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1 Voluntary Framework of Accountability Adult Basic Education Metrics February 2014 This document only covers measures relating to Adult Basic Education/GED. All measures and definitions are the same as in the VFA Metrics Manual. The complete VFA Metrics Manual is available on the VFA website: Contact: Kent A. Phillippe Associate Vice President, Research and Student Success American Association of Community Colleges

2 Table of Contents SECTION I: OVERVIEW OF VFA COHORTS AND MEASURES... 3 STUDENT PROGRESS AND OUTCOMES (SPO) [DOMAIN 1]... 3 CAREER AND TECHNICAL EDUCATION (CTE) [DOMAIN 2]... 3 ADULT BASIC EDUCATION (ABE) / GED [DOMAIN 3]... 3 SECTION II: ADULT BASIC EDUCATION COHORT... 4 ADULT BASIC EDUCATION / GED* PREPARATION (ABE/GED) COHORTS... 4 Cohort Year... 4 Cohort Type... 4 Cohort Disaggregation... 4 EXPLANATION OF THE ABE/GED COHORT YEARS/TYPES... 5 SECTION III: LISTS OF MEASURES... 6 ADULT BASIC EDUCATION/GED... 6 DETAILED DESCRIPTIONS: ADULT BASIC EDUCATION / GED

3 Section I: Overview of VFA Cohorts and Measures The VFA collects data in three broad domains and each domain has separate cohorts of student populations on which to report. This overview is designed to help the user understand the three domains and the student populations on which the VFA reports. Student Progress and Outcomes (SPO) [Domain 1] The SPO measures capture incoming student populations and document their progress and outcomes during their first two years (Two Year Progress & Outcomes) and outcomes after six years (Six Year Outcomes). Student Progress & Outcomes measures will not be discussed in this document. Descriptions of the SPO cohorts and detailed definitions of the measures can be found in the VFA Metrics Manual. Career and Technical Education (CTE) [Domain 2] Preparing individuals to enter the workforce is a vital mission for community colleges. Many times, this education and training is done through non-credit workforce programs as well as the more traditional credit programs. The Career and Technical Education (CTE) measures are designed to assess the value of education and training in job-specific programs to the students who have completed a program, or have had substantial exposure to training in these areas. Career & Technical Education measures will not be discussed in this document. Descriptions of the CTE cohort and detailed definitions of the measures can be found in the VFA Metrics Manual. Adult Basic Education (ABE) / GED 1 [Domain 3] Adult Basic Education and preparation for passing a GED or other high school equivalency are important missions for many community colleges. This section has been developed to look at outcomes for students who have ABE/high school equivalency preparation experiences at the college. For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all high school equivalency work at the college. The use of GED is not intended to be an endorsement of the GED as a preferred form of assessment, but as a generic label for ease of use. A description of the measures can be found on page 6. This population of students is not collected in other sections of the VFA and the cohort for this section requires a separate definition found on page 4. in the ABE/GED Cohort (AY ) are students who were enrolled in the ABE/GED classes in academic year Full definition of the measures is found on page 7. 1 For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all form of assessment, but as a generic label for ease of use 3

4 Section II: Adult Basic Education Cohort Adult Basic Education / GED* preparation (ABE/GED) Cohorts It is understood that not all colleges will be able to report on all of the measures in this section. Cohort Year The ABE/GED cohort is defined as enrolled in Adult Basic Education or high school equivalency (GED preparation) courses during the academic year If your college does not track ABE/GED on an academic year, use the 2010 calendar year for determining the cohort. For purposes of this manual, the 2010 calendar year will be called the ABE/GED Cohort (AY ). ABE/GED Cohort (AY ) *NOTE: For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all high school equivalency work at the college. The use of GED is not intended to be an endorsement of the GED as a preferred form of assessment, but as a generic label for ease of use. Future versions of this manual may update this language but the measure will remain the same. Cohort Type The ABE/GED Cohort ( ) has only one cohort type ABE/GED Cohort (AY ) Cohort Disaggregation In order to better understand different student populations, colleges are asked to report their data disaggregated by several key student characteristics. These characteristics are: A. Race/ethnicity: Student s racial or ethnic background, as defined in the U.S. Department of Education, National Center for Education Statistics, Integrated Postsecondary Education Data System (IPEDS). Because the VFA looks at historical cohorts, it is expected that some colleges may have defined cohorts by the old race/ethnicity categories and will need to cross-walk into the new IPEDS categories. Colleges will be asked to report the new race/ethnicity categories based on the most recent data they have available. Categories to be reported are: Hispanic (of any Race) American Indian or Alaska Native Asian Black or African American Native Hawaiian or Other Pacific Islander White, Non-Hispanic Two or more races Race/Ethnicity Unknown Nonresident Alien 4

5 B. Age: Student s age group is an aggregation of age groups defined in IPEDS Fall Enrollment survey. The separate age groups are: Less than 20 years old = IPEDS under 18 and = IPEDS and = IPEDS or older = IPEDS 30-34, 35-49, 50-64, and 65+ Age Unknown = IPEDS Unknown C. Gender: Student s gender as noted at initial time of enrollment. If a student s gender is unknown, or non-traditional, code it as Unknown/other. Male Female Unknown or other Explanation of the ABE/GED 2 Cohort Years/Types The ABE/GED cohort is defined as students enrolled in Adult Basic Education (ABE) or high school equivalency (GED) courses offered by your institution during the academic year If your college does not track ABE/GED on an academic year, use the 2010 calendar year for determining the cohort. For purposes of this manual, the 2010 calendar year will be called the ABE/GED Cohort (AY ). All students who are enrolled in ABE or high school equivalency/ged prep courses should be in the cohort, including English as a Second Language (ESL) students and students concurrently enrolled in any other educational institution (secondary or postsecondary). 2 For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all form of assessment, but as a generic label for ease of use 5

6 Section III: LISTS OF MEASURES Adult Basic Education/GED 3 Reported As Follows Required. ABE/GED Profile Information about the College are reported if the college has access to ABE/GED data for: ABE/GED Cohort (AY ) Measures (Details can be found on page 7) 1. Percent of students that completed ABE/GED Reported As Follows Required. ABE/GED Outcomes Measures are reported if the college has access to outcome data for: ABE/GED Cohort (AY ) Measures (detailed definitions can be found on page 7): 1. Percent of ABE/GED students that enrolled in additional education 2. Percent of ABE/GED students that gained employment Note: Colleges will be asked to provide data for all the ABE/GED measures for which data are available. In some cases, colleges will not be able to provide all of the ABE/GED measures but should complete the ABE/GED measures for which data are available. For example, it is expected that most colleges will be able to provide ABE/GED completions but may not have any wage data to report the measures that require wage data. 3 For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all form of assessment, but as a generic label for ease of use 6

7 Detailed Descriptions: Adult Basic Education / GED 4 Reported for: ABE/GED Cohort ( ) Measure Definition Demographic/Status Variables Population Percent Complete ABE or GED Measure: Percentage of students enrolled that completed the final or highest-level adult basic education course or the GED. What to report: Age Gender Race / Ethnicity enrolled in ABE or GED courses Numerator: who successfully completed the highest-level ABE or GED course allowing for progression into the next level of education by September 1, 2012; Denominator: ABE/ GED Cohort (AY ). Percent ABE/GED Transition to More Education Measure: Percentage of students that completed ABE or GED education and are enrolled in college within one year of exiting the college. What to report: Numerator: who successfully completed the highest-level ABE or GED by the end of the academic year and attempted at least one college level course by the end of academic year; Age Gender Race / Ethnicity completing ABE or GED courses Denominator: ABE/ GED Cohort (AY ). 4 For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all form of assessment, but as a generic label for ease of use. 7

8 Percent ABE/GED 5 Transition to Employment Measure: Percentage of students who completed ABE or GED education and gained employment within one year of exiting the college What to report: Age Gender Race / Ethnicity enrolled in ABE or GED courses Numerator: who successfully completed the highest-level ABE or GED course and are employed with income at least twice the poverty level (livable wage) in the 4 th quarter Denominator: ABE/ GED Cohort (AY ). Note: Colleges will be asked to provide data for all measures which data are available. In some cases, colleges will not be able to provide all of the ABE/GED measures, but should complete the ABE/GED measures for which data are available. For example, it is expected that most colleges will be able to provide ABE/GED completions, but may not have any wage data to report the elements that require wage data. 5 For purposes of the VFA manual and forms, we will use the term GED or GED preparation as a short-hand substitution for all form of assessment, but as a generic label for ease of use 8

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