEA requirements Students Money Data What data? Data sources Ways of Collecting the data Auditable sources

3. 3 Vocational & Technical Education Act (VTEA) requirements Carl D. Perkins Vocational and Technical Education Act of 1998 (VTEA) Special Populations Program Improvements – Student Success Funding distribution formula

4. 4 VTEA Special Populations Groups identified with special barriers Earmarks assuming service Reporting outcomes Special Population:  Source individuals with disabilities:  DSP&S Office; individuals from economically disadvantaged families, including foster children:  Multiple sources; individuals preparing for nontraditional training and employment:  California LMI Data – Occupation to CIP; displaced homemakers:  Supplemental Data Collection (SDC); single parents, including single pregnant women:  SDC; and individuals with other barriers to educational achievement, including individuals with limited English proficiency:  Enrollment in ESL course

5. 5 VTEA Student Performance Skill Attainment 2004-5

6. 6 VTEA Student Performance Skill Attainment 2004-5 Feds

7. 7 Why focus on performance? Helping students succeed Eliminating/Reducing Barriers We can only help students succeed when we know who needs our help. It is the “right thing to do” Reauthorization of Perkins No Child Left Behind (NCLB) Program Improvement Status Annual Yearly Progress (AYP) Negotiated Performance Targets Applications must address low performance areas On ALL measures for all populations

8. 8 VTEA funding distribution requirements The Act (VTEA) Section 132(a) (2) - Pell grant & Bureau of Indian Affairs assistance recipients (b) Waiver California State Plan – Appendix J - Waiver 1. Board of Governors Grant (BOGG) 2. Pell Grant 3. CalWORKs (TANF formerly AFDC) 4. WIA/JTPA (Workforce Investment Act) 5. Supplementary Security Income (SSI) 6. General Assistance 7. Bureau of Indian Affairs assistance 8. An adult who is eligible for economic public assistance or student fund aid and/or an annual income below the poverty line as defined by the county of eligibility 9. Other economically disadvantaged individuals

9. 9 VTEA Report 1 District Colleges 1 - All Students 3 - Voc Ed Students 5 - Unduplicated Voc Ed Disadvantaged Students (Columns 1-12 on Report 2) 6 - Unduplicated Voc Ed Students with DSS Students ** Sample CCD Sample College29,28418,0449,8829,933 District Total29,28418,0449,8829,933

10. 10 VTEA Report 2 Financial Aid; CalWORKs; JTPA / WIA; Supplemental data - self declared, Docs & data matches auditable; Other – Eligible for; CDSS???

11. VTEA Rpt 1, Column 6 # Goes here

12. 12 Data resubmission timeline November Timeline memo December or January Preliminary Reports run January Data resubmission window Accountability reports published February Final Report run

13. Validating MIS submissions CCCCO – MIS – Data Submissions – Annual Headcounts

14. 14

15. 15 The Data: CCC Management Information System (MIS) Data to Reports Student Accountability Model (SAM) Codes TOP/CIP Codes Data Elements Data Flow Maximizing identification of Special Pops Funding

16. 16 Data Elements MIS System General Elements Student Characteristics Demographics Academic Program Status DSP & S EOPS Financial Aid

17. 17 Data Elements, Continued MIS System Course Elements Section Elements Session Elements Enrollment Elements Program Award

18. 18 Data Elements, Continued MIS System Student VTEA Data Elements Economically Disadvantaged Single Parent Displaced Homemaker Cooperative Work Experience Education Tech Prep

19. 19 Types of data Data collection Data Flow: College

20. 20 Data Flow: Chancellor’s Office

21. 21 Data Summary All of the MIS data is important Relational database Data Integrity  C omplete  A ccurate  R eliable  T imely Your Data http://www.cccco.edu/divisions/tris/mis/dedmain.htm

22. 22 Data types Static Gender (determining nontrad) Limited English Proficient Disabilities Temporal Single Parent including single pregnant female Displaced Homemaker Economically Disadvantaged

23. 23 Data sources Student Services CalWORKs (TANF) DSP&S EOPS Financial Aid County Matches Meds, SSI/SSP, Public benefits Student self reporting

24. 24 Ways of Collecting Self-reported data Self reported data Supplemental data collection Classroom Surveys  Paper (scanned)  Electronic Registration  Web, Phone, Paper (scanned) Student Services  Financial Aid, EOPS, DSP&S, CalWORKs Vocational courses or all students

25. 25 Supplemental data collection Classroom surveys Faculty participation Buy-in (& deans) Letters (process) & Scripts Labor intensive Logistics  Distribution, collection, & input Coverage 70% of faculty agree 70% of students complete survey 49% coverage Impacts the learning process

26. 26 Supplemental data collection At Registration Maximizes coverage Least impact on learning process Requires collaboration across campus Students complete “as if” a requirement to enroll Who? Required for Voc course enrollment only All students at registration Gap analysis possible for all program areas Free up resources for analysis Service gaps Performance gaps and exceptional practices

27. 27 Considerations for questions VTEA 3-4 questions Single parent Displaced homemaker Economically disadvantaged  Household/Family size  Household/Family Income  Use BOG family/income standards for eligibility  Change annually  Market BOG waiver In 5 – Eligibility & receipt Collecting Data for Special Populations: VTEA Supplemental Data Collection Study – Early Results (Wiseley, 2002) Avoid labeling (e.g., Are you Economically Disadvantaged?)

28. 28 Collecting Data for Special Populations – Early Results Table of Contents excerpt Impact on Economically Disadvantaged Counts VTEA Survey Administration Process Sample Questions: Introductions - Directions Economic Disadvantagement 1. BOG fee waiver questions 2. Forms of public assistance Single Parent / Single Pregnant Women Displaced Homemaker

29. 29 Collecting Data for Special Populations excerpts… In one question: (current BOG table goes to 8 members)

30. 30 Another example in one question…

31. 31 Some do both Household size & income Determine eligibility BOG fee waiver standards Receipt of financial assitance

32. Determine Eligibility

33. Self-reported receipt

34. 34 Retention of paper surveys after scanning or key entry Title 5 sections 59022-59027 apply. Keep a master copy of the survey, Document the scanning/input of the surveys into the database, Verify & certify that the database accurately reflects the hard copy, Keep sample and printed database records used to validate scanning with certification, Keep electronic records seven years after use, Dispose of the surveys.

35. 35 Certification of Auditable sources Validating MIS submission Rejected records Duplicate counts in local data Validated scanning documents on file Copies of supplemental data collection instruments  Change each year – Keep BOG income standards Certification of auditable sources

36. 36 Questions? Collecting Data for Special Populations - Early Results http://www.cccco.edu/divisions/esed/cte/resources/resources.htm Collecting Data for Special Populations - Early Results Chuck Wiseley (916) 327-5895 cwiseley@cccco.edu