To determine a good rate I would consider the following:

the state average for completion for those levels (did the program meet or exceed it?)
the national average for completion for those levels (how does the program compare?  If the state average is higher than the national average then this would not influence my assessment of the program's performance.)
the program's performance history ( I would consider trend data...is the program showing continuous improvement?  How do they compare over time? How do they compare to other program's of similar size and demographics?)
the program's performance targets (are they meeting or exceeding those?)

Overall, I think you have to consider how a program is doing in relationship to itself as well as to other programs in the state in making a determination as to what a 'good' rating would be.

>>> "Virginia Tardaewether" <tarv at chemeketa.edu> 10/17/2007 10:30 AM >>>

What about something like this?
OK 10-20 % of those who had this as a goal
Fair 20-30% of those who had this as a goal
Good 30-40% of those who had this as a goal
Excellent anything above 50%
??????
va
-----Original Message-----
From: assessment-bounces at nifl.gov [mailto:assessment-bounces at nifl.gov] 
On Behalf Of Daphne Greenberg
Sent: Wednesday, October 17, 2007 7:48 AM
To: assessment at nifl.gov 
Subject: [Assessment 966] level movement

Forgive my cross posting to a few NIFL lists, but I received the
following question, and I am hoping that someone has good advice that I
can share with the person who asked me.

If you were to review a program's "graduation" or "completion" rates
from one level to the next (for example from ESL to ABE or ASE/GED or
ABE to ASE/GED) what would you consider a  "good" rate?

Thanks,
Daphne Greenberg
Georgia State University

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Email delivered to mcarson at ksbor.org

Michelle Carson, M.S.
Associate Director of Adult Education
Kansas Board of Regents
1000 SW Jackson, Suite 520
Topeka, KS 66612
phone:  785-368-7359
fax:        785-296-4526
e-mail:   mcarson at ksbor.org


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