c ccspecialpopulations.org

Core Indicator Performance ofStudents in Allied Health Programs

Focus on students from “Special Populations”

cccspecialpopulations.org

Presenter: Laurie Harrison •Project Manager, Special Populations

Collaborative Project•Consultant, Joint Special Populations Advisory

Committee


Special Population “Jeopardy”


• Answer: A student who is eligible for financial aid, pubic need-based assistance, or identifies his/her income as below the federal poverty level.

Question: Who is _____________________?

• Answer: A student who has been dependent on the income of another family member but is no longer supported by that income and has diminished workforce skills.

Question: Who is _____________________?

• Answer: A student who participates in community college DSPS programs.

Question: Who is _____________________?

• Answer: A student who is training for an occupation where fewer than 25% of the workers are of the student’s gender.

Question: Who is _____________________?

• Answer: A student who is unmarried or legally separated and has custody or joint custody of a minor child or children.

Question: Who is _____________________?

• Answer: A student who has participated in community college ESL courses/programs.

Question: Who is _____________________?

What are the Core Indicators?


There are 6 Core Indicators

• Skill Attainment – getting a “C” or better in CTE Class• Completion – earning a CTE degree or certificate• Persistence – staying in community college or

transferring to a 4 year school• Employment – in the workforce or military• Nontraditional Participation - % of students of

underrepresented gender in the courses• Nontraditional Completion - % of completers who

are of the underrepresented gender

Core Indicator Details:

• Established by Congress in the Perkins legislation which funds CTE

• The state must set a performance goal for

each Core Indicator

• Local districts must also set goals for each indicator

• If the state and/or districts do not come within 90% of their Core Indicator goals, they must take correction action.

•With continued lack of performance they could loose funding.

The primary purpose of the core indicators is to measure student success.

How are Students in Health Performing?


Core Indicator #1

“Skill Attainment”

The Percentage of Students who earn a C or better in their Health Classes

(Based on students who are “concentrating” in Health, i.e. have taken at least 12 units.)

2006

-200

7

2007

-200

8

2008

-200

9

80%

90%

100%

Program Area TotalNon-traditionalDisplaced HomemakerEconomically DisadvantagedLimited English ProficiencySingle ParentStudents with Disabilities

Perkins IV Core Indicator 1P1: TOP Code 12 – Health – All CollegesCTE concentrators earning a GPA of 2.0 or higher in CTE courses to assess technical skill attainment

2011-12 State Performance Goal: 88.82%

Data source: http://reports.cccco.edu/Reports/Pages/Folder.aspx?ItemPath=%2fPERKINS+IV%2f2011-2012+Fiscal+Year+Planning

Skill Attainment (Core Indicator #1)Improvement Strategies• Tutoring• Basic skills instruction• Organize Study Groups• Vary instructional delivery: try group projects, flexible seating, on-line supplemental practice/materials• Ensure instructors understand the needs of special population groups


Core Indicator #2

“Completion”

The percentage of Health students who receive a degree or

certificate

2006

-200

7

2007

-200

8

2008

-200

9

80%

90%

100%


Perkins IV Core Indicator 2P1: TOP Code 12 – Health – All Colleges"Leavers and Completer" concentrators who: 1) receive a degree, certificate, or equivalent;

or 2) complete a transfer program and are classified as Transfer Prepared


Core Indicator #3

“Persistence”

The percentage of Health students who have not received a degree or certificate, but stay

enrolled in the community college or transfer to a 4 year institution

2006

-200

7

2007

-200

8

2008

-200

9

70%

80%

90%


Perkins IV Core Indicator 3P1: TOP Code 12 – Health – All CollegesStudents who have successfully completed a minimum "threshold of 12 or more units of related coursework" in a CTE program area and

who: 1) persisted in education at the community college level or 2) transferred to a four year institution


Completion and Persistence Improvement Strategies (Core Indicators #2 and #3) • Increase awareness of financial aid• Provide childcare• Increase awareness of transportation options• Loan text books• Provide mentors, role models, and support groups for encouragement


Core Indicator #4

“Employment/Placement”

The percentage of Health students who gain employment or are in the military

2006

-200

7

2007

-200

8

2008

-200

9

70%

80%

90%

100%


Perkins IV Core Indicator 4: TOP Code 12 – Health – All CollegesThe percentage of CTE program leavers and completers who did not transfer to a two or four year institution and were found during one of the four quarters following the cohort year in an apprenticeship program, UI covered employment, the federal

Government, or the military


Employment/Placement (Core Indicator #4) Improvement Strategies

• Provide internships, job shadowing and paid work experience• Maintain strong working relationships with advisory committees and employers• Provide job search and development services• Ensure that students have “soft skills” in addition to technical skills (dress, conduct, timeliness, working well with others, etc.)


Core Indicator 5a

“Nontraditional Participation”

The percentage of Health students who are of the under-represented gender (male).

(Also based on students who are “concentrating” in Health.)

2006

-200

7

2007

-200

8

2008

-200

9

0%

10%

20%

Program Area TotalDisplaced HomemakerEconomically DisadvantagedLimited English ProficiencySingle ParentStudents with Disabilities

Perkins IV Core Indicator 5P1: TOP Code 12 – Health – All CollegesPercent of underrepresented gender student concentrators participating in

CTE coursework leading to employment in nontraditional occupations


Core Indicator 5b

“Nontraditional Completion”

The percentage of Health students who complete health programs who are of the

under-represented gender (male).

2006

-200

7

2007

-200

8

2008

-200

9

0%

10%

20%

30%

Program Area TotalDisplaced HomemakerEconomically DisadvantagedLimited English ProficiencySingle ParentStudents with Disabilities

Perkins IV Core Indicator 5P2: TOP Code 12 – Health – All CollegesPercent of nontraditional (underrepresented gender) student completers in CTE programs leading to non-traditional fields.

Completion is defined as 1) receiving a degree, 2) completing a transfer program, 3) transferring to a two- or four-year institution, or 4) enlisting in the military


Example strategies to increase nontraditional participation and completion

• Recruit in groups • Provide nontraditional role models in materials, on-campus presentation, at work sites• Offer clubs or support groups


To Summarize:• In general, the data are strong.

• There has been an upward trend in Skill Attainment for all but Disabled Students who continue to have difficulty.

• Employment data are good except for Displaced Homemakers.

• Biggest weaknesses are in Nontraditional Participation and Completion.

Resources and Support are available at:

• cccspecialpopulations.org

• www.jspac.org


Thanks!For additional information contact:

[email protected]


c ccspecialpopulations.org

Documents

core indicator goals

orgcore indicator

core indicator local

perkins iv core indicator

percentage of students

percentage of health

students gender

student success