1. By Krishnan Sudharsan Data, Accountability, and Technical Assessments OCTE November 7, 2013

2. Acknowledgments OCTE Staff PTD Technology Ferris State University 2

3. Overview Consolidated Annual Report (CAR) Secondary Core Performance Indicators (CPIs) and Regional GIS maps Data Analysis Example (State CPIs) 3

4. Consolidated Annual Report Reports to OVAE on Michigan’s CPIs 8 secondary CPIs Performance of 26 regions Improvement plans (when 90% target not met) 4

5. Secondary CPIs 1S1: Academic Attainment in Reading 1S2: Academic Attainment in Mathematics 2S1: Technical Skill Attainment 3S1: School Completion 4S1: Student Graduation Rate 5S1: Placement 6S1: Nontraditional Participation 6S2: Nontraditional Completion 5

6. Secondary CPIs 2013 Targets Core Indicator 2009-2010 Target Level 2010-2011 Target Level 2011-2012 Target Level 2012-2013 Target Level 1S1: English 47.50% 48.00% (  ) 57.00% (  )59.00% (  ) 1S2: Math 45.05% 46.00% (  ) 30.00% (  )36.00%(  ) 2S1: TSA 35.00% 35.05% (  )48.00% (  )49.00%(  ) 3S1: Sch. Comp 90.00% 83.00% (  )93.00% (  )93.50%(  ) 4S1: Sch. Grad 80.00%80.00% (=) 85.00% (  )88.00%(  ) 5S1: Placement 94.79% 95.04% (  )93.00% (  ) 93.00% (=) 6S1: Nontrad Part. 22.50% 25.00% (  )23.00% (  )23.50%(  ) 6S2: Nontrad Comp. 66.56% 21.20% (  )22.00% (  )23.00%(  ) 6

7. Secondary CPIs: CAR Core Indicator 2011-2012 Target Level 2011-2012 Actual 2012-2013 Target Level 2012-2013 Actual 1S1: English 57.00% (  )51.69%(  )59.00% (  )55.20%(  ) 1S2: Math 30.00% (  )23.05%(  )36.00%(  )25.12%(  ) 2S1: TSA 48.00% (  )55.27%(  )49.00%(  )59.15%(  ) 3S1: Sch. Comp 93.00% (  )94.67%(  )93.50%(  )95.26%(  ) 4S1: Graduation 85.00% (  )94.85%(  )88.00%(  )94.86%(  ) 5S1: Placement 93.00% (  )95.33%(  ) 93.00% (=) 94.87%(  ) 6S1: NonTrad P 23.00% (  )24.44%(  )23.50%(  )25.55%(  ) 6S2: NonTrad C 22.00% (  )28.90%(  )23.00%(  )31.07%(  ) 7

8. Secondary CPIs: CAR 2 out of 25 regions met all 8 indicator targets (1 met all 8 in 2011-2012 & 10 met all 8 in 2010- 2011), 24 regions failed to make 90% of at least one indicator The number of regions not meeting 90% of the Adjusted Level of Performance (ALP) improved for indicator 1S1 (from 11 to 9 regions) and for 6S2 (from 4 to 3 regions) compared to last year 8

9. Secondary CPIs: CAR The number of regions not meeting 90% of the ALP increased for indicators 1S2 (from 21 to 23 regions) compared to last year All 25 regions exceeded the 90% ALP for Indicators 3S1, 4S1, and 5S1 in 2010-2011, 2011-2012, and 2012-2013 The number of regions not meeting 90% of the ALP remained the same for 2S1 (constant at 2) and 6S1 (constant at 6) 9

10. Thought Question/Exercise Do you think a relationship exists between 1S1/1S2 and 2S1? Would you expect this relationship to have a high r 2 value? Why or why not? How would you describe the nature of this relationship (positive, negative)? 10

11. 1S1: Academic Attainment Reading Numerator = Number of CTE concentrators who have met the proficient or advanced level on the statewide high school reading assessment Denominator = Number of CTE concentrators who took the ESEA assessment in reading and who, in the reporting year, left secondary education 11

12. 1S1: Statewide Trends 12

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14. 1S2: Academic Attainment in Mathematics Numerator = Number of CTE concentrators who have met the proficient or advanced level on the statewide high school mathematics assessment Denominator = Number of CTE concentrators who took the ESEA assessment in mathematics and who, in the reporting year, left secondary education 14

15. 1S2: Statewide Trends 15

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17. 2S1: Technical Skill Attainment Numerator = Number of CTE concentrators who passed technical skill assessments that are aligned with industry-recognized standards, if available and appropriate during the reporting year Denominator = Number of CTE concentrators who took assessments during the reporting year 17

18. 2S1: Statewide Trends 18

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20. 3S1: School Completion Numerator = Number of CTE concentrators who earned a regular secondary school diploma, earned a General Education Development (GED) credential, or earned a state-recognized equivalent, during the reporting year Denominator = Number of CTE concentrators who, in the reporting year, were included in the state’s computation of its five-year graduation rate 20

21. 3S1: Statewide Trends 21

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23. 4S1: Student Graduation Rates Numerator = Number of CTE program concentrators who, in the reporting year, were included as graduated in the state’s computation of its graduation rate Denominator = Number of CTE program concentrators who, in the reporting year, were included in the state’s computation of its graduation rate as defined in the state’s Consolidated Accountability Plan pursuant to Section 1111(b)(2)(C)(vi) of the ESEA 23

24. 4S1: Statewide Trends 24

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26. 5S1: Placement Numerator = Number of 11 th and 12 th grade CTE completers who left secondary education and were placed in postsecondary education or advanced training, in the military service, or employment in the third quarter following the program year in which they left secondary education Denominator = The number of 11 th and 12 th grade grade CTE completers who left secondary education during the reporting year 26

27. 5S1: Statewide Trends 27

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29. 6S1: Nontraditional Participation Numerator = Number of CTE participants from underrepresented gender groups who participated in a program that leads to employment in nontraditional fields during the reporting year Denominator = Number of CTE participants who participated in a program that leads to employment in nontraditional fields during the reporting year 29

30. 6S1: Statewide Trends 30

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32. 6S2: Nontraditional Completion Numerator = Number of CTE participants from underrepresented gender groups, who completed a program that leads to employment in nontraditional fields prior to leaving secondary education and who left school in the reporting year Denominator = Number of CTE participants from underrepresented gender groups, who had participated in a program that leads to employment in nontraditional fields and who left school in the reporting year 32

33. 6S2: Statewide Trends 33

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35. Why is Data Important? 15 days (Data) “From October 1 st to 16 th, 2013 the US Federal government was shutdown.” (Information) “Moody’s Analytics estimated cost for 3-4 week shutdown was $55 billion and Goldman Sachs estimated a decline of 0.9% in GDP.” (Knowledge) “The government’s failure to raise the debt ceiling could have halted a $5 trillion lending mechanism and thrown the entire world into a recession” is (Wisdom) 35

36. Data Dashboards “A dashboard is a visual display of the most important information needed to achieve one or more objectives; consolidated and arranged on a single screen so the information can be monitored at a glance.” 36

37. Creating CPI Dashboards Tableau software (download Tableau Reader 8.0 to use 2012-2013 CPI dashboards) Overall Dashboard Gender Dashboard Race Dashboard Special Populations Dashboard Gender/Race Dashboards 37

38. Questions CTE Administrators What CPI information would help you in planning and making improvements? Would the information generated provide actionable steps? What can OCTE do better to help you? 38

39. Thank You Krishnan Sudharsan sudharsank@michigan.gov (517) 241-7652 39