Download - Seventh Annual Report on the BEAP Database
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Seventh Annual Report on the BEAP Database
Destin, FL
March 7, 2008
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Baccalaureate Education Assessment Project Team Members
Vicky BuchanAnnabelle Gilbert
Tobi DeLong-HamiltonGrafton Hull
Philip NgRoy “Butch” Rodenhiser
John RogersMarshall Smith
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BEAP Purposes• Assist in assessing program objectives• Promote on-going program monitoring• Provide a starting point for assessment to
which programs add their own methods• Allow creation of a database to allow
programs to compare themselves with national data
• Contribute to the knowledge base of social work education
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References• Rodenhiser, R. W., Buchan, V., Hull, G., Smith, M. L.,
Pike, C. K., & Rogers, J. (2007). Assessment of social work program outcomes: The baccalaureate educational assessment project, Journal of Baccalaureate Social Work.
• Buchan, B., Rodenhiser, R. W., Hull, G., Rogers, J., Pike, C. K., & Smith, M. L. (2004, Spring/Summer). Evaluating an assessment tool for undergraduate social work education: Analysis of the Baccalaureate Educational Assessment Package (BEAP). Journal of Social Work Education, 40(2), 239-253.
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Sample vs. Population Program Type
2000-2004
Entrance
2005
Entrance
2006
Entrance
2007
EntranceOverall
All
Programs
Program
TypeN % N % N % N % BEAP % N %
BSW Only 526 79.8 110 82.7 109 84.5 72 86.7 80.5
Combined
Programs133 20.2 23 17.3 20 15.5 11 13.3 19.5
Total 659 100 133 100 129 100 83 100 100
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Sample Profile Overview of all Respondents
2000-2004
Respondents
2005
Respondents
2006
Respondents
2007
Respondents
Overall
Respondents
Entrance 17173 3711 3620 2084 26588
SWVI at Entrance
17428 3940 3684 2143 27195
Exit 9520 2289 2287 1718 15814
SWVI at Exit
7619 2045 2152 1690 13506
Alumni 3200 669 524 223 4616
Employer 1161 165 256 109 1691
Totals 56101 12819 12523 7967 89410
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Sample Profile Response Rates
Instrument2000-2004
Average %
2005
Average %
2006
Average %
2007
Average %
Overall
Average %
Entrance 95.2 91.5 93.9 97.1 94.4
SWVI at Entrance
95.6 92.0 94.0 97.0 94.7
Exit 92.5 89.1 88.5 94.1 91.8
SWVI at Exit
92.5 89.6 90.5 93.5 91.5
Alumni 36.5 33.4 35.8 27.6 34.9
Employer 27.4 17.4 18.5 21.3 23.3
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Auspices of College or University(Overall-Entrance)
Auspice Program Percentage Student Percentage
Public(120 schools)
52.9 67.8
Private Denominational(72 schools)
31.7 20.7
Private Non-Denominational(35 schools)
15.4 11.6
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Ethnicity at EntranceEthnicity
2000-2004 %
N=17173
2005 %
N=3711
2006 %
N=3620
2007 %
N=2084
Overall %
N=26588
European/
Caucasian68.3 67.1 64.8 63.7 67.3
African/Black 17.0 18.9 19.1 19.5 17.7
Native American 10.6 8.3 9.0 7.3 9.8
Other 3.6 3.9 4.2 3.4 3.7
Other Hispanic 3.7 3.7 4.1 5.2 3.9
Asian/Pacific Islander
3.3 3.5 3.7 3.9 3.4
Chicano/Mexican 3.0 3.0 2.9 3.6 3.0
Puerto Rican 1.5 1.5 2.0 1.6 1.6
Note: Percentages equal more than 100% due to multiple self-reported ethnicities.
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Financial Aid at Entrance
Aid Source2000-2004 %
N=17173
2005 %
N=3711
2006 %
N=3620
2007 %
N=2084
Overall %
N=26588
Self Work/Savings
79.2 77.6 78.1 76.2 78.6
Loan* 76.2 80.0 80.2 76.7 77.4
Grant* 74.9 77.4 74.7 76.2 75.3
Family Assistance
44.2 46.5 42.6 43.6 44.3
*Includes Federal and State only.
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Plan to be Employed During BSW Education
(Reported at Entrance)
2000-2004 %
N=17173
2005 %
N=3711
2006 %
N=3620
2007 %
N=2084
Overall %
N=26588
Plan to be Employed
79.3 79.1 79.7 80.7 79.4
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Educational
Plans
2000-2004 %
N=9520
2005 %
N=2289
2006 %
N=2287
2007 %
N=1718
Overall %
N=15814
Have Future Educational Plans
82.9 83.0 83.5 82.9 83.0
MSW 75.1 76.6 77.5 78.4 76.9
Other MA 14.0 12.8 12.2 11.6 13.3
Other BA 3.0 2.4 2.7 3.1 2.9
Note: Percentages equal more than 100% due to multiple self-reported future educational plans.
Future Educational Plans-Exit
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Current Employment Information Primary Function- Exit
Primary Function2000-2004 %
n=2847
2005 %
n=674
2006 %
n=676
2007 %
n=519
Overall %
n=4716
Generalist Practice 39.8 36.6 38.5 37.2 38.9
Direct Practice with Individuals, Families, or Groups
24.1 29.1 25.9 25.8 25.2
Training 11.0 9.6 10.9 12.7 11.0
Administration 8.6 7.9 7.4 8.7 8.3
Other Functions 4.9 5.2 4.6 4.6 4.9
n= number reporting
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Client Systems- Alumni/ae
2000-2004 %
N=3200
2005 %
N=669
2006 %
N=524
2007 %
N=223
Overall %
N=4616
Individual Clients
67.2 64.7 63.9 67.3 66.5
Family Clients 63.0 58.6 59.9 62.8 62.0
Group Clients 35.0 33.5 32.1 36.8 34.6
Organization Client
29.7 26.8 27.7 28.7 29.0
Community Clients
25.0 22.1 20.8 22.9 24.0
Other Client systems
3.1 2.7 1.9 4.5 3.0
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Income Level Most Represented by Clients- Alumni/ae
Income Level2000-2004 %
N=3200
2005%
N=669
2006%
N=524
2007%
N=223
Overall %
N=4616
Poverty or Below
50.4 55.7 52.5 51.7 51.4
No Typical Income
25.9 22.8 24.9 26.1 25.4
Above Poverty and Below Middle Income
19.0 15.4 17.8 17.6 18.3
Middle Income
or Above4.7 6.0 4.7 4.5 4.9
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Professional Development During the Last Year
(Reported at Alumni/ae)
2000-2004
N=3200
2005
N=669
2006
N=524
2007
N=223
Overall
N=4616
Mean # of times used evaluation of client progress
16.5 18.6 18.9 12.9 16.9
Mean # of times used program evaluation
6.4 5.7 6.7 4.4 6.2
Mean # of times used other research techniques
5.2 6.3 4.9 5.0 5.3
Mean # of professional workshops attended
2.6 3.0 2.2 2.3 2.6
Mean # of professional conferences attended
5.1 5.1 4.8 5.2 5.1
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Current Employment Information- Field of Practice
Overall Exit
n=6059
Overall Alumni/ae
n=3440
Corrections/Criminal Justice
27.7%
Child Welfare/Child Protection
19.4%
Child Welfare/Child Protection
14.1%
Mental/Behavioral/CMH
15.6%
Youth Services
8.3%
Aging/Gerontological Social Work
10.7%
Mental/Behavioral/CMH
6.7%
Family Services
7.8%
Aging and Gerontological Social Work
5.8%
Health/Medical
7.6%
n= number reporting
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KSV- Exit
Mean Score 2000-2004 2005 2006 2007 Overall
Knowledge 7.3 7.3 7.3 7.4 7.3
Skills 7.3 7.4 7.5 7.5 7.4
Values 8.6 8.7 8.7 8.7 8.7
(Scale of 0-10)
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Mean* Knowledge Scores
BSW only BSW & MSW Combined
Test**
Public7.4 6.8 p=.000
Private-
Denominational 7.6 6.7 p=.000
Private-
Non Denominational
7.7 7.3 p=.000
* Mean score on 10 point scale
** t-test, N=15814
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Mean* Skill ScoresBSW only BSW & MSW
CombinedTest**
Public
7.4 6.8 p=.000
Private-
Denominational 7.7 6.9 p=.000
Private-
Non Denominational
7.8 7.5 p=.002
* Mean score on 10 point scale
** t-test, N=15814
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Mean* Value ScoresBSW only BSW & MSW
CombinedTest**
Public
8.7 8.3 p=.000
Private-
Denominational 8.8 8.4 p=.001
Private-
Non Denominational
8.8 8.8 p=.884
* Mean score on 10 point scale
** t-test, N=15814
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Exit Advising Scores
2000-2004
N=9520
2005
N=2289
2006
N=2287
2007
N=1718
Overall
Average
N=15814
Preparation for additional education
7.5 7.6 7.7 7.6 7.6
Course selection/
curriculum planning6.7 6.2 6.2 6.4 6.1
Professional advising 6.6 6.7 6.8 6.9 6.7
Career planning 6.0 6.2 6.2 6.4 6.1
(Scale of 0-10)
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Overall Advising Scored by Auspice- Exit
Course Selection and Curriculum Planning*
Career Planning* Professional Advising*
Private Denominational
College or University
(72 Schools)
7.45 6.72 7.31
Private-Non
Denominational College or University
(35 Schools)
7.17 6.56 7.22
Public College or
University
(120 Schools)
6.58 5.82 6.38
N=15814ANOVA*p= .000 (Scale of 0-10)
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Overall Advising Scores by Program Type-Exit
Course Selection and Curriculum
Planning*
Career Planning* Professional
Advising*
BSW Only
(150 Programs)7.08 6.42 7.00
Combined Programs
(36 Programs)6.10 5.13 5.68
N=15814t- test*p= .000
(Scale of 0-10)
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Current Status of the BEAP Project
•Instrument Revisions
•Entrance
•Exit
•Graduate
•Employer/Supervisor
•Relation to EPAS
•Current relation to EPAS I (citation)
•Possible relation to EPAS II
•SWVI
•Foundation Curriculum Assessment Instrument
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Foundation Curriculum Assessment Instrument
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Baccalaureate Education Assessment Project
Foundation Curriculum Assessment Instrument
• Practice (15 questions)• Human Behavior in the Social Environment
(12 questions)• Policy (10 questions)• Research (9 questions)• Ethics and Values (9 questions)• Diversity (9 questions)• Social and Economic Justice (8 questions)
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Practice
• Determining progress toward goal achievement is one facet of the _____ stage. – a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning
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Practice
• Determining progress toward goal achievement is one facet of the _____ stage. – a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning
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• In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. – a. Peacemaker– b. Scapegoat– c. Rescuer– d. Monopolizer
Human Behavior in the Social Environment
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• In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. – a. Peacemaker– b. Scapegoat– c. Rescuer– d. Monopolizer
Human Behavior in the Social Environment
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• The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in:– a. Widespread dissatisfaction with relative responsibility
measures – b. A large decrease in the number of welfare recipients – c. An end to unlimited entitlement programs – d. Both B and C
Policy
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• The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in:– a. Widespread dissatisfaction with relative responsibility
measures – b. A large decrease in the number of welfare recipients – c. An end to unlimited entitlement programs – d. Both B and C
Policy
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Research
• Using random sampling (based upon probability theory)... – a. Each subject within the population has a chance of
being selected to participate – b. Guarantees that the sample is representative of the
general population – c. Allows results to be generalized from the sample to the
population from which the sample was drawn – d. Both A and C
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Research
• Using random sampling (based upon probability theory)... – a. Each subject within the population has a chance of
being selected to participate – b. Guarantees that the sample is representative of the
general population – c. Allows results to be generalized from the sample to the
population from which the sample was drawn – d. Both A and C
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Ethics and Values
• A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could:– a. Be acceptable because of the student’s obligation to
the supervisor and agency– b. Constitute dishonesty and misrepresentation– c. The Code of Ethics does not apply to this situation– d. None of the above
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Ethics and Values
• A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could:– a. Be acceptable because of the student’s obligation to
the supervisor and agency– b. Constitute dishonesty and misrepresentation– c. The Code of Ethics does not apply to this situation– d. None of the above
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• Which of the following statements are accurate regarding women?– a. Female social workers receive lower pay on average
than their male counterparts– b. Stepping out of the workforce for a few years to raise a
family is likely to negatively affect a woman’s career– c. Women workers are more likely to encounter a “glass
ceiling”– d. All of the above are accurate– e. None of the above are accurate
Diversity
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• Which of the following statements are accurate regarding women?– a. Female social workers receive lower pay on average
than their male counterparts– b. Stepping out of the workforce for a few years to raise a
family is likely to negatively affect a woman’s career– c. Women workers are more likely to encounter a “glass
ceiling”– d. All of the above are accurate– e. None of the above are accurate
Diversity
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Social and Economic Justice
• A belief that those with the greatest wealth have an obligation to help provide for those with the least is part of which perspective?– a. Equal prosperity– b. Economic Justice– c. Distributive Justice– d. Liberation Philosophy– e. None of the above
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Social and Economic Justice
• A belief that those with the greatest wealth have an obligation to help provide for those with the least is part of which perspective?– a. Equal prosperity– b. Economic Justice– c. Distributive Justice– d. Liberation Philosophy– e. None of the above
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Versions of the FCAI
• Version 1 2 tests A & B n=99 __________________________________
• Purpose: to search for the best questions– Related to each curricular area– Began with: Practice, HBSE, Policy, Research,
Values & Ethics
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Versions 2-6
• Version 2 1 Test 65 ?s n=305• Version 3 1 test 55 ?s n=381• Version 4 1 test 82 ?s n=286• Version 5 1 test 74 ?s n=36• Version 6 1 test 72 ?s TOTAL = 1037
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Test-retest
• To establish reliability• Version 5
– Tested in an introduction to SW class– Students took test twice– 2 weeks apart– Pearson’s correlation coefficient
• r = .791
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Education Level Testing
• Student level mean score– Entering BSW students 41.47– Entering MSW foundation students 44.14– Entering MSW Advanced Standing 56.71
• Anova F=15.8 p = .000• Post hoc tests p = .000 (BSW vs Advanced)
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Potential Education Level Testing
–Entering BSW students–Graduating BSW students –Entering MSW foundation students–Exiting MSW foundation students–Entering MSW Advanced Standing
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Programs we would like to Thank!
• Briar Cliff University• Fort Hays State *• Indiana State University• Olivet Nazarene University• Southwest Missouri State University• University of Wisconsin – Eau Claire
– * Our star! Judy Caprez
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FCAI
Need volunteers for the final pilot test!
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Feedback & Questions
• What do you want to see in the reports?• Do programs want their data?• Is a Field/Practicum Instrument wanted?
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Seventh Annual Report on the BEAP Database
Destin, FL
March 7, 2008