CTEA 1 Performance Measure Changes, 2007-08

2007 Changes in Perkins Reporting Requirements
CTEA1, Degree-Credit Career and Technical Education Programs

The 2007 CTEA1 degree-credit data collection reflects continuing federal and state discussions on how to implement the Perkins Career and Technical Education Act of 2006 (CTEA, formerly VTEA). In response, the New York State 2007 form requests three new data items:

1. Technical Skill Assessments
2. Cohort – all career and technical education students enrolled in the reporting year
3. Fall to Fall Retention Numbers

Additionally:

* Qualifying income levels within the definition of “economically disadvantaged” have changed.

* New York will delay adopting revised federal government race/ethnicity categories until next year. Please prepare for future surveys by collecting them as part of your student records.

Technical Skill Assessments (TSA - two new fields):

Although federal guidance defines technical skill assessment as “industry-recognized” and “third party”, we’re limiting the definition to broad assessments (exams or multiple-exam certifications) of skills taught in each program. SED has no “approved” list. Please use your institutional experience to interpret “broad” – see suggested approaches below.
For example:
Program: Network administration assessments could include:
- Cisco Certified Network Associate exam
- Microsoft Systems Engineer Certification (all seven exams)

*TSATaken - Report an unduplicated count of the industry-recognized, third-party assessments each student took at any time during and after the program through the second quarter following completion. If the student took an assessment more than once, count it only once.

*TSAPassed - Report how many industry-recognized, third-party assessments the student passed.

Quantifying technical assessments will prove challenging. For at least the first year, New York will focus on “broad” technical skill assessments. We view this year as a year to gather information at state and local levels, and a time period in which to determine appropriate assessments.

Anecdotal evidence suggests privacy concerns on the part of third-party vendors about sharing student characteristics and test results. Possible alternative approaches to gathering data at the local level include student surveys and follow-up graduate surveys. When you survey, request the precise names of exams and certifications. Refer survey results to program chairs and professors, and use their judgments to compile a list of broad assessments your institution deems most suitable as technical skill performance measures. Report your institution’s selected assessments to us on the "Tech Skill Assessments & Certs" worksheet of the CTEA1 form, and base your technical skill assessment counts for each student on these selected assessments.

Credit Completion

* Instead of reporting just first-time full-time entrants, report ALL students, full and part-time, enrolled in CTE programs in the reporting year (2006-07), with their status at year end (probably determined at the start of the next academic year). Based on this data, we will construct an exit cohort.

* Record each student’s attendance level at entry (full- or part-time). If unknown, enter a “3.” (See the code list on the form.)

* The form collects each student’s earliest and latest programs during the data year. If the student transferred to a non-CTE program, record the program as “non-CTE.”

* Report the broad technical assessments that each student took while enrolled (see above).

New Section: Enrollee Retention

* Report the enrollment/retention status of the student in the fall term following the reporting year (fall of the collection year). Status types: Enrolled in the program, transferred to another program within the institution, transferred to another institution, completed the program/received certificate or degree, left the program-status unknown.

Placement

* Eliminated: 12-Month Job Retention
Report six-month (“2nd Quarter”) placement status only.

Definition: Economically Disadvantaged

A student who participates in any of the following economic assistance programs: Pell Grant, Tuition Assistance Program (TAP), Aid for Part-Time Study (APTS), Educational Opportunity Program (EOP); Higher Education Opportunity Program (HEOP), Search for Education, Elevation and Knowledge (SEEK), and College Discovery (CD), Bureau of Indian Affairs Higher Education Grant Program (BIA), Temporary Assistance for Needy Families (TANF), Workforce Investment Act (WIA), Social Security Insurance (SSI), Women, Infants and Children (WIC), Other public assistance programs serving economically disadvantaged such as: Food Stamps, Home Energy Assistance Payments (HEAP), Supplemental Security Income, Trade Readjustment Act, and Refugee and Immigration Affairs Assistance;
Revised:
Or an adult with a documented total family income below $14,100 for single persons or $19,600 per couple or $22,350 for a family of three, with an additional $4,350 for each additional family member.

Race/Ethnicity

As you probably know, the federal government recently changed its race/ethnicity definitions. Though we'll continue to use the old definitions this year, please begin collecting the new break-outs for the future.

Current Reporting Categories	Future Reporting Categories
1) Non-Resident Alien 2) Race and Ethnicity unknown 3) Black, non-Hispanic 4) American Indian/Alaskan Native 5) Asian/Pacific Islander 6) Hispanic 7) White, non-Hispanic	1) Nonresident Alien 2) Race and Ethnicity unknown 3) Hispanics of any race For non-Hispanics only: 4) American Indian or Alaska Native 5) Asian 6) Black or African American 7) Native Hawaiian or Other Pacific Islander 8) White 9) Two or more races