by krishnan sudharsan data, accountability, and technical assessments octe november 7, 2013

By

Krishnan SudharsanData, Accountability, and Technical Assessments

OCTE

November 7, 2013

Acknowledgments

OCTE Staff PTD Technology Ferris State University

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Overview

Consolidated Annual Report (CAR)Secondary Core Performance

Indicators (CPIs) and Regional GIS maps

Data Analysis Example (State CPIs)

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Consolidated Annual Report

Reports to OVAE on Michigan’s CPIs8 secondary CPIsPerformance of 26 regionsImprovement plans (when 90% target

not met)

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Secondary CPIs1S1: Academic Attainment in Reading1S2: Academic Attainment in Mathematics2S1: Technical Skill Attainment3S1: School Completion4S1: Student Graduation Rate5S1: Placement6S1: Nontraditional Participation6S2: Nontraditional Completion

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Secondary CPIs 2013 TargetsCore

Indicator2009-2010

TargetLevel

2010-2011

TargetLevel

2011-2012

Target Level

2012-2013 TargetLevel

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%()

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Secondary CPIs: CARCore

Indicator2011-2012

TargetLevel

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

Secondary CPIs: CAR2 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

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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)

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Thought Question/Exercise

Do you think a relationship exists between 1S1/1S2 and 2S1? Would you expect this relationship to have a high r2 value? Why or why not?

How would you describe the nature of this relationship (positive, negative)?

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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

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1S1: Statewide Trends

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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

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1S2: Statewide Trends

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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

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2S1: Statewide Trends

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3S1: School CompletionNumerator = 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

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3S1: Statewide Trends

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4S1: Student Graduation RatesNumerator = 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

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4S1: Statewide Trends

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5S1: PlacementNumerator = Number of 11th and 12th 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 11th and 12th grade grade CTE completers who left secondary education during the reporting year

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5S1: Statewide Trends

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6S1: Nontraditional ParticipationNumerator = 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

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6S1: Statewide Trends

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6S2: Nontraditional CompletionNumerator = 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

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6S2: Statewide Trends

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Why is Data Important?15 days (Data)“From October 1st to 16th, 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)

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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.”

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Creating CPI DashboardsTableau software (download Tableau

Reader 8.0 to use 2012-2013 CPI dashboards) Overall Dashboard Gender Dashboard Race Dashboard Special Populations Dashboard Gender/Race Dashboards

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QuestionsCTE 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?

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Thank You

Krishnan Sudharsan

sudharsank@michigan.gov

(517) 241-7652

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