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[Assessment 740] Re: Using Data for Program ImprovementGopalakrishnan, Ajit Ajit.Gopalakrishnan at ct.govWed Apr 18 09:20:30 EDT 2007
In light of Larry's comments, I would like to share a program quality standard that we have been using in Connecticut. We call it the "utilization rate" or "% of available instruction used". It is the percent of available class hours utilized by each student in the class. We aggregate this measure at the class level and the program level. We have experienced some challenges with this measure though. We are able to account for late starters by pro-rating the remaining available hours based on that late start date, but it gets unwieldy to also account for students who exit early. This measure works well for classes offered on a set schedule but can be problematic for learning labs where the lab might be open for say 25 hours a week but a student is not expected to be there for the entire 25 hours; this could result in a low utilization rate though the students might be attending say 10 hours/week. At the other extreme, some classes/programs may show high utilization rates but may be offering classes that run for only 40 hours in a semester. I find that combining this utilization rate with an absolute average of hours attended gives a better picture of the participation and persistence of learners within a program. I too would like to hear Larry's thoughts on Sandy's question. In my personal experience after looking at tons of data over the past 2-3 years from a variety of programs, I would expect that "intensity" (more instructional hours in a week) more than "duration" (more calendar days between class start and end dates) might result in greater learner attendance. For example, it is probably more likely that 20 ESL students will attend 100 hours each on average during a fiscal year if they are offered a class that runs 12 hours a week for 12 weeks than if they are offered a class that runs 4 hours a week for 36 weeks. Another element that we are beginning to track more closely is retention across fiscal years. We know that many students don't achieve their goals within one fiscal year. Therefore, we are using our data system to track and report on students who are new in the fiscal as well as those who might be returning to that program from a prior fiscal year. What about recruitment? Do any programs/states look at the students served over the past six/seven years and compare that to say Census 2000? Ajit Ajit Gopalakrishnan Education Consultant Connecticut Department of Education 25 Industrial Park Road Middletown, CT 06457 860-807-2125 Fax: 860-807-2062 ajit.gopalakrishnan at ct.gov ________________________________ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Sandy Strunk Sent: Tuesday, April 17, 2007 5:38 PM To: The Assessment Discussion List Subject: [Assessment 736] Re: Using Data for Program Improvement Larry, Could you tell us more about the ESL research on percentage of possible time attended? This is a new idea to me. Does it reflect greater intensity as opposed to lesser intensity for a longer duration - or do you think something else is going on? If your research is correct, there are certainly implications for how we structure instructional segments. Sandy Strunk ________________________________ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Condelli, Larry Sent: Tuesday, April 17, 2007 5:31 PM To: The Assessment Discussion List Subject: [Assessment 735] Re: Using Data for Program Improvement Hi Ella, Disaggregating by class can be very effective to understanding of what is going on. I wanted to comment on your last remark about tracking consistency of attendance. Attendance and persistence are a very popular topics these days and most data systems allow for tracking of student attendance and persistence patterns. One thing you might consider looking at learners who "stop out" -- have sporadic attendance patterns, attending for a while and coming back later. Another measure is the percent of time possible that learners attend. You compute this by dividing the attended hours by total possible (e.g., learner attends 8 hours a week for a class scheduled 10 hours a week=80%). Some research I did on ESL students showed that those who attended a higher proportion of possible time learned more, independent of total hours. I think this is so because this measure reflects student motivation to attend. Identifying and studying "stop out" learners might tell you a lot about why these type of students don't attend more regularly and can inform you of needs, which could help in designing classes and programs for them. ________________________________ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of EllaBogard at cs.com Sent: Tuesday, April 17, 2007 4:47 PM To: assessment at nifl.gov Subject: [Assessment 732] Re: Using Data for Program Improvement Dear Collegues: Here at Franklinton Learning Center, we use data everyday in our program to help us track and improve the end results coming out of our program. We use enrollment data to check the reach of our program, average hours attended data to check the depth of engagement of students, and numbers of students throught he door versus number completeing enrollment to help us improve retention in the crucial orientation period of classes. We have a program called ABLELink here in Ohio that has made it very easy to track some areas. It has also allowedus to compare statistics from one year to another so we know how we are doing in comparison to previous years. By tracking information collected on attendance, educational gain, hours of engagement and accomplishments, we have been able to improve all of these efforts. Tracking and constantly checking this data is what has made it possible to improve. We can easily pull up reports on testing, who has tested, progress made, who hasn't tested, attendance, etc. We can organize that information by class, by teacher, by program, or by site, which allows us to compare effectiveness of programs and staff and assign responsibility for improvement where needed. I would like to be able to track consistency of attendance over time not just total hours attended. I think this might give a better picture of the progress to be expected than the total time attended does. I would also like to understand more about how I can use all of the ABLELink data collected to improve my programs overall effectiveness. Respectfully submitted by, Ella Bogard Ella Bogard, Executive Director Franklinton Learning Center 1003 West Town Street Columbus, Ohio 43222-1438 Phone: (614) 221-9151 Fax: (614) 221-9131 -------------- next part -------------- An HTML attachment was scrubbed... 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