Posts Tagged ‘Data’

Leaders in Data Analysis Discuss Improving Student Outcomes in Higher Education

Wednesday, March 28th, 2018

In light of Congress’ work towards reauthorizing the Higher Education Act (HEA), Results for America, Knowledge Alliance and America Forward hosted an event  on March 22 about the role that data and evidence can play in improving student outcomes in higher education. This event also came after Results for America released their bipartisan report, “Moneyball for Higher Education,” which outlines recommendations for how state leaders should use data and evidence in the financing of colleges to improve student outcomes.

The event began with remarks from U.S. Representative Grace Meng (D-NY) about the importance of evidence and innovation in higher education. Meng discussed the City University of New York’s (CUNY) Accelerated Study in Associate Programs (ASAP), which provides financial, academic and financial support to assist students in earning their associate degrees within three years. Meng highlighted the data-driven nature of ASAP, as the program tracks metrics that include advisors’ contact with students and student outcome trends to determine what is working in the program and where improvements can be made.

While ASAP costs CUNY more per student initially than students not involved in ASAP, by graduation, CUNY spends less per ASAP student compared to students not in the program because the students in ASAP graduate at a faster rate than students not in ASAP. Graduation rates for students in ASAP have increased to 40 percent, compared to 22 percent for CUNY students overall.

The event ended with a panel that featured experts in the field of education and data analysis. James Kvaal, the President of the Institute for College Access and Success, outlined what he would like to see come from a reauthorized HEA: investing in ways to measure critical outcomes, sectioning off one percent of the higher education budget for evaluation and systemically channeling resources into programs that work. Michael Weiss, a senior associate from MDRC, mentioned the need for more comprehensive, long-lasting interventions, such as the ASAP program, that address multiple barriers to education across an extended period of time.

The panel concluded with the panelists discussing what they would change about the education system. Greg Johnson, CEO of Bottom Line, advocated tying Pell grants to an advising requirement. Kvaal emphasized the importance of colleges deciding what outcomes they want to produce and then investing the necessary resources so that those outcomes can come to fruition. Weiss expressed his desire for the use of a funding model that would allow for experimentation on the lowest level and an investment in data driven programs like ASAP on the highest level.

While the panelists recognized that the current education system is inequitable and touched on ways that data can be used to improve student outcomes in higher education, it would have been great to hear more on how data could be used to align labor market needs with student outcomes, as well as how data from the secondary system can be used to create higher-quality postsecondary programs.

Brianna McCain, Policy Associate

By Brianna McCain in Uncategorized
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Utah Valley University Charges Forward as a Dual-Role Community College and University

Tuesday, February 13th, 2018

Numerous states have begun to allow community colleges to grant four-year degrees. These changes have led to concerns over “credential creep,” where institution leaders push for the increased perception of prestige that advanced postsecondary degree offerings provide them, and neglect their CTE programs. This article from Inside Higher Ed highlights the work being done at Utah Valley University to maintain focus on providing high-quality degree programs, whether they be two- or four-year degrees.

The institution implemented a “structured enrollment” approach to preserve its open-door admissions policy. This approach enrolls underprepared students in one-year certificate programs that include numerous student support services. From there, students can enroll in a two-year degree program and eventually a four-year program, all within the same institution. “The certificates and degrees stack on top of each other, thus all credits move up with the student. For example, all of the certificate classes are required in the associate’s degree, and all of the associate classes are required in the bachelor’s degree,” a university spokesman said via email. “If the student doesn’t do well in the certificate track, university counselors will circle back to try to find a better fit.”

Report Offers Recommendations for Using Data and Evidence to Improve Student Outcomes

Colleges have long been working to use data more effectively to analyze and improve student outcomes. However, these efforts have often been the responsibility of individual institutions or systems, and are dependent on the resources available for data analysis and new technologies. A new report from Results for America offers recommendations for state governments to become more involved in these initiatives. Their recommendations fall into three categories:

  1. Improve measures of student success
    • Improve the accuracy of graduation rates
    • Publish employment outcomes by major
    • Develop measures of learning and civic outcomes
  2. Help colleges act on and analyze data
    • Invest in the data capacities of colleges
    • Generate evidence of what works
    • Kickstart evidence-based improvements
  3. Align resources behind student success
    • Make payoffs clear and certain
    • Prioritize equity
    • Consider post-graduation goals
    • Consider additional strategies to help low-performing colleges

White Paper Examines Overlap between Afterschool Programs and Workforce Development

The American Youth Policy Forum (AYPF) recently published a new white paper highlighting the shared goals and opportunities for collaboration between afterschool programs and workforce development initiatives. While both youth and workforce development initiatives implement programs and activities to help youth develop skills and competencies for the world of work, they often operate in separate and disconnected silos.

For example, afterschool programs have long focused on building the social and emotional skills of students, skills which also contribute to employability readiness. “Participation in high-quality afterschool programs has a positive impact on problem-solving, conflict resolution, self-control, leadership, and responsible decision-making, all of which are included within the employability and [social emotional learning] frameworks.” If efforts are better aligned and resources more coordinated, more of this training can be implemented.

The white paper examines case studies in Florida, Pennsylvania and Illinois and from those extrapolates recommendations for further collaboration between the two types of initiatives.

Odds and Ends

This report from AEI examines common barriers for providing high-quality CTE at community colleges and suggest five strategies for overcoming those barriers, most of which are structural and policy barriers, but also include the perceived stigma of CTE.

The Georgetown Center on Education and the Workforce (CEW) recently launched this video highlighting the problem of “The Forgotten 500,000” – the 500,000 students who are in the top half of their high school classes but do not go on to complete a postsecondary certificate or credential. Among other recommendations, CEW believes this problem can be solved by tying education more deliberately to career pathways.

The American Institutes for Research released this infographic highlighting the importance of using CTE as a strategy for students with disabilities. Students with disabilities who are CTE concentrators are five percent more likely to graduate high school on time and 20 percent more likely to be employed after graduation.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Research
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Analysis of Labor Market Information is Incomplete without Effective Dissemination of Results

Thursday, November 9th, 2017

Many states, school districts and postsecondary institutions use labor market information (LMI) to justify the creation of new Career Technical Education (CTE) programs and to inform program design. This information, which includes data on the current and projected number of openings in specific industry sectors, as well as data on salary and any technological or policy advancements that may affect the Career Clusters®, can also be used at the state, regional, local and even student levels for career awareness and exploration in priority sectors.

However, the dissemination of LMI has often been carried out in an ad hoc and not a strategic way, hurting the effectiveness of the data itself. Today, Advance CTE released a guide about the effective dissemination of LMI, which will help states think through this process more strategically. The guide highlights work done in Nevada, Kentucky and Washington and their dissemination of LMI to employers, districts and learners, respectively, and poses guiding questions for states to consider for each of those audiences.

This guide was developed through the New Skills for Youth initiative, a partnership of the Council of Chief State School Officers, Advance CTE and Education Strategy Group, generously funded by JPMorgan Chase & Co.

In Nevada, the state leveraged newly restructured Industry Sector Councils to create the 2017 In-Demand Occupations and Insights Report, which lists industries’ job growth and salary information for identified priority sectors along with a crosswalk for employers and CTE practitioners that identifies which occupation titles fall into which career pathways. This allows industry partners and CTE practitioners to communicate about LMI with a common language.

Kentucky similarly worked with industry partners to create a common language and used various data visualizations to share that information with school districts. When sharing LMI with district superintendents and CTE coordinators, the state was deliberate in how it presented the information so the LMI would have the most impact on policy with the least amount of confusion or varying interpretations.

Washington takes the state’s LMI straight to individual learners with Career Bridge, an online portal that allows students to explore career pathways and how they tie directly with job projections within the state. Additionally, the portal lists educational providers for specific career pathways and details student outcomes and other relevant data so that students have as much information as possible about their desired pathway.

All three of these state approaches disseminate LMI in various ways, but each is deliberate and thoughtful in both audience and messaging so that LMI can have the greatest positive effect for CTE programs. Read more about these strategies and examine your state’s approach by accessing the guide here.

Ashleigh McFadden, State Policy Manager

By Ashleigh McFadden in Advance CTE Resources, Research
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Major New Research Highlights Value of CTE (Part II)

Thursday, April 7th, 2016

In Part II, we dive into the Thomas B. Fordham Institute’s newest report, “Career and Technical Education in High School: Does It Improve Student Outcomes?” Provocative title notwithstanding, the report’s short answer is: Yes.

The report opens with a caveat that CTE is not a meaningful prat of students’ high school experience, and unlike most industrialized countries, it has been chronically neglected by leaders and policymakers.

“American students face a double-whammy: Not only do they lack access to high-quality secondary CTE, but then they are subject to a ‘bachelor’s degree or bust’ mentality,” the report states. “And many do bust, dropping out of college with no degree, no work skills, no work experience and a fair amount of debt.”

But according to data examined by University of Connecticut’s Shaun M. Dougherty, students do benefit from CTE coursework, in particular those course sequences aligned to certain industries. Based on the report’s findings, it calls for policymakers and education leaders across the country to invest more heavily – and strategically – in high school CTE, and to reauthorize the Carl D. Perkins CTE Act and increase federal support for high-quality, labor market-aligned programs that are available and appealing to all students.

The report’s findings will be discussed on April 14 in Washington, DC, and will also be streamed. Register here to hear from the report’s author and Arkansas State CTE Director Charisse Childers, among others.  The study uses the wealth of secondary, postsecondary and labor market data from the Arkansas Research Center to better understand the state of CTE, both of those students who take CTE courses and those who take three or more CTE courses within a career field.

Key findings include:

The report offers recommendations similar to what has taken place in Arkansas:

Andrea Zimmermann, State Policy Associate

fordham

By Andrea Zimmermann in Research, Uncategorized
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CTE Research Review: Jobs, Jobs and More Jobs

Thursday, August 27th, 2015

In the past few weeks, a number of studies have been released focusing on jobs and careers. Below is a quick rundown of some of the most salient reports.

The U.S. Departments of Education, Labor and Transportation: Strengthening Skills Training and Career Pathways across the Transportation Industry
This joint report, building on the collaboration across these agencies to better align career pathways initiatives and efforts, details the potential employment opportunities throughout the transportation industry, broken down by subsectors, occupations, career areas and geography. A core finding is that transportation industry employers are expected to hire and train roughly 4.6 million workers, an equivalent of 1.2 times the current workforce, to meet the needs of growth, retirement and turnover in the next decade.

Jobs for the Future: Promising Practices in Young Adult Employment
Jobs for the Future has released a series of three briefs to support ways in which education, employers and workforce development can better collaborate to combat the chronic high unemployment of our youngest adults. They released case studies on an EMT Career Pathway program in New Jersey; automotive and manufacturing Career Pathways in Wisconsin and Virginia; and a multi-disciplinary career exploration program in Milwaukee, Wisconsin, each of which detail the specific actions taken by employers and workforce development leaders.

Center on Education and the Workforce: Good Jobs Are Back: College Graduates Are First in Line
The latest report from Georgetown’s Center for Education and the Workforce focuses on how many of the jobs created since the Great Recession are “good jobs,” which according to the Center:

CEW Good JobsThe report finds that 2.9 million of the 6.6 million jobs added over the Recovery are “good jobs,” most of which require at least a bachelor’s degree. Consistent with many of the Center’s other reports, “Good Jobs Are Back” finds that individuals with a high school diploma or less as the most likely to suffer during and beyond the Recession and Recovery.

Young Invicibles: Best Jobs for Millennials
Focusing on careers that will provide millennials with the greatest opportunities, Young Invincibles analyzed Bureau of Labor Statistics data using three criteria: projected occupation growth by 2022, median wage and “Millennial share,” or the percentage of the total jobs in that occupation held by young adults aged 18-34. Based on the criteria and a ranking system, the report found that physician assistants, actuaries, statisticians, biomedical engineers and computer and information research scientists were the five best jobs out there for young adults. Across the list of the 25 best jobs identified, over half are “STEM” and nearly all require some education and training beyond high school, a number of which require less than a four-year degree.

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Research, Uncategorized
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NASDCTEc Fall Meeting Blog Series: Teachers, Employers, Students and the System: What needs to change?

Friday, October 24th, 2014

Earlier this week at NASDCTEc’s annual Fall Meeting, Brandon Busteed, Executive Director of Gallup Education, delivered a strong call to action to the CTE community. Highlighting Gallup’s research on the education system the economy in America today, Busteed urged attendees to leverage this data to reframe CTE in national and local conversations about education and careers.

Gallup conducted a national poll of students and found that students become significantly less engaged each year they are in school. More than 75 percent of elementary school students identify as engaged, while only 44 percent of high school students report feeling engaged at some point during the school day.

Busteed noted that there are reasons for student disengagement. Student success is measured through graduation rates, SAT scores, and G.P.A., which rarely – if ever – takes into account the student as a whole person. While these measures are certainly important, hope, mentorship and the opportunity to work on long-term projects are stronger indicators of success.

“What are we doing to identify entrepreneurship in our schools right now?” said Busteed. “We identify athletic talent with ease, we identify IQ; we don’t work to identify the next Bill Gates or Mark Zuckerberg. There are no indicators the education system uses to determine who will be an effective or successful entrepreneur.”

To that end, Busteed cited a recent interview with Laszlo Bock, Senior Vice President of People Operations at Google, who called grades and test scores worthless predictors of successful employees.

Just as internships are valuable experiences for students, teacher externships can be incredible opportunities that may be key in helping connect classroom curriculum to the modern workplace. Given the typical capacity issues for work-based learning, 3 million teacher externships would be the equivalent of more than 50 million student internships.

Businesses also value a stronger partnership with higher education. Currently, only 13 percent of business leaders think there is “a great deal” of collaboration between higher education and employers, while almost 90 percent favor an increased level of collaboration.

What implications does this research have for CTE? High-quality CTE programs provide all the opportunities Busteed called essential to student success: a focus on employability skills and technical skills, mentorship through work-based learning and curriculum that is made relevant by tying learning to the real world.

Busteed left the group with a final charge – the CTE community needs to better communicate career technical education not as option B, but instead as a staple of all students’ educational experience.
To view Busteed’s PowerPoint, please visit our 2014 Fall Meeting page.

Katie Fitzgerald, Communications Associate

By Andrea Zimmermann in Advance CTE Fall Meeting, Meetings and Events, Research, Resources
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Leaders, Laggards and the State of the Common Core

Friday, September 12th, 2014

2014 Leaders & Laggards

The U.S. Chamber of Commerce Foundation has released the newest version of its Leaders & Laggards, a state-by-state analysis of K-12 education. Seven years after its inaugural edition, the report found that every state had improved in K-12 education but results still vary greatly in student outcomes across the country.

The 2014 report graded states on an A-F system using 11 metrics including student achievement, return on investment, international competitiveness and postsecondary and workforce readiness. The American Enterprise Institute conducted the research in the report. This year’s report also showed how student scores changed over time since the initial report.

Tennessee was highlighted as a state that made tremendous progress since the 2007 rankings, receiving an A for progress but was still awarded D’s and F’s in categories such as academic achievement, Technology and international competitiveness.

The report drew from national data such as the National Assessment of Educational Progress (NAEP), Advanced Placement exam passage rates, and high school graduation rates.

Citing the country’s high unemployment rate and persistently high number of unfilled jobs as evidence of a skills gap, the researchers attempted to look closer at how the K-12 system was preparing students for college and careers. However, they said insufficient data and the lack of a single accountability metric prevented them from being able to truly measure career readiness or post-high school outcomes.

Also, despite having a category that examined career readiness, CTE was visibly absent from both the report and the conversation at the public event in Washington, D.C. When asked about why CTE wasn’t included, AEI’s Frederick M. Hess called out the lack of quality, consistent national data on CTE as the reason for its absence from the report.

You can spend time with the report’s sophisticated web tool, which allows you to compare states by metric, see full state report cards and look closer at the data used.

Where does the Common Core stand now?

After months of heated debates over the Common Core State Standards, it might be easy to lose track of which states have kept, renamed, modified or overturned the new (or not so new) standards to measure college and career readiness.

Education Commission of the States have taken a state-by-state look at where the Common Core currently stands. While some more high-profile examples have made news headlines, other changes – sometimes in name only – have bypassed national news. In fact, though many states have maintained their commitment to the standards, 25 have quietly renamed the standards such as Iowa Core, Maine’s Learning Results and Wyoming Content and Performance Standards.

Check out the full overview to see where your state stands.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in News, Research
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CTE Research Review

Thursday, September 4th, 2014

Data, Data, DatResearch Image_6.2013a! This week’s installment of the CTE Research Review takes a look at new data from the Bureau of Labor Statistics (BLS) and the New York Federal Reserve.

Analysts at BLS are diving deep into their datasets to pull out trends on manufacturing employment and reemployment rates by industry. Using its Current Employment Statistics datasets, BLS found that Los Angeles had the largest total population employed in manufacturing; however, when taken as a percentage, Elkhart, Indiana (also the “RV and Band Instrument Capital(s) of the World,” according to Wikipedia), took the top spot, 47.8 percent of the working population employed in manufacturing.

BLS also examined reemployment rates for displaced workers by industry – those who were employed for at least three years but lost their jobs through layoffs or because a company closed. Although the analysis does not consider whether workers were reemployed in the same industry, it showed that industries such as hospitality, construction and information (such as telecommunications) posted the highest overall reemployment rates.

Over on Liberty Street…

This week, the Federal Reserve Bank of New York released a series of posts on their blog, “Liberty Street Economics,” examining the value of a college degree, which are all related to an article it released in June.

The third post in the blog series found that a quarter of those who earn a bachelor’s degree reap little economic benefit. In fact, the bottom quartile of baccalaureate holders had nearly identical wages to those with a high school degree. Another post also points to the diminishing economic rewards for students who don’t finish in four years.

These numbers poke yet another hole in the baccalaureate-only focus of the college-for-all mantra. By overlooking the broader set of postsecondary pathways, students – and not just those who may fall in the 25th percentile – may be missing their chance to earn a family-sustaining wage with job security and mobility.

Andrea Zimmermann, State Policy Associate

By Andrea Zimmermann in Research
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CTE Research Review

Wednesday, December 4th, 2013

Research Image_6.2013Yesterday, results from the 2012 Program of International Student Assessment (PISA) were released. PISA assesses literacy in mathematics, science and reading for over 500,000 15-year olds from across over 60 countries. The major takeaway is that U.S. students’ scores have remained flat from the last assessment, released in 2009, although scores are largely remained unchanged since 2000. However, as the U.S. stood still, other countries demonstrated progress, surpassing the U.S.

On the math portion, 28 countries tested better than the United States, including Shanghai, Singapore, Hong Kong, Taipei, Korea, Japan, Latvia, the United Kingdom, Poland, France, Germany, Slovenia and others. In reading, 19 countries had higher scores than U.S. students, while 22 countries posted better results than the United States in science.

For the first time, three states — Massachusetts, Connecticut and Florida — participated in the test and were ranked as if they were individual countries to see how their students compared internationally. Students in Massachusetts and Connecticut scored above the U.S. and PISA average in all three content areas, while students in Florida lagged in math and science and was on par with the U.S. and PISA average in reading.

Education Week created an interactive tool for comparing PISA results, found here.

A new report out of the Manhattan Institute for Policy Research by Tamar Jacoby, President and CEO of ImmigrationWorks USA calls on the private sector to engage in Career Technical Education (CTE). Vocational Education 2.0: Employers Hold the Key to Better Career Training makes the case that CTE can provide reliably effective pathways to skilled and well-paying careers, but only with strong engagement and support from the business community. The policy paper tracks the evolution of CTE from old-school vocational education to a more rigorous career-focused set of programs and explores the role CTE is playing as more attention is put on middle-skill jobs, or those that require some education and training beyond high school, but less than a four-year degree.The paper lays out a few models for business engagement in CTE; from Germany’s apprenticeship model and ProStart, which is supported by the National Restaurant Association among other companies, to the National Center for Construction Education and Research, which provides standardized assessments and credentials in the construction trades.

The Data Quality Campaign (DQC), of which NASDCTEc is a partner organization, released its annual state progress report: Data for Action 2013. Data for Action tracks states’ progress on the adoption and implementation of its 10 State Actions to Ensure Effective Data Use, which include linking data systems across the K-12, postsecondary and workforce systems; developing funding and governance structures; implementing systems to provide timely access to information for stakeholders; creating progress reports using individual student data to improve student performance; among others. For the first time, two states (Arkansas and Delaware) have met all 10 Actions, while most other states continue to make progress, including 15 states that have met eight or nine Actions.

However, only 19 states have linked their K-12 and workforce data, leaving the majority of states limited in their ability to measure districts’ and schools’ success at supporting students’ career readiness.

The College & Career Readiness & Success Center at the American Institutes for Research has developed the CCRS Interactive State Map, which provides snapshots of each state’s key college and career readiness initiatives, including CTE programs of study, dual enrollment and early college high schools, progress on state longitudinal data system and many others.

Kate Blosveren, Associate Executive Director

By Kate Blosveren Kreamer in Research
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New Book for State Leaders Highlights CTE and NASDCTEc

Thursday, July 18th, 2013

The Council of State Governments (CSG), a forum that encourages the exchange of ideas that help state officials shape public policy, releases The Book of States annually to serve as a resource for state leaders and a catalyst for innovation and excellence in state governance. This year, CSG featured an article written by National Association of State Directors of Career Technical Education Consortium (NASDCTEc) to highlight initiatives that are underway to transform and guide Career Technical Education (CTE) programs across the nation.

The six-page article includes an overview of CTE, the CTE: Learning that works for America® campaign, and Reflect, Transform, Lead: A New Vision for Career Technical Education. The article also describes current projects that support each principle of the State Directors’ vision for CTE. Lastly, the resource includes a table of CTE State Directors including contact information and Common Career Technical Core participation status as of April 2013.

Access the article on CTE and NASDCTEc here.

The Book of States includes chapters that consist of several articles and in-depth tables and cover the following areas: State constitutions; Federalism and intergovernmental relations; State legislative, executive, and judicial branches; State finance; State management, administration, and demographics; Selected state policies and programs; and State pages.

Read the full The Book of States here.

We encourage you to review the book and use it as a reference tool for accessing relevant, timely information and state comparisons.

Kara Herbertson, Research and Policy Manager

By Kara in News, Public Policy, Publications, Research, Resources
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