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[Assessment 759] Re: Using DataK Olson kolson2 at columbus.rr.comThu Apr 19 10:20:22 EDT 2007
Last year sometime, I remember hearing Ajit talk about how CT was tracking students over a period of years. They had some very interesting information about the percent of students who did and did not come back the second year. I hope he will share it here. Kathy Olson Training Specialist _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of Dan Wann Sent: Thursday, April 19, 2007 9:47 AM To: 'The Assessment Discussion List' Subject: [Assessment 756] Re: Using Data I wonder if there is enough data to even show that adult basic and ESL students stay with a program in large enough numbers to track over a longer period? The conventional wisdom of those outside of the adult basic skills network is that basic skills programs have little impact because students do not stay long to make a difference. Do we have any evidence that shows we work with the same students more than one year and that we work with a high enough number of students more than one year to make a significant difference? Dan Wann Professional Development Consultant IN Adult Education Professional Development Project dlwann at comcast.net _____ From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] On Behalf Of David J. Rosen Sent: Thursday, April 19, 2007 2:05 AM To: The Assessment Discussion List Subject: [Assessment 752] Re: Using Data Larry, and others, Tina, and many other program administrators have observed patterns like this that suggest that a one-year time frame, a funding year, may not be the best unit of time in which to measure learner gains, except for those who are doing basic skills brush-up or who have very short-term goals like preparing for a drivers license test. I wonder if there is a possibility that the NRS might be adjusted, perhaps in a pilot at first, so that a longer period of learning, say three years, might be used to demonstrate learner gains. Of course, there would need to be intermediate measures, but accountability -- for programs and states -- might be based on a longer period of time. It seems to me that the one-year time frame within to measure learning gains or goals accomplished comes not from K-12 or higher education, but rather Congressional expectations for job skills training. Would you agree? Also I wonder if you or others have some examples of programs that track and report learner outcomes over several years, and use the data for program improvement. David J. Rosen djrosen at comcast.net Tina_Luffman at yc.edu wrote: Hi Luanne, I find it interesting that what you are finding in data seems to be consistent with what we see in our GED classes here in Arizona. Often the last group who enter in March are the least likely to stay with the program until posttesting, and the August group seem to have the highest posttesting and retention rate. Tina Tina Luffman Coordinator, Developmental Education Verde Valley Campus 928-634-6544 tina_luffman at yc.edu -----assessment-bounces at nifl.gov wrote: ----- To: <mailto:assessment at nifl.gov> <assessment at nifl.gov> From: "Luanne Teller" <mailto:lteller at massasoit.mass.edu> <lteller at massasoit.mass.edu> Sent by: assessment-bounces at nifl.gov Date: 04/18/2007 10:56AM Subject: [Assessment 746] Using Data Hi all: I wanted to chime in about our program's use of data since this is the focus of our discussion. Coincidentally, I am in the process of writing our proposal for next year, so I am knee-deep in data even as we speak! The use of data takes many forms in our program. We look at what most people consider the "hard data" -- the raw numbers with regard to attendance, learner gains, retention, goal attainment, etc. We believe; however, that the numbers alone provide an incomplete picture of what is happening, so we use the numbers as a basis for discussion, not decision making. After analyzing the numbers, we begin to look at additional sources of data that we find essential in informing our planning---meetings with staff, classes, our student advisory board, and focus groups. Here's an example we're currently working on---we did a two year analysis of learner retention, and began to document why students did not persist. We found that the retention for students who enrolled after January 1 (our programs runs on a school calendar year from September to June) was significantly lower than the retention for students who began in September. Even more compelling, we learned that the retention for students who began after March 1 was 0%. We met with staff and students, and did some research around student retention issues. After a year-long process, we decided to pilot a "managed enrollment" approach. In Massachusetts , our grantor (MA DOE) allows us to "over-enroll" our classes by 20%, so we enroll 20% more students in the fall. When students leave, we "drop" the overenrolled students into funded slots. This allows us to keep the seats filled even with the typical attrition that occurs. In January, when we do our mid-point assessments; we move students to the higher level who are ready to progress..that typically leaves several openings in the beginner levels and we begin students in February as a cohort. This year, we implemented new orientation programs including a requirement that new students observe a class before enrolling. While it is still too early to tell if these new procedures will have a positive impact, we are hopeful and we know anecdotally that the transition seems to be easier for some of these students. We are eager to look at the data at the end of the year to analyze the effectiveness of this plan. As we begin to look at our data, we are finding that there seem to be a unique set of issues for our beginner ESOL students. We suspect that the lack of effective English communication skills to advocate for themselves with employers is influencing their attendance and persistence. This is an issue that we are beginning to tackle in terms of policy. Do we need to have a more flexible, lenient policy for beginner students? Is there a way to support students in addressing these employment issues? How can we empower students more quickly? Are there other issues for these beginner level students that affect their participation? As we enter these discussions, the numbers will provide a basis for developing strategies, but the students themselves with be our greatest source of valuable data. Luanne Teller Luanne Teller ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment _____ ------------------------------- National Institute for Literacy Assessment mailing list Assessment at nifl.gov To unsubscribe or change your subscription settings, please go to http://www.nifl.gov/mailman/listinfo/assessment -------------- next part -------------- An HTML attachment was scrubbed... URL: http://www.nifl.gov/pipermail/assessment/attachments/20070419/403a86fa/attachment.html
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