analyze that! using data to improve college tech prep

Analyze That!Analyze That!Using Data to Improve Using Data to Improve

College Tech PrepCollege Tech PrepNational Tech Prep Network

Conference

Minneapolis, MN

October 15, 2004

Vickie Hodge,

Career-Technical Curriculum Coordinator

Vicky Wheeler,

School-to-Careers Coordinator

Alamance-Burlington School System

Burlington, NC

Alamance County

• Centrally located between the Triad (Winston-Salem/Greensboro) and Research Triangle Park (Raleigh/Durham) in the state

• County Population: 135,453

• Burlington Population: 42,000

• County accessible in all directions from major interstates and 2 airports

• 300 diversified manufacturers

By 2006, at least 90% of students in each student group will pass state assessments at every school.

School System Focuses Mission, adopted 4/23/01, by ABSS Board of Education

Alamance-Burlington Schools• 14th largest system in the state; 2nd

largest employer in the county

• 1996 merger between Burlington City & Alamance County Schools

• Comprehensive school district serving the entire county

• 21,605 students in 33 K-12 schools

• 6 high schools; 7 middle schools; 19 elementary schools; & 1 alternative school

Tech Prep in North CarolinaTech Prep in North CarolinaMath, 3 credits - Algebra I, Geometry,

Algebra II or Algebra I, Technical Math I and II or Integrated Math I, II and III

Science, 3 credits - a physical science, Biology, earth/environmental science

English, 4 credits - English I, II, III, IV

Tech Prep in North CarolinaTech Prep in North Carolina

Social Studies, 3 credits - Gov./Econ., US History, World Studies

Health & Physical Education - 1 creditCareer/Technical - 4 credits in one of

ten career pathways to include a second level

Electives or other requirements, 2 credits

PartnershipsPartnershipsTech Prep Consortium - TP funding since 1992

– Alamance-Burlington Schools

– Alamance Community College

Alamance County School-to-Careers Partnership

– Alamance County Area Chamber of Commerce

– Elon University

Evaluation HistoryEvaluation History Tech Prep Review Process

– Collected data for annual reviews School-to-Work Grants (JobReady 1998)

– Collected data of activities NC Tech Prep - 10% budget mandate (98-00) SERVE - Regional educational research agency

affiliated with UNC-Greensboro

– Developed template for local use

– Compiled and analyzed data

– Template became tool for NC JobReady

Evaluation ProcessEvaluation Process

Collect Data

Analyze Data

Establish Goals and Strategies

Interim Evaluation

Internal -ABSS

External to Partners

Monthly

Quarterly

Annually

Develop improvement strategies

Evaluation TemplateEvaluation Template

Basic Skills

Career Development

Work-based Learning

Transition to Post-Secondary

Parent & Community

1. Student Participation in Work-Based Learning Experiences

Community Service/Service Learning

Other:

In School Work Adjustment (Special Population)

Community Based Instruction (Special Population)

Registered Apprenticeships

Cooperative Education

Internships (paid/unpaid)

School-Based Enterprises

Job Shadowing

Section C. Work-Based Learning

Work Based Learning Experience Year: Year: Year:# Students Enrolled # Students Enrolled # Students Enrolled

# % # % # %Associate Degree

Transitional Students

Diploma Programs

Certificate Programs

Average Score

# Taking Test

Average Score

# Taking Test

Average Score

# Taking Test

English

Reading

Math

Elementary Algebra

2. Enrollment and performance of high school graduates entering North Carolina Community College

2b. Average Performance on Community College Placement Test (ASSET/ACCUPLACER)

MeasurementYear: Year: Year:

2a. Program of Study – Freshman Enrollment – Community College

Freshman Student EnrollmentYear: Year: Year:

Reporting to StakeholdersReporting to Stakeholders

NC Department of Public Instruction Alamance County School-to-Careers

Partnership– Executive Committee- quarterly

Alamance County Area Chamber of Commerce– Education Council - monthly

Curriculum Directors & High School Principals

Goals of the GrantGoals of the Grant

Strengthen the commitment to College Tech Prep (CTP) program

Increase integration of academic and career-technical education

Continue work-based learning experiences for students and teachers

Expand comprehensive career development Evaluate the effectiveness of the CTP

program

Strengthen the Commitment Strengthen the Commitment to College Tech Prepto College Tech Prep

ABSS College Tech Prep Completers

163 168

208240

399

0

50

100

150

200

250

300

350

400

450

99-00 00-01 2001-02 2002-03 2003-04

Year

Nu

mb

er o

f Stu

den

ts

CTP Completers by School

34 32

15

44

93

22

38

73

34

6877

109

0

20

40

60

80

100

120

CHS EHS GHS SHS WAHS WWHS

School

Nu

mb

er

of

Stu

de

nts

2000-01

2001-02

2002-03

2003-04

CTP Completers Percentage Change by School

0

37.5 34.8

18.8

128.1 126.7

54.5

17.2

71.4

-6.15-5.97 -4.5

-20

0

20

40

60

80

100

120

140

CHS EHS GHS SHS WAHS WWHS

2002-03

2003-04

Career Clusters - College Tech Prep Completers

1

10

04

07 8

0

24

120

25

56

30

15149

29

14

70

7

181514

3122

82

19

4

203220

34

17

74

28

3533

62

0

20

40

60

80

100

120

140

Cluster

Nu

mb

er o

f S

tud

ents

2001

2002

2003

2004

Attainment of Credentials by Concentrators

66

73.3

72

76.8

60 62 64 66 68 70 72 74 76 78

Benchmark

2003-04

2002-03

2001-02

Performance Indicator 3: By 2003-04, 76.8% of graduating vocational and technical education concentrators in NC will have completed a Tech Prep or a combined Tech Prep/College Prep course of study.

Special Populations for CTP

7

8

9

23

4

4

3

4

12

19

12

25

26

59

28

61

0 10 20 30 40 50 60 70

2000-01

2001-02

2002-03

2003-04

Year

Number of Students

AD

ED

LEP

Disabled

Postsecondary CTP Intentions(Percentage)

40.5

44.546.9

7.1 6.25 5.75.4 4.8

9.17.1

10.8

1.2 1.3

28.1

38.737.537.5

43.3

3.82.92.9

8.3

0.96 3.5

0

5

10

15

20

25

30

35

40

45

50

2000-01 2001-02 2002-03 2003-04

4 Yr.

CC

Trade

Military

Work

Undecided

Articulated Credit Hours for CTP

125

84

0

20

40

60

80

100

120

140

2002-03 2003-04

Years

Ho

urs

Congratulations to the following Western Alamance High School Warriors for earning articulated community college credit for:Computer Applications II

Karen Brittain

Henry Chism

Travis Crisp

Michael Edwards

Samuel Forbis

Matthew Norton

Monthly Reports to Chamber Education Council

Silver Award for CTP Partnership Recognition

ABSS Recognizes Annual Business Partners

Increase Integration of Increase Integration of Academic and Career-Academic and Career-Technical EducationTechnical Education

Integration InitiativesIntegration Initiatives

Installed academic item banks in all high schools and provided staff development

Writing across the curriculum workshops in all high schools

Staff attended National Academy Foundation Conference

Cooperative learning workshops for all high school teachers

ACC Huskins Classes

145

80

87

55

0

20

40

60

80

100

120

140

160

2000-01 2002-03 2002-03 2003-04

Year

Nu

mb

er o

f C

lass

es

ABSS Students in ACC Huskins and Dual Enrollment Classes

0

100

200

300

400

500

600

2000-01 2001-02 2002-03 2003-04

Year

Nu

mb

er o

f S

tud

ents

Huskins

Dual

CTP Earned Credit Hours

200

309

21 20

0

50

100

150

200

250

300

350

2002-03 2003-04

Huskins

Dual

ABSS ASSET

0

10

20

30

40

50

60

70

22-33 34-38 34-41 42-55 22-33 34-38 34-41 42-55 23-40 41-55 23-40 41-55

Writing Reading NumericalSkills

Elem. Algebra

Score Range

Per

cen

t

2002

2003

2004

% ABSS Concentrators Meeting Performance Indicator 1 Comparing 2003 and 2004

59.76

59.46

51.67

63.11

56.67

59.6

52.7

59.7

56.95

51.33

47.3

52.7

53.9

38.3

50.8

0 10 20 30 40 50 60 70

CHS

EHS

GHS

SHS

WAHS

WWHS

ABSS

Percent

National Mean

2004

2003

Performance Indicator 1: By 2003-04, 59.7 % of vocational concentrators in NC will score at or above the national mean on each of the four ASSET tests: reading, writing, numerical skills, and elementary algebra.

ABSS ASSET Comparison with Affinity Groups Based on SizePercent = or > National Average

0

10

20

30

40

50

60

70

80

90

ABSS 200

4

ABSS 200

3

Buncom

be

Cabar

rus

David

son

Harnet

t

Iredel

l-Sta

tesv

ille

Johns

ton

Nash-R

ocky

Mt.

New H

anov

er

Ons

low Pitt

Randol

ph

Robeso

n

Rowan-S

alis

bury

Union

Wayn

e

Per

cen

t

Writing

Reading

Num. Skills

Elem. Alg.

All Scores

% = or > National Mean ASSET Scores 2004

0

10

20

30

40

50

60

70

80

90

Writing Reading Numerical Elem Alg All Scores

Pe

rce

nt

CHS 2004

EHS 2004

GHS 2004

SHS 2004

WAHS 2004

WWHS 2004

ABSS 2004

Average SAT Scores of CTP Completers

488.6484.48

474.1

479.5

461.8

453.21 451.42 451.5

430

440

450

460

470

480

490

500

00-01 2001-02 2002-03 2003-04

Year

Sco

re Math

Verbal

SAT Comparison

484.48

474.1

479.5

489494

501505 506 507

453.21 451.42 451.5

466

481 481

493 495499

420

430

440

450

460

470

480

490

500

510

520

2002 CTP 2003 CTP 2004 CTP 2002 ABSS 2003 ABSS 2004 ABSS 2002 NC 2003 NC 2004 NC

Math

Verbal

Percentage CTP Students Taking SAT

59.555.4

40.6

64.4

0

10

20

30

40

50

60

70

2000-01 2001-02 2002-03 2003-04

2.92

2.852.81

2.55

2

2.5

3

2000-01 2001-02 2002-03 2003-04

Average GPA of CTP Completers

% Proficiency on Vocats

51.09

54

58.2

53.4

46

48

50

52

54

56

58

60

1

Percent Achieved

2002

2003

2004

Standard

Performance Indicator 2: By 2003, 58.2 percent of vocational and technical education enrollees will score at Level III or above on end-of-course VoCATS tests.

Technical Attainment by Program Area

0

10

20

30

40

50

60

70

80

90

Program Area

Per

cen

t ABSS 2004

ABSS 2003

NC 2003

VoCATS Comparison with Affinity Groups Based on SizeTechnical Attainment

55.6

64.1

52.9

72.6

63.5

45.2

77.7

67

61.3 60.864.1

66.166

59.1

66.6

68

54

0

10

20

30

40

50

60

70

80

90

ABSS 04

ABSS 03

Buncom

b

Cabar

rus

David

son

Harnet

t

Iredell

-Sta

tesv

ille

Johnst

on

Nash-

Rocky

Mt.

New H

anove

r

Onslo

wPitt

Rando

lph

Robeso

n

Rowan-S

alisb

ury

Union

Way

ne

LEA

Pe

rce

nt

Affinity Group Ranking of LEAs by Overall PercentagesTechnical Attainment

2002-2003

86

93

48

108

64

13

34

71

42

1

42

61

36293025

0

20

40

60

80

100

120

ABSS 03

Bunco

mb

Cabar

rus

Davids

on

Harne

tt

Irede

ll-Sta

tesv

ille

John

ston

Nash-

Rocky

Mt.

New H

anov

er

Onslow

Pitt Rando

lph

Robes

on

Rowan

-Sali

sbur

y

Union

Way

ne

LEA

Nu

mb

er

VoCATS Technical Attainment per SchoolComparing 2003 and 2004

0

10

20

30

40

50

60

70

80

Cummings Eastern Graham SGEC Southern Western Williams ABSS

School

Per

cen

t

2004

2003

FACS Teachers attend local ServSafe Training

“Field of Dreams…

If We Teach It, They Will Score”

CTE Staff Development

Recognizing VoCATS Achievement

Continue Work-Based Learning Continue Work-Based Learning Experiences for Students and Experiences for Students and

EducatorsEducators

259240

285

250

303280

360

173

0

50

100

150

200

250

300

350

400

2000-01 2001-02 2002-03 2003-04

Students in Shadowing and Coop

Shadowing

Coop

12

11

11

1528

20

36

15

0

10

20

30

40

50

60

2000-01 2001-02 2002-03 2003-04

Work-Based Learning & Special Needs Students

In School

CBI

33

68

34

74

31

81

69

53

0

10

20

30

40

50

60

70

80

2000-01 2001-02 2002-03 2003-04

Students in Apprenticeships and Internships

Interns

Apprentices

1st Annual Carpenter’s Cup conducted with Home Builders Association of Burlington-Alamance Co.

ABSS Construction Technologies students build another house for Eastern NC Flood Victims

Tuesday Tours for Teachers

ARMC

97 participants 8 businesses

Alamance UpClose

Gold Toe, Inc.

10 participants

Educator Intern Program – 27 educators, 29 businesses

Expand Comprehensive Expand Comprehensive Career Development Career Development

Chamber Job Fair – 150 ABSS seniors

Elon University’s College and Career Day – all ABSS juniors and seniors

ESL Career and Resource Fair – 135 students & 14 businesses

Jason Dorsey kicks off the 2nd Annual ABSS Apprentice Academy

Deanna Wyatt, Central Carolina Bank, conducts session on financial management.

The Employer Business Panel provides advice and answers questions from student apprentices regarding future employment.

ABSS Career-Technical Business Advisory meeting

70 business and ACC representatives attending

1800 ABSS 9th Graders

ACC’s Taste of Tech

ACC’s Apprentice and Employer Recognition

ACC’s All-Star Career Academy – 73 ABSS students

Evaluation ExpendituresEvaluation Expenditures and Findings and Findings

CP/CTP Graduate Follow-Up 2000,2001, 2002– 100 randomly selected graduates– Telephone survey– Response rate: 27%

More than half participated in work-based learning– Encourage more students to participate in work based

learning All respondents “very satisfied” or “somewhat

satisfied” with high school education

60% enrolled in post-secondary education Academic, then CTE teachers, had most

influence on students and their future ¾ of respondents were full or part-time

employed– Continue efforts to keep all teachers abreast of

current workplace opportunities and career choices

Suggested that current students “choose a career that interests you and that you enjoy”

Evaluation Expenditures Evaluation Expenditures and Findingsand Findings


Transcript Study of CP and CP/CTP Students’ Math Course Taking Patterns– 2002 (587 CP & 175 CP/CPT) and 2003 (593 CP

& 196 CP/CPT) graduates– Random sample of 50 from each of the two groups

CP and CP/CTP performed similarly in Algebra I, II and Geometry

CP students were more likely to take honors Algebra II and Geometry than CP/CTP


2002 & 2003 graduates performed similarly in Algebra I, II and Geometry

Correlations between course grades and EOC scores were positive

Findings of this study support others which indicate more rigorous math courses is linked to better math scores on admissions exams


Retrospective Study of Math Remediation ABSS 2002 and 2003 Graduates Entering ACC as Freshman– 2002 and 2003 CTP (27) and CP/CTP (118) grads enrolling

in ACC – Taken ASSET or SAT

2003 CTP’s had higher math remediation rates than CP/CTP counterparts

CP/CTP’s more likely to have Algebra II and Geometry; CTP’s more likely to have Tech Math I and II


Algebra II and Geometry more effective than Tech Math I and II in preparing students to meet ACC math requirements– Investigate reasons why Tech Math I and Tech

Math II did not provide students with adequate math skills for ACC

A’s for ExcellenceA’s for Excellence

Awareness– Marketing of CTP to students, faculties and employers

(print, video, PowerPoint, website, CTP Scholarships, media)

– Recognition and monitoring of CTP students (advisor/advisee, guidance, CDC’s)

– Awareness of needs of business and industry for educators (tours, internships, joint advisory committees) and students (various on-going career events)

– Refine ABSS Career Development Plan (Career Council, staff development on articulated courses and on line courses)

A’s for ExcellenceA’s for ExcellenceArticulation

– Increase number of articulated credits to CTP students

local joint course review to expand articulation agreements

CTE staff development for best practices in raising VoCATS scores

develop documents to promote articulated credit

recognize students earning articulated credit lower remediation rates by improving ASSET

scores


Academies– Support WAHS Health Science Academy to

become model for additional academies ABSS and ACC Health science faculties work on

articulated credit opportunities ACC conduct Health Science Summer Institute for ABSS

faculties ACC faculty develop classroom activity modules Academy academic and CTE faculties develop

integrated lessons Follow with WAHS Information Systems Academy


Accountability– Implement on-going evaluation (awareness survey,

senior exit survey, implement transcript and math study strategies)

– CTP graduate follow up survey from ABSS, ACC, to employment

– Improve VoCATS and ASSET scores– Establish CTP Leadership Subcommittee– Increase number of CTP completers– Increase number of articulated courses– Increase number of awarded articulated credits

Questions and Answers

Contact Information:

Vickie Hodge, CTE Curriculum Coordinator

[email protected]

Vicky Wheeler, School-to-Careers Coordinator

[email protected]

Alamance-Burlington School System

Sellars-Gunn Education Center

612 Apple Street

Burlington, NC 27217

336.570.6130

analyze that! using data to improve college tech prep

Documents

workbased learning1

credits algebra

burlington population

credits english i

ivtech prep

credits gov

state county population

data of activitiesnc