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1. What is a skills-builder?

2. 1. Bahr’s Research A low-unit skills-builder is someone who: Does not attain a degree, community college certificate, or transfer to a four-year college within six years of entering college Enrolls for no more than four semesters Carries a mean course load of six or fewer credits per term Achieves a unit success rate of at least 70% One in seven (14%) first-time students met this definition More than half (58% ) of these students participated in CTE This number may be low—it is based on 2-digit TOP codes, but some programs designated as non-CTE at the 2-digit TOP level include sub-fields that are CTE at the 4-digit TOP level like Education or Fine & Applied Arts
3. Bahr’s Research Median age: 37 Education level: no degrees or transferred credits from a post-secondary institution TOP codes studied: all 4-digit TOP (220 subfields) Income change: varied by program of 16 of the 24 fields yielded significant earnings gains for students In many fields, completing 18 or fewer credits boosted earnings between 5-15% Number of units taken: low-unit skills-builders took an average of 5 credits over 1.7 semesters
4. Bahr’s Research Most common CTE fields for skills-builders: engineering and industrial technologies (19%)–of these, 17% were in construction crafts, 15% were in manufacturing and industrial technology business and management (13%) – of these, 30% were in real estate public and protective services (8%)– of these, 55% administration of justice family and consumer sciences (7%)—of these, 65% childhood development and early childhood education information technology (5%)– of these, 22% were in computer information systems and 22% were in general IT
5. 2. CTE Outcomes Survey Cohort Surveyed: Successfully completed 9+ CTE units Stopped enrolling for a year or more 24% response rate A “Skills-Builder” is someone who: Did NOT earn an award OR transfer One-third (35%) of survey respondents met this definition (n in 2013 survey = 4,112)
6. CTE Outcomes Survey Characteristics of Skills Builders/Career Enhancers (compared to completers and transfers) 27% had already attained a BA/BS+ Average age: 37 More likely to be self-employed, or employed at one job More than 2x as likely to have the following goals: Updating Skills/Renewing License Self Enrichment
7. CTE Outcomes Survey Compared to completers and transfers, Skills Builders/Career Enhancers: Report highest pre- and post-coursework hourly wages (post wage = $25.78) Report a wage gain of 22% (lower gain than completers and transfers, even though the post wage is higher)
8. 3. Fuller’s (CCCCO) Research Purpose: Identify skills builder students & determine their course taking patterns Background: Student course taking patterns is current method for creating cohorts Self-reported goal traditionally unreliable, maybe not for skills builders Methodology: Fall 2010 students who have educational goal of “update job skills” Analyze characteristics of students to validate skills builders students. If these are skills builders, we can identify their course taking pattern And, create a skills builders cohort to determine their progress/success
9. Does “Goal H” identify skills builders? Student characteristics Median age was 38, older than traditional students 28% report having a BA or higher compared to 8% of all other students 59% of the students were male, as opposed to 45% of all other students Educational patterns One third (33%) attended a 4-year institution before Fall 2010 A quarter (26%) had earned an award in the system before Fall 2010 Largest course enrollments were public safety and fire academy Employment outcomes Median wages 2 years before Fall 2010 were $49,800 and $54,600 1 year after Fall 2010 42% remained in the same industry from 2010-11 to 2011-12 Of those that stayed in same industry, 64% had a positive wage gain
10. What are the course taking patterns? Number of units and terms: Median units earned in Fall 2010 =2.5 Median units attempted in Fall 2010 =3 Average of 5 primary terms before Fall 2010 Median 6.5 units earned before Fall 2010 Types of courses: In Fall 2010, 49% of courses taken classified as ‘Positive Attendance’ Also, 49% of courses taken were taught by temporary or contract faculty 62 % of the courses taken were occupational (SAM A, B, C) Most common type of courses were SAM C (Clearly Occupational) Largest course enrollments were Public Safety and Fire Academy/Sciences, followed by Math, Office Technology, English and Child Development.
11. What are the course taking patterns? Types of courses and success: Common course titles:
12. What are some of their outcomes? Success and other factors: Only 9% of student transferred and 6 % earned award after Fall 2010 70% course success rate, same as the overall enrollments