Rfp Template for Financial and Economic Impact Study

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Rfp Template for Financial and Economic Impact Study Powered By Docstoc
					       Pradeep Kotamraju, Deputy Director, NRCCTE
Amanda Richards, Senior Research Associate, MPR Inc.

                     Building on the past to improve the future
     The Center Partners

Purpose . . . to carry out scientifically-based
research and evaluation, and to conduct
dissemination and training activities consistent
with the purposes of the Act.
     In response to the RFP: 3 Foci for the New
   On March 11, Secretary Duncan discussed:
 Engagement – “Connect kids to school” “reduce
 Engagement – Completing high school,
  the dropout PS programs
  completing rate”
 Achievement – technical andgraduation rate”
 Achievement – “Increase the academic;
  “Educate our way to a better economy”
  acquisition of industry credentials
 Transition – to continued formal learning without
 Transition – “Increase access and affordabilty”
  the need for remediation; and to the workplace
Three strands: The work of the Center
 Develop and improve methods to address education,
  employment, and training needs

 Increase the effectiveness and improve the implementation
  of CTE programs that are integrated with coherent and
  rigorous content that is aligned with challenging academic

 Improve the preparation/professional development of
  faculty and administrators to improve student learning in
The RFP: Four
Plans of Work        Assistance


           Development        Dissemination
      NRCcte                Year 2
                        Engagement                       Achievement                 Transition

Improve methods                                  1.   Authentic Literacy in CTE
  of instruction                                 2.   Science in CTE (Pending)
 and assessment                                  5.   On-line CTE in PS
                    3. Personnel Pathways to     3. Personnel Pathways to         7. PS CTE Programs
     Improve        Success                      Success                          of Study
effectiveness and   4. Rigorous Test of P of S   4. Rigorous Test of P of S       10. Systematic review
 implementation     6. Relative Impact PS        6. Relative Impact PS            of literature-
   of programs      7. PS CTE Programs of        7. PS CTE Programs of Study      Transition
                    8. PD on Use of
                    Assessment Data
    Improve         9. Alternative               8. PD on Use of Assessment
 preparation of          Licensure               Data
 professionals      10a. Systematic Review       9. Alternative Licensure
                         of literature-PS CTE

                                                 12. Repository of technical
                                                     skills                       11. Postsecondary
                                                 8. PD on use of Assessment       Data Dictionary
Pending & Recently Completed Studies
 Harvesting State Postsecondary Career and Technical
  Administrative Record Data to Assess Student
Recently Completed Reports
 Access & Affordability
 UI Wage Data Use by States
 What will be the impact of programs of study? A
  preliminary assessment based on similar previous
  initiatives, state plans for implementation, and career
  development theory
Pending Reports for Year 2
Working titles
 Programs of Study: Early Findings
    Personal pathways for success (Clemson)
    Rigorous test of programs of study (U of L)
    Backward Mapping PS Programs of Study (AED)
    Relative Impact (UMN)
 Curriculum Integration
    Authentic Literacy (Cornell)
    Math (and preliminary work on Science) in-CTE
 Professional Development in CTE
    PD on use of assessment data (NOCTI)
    Alternative licensure for CTE (SREB)
    Professional development review of literature (U of L)
 Postsecondary CTE
    On-line post secondary CTE (U of L)
    Harvesting data (U of L)
For Perkins Postsecondary Accountability
The Idea
 2005 and 2006 DQIs illustrated the need for a
  common grounding for Perkins data
 States that already have data systems will not
  significantly alter those
 States that don’t yet have systems could benefit from a
  common starting point
 Perkins V accountability measures could be easier to
  design and implement if there was a common data
 Greater consistency and clarity to Perkins
 postsecondary data collection and reporting

 A foundation of information to prepare for more
 standardized accountability requirements in future
 Perkins legislation
 Phase 1: Develop a common data dictionary in
  partnership with 12 states

 Phase 2: Test states’ ability to populate the data
  dictionary using their own data systems

 Phase 3: Potential to expand to additional states,
  submit state data for Center review and analysis, and
  discussion of potential measures
Research Questions
 Can a common data dictionary help us get more
 consistent, valid and reliable state and national post-
 secondary CTE Perkins data and accountability
 measures ?

 Will more consistent data provide a better overall
 indication of the engagement, achievement and
 transition of post-secondary CTE students?
Study Status
 Twelve states responded to the invitation to participate
    in the study.
   Those states submitted their postsecondary Perkins
    data elements.
   Study researchers created a single spreadsheet of all
    state data elements, adding descriptive information.
   Based on that information, researchers developed a
    common set of data elements for discussion.
   Participating states became members of a technical
    advisory panel.
Study Status (continued)
 The technical advisory panel discussed the common
  data elements and finalized the data dictionary.
 States will now populate the data dictionary using
  their state data systems. The aim here is to perform a
  quality check on the data dictionary.
 A wrap up in-person meeting of the technical advisory
  panel will be held in June 2009 to discuss and finalize
  the study findings and propose new ways to move the
  study forward.
 The common data dictionary template and summary
  report for Phase I will be completed July 31, 2009.
Findings So Far
 States vary in their ability to identify students’
  programs, which will continue to create
  inconsistencies in data collection and reporting
 The panel identified several types of information that
  would be “nice to have” for research purposes, but are
  too difficult to collect (e.g., type of financial aid, course
  level data, detailed economic disadvantaged and
  disability information).
Data Dictionary Template
 Variable   Description    Format/     Notes
  Name                    Categories
Sample Variables in Dictionary
   Term and Year of Enrollment       Limited English proficiency
   Enrollment year                   CIP code of program
   Gender                            Cumulative credits earned
   Race                              Cumulative grade point
   Hispanic/Latino ethnicity          average
   Disability status                 Award/graduation status
   Economic disadvantage status      Award/graduation date
   Financial aid received            Enrollment status in the next
   Pell                               academic year
                                      Employment status after
   Displaced homemaker status
                                       program completion
   Single parent status

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