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TOPS AND CB CODING:PRINCIPLES AND PRACTICE
DEVELOPED AND PRESENTED BY:ASCCC CCCCO - INSTRUCTIONAL SERVICES CCCCO - MIS
The Exciting World of Curriculum Coding
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California Community CollegesStudent Success Rates in Basic Skills and ESL
Fiscal Year 2001-02 to Fiscal Year 2006-07
Academic Year
ESL Success Rate
English Success
Rate
Math Success
Rate
Total Basic Skills
Success Rate
01-02 68.7% 59.5% 53.7% 61.2%
02-03 69.8% 60.7% 56.2% 62.7%
03-04 69.8% 60.5% 55.1% 62.2%
04-05 69.7% 59.4% 53.7% 61.3%
05-06 69.9% 58.8% 52.5% 60.6%
06-07 70.6% 59.3% 52.2% 60.5%
Purpose of Course Coding
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General Overview - Purpose of Coding
Curriculum represents the vehicle of our work and the means by which all student work is accounted for at the State Chancellor’s Office.
The course coding and data are not locked away. They are public information, mandated and used
as the vital statistics to report on our work, the students’ outcomes, and the effectiveness of our institutions.
Uses of Course Coding
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The following represent a few reports created purely on the MIS * coding without ever referencing the Course Outline of Record:
Allocation or Funding to the collegesCensus dataFTES counts for apportionmentFTEF counts for staffing reportsEquity reporting (?)Reporting to the federal database IPEDSReport to the California database CPEC
Report to the state legislature ARCC – Accountability report for California Community Colleges
* MIS = Management Information Systems
Types of Coding – TOPs Taxonomy of Program
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Every course is classified within a Taxonomy of Program (TOPs) code.
For instance, TOPs coding identifies the program of study such as 0401 = general biology, 1701 = mathematics, 1502 = English. The program is not the one defined by your institution, but rather the program taxonomy at the Chancellor’s Office. This program classification is then translated into federal program coding and data elements for national reporting.
Types of Coding – (CB) Course Basic Data Elements
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Every course is described or defined by 22 course basic codes (CB coding) that assigns data elements to allow reporting and analysis according to specific curriculum functions.
Some examples:Course title (CB 02) TOPs code (CB03)Credit status (CB 04)Transfer status (CB 05)Basic skills status/ Degree applicable (CB 08)Repeatability (CB 12), etcCourse Prior to Transfer (CB21)Noncredit Category (CB22)
Enrollments(SX)
StudentDemographics
(SB)Sections
CoursesFin.Aid
Assess.
PBS
VTEA
Matric.
Pgm.Awds.
Emp.Demo.
Sessions
Calendar Assignments
EOPSDSPS
Emp.Assign.
Cal-WORKs
CCC MIS Database
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Research Questions
• Legislative Analyst Office (LAO)
• Department of Finance (DOF) • California Postsecondary
Education Commission (CPEC)
• California Student Aid Commission
• Public Policy Institute• UC/CSU• Legislature – Committees and
individual members• Community College
Organizations• Newspapers• Labor Unions
Data Matches
• Transfer to UC/CSU/NSC match
• Dept. of Social Services • EDD/UI Match/Wage Study
Accountability Reporting
Justification & Funding • Matriculation• EOPS• DSPS
Career Technical Education (CTE)
Perkins Core Indicator ReportsPerkins Allocations
BOGW Administrative Funding
Federal Integrated Postsecondary
Education Data System (IPEDS) Reporting
CCC Data Mart
Annual Staffing Report
How is the data used?
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The data, based upon the coding, can be used to
Justify funding increases or decreasesProvide a rationale for policiesProvide accountability for expenditures such
as Perkins and Basic Skills Initiative DollarsProgram reviewEducational improvement
Data Errors in Reporting
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The first data errors were CB 21 coding. meant to show student progression from the
lowest level C to level B to A to college level.only 3 levels, math, English and reading really
had 4 levels and ESL had 6 prior to transfer level. No colleges had a common beginning; college
level was different for every college – even colleges within a district.
There was no mechanism to see what other colleges did in defining levels, no levels were comparable.
CB 21 Coding problems
Some college coding had no progress – all courses were coded at the same level
Some courses were in the wrong order of progression
Some courses were incorrectly identified as transfer
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Coding Problems
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The next slides are real examples from various colleges.
Can you identify any errors?
Sample Coding – All are Credit Courses
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ElementaryGeometry DegApplicable Not Basic Skills AIntermediateAlgebra DegApplicable Not Basic Skills AElementaryAlgebra DegApplicable Not Basic Skills BPre Algebra ‐ NOT DegApplicable Basic Skills C
ElementaryAlgebra DegApplicable Not Basic Skills AArithmetic NOT DegApplicable Basic Skills B
ElementaryAlgebra DegApplicable Not Basic Skills AElementaryAlgebra 1st Half ‐ DegApplicable Not Basic Skills AElementaryAlgebra 2nd Half ‐ DegApplicable Not Basic Skills AIntermediate Algebra DegApplicable Not Basic Skills A
Sample Data – All are Credit Courses18
IntermediateAlgebra DegApplicable Not Basic Skills A
Basic Mathematics NOT DegApplicable Basic Skills C
Beginning Algebra NOT DegApplicable Basic Skills Y
Other Coding problems
CB 21 was incorrect HOWEVERSome courses were incorrectly identified as
transfer (CB 05)Some courses were incorrectly identified as
degree applicable – contrary to Title 5 (CB 08)
Some courses were NOT identified as Basic Skills when they were basic skills
Some courses were placed in the wrong TOP codes
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Sample Data – All are Credit Courses20
Course Id Title
Basic Skills Status
Transfer Status Level
ESLV33 Intermed Reading Comprehension B C BESLV01 Low-Beginning ESL B C CESLV40 Vocab&Communication: Nonnative B C CESLV34A Low-Begin Read Comprehension B C CESLV15 Inter ESL Listening & Speaking B C CESLV06 High-Advanced ESL B C CESLV05 Low-Advanced ESL B C CESLV03 Low-Intermediate ESL B C CESLV14 Begin ESL Listening & Speaking B C CESLV12 English Proficiency: Citizen B C CESLV02 High-Beginning ESL B C CESLV34B High-Begin Read Comprehension B C CESLV07 Reading Skills LEP B C CESLV04 High-Intermediate ESL B C CESLV08 Writing Skills LEP B C CESLV16 Adv ESL Listening & Speaking B C C
Sample Data21
TitleCredit Status
Basic Skills Status
Transfer Status Level
ELEMENTARY ALGEBRA D N C YELEMENTARY ALGEBRA II D N C YELEMENTARY ALGEBRA I D N C YINTERMEDIATE ALGEBRA D N C YMATH: OPERATIONS WITH WHOLE NUMBERS C B C YMATH: OPERATIONS WITH DECIMALS C B C YMATH: OPERATIONS WITH RATIONAL NUMBERS C B C YOPERATIONS WITH FRACTIONS, DECIMALS AND % C B C YPRE-ALGEBRA C B C YBASIC MATHEMATICS SKILLS C B C Y
What do we need to do to correct the problems?
A reference = rubric to show levels and progress comparable across institutions
Correctly coded coursesA means of including noncredit such as
ABE and ASE in progress accountability
We need to identify linkages between credit and noncredit to get progress towards credit and transfer from noncredit
Establishing a Rubric
Is not standardizationDoes not drive curricular changesIs not common course numbering or
articulationIs not MIS wagging the dog
IS a mapping exercise designed to maximize our ability to show student progress AND your good work
What is “Course Prior to Transfer Level”?
The course “level”, in terms of number of levels prior to transferrable level – a bright line
Primarily for basic skills/remedial courses, not transferrable courses
Used for English, writing, ESL, reading, or mathematics in a sequence – NOT for non-sequential courses such as study skills or ESL Civics
Can be used for credit, noncredit; degree applicable and non-degree applicable
NOT used for transferable courses – they are college level
Changes
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TOP codes will changeThe 4930 TOP codes for basic skills will not exist,
math will be math 1700 and English will be English, reading is a new TOP code as are ESL This stops the same course from having two
different TOP codes This means the CB code will describe the course
as basic skills or not The TOP code changes will mean that MIS will
kick out any unchanged TOP codes allowing for an internal correction
Rubrics: ESL
Currently not defined at all in CB 21Work thus far suggests-Credit
WritingReadingSpeaking and Listening
NoncreditIntegrated
Things to Consider
If you code every basic skills class at 4+ levels below, you will have few improvements
It pays to have a full “ladder” using as many levels as possible to show differentiation
Noncredit = perfect solution for 30 unit limit on basic skills in Title 5…be cognizant of where the noncredit ladder “ties in” with creditProgression into credit levels also shows
progress
Things to Consider
Levels must mean the same thing across collegesStudent movement does not preclude
you from getting credit for success elsewhere…
…provided your neighbor is coding properly and uniformly as well
Things to Consider
If your “ladder” has more than 4 steps: Keep as many as you can, but some may have
to be compacted You may have 7 levels of ESL, your neighbor
has 3 If we allowed everyone to code their own
number of levels, colleges would be advantaged/disadvantaged based solely on their curricular segmentation—not good
Research indicates too many steps are a barrier to progress
There are TIPPING POINTS
Guidelines for the work
The rubrics describe coding for basic skills levels. They DO NOT prescribe or standardize curriculum.
• The level descriptions ARE NOT comprehensive. The rubrics DO NOT dictate anything
The rubrics ARE NOT the final authority. They are a referential guide
• Each local college may code the basic skills courses appropriate to their curriculum and program descriptions.
• This is a local decision and local process
Making Changes
The results of your work will provide new clarity to this data element
System Office/ASCCC will promote workshops on the new meanings and how to use the rubric
Subsequent MIS submissions will be superiorSuccess Rates should reflect accurately and
uniformly
How will this recoding happen?
Who-discipline faculty, curriculum committee, classified tech, researcher, CIO – a group project
What - sequential basic skills courses in math, ESL, English and reading
When – Oct and Nov 2009 – Nov 30 deadline
Will correct everything into the past! Updating all historical data.
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Resources
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Data Element Dictionary http://www.cccco.edu/SystemOffice/Divisions/TechResearchInfo/MIS/DED/tabid/266/Default.aspx\
TOPs code manual - http://www.cccco.edu/ChancellorsOffice/Divisions/AcademicAffairs/CreditProgramandCourseApproval/ReferenceMaterials/tabid/412/Default.aspx
CB 21 coding - http://www.cccbsi.org/bsi-rubric-information
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