Institution-Set Standards: CTE Job Placement Resources February 17, 2016 Danielle Pearson, Institutional Research
Standard 1.B.3 states: The institution establishes institution-set standards for student achievement, appropriate to its mission, assesses how well it is achieving them in pursuit of continuous improvement, and publishes this information. ACCJC states: College must have institution-set standards and assess program and institutional performance related to job placement rates and licensure examination placement rates (for programs where graduates must complete an examination in order to work in that field) in their vocational/career-technical education programs, commonly referred to as CTE programs. These CTE programs include certificate programs and degree programs, as well as other programs defined by the institution (http://www.accjc.org/wpcontent/uploads/2015/07/standard_i_q_and_a_july_2_2015.pdf ).
In Fall 2015 many colleges received notice of Enhanced Monitoring from ACCJC due to concerns with institution-set standards on the 2015 Annual Report. According to these letters, For each career-technical education program at the college which had at least 10 program completers in 2012-2013: - State the institution-set standard for job placement rate. - Specify the job placement rate for 2012-2013 completers in each program. - Describe how job placement rates are being tracked.
Where do we find data on job placement rates? Many colleges use Perkins IV Core Indicator data The core indicators are: o o o o o o Core 1: Technical Skill Attainment: career and technical skill proficiencies, including student achievement on technical assessments, aligned with industry-recognized standards Core 2: Completions - Credential, Certificate, Degree, or Transfer Ready: attainment of a postsecondary degree, certificate, or credential Core 3: Persistence and Transfer: career and technical education student retention in postsecondary education or transfer to advanced training Core 4: Employment: career and technical education student placement in military service or employment Core 5a: Nontraditional Participation (Enrollment): participation in career technical education programs leading to employment in nontraditional fields Core 5b: Nontraditional Completions: completion of career technical education programs leading to employment in nontraditional fields
Core Indicator 4: Employment Legislation [Perkins IV, Section 113(b)(2)(B)(iv)] Student placement in military service or apprenticeship programs or placement or retention in employment, including placement in high skill, high wage, or high demand occupations or professions. Assessment Students who leave a higher education institution should do so with the knowledge and skills that will assist them in either pursuing additional education or in securing employment or military placement. This measure will assess the percentage of CTE program leavers and completers who have some form of positive placement associated with their leaving. Administrative data follow-up on program leavers and completers in the year following exit to determine whether they continued their education at a four-year university, were found employed in federal or California Unemployment Insurance (UI) covered employment or enlisted in the military is a valid and reliable assessment of student placement. Indicator This indicator is the percentage of CTE program leavers and completers who did not transfer to a two or four year institution and were found during one of the four quarters following the cohort year in an apprenticeship program, UI covered employment, the federal government, or the military. Although the state currently does not perform data matches with the adult education offered apprenticeship programs, the federal government, or the military, the state will continue to pursue those administrative data matches. Numerator: The number of CTE concentrators in the denominator who were found during one of the four quarters following the cohort year in UI covered employment, or an apprenticeship program, the federal government, or the military in the year following the cohort year. Denominator: The number of CTE concentrators who were leavers or completers and did not continue in any institution. Note: The denominator includes completers who stayed but does not include Transfer Ready who stayed.
Where do we view/find Perkins IV Core Indicator data? https://misweb.cccco.edu/perkins/core_indicator_ Reports/Summ_CoreIndi_TOPCode.aspx
Where do we view/find Perkins IV Core Indicator data? For all TOP Codes at Chaffey, select College Summary Core Indicators by TOP Code
Where do we view/find Perkins IV Core Indicator data? Select Chaffey College, Fiscal Year, and click View Report
Report Results
Expand to Drill Down
Export Results to Excel File
Excel File Downloads to Computer
Click + to Expand to 4 or 6 digit TOP
Click + to Expand to 4 or 6 digit TOP
NOTE COHORT YEARS
Why 2012-13 for Fiscal Yr Planning 2015-16? Cohort Year Reports and report selection menus often refer to cohort, program, and planning years. The table below provides a guide to interpreting which cohort is being referenced. Cohort Year Outcomes Year* Program Year** Planning Year 2008-2009 2009-2010 2010-2011 2011-2012 2007-2008 2008-2009 2009-2010 2010-2011 2006-2007 2007-2008 2008-2009 2009-2010 *note: Some outcome years occur prior to and in the cohort year such as GPA and nontraditional participation. **note: Program Year is the academic year the reports become available to the public. http://extranet.cccco.edu/portals/1/wed/cep/perkinsiv/coreindicator/perkins_iv_core_indicator_ Cohort_Definitions_Selection_Methodology_and_Report_Specs_revised-2012.doc
In addition to rates available from Perkins IV data, what else might we need? In conjunction with the data through Perkins IV reports, you will want to consider need e.g., how many positions are available and projected growth rates in our region These data are available in Needs Assessments that are provided for each CTE program during their PSR writing year
Needs Assessment Report Example In addition to TOP-CIP-SOC codes associated with program and program/associated occupation descriptions, data are provided on: Projected Regional Job Outlook The table below displays 2012 employment estimates and 2022 projections for Fashion Designers. Jobs for fashion designers within Los Angeles County are projected to grow more slowly than within California as a whole, while the project growth rates for the Inland Empire and Orange County far exceed that for statewide. Total Estimated 2012 Jobs Total Projected 2022 Jobs Projected Growth (%) Ave. Annual New Job Openings Ave. Annual Replacement Job Openings Ave. Annual Total Job Openings Fashion Designers State of California 7,400 8,500 1,100 (14.9%) 110 190 300 Inland Empire 140 200 60 (42.9%) 6 4 10 Los Angeles CO 4,900 5,430 530 (10.8%) 53 130 183 Orange CO 700 1,080 380 (54.3%) 38 18 56 -- Indicates there are no data available. Source: Labor Market Information Division, Employment Development Department, Occupation Profile, on the Internet at: http://www.labormarketinfo.edd.ca.gov/ (visited February 10, 2016).
Regional Hourly Wages This table displays the first quarter 2015 hourly wage statistics for Fashion Designers. Fashion Designer wages are somewhat lower in the Inland Empire than in California as a whole. Fashion Designers can expect to earn between $12/hr and $43/hr, depending on the county in which they are employed and the employee s level of experience. No wage data specific to Orange County were available. Mean Hourly Rate 25 th Percentile Median Hourly Rate 75 th Percentile Fashion Designers State of California $35.72 $22.19 $32.33 $42.95 Inland Empire $27.37 $12.21 $28.47 $35.55 Los Angeles CO $36.24 $22.46 $32.70 $42.88 Orange CO -- -- -- -- Source: Labor Market Information Division, Employment Development Department, Occupation Profile, on the Internet at: http://www.labormarketinfo.edd.ca.gov/ (visited February 10, 2016).
Largest Industry Employers of Fashion Designers The graph below displays the 2012 staffing patterns of the largest industries employing Fashion Designers across the state of California. The top three industries employing Fashion Designers account for over 70% of the employment in this domain during this time. Fashion Designers Number of Employees 2000 1600 1200 800 400 0 Source: Labor Market Information Division, Employment Development Department, Staffing Patterns, on the Internet at: http://www.labormarketinfo.edd.ca.gov/iomatrix/staffing-patterns1.asp (visited February 10, 2016).
Change Over Time of the Largest Industry Employers of Fashion Designers The graph below displays projections of staffing changes from 2012-2022 within the largest industries employing Fashion Designers in the state of California. Five industries employing Fashion Designers are expected to increase the number of positions available over the next ten years, while the largest industry projects reductions. Fashion Designers Percent Change 60% 40% 20% 0% 30.8% 16.7% 16.7% 40.0% 33.3% -20% -11.1% Source: Labor Market Information Division, Employment Development Department, Staffing Patterns, on the Internet at: http://www.labormarketinfo.edd.ca.gov/iomatrix/staffing-patterns1.asp (visited February 10, 2016).
Regional Completers in Fashion Design Programs The table below displays the number of program completers in the 2013-14 academic year at regional institutions offering Fashion Design programs. With the inclusion of Chaffey College, there were 15 institutions offering certificates and two year degrees below the baccalaureate level across California. Institution Name < 1 year Certificate 1 to < 2 year Certificate Award Level Associate s Degree 2 to < 4 year Certificate Chaffey College 2 -- 4 -- Academy of Couture Art -- -- 2 -- Argosy University The Art Institute of California Hollywood -- -- 7 -- El Camino Community College District 6 -- -- -- Fashion Institute of Design & Merchandising Los Angeles -- -- 286 -- Fremont College -- -- 1 -- Fullerton College -- 4 3 -- Long Beach City College -- 3 3 -- Los Angeles Trade Technical College 8 47 16 -- Mt. San Antonio College 7 1 6 -- Orange Coast College -- -- 6 -- Saddleback College 0 4 5 -- Santa Ana College -- 3 2 -- Santa Monica College -- 0 7 -- Virginia Sewing Machines and School Center 4 -- -- -- Total 27 62 348 0 Note: -- indicates that this type of degree is not offered. 0 indicates that this degree/certificate level is offered but no degrees or certificates were granted. Source: National Center for Education Statistics, U.S. Department of Education, Integrated Postsecondary Education Data System, on the Internet at: http://www.nces.ed.gov/collegenavigator/ (visited February 10, 2016)
2012-2013 Chaffey College Performance on Core Indicators The table below displays negotiated and actual core performance indicator levels for all Chaffey College students classified under the Fashion Design TOP code. Chaffey College students performed above the district negotiated level for Cores 1 and 3, Technical Skill Attainment and Persistence and Transfer, the only two cores for which there were sufficient data. Core Performance Indicators Negotiated Level State District Chaffey College Performance Percent Above or Below District Negotiated Level Fashion Design Core 1 Technical Skill Attainment 89.50% 89.50% 92.31% 2.8 Core 2 Completions - Credential, Certificate, Degree, or Transfer Ready 81.50% 75.61% 100.00% N/A Core 3 Persistence and Transfer 86.50% 83.24% 92.31% 9.1 Core 4 Employment 80.85% 77.65% DR N/A Core 5a Non-traditional Participation 22.60% 20.29% N/R N/R Core 5b Non-traditional Completions 26.50% 22.49% N/R N/R Note: The DR notation indicates privacy requirements EDD requires that counts less than six not be displayed. N/A (Not Applicable) indicates denominators 10 or N/R (Not Reported) indicates that no participants were reported. Source: CA Community Colleges Reporting Services, Fashion Design, College Core Indicator Information by 6-Digit TOP (2014-2015 Fiscal Year Planning).
To get the snapshot of performance on core indicators just for a specific 6-digit (or 4-digit) TOP Code program: https://misweb.cccco.edu/perkins/core_indicator_ Reports/Forms_All.aspx o o o o Select Form Type: Form 1 Part F by 6 Digit TOP Code College Select District/College: Chaffey College Select Fiscal Year: Choose year of interest Select TOP Code: type in relevant TOP code
How do you select the set standard? Different colleges use different methods o o o o Average of several years A percentage (e.g., 90%) of average of several years Average of several years minus a proportion/standard deviation, etc Certain increase or decrease based on industry growth projections Suggest using institution-set standards as benchmarks of student achievement that the college will not fall below (but ACCJC don t like them set too low so we always meet them have a rationale) Keep in mind Perkins outcome data does not include self-employed individuals, so keep that in mind for areas that have large numbers of selfemployed individuals
Alternatives to Perkins IV Data Some colleges take part in the CTE Outcomes Survey, which is coordinated by Santa Rosa Jr. College: http://cteos.santarosa.edu/ Completers/Leavers surveys, as were done in the past here at Chaffey Launchboard/Cal Pass Plus
Additional Resources http://extranet.cccco.edu/divisions/workforceande condev/careereducationpractices/perkinsiv/corei ndicators.aspx https://misweb.cccco.edu/perkins/main.aspx Z:\Institutional Research\Public\Needs Assessments