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Health Care MIS Data 2004-2005

This report outlines the accountability measures required for California's vocational education funding, particularly in health care programs. It presents core indicators for assessing student performance, such as skill attainment, completion rates, and placement in post-secondary education or employment. Key goals include fostering diversity, mentoring, and outreach to engage students in health careers. The document emphasizes collaboration between allied health faculty and secondary education to create robust pathways for student recruitment and success in allied health professions, particularly within high school reform initiatives.

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Health Care MIS Data 2004-2005

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  1. Health Care MIS Data2004-2005 Jim Comins, Initiative Director & Education Co-Chair SWHOAC

  2. Vocational Education MIS • VTEA money requires accountability • Cal Community Colleges Management Information System collects, collates and reports educational data on student performance in Occupational Education • Vocational Programs categorized into: • Taxonomy of Program Codes • TOP Codes (Health TOP Codes--12000 series)

  3. Core Indicators Definitions • I: Skill Attainment--indicates attainment of “C” or better (Goal: 79.76%) • II:Completion Rate--Percentage of students who complete degree or certificate or join the military (Goal: 60.82%)

  4. Core Indicators Definitions • III., A. Placement in Post-secondary (4-year) Education, Employment or Military (Goal: 83.19%) • III., B. Retention in employment (employed for 3 or more consecutive quarters) (Goal: 82.85%) • IV. Non-traditional Students (occupations with 75% one gender) • A. Participation (Goal:29.98%) • B. Completion (Goal:25.03%)

  5. Implications • Mentoring programs, outreach efforts and learning communities are all methodologies by which increasing numbers of diverse students may be recruited and their success fostered. • Recruit males into primarily female-dominated professions. • Allied health faculty should work closely with counselors and faculty in prerequisite classes to gain their assistance in guiding students into satisfying and rewarding careers in health care. • Allied health faculty should also reach out to engage their secondary school counterparts in guiding students into careers in health care.

  6. Implications • California high schools reform: • Development of discipline-specific academies and magnet schools. • Frequently the health disciplines are the foci of these high school innovations. • Allied health faculty should capitalize on these opportunities for developing partnerships to provide a steady stream of well qualified, highly motivated, and well-prepared students into allied health programs.

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