An Analysis of Training Program Data

Similar documents
EDUCATIONAL ATTAINMENT

Massachusetts Department of Elementary and Secondary Education. Title I Comparability

MINUTE TO WIN IT: NAMING THE PRESIDENTS OF THE UNITED STATES

Financing Education In Minnesota

Graduate Division Annual Report Key Findings

Like much of the country, Detroit suffered significant job losses during the Great Recession.

The Relationship Between Poverty and Achievement in Maine Public Schools and a Path Forward

4.0 CAPACITY AND UTILIZATION

2013 TRIAL URBAN DISTRICT ASSESSMENT (TUDA) RESULTS

Connecting to the Big Picture: An Orientation to GEAR UP

Iowa School District Profiles. Le Mars

The Talent Development High School Model Context, Components, and Initial Impacts on Ninth-Grade Students Engagement and Performance

CHAPTER 4: REIMBURSEMENT STRATEGIES 24

Moving the Needle: Creating Better Career Opportunities and Workforce Readiness. Austin ISD Progress Report

THE PENNSYLVANIA STATE UNIVERSITY SCHREYER HONORS COLLEGE DEPARTMENT OF MATHEMATICS ASSESSING THE EFFECTIVENESS OF MULTIPLE CHOICE MATH TESTS

AP Statistics Summer Assignment 17-18

The number of involuntary part-time workers,

Statewide Framework Document for:

Review of Student Assessment Data

Executive Summary. Laurel County School District. Dr. Doug Bennett, Superintendent 718 N Main St London, KY

Estimating the Cost of Meeting Student Performance Standards in the St. Louis Public Schools

Algebra 2- Semester 2 Review

Title II of WIOA- Adult Education and Family Literacy Activities 463 Guidance

Algebra 1, Quarter 3, Unit 3.1. Line of Best Fit. Overview

BENCHMARK TREND COMPARISON REPORT:

BLACKBOARD & ANGEL LEARNING FREQUENTLY ASKED QUESTIONS. Introduction... 2


DEPARTMENT OF FINANCE AND ECONOMICS

The Relationship Between Tuition and Enrollment in WELS Lutheran Elementary Schools. Jason T. Gibson. Thesis

Measures of the Location of the Data

NC Community College System: Overview

Lesson M4. page 1 of 2

State Budget Update February 2016

FTE General Instructions

Probability and Statistics Curriculum Pacing Guide

Shockwheat. Statistics 1, Activity 1

Rwanda. Out of School Children of the Population Ages Percent Out of School 10% Number Out of School 217,000

Educational Attainment

1. Conclusion: Supply and Demand Analysis by Primary Positions

success. It will place emphasis on:

NORTH CAROLINA VIRTUAL PUBLIC SCHOOL IN WCPSS UPDATE FOR FALL 2007, SPRING 2008, AND SUMMER 2008

The Netherlands. Jeroen Huisman. Introduction

Governor s Office of Budget, Planning and Policy and the Legislative Budget Board. Texas A&M University - Corpus Christi

Testimony to the U.S. Senate Committee on Health, Education, Labor and Pensions. John White, Louisiana State Superintendent of Education

Volunteer State Community College Strategic Plan,

Updated: December Educational Attainment

Transportation Equity Analysis

Strategic Plan Dashboard Results. Office of Institutional Research and Assessment

ILLINOIS DISTRICT REPORT CARD

Financial aid: Degree-seeking undergraduates, FY15-16 CU-Boulder Office of Data Analytics, Institutional Research March 2017

Software Maintenance

Trends & Issues Report

ILLINOIS DISTRICT REPORT CARD

Student Mobility Rates in Massachusetts Public Schools

Higher Education Six-Year Plans

Evaluation of Teach For America:

Program Alignment CARF Child and Youth Services Standards. Nonviolent Crisis Intervention Training Program

AGS THE GREAT REVIEW GAME FOR PRE-ALGEBRA (CD) CORRELATED TO CALIFORNIA CONTENT STANDARDS

Unit 7 Data analysis and design

Northwest-Shoals Community College - Personnel Handbook/Policy Manual 1-1. Personnel Handbook/Policy Manual I. INTRODUCTION

Literacy Level in Andhra Pradesh and Telangana States A Statistical Study

Evaluation of a College Freshman Diversity Research Program

OFFICE OF ENROLLMENT MANAGEMENT. Annual Report

Chapters 1-5 Cumulative Assessment AP Statistics November 2008 Gillespie, Block 4

TheCenter. The Myth of Number One: Indicators of Research University. Performance. The Top American Research Universities.

Grade 6: Correlated to AGS Basic Math Skills

James H. Williams, Ed.D. CICE, Hiroshima University George Washington University August 2, 2012

Summary Report. ECVET Agent Exploration Study. Prepared by Meath Partnership February 2015

Prince2 Foundation and Practitioner Training Exam Preparation

Michigan and Ohio K-12 Educational Financing Systems: Equality and Efficiency. Michael Conlin Michigan State University

SAT MATH PREP:

Livermore Valley Joint Unified School District. B or better in Algebra I, or consent of instructor

FY 2018 Guidance Document for School Readiness Plus Program Design and Site Location and Multiple Calendars Worksheets

21st Century Community Learning Center

Montana's Distance Learning Policy for Adult Basic and Literacy Education

Integrating Common Core Standards and CASAS Content Standards: Improving Instruction and Adult Learner Outcomes

(I couldn t find a Smartie Book) NEW Grade 5/6 Mathematics: (Number, Statistics and Probability) Title Smartie Mathematics

PROGRAMME SPECIFICATION

Topic: Making A Colorado Brochure Grade : 4 to adult An integrated lesson plan covering three sessions of approximately 50 minutes each.

Georgia Department of Education

Principal vacancies and appointments

ASCD Recommendations for the Reauthorization of No Child Left Behind

MARKETING FOR THE BOP WORKSHOP

CONSISTENCY OF TRAINING AND THE LEARNING EXPERIENCE

The Dropout Crisis is a National Issue

Power of Ten Leadership Academy Class Curriculum

First Grade Standards

STANDARDS AND RUBRICS FOR SCHOOL IMPROVEMENT 2005 REVISED EDITION

Rural Education in Oregon

Financing Public Colleges and Universities in an Era of State Fiscal Constraints

Mexico (CONAFE) Dialogue and Discover Model, from the Community Courses Program

Briefing document CII Continuing Professional Development (CPD) scheme.

Classroom Connections Examining the Intersection of the Standards for Mathematical Content and the Standards for Mathematical Practice

For the Ohio Board of Regents Second Report on the Condition of Higher Education in Ohio

Committee to explore issues related to accreditation of professional doctorates in social work

Librarians of Highlights of a survey of RUL faculty. June 7, Librarians of 2023 June 7, / 11

The Role of School Libraries in Elementary and Secondary Education

Designing a Rubric to Assess the Modelling Phase of Student Design Projects in Upper Year Engineering Courses

BUSINESS HONORS PROGRAM

The Teaching and Learning Center

Transcription:

MicroTest Performance FY 2005 An Analysis of Training Program Data Welcome to a summary analysis and presentation of selected MicroTest program performance statistics for FY2005. The data were collected in 2006, from 69 MicroTest member microenterprise development organizations. The report is broadly organized around the AEO Numeric Microenterprise Accreditation Standards. In addition, additional information is provided around program scale and self-sufficiency two subjects of considerable interest among practitioners within the field. Generally, statistics are presented in multiple ways. First, the statistics will often be presented in summary, using standard statistical summary values of mean, median, minimum, and maximum. Next, a chart will graphically show the distribution of values among the participating programs. Finally, in some cases, the connections between statistics will be shown using statistical correlations. In addition, in selective cases the statistics are presented according to different subsets of programs, to illustrate different approaches or perspectives among programs.

Training Program Analysis Industry Comparisons: MicroTest Summary Statistics and Distributions AEO Numeric Accreditation Standards for Training Programs Scale, efficiency, effectiveness (Training program graduation rate, Business Plan completion rate) Program Self-Sufficiency is of industry-wide interest 2 Training programs offer business management training and technical assistance to program clients. That assistance can be pre-business before a business is opened. Pre-business assistance is usually in the form of helping the client figure out if their business idea is viable, that they ve gone through the proper due diligence, and/or to help determine if they themselves are prepared for business ownership. Other forms of assistance help clients after they open a business, usually in the form of helping to formalize an existing (often home-based) business, helping to stabilize a business in trouble, or helping an entrepreneur to significantly grow their business and take it to the next level. The AEO accreditation standards evaluate training programs by looking at the scale, graduation and business plan completion rates, and the efficiency of operations. Some of these standards will vary, depending upon the geography served by the program. Also included in this analysis is understanding the self-sufficiency of the training program.

Training Programs 42 (61%) MT programs describe themselves as Training-Led Programs 64 (93%) of MT programs report clients receiving BD training or TA 14,876 (80%) of clients are reported to have received BD training or TA The total cost of providing business development training and TA services for FY2005 is $17,816,317 (n= 50) 3 Almost all programs offer training or TA services, and although we don t have the precise statistic to show it (our statistic here only looks at BD services), from the work we ve done with client outcomes data we ve seen that virtually all clients receive these services.

AEO Numeric Accreditation Standards for Training Program Scale Rural programs should serve at least 75 BD clients in a fiscal year Urban programs should serve at least 100 BD clients in a fiscal year Dual area (urban and rural) programs should serve at least 150 BD clients in a fiscal year 4 The AEO Accreditation Standards vary by the geography served for training program scale. 61% of training programs (39/64 programs providing business development services) met this standard. One programs did not have sufficient data for the measure.

Clients Receiving Business Development Training or Technical Assistance All Credit-led Training-led Urban Rural Dual Area State-wide AEO Std 100 75 150 Mean 236 303 203 231 205 220 310 159 159 162 142 202 102 336 Low 14 14 15 44 26 14 17 High 1,348 1,348 609 914 413 1,348 619 Sum 14,876 6,367 8,509 4,628 1,641 5,509 3,098 N 63 21 42 20 8 25 10 5 The standards for scale are as follows: Rural programs should serve at least 75 BD clients Urban programs should serve at least 100 BD clients Dual area programs should serve at least 150 BD clients The majority of the programs meet and exceed the highest standard for urban and rural programs. However, fewer than half of the dual-area (serving both urban and rural area) programs met the standard in Fy2005.

BD Clients and Methodology 25 20 15 10 5 0 <100 100 200 200 300 300 400 400 500 500 600 600 700 700 800 800 900 900 1000 1000 Credit-led Training-led 6 Here is the distribution of program sizes. Again we see ski-slope distribution with most programs clustered around the smaller categories, and then a smaller number of programs extending into larger scale. Methodology seems to matter less here than size of the program overall, with credit-led programs being among the largest, and most programs offering BD training and TA services.

Cost per BD Client All Credit-led Training-led Low-Income Focused Moderate - Income Focused AEO Std $1,800 Mean $1,305 $655 $1,817 $1,158 $1,352 $1,329 $936 $1,806 $1,204 $1,494 Low $79 $79 $182 $79 $476 High $5,018 $2,644 $5,018 $5,018 $3,768 N 49 18 31 19 16 7 Here are the summary statistics for the cost per business development client. The AEO accreditation standard is $1,800 or less. The mean and average for trainingled programs are very close to this standard. 55% of training programs (29/53) met this standard. Four programs out of 53 (8%) had insufficient data for the measure. An additional 11 programs reported through MicroTest Intermediary and were not required to report the cost per BD client measure.

Cost per BD Client by Methodology 14 12 10 8 6 4 2 0 <$500 $500 => $1000 $1000 => $1500 $1500 => $2000 $2000 => $2500 $2500 => $3000 $3000 => $3500 $3500 => $4000 $4000 => $4500 $4500 => $5000 >$5000 Credit-led Training-led 8 Here is the distribution. Comparatively credit-led programs are more consistent than training-led programs at keeping costs low. Some training-led programs have very high cost per client rates.

Cost per BD Client and Low-Income Focus 10 9 8 7 6 5 4 3 2 1 0 <$500 $500 => $1000 $1000 => $1500 $1500 => $2000 $2000 => $2500 $2500 => $3000 $3000 => $3500 $3500 => $4000 $4000 => $4500 $4500 => $5000 >$5000 Low -Income Focused Moderate-Income Focused 9 One piece of conventional wisdom in the field is that very low income clients require more extensive business development services. The summary statistics confirmed this view, where we saw higher mean and median rates for low-income focused programs. However, the above distribution shows that, except for a single outlier, low-income focused programs actually have a very similar cost per BD client ratios to moderate-income focused programs.

Training Program Completions Measure of training program effectiveness 11,375 (76%) of BD clients were enrolled in a training course with a graduation requirement in FY 2005 33 (79%) of training-led programs, and 15 (71%) of credit-led programs had training courses with a graduation requirement 10 Training program effectiveness is measured through training program graduation and business plan completion rates. Here we see that most BD clients attend training courses that have a graduation requirement.

Training Program Completion Rates Al l Credit-led Training-led AEO Std 75% Mean 75% 73% 76% 82% 82% 81% Low 27% 27% 32% High 100% 100% 100% N 47 15 32 11 The AEO accreditation standard for training program completion is 75%. More than half of training programs with a graduation requirement (63%, or 30/48 programs) met this requirement. One program did not have sufficient data to calculate this measure.

Training Program Completions and Methodology 14 12 10 8 Credit-led Training-led 6 4 2 0 <10 % 10% 20% 20% 30% 30% 40% 40% 50% 50 % 60% 60% 70% 70% 80% 80% 90% 90% 12 Here is the distribution.

Business Plan Completions Measure of training program effectiveness 8,240 (55%) of BD clients are involved in training activities that are expected to result in the completion of a business plan 29 (69%) of training-led programs, and 12 (57%) of credit-led programs had training courses that were expected to result in a business plan 13 More than half of business development clients are in training activities that are expected to result in a completed business plan.

Business Plan Completions Al l Credit-led Training-led AEO Std 75% Mean 69% 73% 69% 67% 73% 65% Low 19% 20% 19% High 100% 100% 100% N 38 10 28 14 The AEO accreditation standard for business plan completions is 75%. Approximately 39% (16/41) of the programs with a training course expecting to result in a business plan met this standard. Three programs did not have sufficient data to determine compliance.

Business Plan Completions by Methodology 10 9 8 7 6 5 4 3 2 1 0 <10% 10% 20% 20% 30% 30% 40% 40% 50% 50% 60% 60% 70% 70% 80% 80% 90% 90% Credit-led Training -led 15 Here is the distribution.

Training Program Cost Recovery Percent n Mean 5.9% 1.7% 49 49 Low 0.0% 49 High 44.6% 49 16 Generally, training programs are not recovering a significant percentage of program costs through client fees.

Training Program Cost Recovery 20 15 10 5 0 0% 0% - 5% 5% - 10% 10% - 15% 15% -20% 20% - 25% 25% - 30% 30% - 35% 35% - 40% >= 40% 17 Here is the distribution. 10 (20%) programs have %0 cost recovery. The largest group, containing 19 programs (39%), recovers at least a portion of their costs from client fees, but that amounts to less than 5% of training program costs.

For More Information Contact MicroTest Tel: (202) 736-1089 E-mail: microtest@aspeninstitute.org On the web: http://fieldus.org/li/microtest.html