2012-2013 Statewide Core Performance Indicators

2012-2013 StatewideCore Performance Indicators By Krishnan Sudharsan Data, Accountability, and Technical Assessments OCTE November 7, 2013

Acknowledgments • OCTE Staff • PTD Technology • Ferris State University

Overview • Consolidated Annual Report (CAR) • Secondary Core Performance Indicators (CPIs) and Regional GIS maps • Data Analysis Example (State CPIs)

Consolidated Annual Report • Reports to OVAE on Michigan’s CPIs • 8 secondary CPIs • Performance of 26 regions • Improvement plans (when 90% target not met)

Secondary CPIs • 1S1: Academic Attainment in Reading • 1S2: Academic Attainment in Mathematics • 2S1: Technical Skill Attainment • 3S1: School Completion • 4S1: Student Graduation Rate • 5S1: Placement • 6S1: Nontraditional Participation • 6S2: Nontraditional Completion

Secondary CPIs 2013 Targets

Secondary CPIs: CAR

Secondary CPIs: CAR • 2 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

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)

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)?

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

1S1: Statewide Trends

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

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

3S1: School Completion • Numerator = 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

4S1: Student Graduation Rates • Numerator = 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

5S1: Placement • Numerator = 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

6S1: Nontraditional Participation • Numerator = 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

6S2: Nontraditional Completion • Numerator = 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

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)

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.”

Creating CPI Dashboards • Tableau software (download Tableau Reader 8.0 to use 2012-2013 CPI dashboards) • Overall Dashboard • Gender Dashboard • Race Dashboard • Special Populations Dashboard • Gender/Race Dashboards

Questions • CTE 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?

Thank You Krishnan Sudharsan sudharsank@michigan.gov (517) 241-7652

2012-2013 Statewide Core Performance Indicators