Download Data Elements - Skills Commons

Data Collection Process: USDOL Data Requirements
Colleges must be able to identify grant participants by program (credit & non-credit)
I. Initial Point of Contact
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Social Security Number
Name and Contact Information
U.S. Citizenship
Employment Status At Initial Enrollment
Wages At Initial Enrollment
Gender
Ethnicity/Race
Age
Disability Status
Veteran Status
TAA Eligible
II. College Student System (Credit and Non-Credit)
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Social Security Number
TAA Eligible and Grant Participant
Name and Contact Information
U.S. Citizenship
Employment Status At Initial Enrollment (Source:DWD)
Wages At Initial Enrollment (Source:DWD)
Gender
Ethnicity/Race
Age
Disability Status
Veteran Status
Pell Eligibility
Student Status (full or part-time)
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Highest Education Level Completed Upon Entry
Educational Goal (degree or certificate)
Basic Skill Deficiency Reading-Assessment Score
Developmental Reading Level---One Level Below College Level,
Two Levels Below College Level, or Three or More Levels
Below College Level.
Basic Skill Deficiency English-Assessment Score
Developmental English Level---One Level Below College Level,
Two Levels Below College Level, or Three or More Levels
Below College Level.
Basic Skill Deficiency Mathematics-Assessment Score
Developmental Mathematics Level---One Level Below College
Level, Two Levels Below College Level, or Three or More Levels
Below College Level.
Campus Code
Program Code
Term Code and Start Date
Credit or Non-Credit Code
Entering Student Status
Term Credit Hours Attempted
Term GPA
Term Credit Hours Completed
Data Collection Process: USDOL Data Requirements Continued
III. Tracking and Performance Outcome
Data
• Each college will track
implementation of programs and
related strategies
• Developmental Skill Improvement
(course grades, re-test on
assessment instrument, etc.)
• Term to term retention
• Program (degree or certificate
completion)
• Non-Credit to Credit program
movement
• Transfer or Continuing Education
upon program completion
• Employment Status upon program
completion (1st, 2nd, and 3rd quarters,
Source: DWD/DED)
• Wage data upon program completion
(1st, 2nd and 3rd quarters, Source:
DWD/DED)
IV. Action
Use Data &
Thoughtful
Interpretation For
Continuous
Improvement
Implementation progress and
performance measures will be
shared with the Consortium and
colleges on a quarterly and
annual basis.
Based on thoughtful
interpretation of data, colleges
will undertake steps to ensure
continuous program
improvement?
USDOL Evaluation Framework: Participant & Comparison Cohorts
GRANT PARTICIPANT
UNIVERSE:
NON-TAACCCT-FUNDED
UNIVERSE
Participant
Cohort---Subset
of Total Grant
Participant
Universe :
Comparison Cohort--Subset of Non-Grant
Participant Universe :
Matched
Participant Cohort and Comparison Cohorts Are
Matched On Key Demographic Variables---Age and
Gender At A Minimum
Why is DOL Requiring Participant and Comparison Cohorts?
• Meets the goal of “Continuous Improvement”
• DOL hopes to learn from the cohort information:
– Did the TAACCCT program design/ updates/changes
that were proposed and implemented have a
positive effect on students who went through the
new/updated/revised program, as compared with
students who did not?
• Education retention and completion
• Job placement, retention and earnings
Participant Cohort To Comparison Cohort Analysis Will Focus
On Key Tracking and Outcome Variables
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Program Completion
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Retained in Program
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Retained in Other Program
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Credit Hours Completed
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Developmental Skill Improvement
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Earned Credentials
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Further Education After Graduation
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Employment After Graduation
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Employment Retention
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Earnings
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