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Workforce Accountability in Florida -- Grades K-20

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Accountability in Florida: Workforce in the K-20 System Barbara White Florida Department of Education Accountability, Research, and Measurement – PowerPoint PPT presentation

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Title: Workforce Accountability in Florida -- Grades K-20


1
Accountability in Florida Workforce in the K-20
System
Barbara White Florida Department of
Education Accountability, Research, and
Measurement
2
  • Unit Record Data
  • Electronic access
  • to employment records
  • History of Legislative interest in accountability
  • History of collecting placement information
  • Occupational Forecasting
  • Many sector programs held accountable
  • 125 performance measures
  • Experience with workforce accountability programs
  • Total governance reorganization - all one system

3
The perfect Florida storm is a thunderstorm with
lightning soon after rain It starts a cool
fire in the wet woods and keeps the underbrush
low without harming the trees Its good for
survival of rare species flora and fauna
The perfect Florida storm is a thunderstorm with
lightning soon after rain It starts a cool
fire in the wet woods and keeps the underbrush
low without harming the trees Its good for
survival of rare species flora and fauna
4
Necessary Assumptions
  • Purpose of technical education Improve academic
    skills and employment opportunities
  • Success measured by continuing education and
    employment
  • Not dropout prevention, not avocation
  • Accountability definition State resources are
    provided to meet state needs for work
  • Must identify state needs and measure those needs
  • Must measure how much each LEA produces and is
    expected to produce

5
History
  • 1983 - Placement Standard adopted
  • 1984 - Pilot project to automate follow-up
    information on education, employment, and
    earnings
  • 1989 - Follow-up project codified in law (FETPIP)
  • 1990 Utility of Student SSN recognized in law
    for all sectors . . . Improves quality of
    follow-up data

6
History continued
  • 1993 -Voluntary, market-based, performance-based
    incentive funding program enacted
  • 1995 - Placement standard eliminated
  • 1997 - Statewide performance-based funding
    postsecondary career education in both sectors
    funded through one formula

7
History continued
  • 1999 - K-20 education governance reform
  • 2002 - Rewrite of entire School Code -
    Accountability and performance funding for all
    sectors, K-20

8
What we learned Outcome Information (FETPIP)
  • Automated system links records in education data
    bases with those in other agencies
  • Since 1991, contains longitudinal information on
    former high school and technical education
    students, colleges, and universities
  • Other student groups added as program recognition
    widened
  • Essential for state and federal accountability
    reporting functions
  • Cost-effective for state and local education
    agencies
  • Value of program recognized by public agencies,
    economic development interests, and public and
    private research efforts
  • Prohibits duplication
  • Protects privacy
  • Requires interagency cooperation
  • Requires longitudinal studies
  • Information in system includes
  • Demographic, socio-economic, and educational
    program status
  • FETPIP updates information on
  • Continuing education
  • Employment and earnings
  • Military enlistment
  • Public assistance/Incarceration
  • Assists other agencies that use placement
    information for research
  • Program Auditors, Public and Private
    Universities, School Districts, Colleges, WIA
  • Does not include complete information on
    out-of-state placements
  • Does not include information on passing rates of
    occupational license tests
  • Does not include occupational data, only
    industry-level

9
(No Transcript)
10
What we learned Performance-Based Incentive
Funding
  • Voluntary program in which LEA earned additional
    funding by placing students in targeted
    occupations. Targeted occupations identified by
    occupational forecasting conference
  • Threshold of earnings, state supply/demand data,
    occupations, and educational programs
  • Focused attention on completion
  • Focused attention on state targets
  • Provided additional funds for real
  • Provided both rewards and sanctions
  • Base year data identified rewarded improvement

  • Participating LEAs earned incentive funds only
    when former student found placed in targeted
    occupation
  • Additional funds for enrollment, retention and
    placement of members of targeted populations
  • Funds at risk Participating LEAs identified 10
    percent of their budget to be earned back by
    performance
  • Funds for reward Additional funds supplied by
    General Revenue and federal programs
  • Measurement Identified base year of data must
    improve over that years production to generate
    funds
  • Formula Derived point per placement Subtract
    base year production from sum of number of
    placements plus targeted population enrollments,
    retentions, placements. Divide that number into
    total incentive funds available to get value for
    each point.
  • Poorly-performing LEAs did not participate
  • Legislature needed frequent reports
  • Use of federal funds challenged still in court

11
What we learned Workforce Education Funding
Formula
Technical education from both delivery systems
funded solely for performance, no
enrollment-funding. Based 85 percent of funds on
prior year performance earned remaining 15
percent for improved performance.
  • Program improvement
  • Alignment of reporting systems improves data
  • Awareness down to teacher level
  • Lesson learned Accountability is inevitable
  • No creaming
  • Regular communication with Legislature -
    awareness of the dual delivery system, interest
    in technical and career education
  • Align two MIS systems
  • Apply value to formula specifics
  • Improve adult general education reporting
  • Agree on occupational completion points
  • Both sectors under same formula -- competition
    allowed between school districts and community
    colleges
  • Programs no longer funded for enrollment or cost
    of program per full-time equivalent student
  • Funding base is prior year appropriation
  • Performance funding earned for student
    completions of identified points within programs,
    plus placements
  • Extra weight added to formula for targeted
    populations and high earnings after placement
  • Not enough funding available
  • Performance improvement not rewarded, only
    program outcomes
  • Economy downturn required budget cuts and
    formula abandoned for 1 year
  • Community colleges want budget separated
  • Regular communication with Legislature - many new
    members ask many old questions

12
Examples of Accountability Data Follow
13
Credential Outputs Major Pipeline Outputs
Students Exiting/Entering Additional Pipeline
Inputs
Doctoral Degrees
Professional Degrees
Part time traditional students, stop in/stop
outs, students entering from out of state,
students gt24 years old.
Masters Degrees
18-24 Age Group
Employment
Bachelors Degrees
Associate Degrees
One-year PS Cert.
HS Diplomas
14
Initial Earnings 2001 Graduates in the Fall of
2001
Postsecondary
Gauges
High School
9,180
8,758
8,253
8,081
6,959
7,003
6,410
5,382
4,008
3,935
3,818
3,493
2,678
Minimum Wage
HS Grads- Citrus
Associate of Arts
Bachelors ICUF
Fl. Per Capita Income
HS Grads Statewide
Vocational Certificates
Lower Living Level
Sec. Vocational Statewide
Sec. Vocational- Citrus
College Credit Vocational
Associate of Applied Science
Bachelors Public Universities
15
(No Transcript)
16
1990-1991 Florida High School Graduates Highest
Educational Attainment Level in 2000-2001
10 years after graduating from a public Florida
high school, most of those who acquired a high
school diploma in 1991 had not earned a
higher-level education credential.

Source FETPIP Longitudinal
17
Florida Public High School Class of '91 Highest
education credential attained through 2001
Floridas graduates earn salaries that increase
as they attain higher levels of educational
credentials. Earnings for high school graduates
in 1991 started at about 11,800 per year for
full time work. Each year after graduation, the
amount increased, but began to level off in
1997-98.
Earnings October - December 2001 Quarter
62,400
46,048
42,040
35,800
32,924
31,044
30,544
High School Diploma
CC Voc. Cert.
College Credit Voc.
AA Degree
Bachelors
Masters
More
Source FETPIP Longitudinal, 1990-91 Florida
Public High School Graduates. Note that the
earnings levels, while annualized in this chart,
are based on the earnings of former students
during the fall quarter of 2001 in Florida.
18
Projected Florida Employment in 2009 by
Educational Attainment Requirements
Doctorate or Professional
Masters
Bachelors
Associate
Psec Vocational
High School
Less than high school
Millions
Source Florida Agency for Workforce
Innovation Note Based on number employed
19
Florida Occupations Projected to Gain the Most
Jobs
Occupation Employment-2009 Annual Growth Educational Attainment
Retail Salesperson 300,865 1.93 HS
Cashier 223,545 2.49 ltHS
General Manager/Top Executive 236,047 2.07 Bachelors
General Office Clerk 235,273 2.04 ltHS
Registered Nurse 155,983 2.94 Associate
Receptionist 123,740 2.85 ltHS
Systems Analyst 57,463 7.67 Associate
Laborer/Landscaper/Groundskeeper 111,960 3.02 ltHS
Truck Driver, Light 111,789 2.76 ltHS
Nursing Aide/Orderly 86,986 3.50 HS
Computer Support Specialist 44,837 8.50 Voc. Cert.
Waiter/Waitress 151,881 1.69 ltHS
Telemarketer, door-to-door sales 81,664 3.03 HS
Food Prep Server, Fast Food 137,413 1.60 ltHS
Source Agency for Workforce Innovation
20
Florida Occupations Growing the Fastest
Occupation Employment-2009 Annual Growth Educational Attainment
Computer Support Specialist 44,837 8.50 Voc. Cert.
Systems Analyst 57,463 7.67 Associate
Desktop Publishing Specialist 1,569 6.75 Voc. Cert.
Computer Engineer 21,004 6.33 Bachelors
Surgical Technician 6,164 6.20 Voc. Cert.
Medical Records Technician 10,275 5.66 Voc. Cert.
Paralegal 15,692 5.63 Voc. Cert.
Medical Assistant 29,750 5.60 Voc. Cert.
Data Base Administrator 6,233 5.49 Associate
Instructional Coordinator 8,840 5.39 Bachelors
Home Health Aid 39,613 5.29 Voc. Cert.
Physician Assistant 6,485 5.18 Associate
Cardiology Technologist 2,238 5.16 Bachelors
Respiratory Therapist 7,961 5.15 Associate
Source Agency for Workforce Innovation
21
Projected Growth in Supply and Demand of Workers
With Some Postsecondary Education, 1998 to 2028
Jobs requiring some postsecondary experience
Workers with some postsecondary experience
150
140
130
120
110
Thousands
100
90
80
70
60
1998
2008
2018
2028
Source Bureau of Labor Statistics, U.S. Census
Bureau and National Alliance of Business
22
Description of K-20 Accountability Process and
What Lies Ahead
23
K-20 Accountability Project
ACCOUNTABILITY COUNCIL 23 Members
STAFF RESOURCE TEAM 26 Members
4 GOAL TEAMS


Workgroup Findings to Full Accountability Council
Accountability Council Recommendations to
Florida Board of Education
24
Recommendation 125 Measures to 9 Three levels
of measurement themes...
125 General Appropriation Act measures included
in the compendium
The three levels are designed for the general
public, state level policy-makers, the sectors,
and the local education agencies or higher
education institutions
25
Initial Conceptual Model
A small number of measures showing the systems
performance and where Florida stands.
General Public
Level I
Level I more detailed measures designed to
facilitate K-20 policy decisions.
Florida Board of Education/Legislature
Level II
Levels I II measures to include state or
federal law necessary for sector-level
accountability. Add Chancellor selections
Educational Sectors
Level III
Levels I, II, III measures for local
accountability, Add CEO and local Board
Selections.
Local Education Agency/Institution
Level IV
Increasing Numbers of Measures
From OPPAGAs Triangle of Accountability
the K-20 Transition Teams proposed Levels of
Accountability also adapted from the workforce
accountability tiers model outlined in Statute
26
Example of Accountability Task Force Work
Students ready for and progressing to the next
educational level
27
K-20 Accountability System/Performance-Based
Funding
Implement accountability for all sectors
simultaneously. Ten percent of state funds must
be placed at risk. Allow 1 year for programs to
respond to measures and standards. Measures and
standards will be identified summer 2003 in a
series of forums. Six state core measures
identified in law, will be surrounded by
sector-specific or negotiable measures.
  • Highest student achievement,
  • Maximum access,
  • Seamless articulation,
  • Number and quality of credentials generated,
  • Quality efficient services
  • Provides sufficient time to gain support from
    sector leadership
  • Builds on workforce development lessons
  • Unifies, consolidates myriad of performance
    measures

Core measures
  • Guiding principles Each state core measure will
  • Be a valid expression of educational results
    desired for system
  • Be actionable management and policy decisions
    can affect outcomes
  • Be consistent with indicators used in other
    states and for comparisons with other states and
    the nation
  • Apply to all members within a given sector of the
    educational system
  • Standards for the state core measures may be
    based on local performance records and may
    recognize diversity of institutional mission.
  • Data definitions must become consistent
  • Some measures more readily available for one
    sector than another -- ie standardized tests
  • ?Some measures will need to be adjusted to
    prevent unintended consequences -- ie cost per
    completion
  • More applicable data available in some sectors
    than others -- ie student achievement in
    university system
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