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 <mailto:tina_luffman at yc.edu>

>

> -----assessment-bounces at nifl.gov wrote: -----

>

>     To: <assessment at nifl.gov>

>     From: "Luanne Teller" <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

>

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