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ARIZONA DEPARTMENT OF EDUCATION JOINT TECHNOLOGICAL EDUCATION DISTRICT (JTED) SCHOOL YEAR 2008-2009 Pursuant to ARS § 15-393.M Submitted by the Arizona Department of Education Career and Technological Education Section Ms. Lillie Sly Associate Superintendent Educational Services and Resources March 2010 CONTENT PAGE NUMBER Introduction ………………………………………………………………. i Forward …………………………………………………………………… vi List of Current Arizona JTEDs ………………………………………….. 1 Question 1 - Average Daily Membership ………………………………… 3 Question 2 – JTED Course Listings & Descriptions …………………… 10 Overview on Assessment Participation ……………………… 69 Question 3 – JTED Program Course Cost ………………………………. 72 Selected Expenses to Total Course Correlation Coefficients .... 88 Question 4 – Course Completion Rates ………………………………….. 79 Course Completion Data ……………………………………… 81 Question 5 – JTED Student Graduation Rates ………………………….. 90 Question 6 – JTED Career Opportunities ……………………………….. 92 Question 7 – JTED Career Placement Description …………………….... 94 Appendix ……………………………………………………………………. 97 CD: Contains a folder for each question. Within each “question” folder there is a sub-folder containing: source data submitted by each JTED; data extracted from the ADE database that was used to respond to each question; other supporting documentation. JTED Report 2010 for SY 2008-2009 INTRODUCTION JTED Summary of Critical Information and Recommendations This year, there are 13 JTEDs. Eleven of these had operational courses/programs during SY2008-2009. Mountain Institute Joint Technological District (MIJTED) serving Western Yavapai County and Western Arizona Vocational Education District (WAVED) serving Mohave/La Paz counties were formed during this year, however, they will not generate ADM until SY2009-2010. Again, as Arizona Department of Education Career and Technical Education (ADE CTE) assembles the data required for this report each year, the difficulty of obtaining data sets that directly answer the questions continues to be evident. The issues include many of these elements: • Course information must be backed out of programs, as CTE requires that a student complete a program before they can be counted for any federal purpose. • Schools collect data for cost and all other measures by program course. Cost typically is related to the total program, not to a course. A piece of equipment is used for the program, not just one course. A hooded range for a culinary program is used in all courses in the sequence. Supplies, such as rods for welding, are bought for the program and used for all courses. • Graduation rates must be calculated from member district data, since JTEDs do not graduate students. Next year, JTED CTDS information may assist ADE CTE in disaggregating JTED data from all CTE data for program completers, graduates, and placements. • Course completion rates again are difficult to calculate, since the end of a program after the student has completed the assessment is considered the end of a CTE sequence for a student. Many students may complete a course, but never complete the sequence of courses to complete the program and be qualified to take the end-of- program assessment that will lead to industry certification. The CTE Section has developed the report for Joint Technological Education Districts (JTEDs) using the data available from local JTEDs, ADE School Finance, and CTE. Analysis of the data is affected by a number of factors. Wherever possible data collected for federal and state reporting requirements is utilized in order to avoid redundant reporting requirements. This often involves aggregating JTED member district data to derive the overall JTED results. An update is also provided on the Arizona Skill Standards Assessment System, which was developed in response to JTED state legislation and Carl D. Perkins federal legislation. The report identifies the number of JTED students by district who have taken and passed the end-of-program available state on-line assessments during SY2008-2009. This is an indication of how well students are achieving industry-developed standards, which will lead to industry certification. i Average Daily Membership (Question #1) As of the date of this report, official 2010 fortieth day ADM counts were not available so a comparison to the 2009 fortieth day counts was not possible. While the total JTED reported ADM for SY 2008-2009 increased only 0.99% relative to the prior reporting period, the lack of official SY2009-2010 fortieth numbers precludes any sort of current trend information. Although Mountain Institute Joint Technological District (MIJTED) serving Western Yavapai County and Western Arizona Vocational Education District (WAVED) serving Mohave/La Paz counties were formed during this year, they did not generate ADM for SY 2008-2009. Course and program approval information is included for both districts because course/program approval requests were submitted prior to the start of school for SY 2009- 2010. JTED Course Listings and Descriptions (Question #2) Submissions for approvals of JTED courses/programs for SY2009-2010 were slightly fewer than in SY2008-2009. The approval processes are based on ARS 15-391 & 393. Many programs/courses must be reviewed on-site to ensure that they meet the specifications within the legislation. It is imperative that when a course is approved, it will meet the level of expectations for a permanent approval, since no monitoring provision is included in the legislation. Submissions were in 35 program areas. Since there has not been a State Supervisor for Allied Health and Nursing for more than a year, most submissions in this occupational area remain on the conditionally approved list until a qualified person can review the courses/programs before either final approval or disapproval is determined. In SY2008-2009 new course submissions resulted in 1117 approved courses. This is a slight decline from SY2007-2008 in which 1790 courses were approved. During SY2008-2009, 1305 courses were submitted for approval, with 414 new courses approved for SY2009- 2010. However, 751 remain on a list of conditionally approved until state supervisors can visit the school sites to make a final determination about the status of the course/program. Recommendations: • Consider approval by CTE program, as opposed to course, since a sequence of courses is required for a CTE program to be approved. • Consider allowing for approved courses or programs to be monitored in order to receive continued approval (to ensure that programs or courses do not decline in quality over time.) • Consider providing incentive monies for those JTED programs where large percentages of students pass the CTE state end-of-program assessments and/or gain industry credentials. Overview of End-of-Program Assessment System Results The Arizona Skill Standards Commission oversees the Career and Technical Education Assessment System. The online assessments are designed to lead students toward ii certification that is accepted by a vocation or industry as demonstration of skill in that industry per the definition in ARS 15-391(3)(d)(e). The assessments are based on industry-based and industry-validated standards. 7527 JTED end-of-program students passed their related industry assessment in SY2008-2009. Thirty- five occupational end-of-program assessments were offered last year; however, not all JTED occupational programs have final end-of-program assessments developed. Fifty assessments are being offered in SY2009-2010. Cost Analysis of JTED Courses (Question #3) Since the definition of “cost” is not succinct nor defined in ARS 15-393, costs for purposes of this report reflect expenditure information by existing USFR codes reported by each JTED. Issues related as to how to report large expenditures (new facility, high start-up costs, etc.) and the revenue sources to be included have been negotiated with JTED business managers in the absence of more specific guidance. Recommendations: • More clearly define the term “course or program cost” for the purposes of this report to meet legislative needs. ADE CTE staff is available to work with legislative staff and JTED superintendents for this purpose. • If a more defined set of criteria for costs results in significant changes, provide JTEDs sufficient notice to modify their accounting systems to gather and report information accurately. • Eliminate course cost reporting and replace it with CTE program cost reporting. • Review other options, such as “cost per desired outcome” for the purpose of meeting the course/program cost reporting requirement in ARS15-383.M.3. Course Completion Rates (Question #4) Course completions were calculated on a formula that included the number of students who received transcripted credit in a JTED course in the numerator. The denominator included the number of students enrolled in the JTED course. The overall success rate of course completion is positive. Course completion rate ranged from 81.41 percent to 96.97 percent. The average course completion rate is 92.3 percent. 37.92 percent of all courses had a completion rate of 100 percent. Recommendations: • Utilize program completion rather than course completion as the numerator and program enrollment as the denominator, since it is difficult to tell if the student is just completing one course and is just “sampling” or is taking the total program toward an industry credential. • Utilize one of these gauges for completion of program: o State-developed exam tied to industry standards using the Arizona Skill Standards Assessment

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