Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study
Early Results
Wednesday, August 14, 2002
Please be aware this is a draft document.
Comments are welcome.
Send comments to Dr. Chuck Wiseley cwiseley@cccco.edu
Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Table of Contents
Introduction: .................................................................................................................................... 1
Background: .................................................................................................................................... 1
Study Methodology:........................................................................................................................ 2
Early Results: .................................................................................................................................. 2
Impact on Economically Disadvantaged Counts ............................................................................ 4
VTEA Survey Administration Process ........................................................................................... 4
Sample Questions: .......................................................................................................................... 6
Introductions - Directions: .................................................................................................. 6
Economic Disadvantagement: ............................................................................................ 7
1. BOG fee waiver questions: ........................................................................................ 7
2. Forms of public assistance: ........................................................................................ 8
Single Parent / Single Pregnant Women: ............................................................................ 9
Displaced Homemaker: ..................................................................................................... 10
Summary: ...................................................................................................................................... 11
Appendix A - Email Survey Sent to RP Group Listserv .............................................................. 12
Appendix B – Students Identified Using SV03 Only ................................................................... 13
Appendix C – Respondent Colleges - Students Identified Using SV03 Only .............................. 19
Appendix D - Envelope Instructions for Faculty .......................................................................... 21
Appendix E – Letters to Faculty ................................................................................................... 22
Letter #1 .................................................................................................................................... 22
Letter #2 .................................................................................................................................... 23
Letter #3 .................................................................................................................................... 24
Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Introduction:
The Vocational Education Services Team (VEST) recently undertook an informal study of how
colleges collect the data to report the special population categories required for the Carl D.
Perkins Vocational and Technical Education Act (VTEA) reporting. The intent of the study is to
provide an understanding of some common practices in the VTEA data collection effort, the
effect of supplemental collection on funding and possibly provide exemplary practices and
samples.
Although the study is in an early stage, some preliminary findings are available. As part of the
study, some exceptional classroom and registration surveys were made available for VEST
review. A sampling of questions to determine special population status are included in the
report. Some of the highlights from this preliminary report are:







Most of the information needed for VTEA can be asked in four questions
Questions at registration:
o are least obtrusive to faculty and student learning
o remove administration logistics nightmares of surveys in all vocational
classrooms
o facilitates expansion to all students for research purposes
If the data is for special population status only, simple questions work well
Surveys often included questions for both VTEA and Matriculation
If the data is used to determine services needed by students or other research, more
detailed information is often required
Eligibility for BOG fee waiver can be used as a financial aid marketing tool
Statewide nearly 16% of economically disadvantaged vocational students are identified
only by SV03 (as self-reported)
Background:
Although this report discusses the student supplemental data surveys used for collecting data that
is reported in the VTEA accountability reporting system, the VEST recognizes that the intent of
the collection and the benefits to students and colleges is in the local use of the data collected.
The benefits come out of local colleges identifying specific needs that might be addressed to
support students in their educational pursuits. Often, identifying inclusion in certain special
populations can provide insights into unmet needs when outcomes for those groups suffer. The
VTEA supplemental data collection surveys are one of the mechanisms for more accurately
identifying inclusion in special populations.
A number of the special population categories required for the VTEA Core Indicator reports are
temporal in nature. The status of students may change from term to term in categories such as
Single Parent / Single Pregnant Women, Displaced Homemaker, and Economically
Disadvantaged. Additionally, colleges were provided an expanded set of criteria for identifying
Economically Disadvantaged students in the approved California Perkins State Plan that allows
for an expanded set of criteria. The plan included a “Request for Waiver of Section 132 Funds”
to allow the state to use more than just the Pell grant to identify economically disadvantaged
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
students as specified in the law in Section 132, Postsecondary and Adults. The waiver1 includes
the criterion below for identifying economically disadvantaged students:
#8. An adult who is eligible for economic public assistance or student fund aid and/or an
annual income below the poverty line as defined by the county of eligibility
The ability to identify whether a student is “eligible for” rather than “in receipt of” financial aid
or public assistance requires information typically not available from information collected at
registration or through other administrative data. Many colleges began collecting this
information in vocational education classroom surveys in the early years of Perkins II (1990)
when the collection and reporting by special populations was implemented. Colleges also use
these supplemental collections to augment their economically disadvantaged counts in order to
maximize their Perkins funding.
More recently, as documented in this study, colleges have begun to move to a more expedient
method of asking a few additional questions at registration where the student has already
identified themselves and their course requests. More importantly, however, as colleges used the
information to identify where special population students might need additional services to help
them succeed in their educational pursuits, some colleges expanded the administration of the
survey questions to include all students rather than only those enrolling in vocational courses.
Study Methodology:
The first round of questions were sent via email to the Research and Planning Group listserv.
That email with the survey questions is included in attachment A. The first round is complete at
this point in the study and the results of the review of those responses follow. The early results
will be shared with the research community.
Since college research staff are often not involved in the vocational education classroom survey
development or administration, a second round will consist of sending the survey and the
preliminary results to the AOE-ALL list for confirmation and updating.
For those colleges responding, some analysis of impact of funding will be provided. At each
point in the study that new information is added, the analysis will be updated. The final step will
be to develop a guidance paper on collecting supplemental data for VTEA. That paper is
planned for release in fall 2002.
Early Results:
Of the 36 colleges responding in the first round, 86% of the colleges (31) used some form of
survey or supplemental collection to identify some special population students. Twenty colleges,
56% of those responding, used classroom surveys administered in vocational courses each
semester. Eight colleges, 22%, had moved to (or were implementing in the coming term)
surveys administered at registration. Five of the eight collecting the data at registration were
collecting it for all students. Three colleges were collecting special population data through
supplemental surveys within student services and financial aid.
(The “Request for Waiver of Section 132 Funds” can be found in Appendix J at:
http://www.cccco.edu/divisions/esed/voced/resources/state_plan/5%20Appendices-certs.pdf)
1
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Colleges Responding:
36
Vocational Classroom Survey:
Vocational Students at Registration:
All Students at Registration
Supplemental Data collected in Student Services:
Total Collecting Supplemental VTEA data
Colleges
20
3
5
3
31
Percent of
Respondents
56%
8%
14%
8%
86%
All of the responding colleges used some form of electronic or automated data capture for their
questions. For those who supplied their surveys or the questions (20 colleges), the most common
special population statuses being collected were: economically disadvantaged (20), single
parent/single pregnant women (10), and displaced homemaker (10). The economically
disadvantaged status, however, was determined differently on nearly every survey. Additionally,
each of the surveys had a statement to the student and all but one included, along with a purpose
and confidentiality statement, the importance of accuracy for continued VTEA funding.
All of the colleges supplying their surveys collected some additional information beyond VTEA
needs. Nearly all collected either matriculation goal or major. A few colleges collected
information to identify Tech Prep students. Others continued to collect information no longer
collected by the state such as Dislocated Worker status and Expected Hours of Employment.
Whether or not the data not requested by the state is used locally or for some other reporting or
research effort is not apparent from this study.
Interestingly, some college surveys asked questions that were marketing services as well as
supplying eligibility information. One creative phrasing of a family size and income
combination question, to determine BOG fee waiver eligibility, ended with a referral to financial
aid if the student met the criteria. A number of colleges not only collected student services usage
in a number of areas but also provided for information requests on the survey. One survey even
alerted the respondent to employment placement services in a question about plans after
completion of the program.
The apparent trade off being weighed in each survey (as in most all survey instruments) is the
time to complete the survey and the value of more detailed data being collected. The more
information requested the more reticent the respondent is to complete the survey (and the faculty
to administer it). However, the more detailed data can provide a better understanding of the
needs of those special populations that we serve.
Questions asked at registration seemed the least obtrusive to the educational processes of the
college and many colleges already ask matriculation questions at registration. The move from
classroom surveys to supplemental data collection at registration involves a number of pieces
(i.e. online, telephone and hardcopy forms) and has impact on the district information technology
staff. The workload and logistics of doing classroom surveys every semester, however, far
exceed the workload of adding 3 or 4 VTEA items to the data already collected at registration for
matriculation and other college research efforts.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Impact on Economically Disadvantaged Counts
The impact on “Economically Disadvantaged” counts of the various methods of collecting data
can not be clearly drawn from MIS data at the college level but some impact on the numbers is
evident generally. This section of the analysis assumes that data collected through supplemental
data collection is reported in the MIS data element “STUDENT-VTEA-ECONOMICALLYDISADV-STATUS” (SV03). The difficulty in determining impact at the college level lies in the
marketing and informational aspects of the collection instruments provided by the respondents.
Some colleges providing high numbers of economically disadvantaged status in SV03 (over
3,000 per term at one college) did not identify many economically disadvantaged students
beyond those identified through financial aid and other sources. Most of those colleges,
however, consciously marketed financial aid and other services in their survey instruments.
Generally, the impact of collecting data through the various methods is however dramatic.
Statewide, 15.92% of the economically disadvantaged vocational students were identified by
SV03 only and would not have been identified by other criteria. For the group of colleges
collecting data at registration, 22.3% of the economically disadvantaged students were identified
by SV03 only. For those collecting data using classroom surveys, 15.8% of the economically
disadvantaged students, identified by SV03, would not have been identified by other criteria.
Those not collecting supplemental data and those collecting supplemental data only in student
service areas identified only 0.25% of students through SV03 alone. The table below
summarizes those results:
Type of Supplimental
Data Collection
Total
Identified w/
SV03 Only
College
Average
Identified w/
SV03 Only
Average
Increase
Using SV03
22.33%
21.71%
34.23%
Registration
15.84%
14.25%
19.83%
Classroom Survey
0.25%
0.33%
0.33%
Neither
*Note: Includes data only for those responding to the email survey.
for complete listing.
Minimum
Increase
Using SV03
Maximum
Increase
Using SV03
0.00%
155.43%
0.00%
67.73%
0.00%
2.00%
See Appendices B and C
VTEA Survey Administration Process
Additional pieces of information provided by some folks in the email survey responses included
comments on the survey administration process, logistics, and letters to faculty and deans.
Although only a few of the respondents included comments on the process, a summarization of
the comments and a sampling of a few merit inclusion here if just to elicit further discussion.
Also in the samples are key parts from a few of the letters to instructors.
1. Buy-in of faculty was necessary in all cases for classroom surveys. A few responses
mentioned return rate from instructors as a continuing problem.
2. Faculty seemed less opposed to short surveys they would administer than an outsider
doing anything in their classroom.
3. Faculty seemed to elicit higher quality responses than “outsiders” administering the
survey in the classroom.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Sample comments on administration:
One respondent had tried two administration methodologies and included the following
appraisal.
1. Student ambassadors visiting classroom - high rate of compliance (95% of classes
surveyed)
-quality of responses poor (instructors resented interruptions - students
picked up on this, treated survey carelessly)
2. Delivered to faculty via campus mail, relied on faculty to administer to class, then return
via campus mail.
- lower rate of compliance (70%)
- higher quality of responses (more complete, compliance with SSN)
Another respondent included comments on faculty administration of the survey.
Best to have the faculty administer it due to time and logistics. Also, some faculty are a wee
bit sensitive about someone else coming into their class. I would suggest that each college
needs to approach their Academic Senate and get their feedback on the process.
Another respondent included comments on getting buy-in from the instructional deans as well as
the faculty.
In the initial terms of this process we told the deans informally each additional survey that
meets the criteria of a correct ssn and at least one yes answer means an additional $100 for
the district (based on our increased funding and the increased number of students we were
able to identify).
A number of respondents also included their letter to the instructors which often provided a short
script for the faculty (see appendix B for sampling of letters). The letters are designed to help
get both faculty and student buy in.
The following is a suggested script to offer your students.
The purpose of collecting the information on this survey is to provide the State of California
with data that supports important funding for occupational programs at CCSF. In the past,
these funds have been used for purchasing new computers and software to update labs;
audio-visual equipment; healthcare materials, new technology for numerous programs;
support for classroom assistants, tutors and much, much more. By completing this survey
you are helping to improve the quality of education at CCSF…
One of the letters to the faculty provided an interesting suggestion to protect student privacy.
A final note to Instructors:
Please help guard the privacy of each student by asking students to put their completed
surveys into the return envelope individually.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Sample Questions:
Some of the surveys provided made such simple work of complex issues or approached concepts
so differently that a few of the questions/instructions are provided here as examples in each of
the separate categories. Four categories are included in this review; 1) Introductions or
Directions to Students, 2) Economic Disadvantagement, 3) Single Parent / Pregnant Women, and
4) Displaced Homemaker. The complete set of surveys provided by colleges will be included in
the final report.
Introductions - Directions:
All of the supplied surveys included a statement to the student. These statements may be the
more important pieces of the survey and are usually included to provide an incentive to the
student to supply accurate and complete information. The range of incentives was quite diverse
on the surveys. One simply stated that the survey was a requirement for registration. Each of the
others included a statement of purpose (usually about funding) and/or confidentiality assurance
designed to induce the student to participate.
As you review the examples, keep in mind the following:
Does the statement

attempt to induce the student to participate?

make a connection to the student’s educational experience?

provide a sense of importance of the information provided?
Sample Statements
Example A.
Example A is from the only survey that included in the purpose statement an objective of
providing services to students. Although the college may need the VTEA funding to provide
some of those services, it is not stated as such but is centered around meeting the students needs.
INSTRUCTIONS:
In order for the College to provide services to meet your needs, the STUDENT LEARNING
OFFICE asks for your assistance in completing this survey. Your responses are
IMPORTANT and will be kept CONFIDENTIAL. If you have any questions about this survey,
please contact us at (xxx) yyy-zzzz, x4204.
Example B.
Example B provides a purpose statement that relates completion of the survey to the VTEA
funding the college receives. Although each survey making the connection to funding phrased
the statement differently, each one contained the funding connection and a confidentiality
assurance. Four versions are provided for your review because of the different approaches to the
“Does this statement” questions posed above.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Version 1:
ABC College receives funds to support important educational programs and financial aid for
students. How much funding the College receives depends upon certain information about
our students, their background, income levels and experiences. Please complete this survey
to help the College receive its “fair share” of state and federal dollars. All information is
voluntary and confidential.
Version 2:
Each semester this College collects information from students to assist in reporting as
required for VTEA funding (Vocational and Technical Education Act). This information is
directed to the California Community College Chancellor’s Office and is used in part to fund
classes like the one you are in. Your response is very important and will be kept strictly
confidential.
Version 3:
Dear Student:
We need your assistance in gathering vital information that will be used to determine the
amount of funding the college will receive for its vocational programs. Your response will be
held in the strictest professional confidence. If you have any questions regarding this
request, please do not hesitate to contact …
Version 4:
TO THE STUDENT: Information from this survey is used in determining funding for college
vocational programs. Without this information, these programs may be cut back or
eliminated. Submission of this form is voluntary. All responses will be treated with complete
confidentiality
Economic Disadvantagement:
By using two questions regarding financial aid and public assistance, nearly all possibilities for
determining economically disadvantaged are covered:
1. BOG fee waiver questions:
Since the BOG fee waiver has the most liberal criteria for financial aid and eligibility is all that is
required for determination of Economic Disadvantagement, no other financial aid questions are
necessary. Both examples below can be thought of as marketing the BOG fee waiver if the
financial contact information is provided.
Example A.
Example A has the quality of asking the student about eligibility without disclosure of the
amount of income which may help the respondent feel more comfortable with answering
when there are concerns that someone may see their answer. Additionally, this yes/no
question can be answered quickly with single mark. Answering is more complex for
households greater than 5.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Note: YES and NO represent the question and scantron bubble position.
------------------------------------------------------------------------------------------------------------------Does your income qualify you for a Board of Governors fee waiver?
Please refer to the following formula to determine if you qualify.
YES
NO
Your Family
Your income must be less than
Size
Yourself Only
$12,525
2
$16,875
3
$21,225
4
$25,575
5
$29,925
6 or more
Add $4,350 for each additional family member
If your parent(s) claim you as a dependent on their taxes, use their income for determination.
(Contact the Financial Aid office for more information about fee waivers).
------------------------------------------------------------------------------------------------------------------Example B.
A second form of the BOG fee waiver question provides a similar table as that in example A
above and but has the respondent mark the actual level at which they qualify (the bubble
immediately precedes the family size). Again a single mark completes the question but loses
the ambiguity of example A.
2. Forms of public assistance:
Here it appears simpler is better if “disadvantagement status” is the end in mind. A simple
yes/no question with a listing of assistance sources can make a long series of questions short. It
has the additional beauty of providing eligibility status without having the respondent be too
forthcoming.
Note: Including CalWORKs, TANF, SSI, and GA allows indentification of those recipients with
invalid SSNs or no SSN on record. Additionally, valid SSNs may not match with the state
Department of Social Services (DSS) because of missing data in the DSS “MEDS” file - we hear
it happens but don't know the actual missing count (sometimes counties don't transfer all the
records correctly?).
Example A.
Example A has the quality of asking the student about eligibility without disclosure of the
services they are receiving. That ambiguity may help the respondent feel comfortable with
answering where there is a concern that someone may see their answer. Additionally, the
question can be answered quickly with a single mark. The loss of detail, however, precludes
any analysis of possible service needs in a particular program area being targeted for
improvement.
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
-------------------------------------------------------------------------------------------------------------------Do you currently receive any type of public assistance including, but not limited to the
financial aid, assistance and benefits listed below?
O
No.
O
Yes.
AFDC
Foster Care
EOPS
TANF
CalWorks
New Horizons
Food Stamps Medical/Medicaid MESA
SSI-Supplemental Security Income
HUD Section 8 Housing assistance
Financial Aid (Pell, BOGG, Other)
GA-General Assistance
Other Economic Public Assistance
Example B.
A second form of this question provides a similar table as Example A above and has the
respondent mark the actual service or aid they receive using a scantron table format. The
additional detail might be useful in determining additional services needed by students in
particular program areas being targeted for improvement.
Single Parent / Single Pregnant Women:
The definition in the 1998 Perkins Act for this special population is simply “single parents,
including single pregnant women.” The Federal Register from 1992 specified a definition with a
little more detail of:
(1) Is unmarried or legally separated from a spouse; and
(2)(i) Has a minor child or children for which the parent has either custody or joint custody;
or
(ii) Is pregnant.
The key to this question is to ask the question with sufficient detail as to identify those who may
need additional services to succeed.
Example A.
Only one survey from those collected asked about the “single pregnant women” group in a
“mark all that apply” question similar to 2.B above. The question listed four special population
categories, including the choice “Single parent or single pregnant female” and both financial
and support services.
This phrasing follows the language of the Law very closely. Because the “single parent” status
phrase could include those without custody of minor children, some might argue that it is over
inclusive. Since the intent of the collection is to identify those students that may need services to
succeed in school, we may want to weigh adding some custody criteria as well (more discussion
in Example B).
“Single pregnant women” were not addressed in any other phrasing of the Single Parent question
on the surveys supplied. The reason for omission of the group can only be guessed. One thought
is that it could be argued that the single pregnant females have their own special set of barriers to
attendance and completion, which may not appear relative to the specific services we might offer
single parents. However, it is clear that a single pregnant female could easily benefit from
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
knowing about the services available to single parents if her status as single continues after she
becomes a parent.
Example B.
A simple form of the question can be stated as:
Are you a single parent?
Yes
No
This simpler version may include folks who are indeed single parents who we may not want to
include. A single parent of college aged children or even older adult children may self identify
into the “Single Parent” category. This could particularly occur when sufficient emotion is
attached to the “single” part of the “single parent” label for the respondent. The question arises,
however, is that possible over inclusion large enough to be detrimental when looking for those
with barriers that we might provide services to or refer to services?
Example C.
Most of the surveys asked the simple question with a qualifier:
I am a single parent with custody of a minor child/ren. Yes
No
The additional phrase “with custody of a minor child/ren” provides a subgroup of single parents
that would possibly benefit from a specific set of services. The question phrasing eliminates the
over inclusion but also does not specify that joint custody is sufficient to meet the criterion as
well. The addition of (sole or joint) would add that detail.
This form of the question also does not include the identification of single pregnant women.
Displaced Homemaker:
Although the definition of a displaced homemaker found in the 1990 Perkins Act is rather long
and complex, two versions captured the essence of the definition as shown in the following
examples.
Example A
In the “mark all that apply” question referred to in the Single Parent / Pregnant Women example
A above the phrase below was included:
Have been a fulltime unpaid homemaker and need to acquire skills to enter/re-enter the
job market
Example B
Two versions of the questions were standalone questions and still remained quite short and clear.
Version 1:
Have you previously cared for your home and family without pay and are now
supporting yourself?
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Collecting Data for Special Populations:
VTEA Supplemental Data Collection Study - Early Results
Version 2:
A number of colleges asked the question another way but still kept it simple:
Are you a displaced homemaker attending college to develop job skills?
YES
NO
(A displaced homemaker is an adult who previously has cared for a home and family, and
because of this responsibility did not obtain the training or work experience necessary to
find a job or a better paying job).
Summary:
The apparent trade off being weighed in each data collection instrument is the time to complete
the survey versus the value of more detailed data being collected. The more information
requested the more reticent the respondent is to complete the survey. However, the more
detailed data can provide a better understanding of the needs of those special populations that we
serve.
The number of items on the instruments required to collect the term based VTEA special
populations data ranged from four questions to multiple questions per special population group.
Colleges not collecting supplemental data, or those collecting it in specific student services areas
such as CalWORKs, EOPS, and Financial Aid, often tried to determine special population status
for the students accessing those services only.
All of the responding colleges collecting supplemental data used it to maximize their VTEA
funding. The greatest impact on funding was for those collecting supplemental VTEA data at
registration. Only half of those providing surveys collected the special population data beyond
that required for funding. Those asking only for data for funding purposes did, however, include
non-VTEA data questions on the instrument.
When considering the costs of survey administration along with the logistics, collection,
processing, and data quality, the collection of data to identify special populations at registration
appears to be the least obtrusive to the educational processes. Many colleges already ask
matriculation questions at registration. Augmenting the registration process removes the need to
use classroom time for survey administration benefiting both students and faculty. Coverage
problems are alleviated by utilizing the registration process for the data collection. Additionally,
it could be argued that the staff time used to process classroom supplemental data collection
could then be focused on analysis of the data rather than collection.
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Collecting Data for Special Populations: VTEA Supplemental Survey Study
Appendix A - Email Survey Sent to RP Group Listserv
Subject: Request for info: Classroom surveys for Voc Ed Funding & Research
Important note: Please respond to me directly at cwiseley@cccco.edu and be sure to remove
the researchandplanning@listserve.com address when you reply to keep the listserv traffic
down.
I am trying to put together some guidance for a sample survey that meets the basic needs for
the Carl D. Perkins Vocational and Technical Education Act Amendments of 1998 (VTEA).
Along with the sample survey, I would also like to provide a set of exemplary surveys, strategies
for successful administration of the surveys and possibly letters of introduction that includes the
invitation, justification for the request and process instructions for faculty when faculty are
administering the survey.
I have three questions/requests for folks in this group:
1. Does your college use a classroom survey to collect data for VTEA?
[ ] Yes
[ ] No
[ ] Don't know
If No:
2. If your college does not use a classroom survey for VTEA, does your college have another
method to identify the special populations such as single parent - single pregnant female,
displaced homemaker, economically disadvantaged (income below poverty), etc.?
[ ] Yes. Please specify method (e.g. survey at registration):
[ ] No
[ ] Don't know
If Yes:
3. If your college does use a classroom survey for VTEA, is it administered in just vocational
courses and by whom?
[ ] Yes, administered in all vocational courses
[ ] Yes, administered just in VTEA funded vocational courses
[ ] No Please specify how students/courses are selected.
[ ] Don't know
Administered by:
If you are willing to share your survey instrument and/or invitation letters please attach them to
your reply.
Additional comments on successful strategies or implementations would be very welcome and
helpful to other practitioners such as whether or not a team of folks are recruited to do the
classroom instructions and/or survey administration (rather than requesting faculty do it).
Thanks for your participation.
Chuck Wiseley (916) 327-5895
CA Community Colleges Chancellor's Office
Vocational Education Services
1102 Q St; Sacramento, Ca 95814
Email: cwiseley@cccco.edu
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Collecting Data for Special Populations
Appendix B – Students Identified Using SV03 Only
The table below provides the 2002-3 Economically Disadvantaged Vocational student counts that are the basis for the VTEA allocation. The last five
columns were added to identify those students who were identified solely by the MIS data element STUDENT-VTEA-ECONOMICALLY-DISADVSTATUS (SV03).
Color Key
No Response Yet
VTEA TITLE I-C ALLOCATION FOR 2002/2003 USING MIS DATA FROM 2000/2001*
REPORT 1 -- CATEGORIES OF UNDUPLICATED HEADCOUNTS BY DISTRICT AND COLLEGE
No Supplimental Collection
Supplimental in Student Services
Classroom Surveys
Surveys at Registration
* color coding based on 2000-1
6- Undup
Voc Ed
Disadv
Vocational Students Identified as
5- Voc Ed w/DSS Economically Disadvantaged (col 6) by SV03 Only
1- All 3- Voc Ed Disadv StudentsSV03=A
SV03=S
SV03<>NN
Students Students Students
**
Count Percent Count Percent
Percent
District
Allan Hancock CCD
College
Allan Hancock College
29,929
19,214
5,646
6,810
12
0.18%
1,103
16.20%
16.37%
Antelope Valley CCD
Antelope Valley College
18,410
9,386
3,049
3,477
0
0.00%
37
1.06%
1.06%
Barstow CCD
Barstow College
5,108
2,725
911
959
0
0.00%
115
11.99%
11.99%
Butte CCD
Butte College
23,999
11,926
4,922
5,738
189
3.29%
252
4.39%
7.69%
Cabrillo CCD
Cabrillo College
21,086
11,087
2,882
3,163
0
0.00%
339
10.72%
10.72%
Cerritos CCD
Cerritos College
36,314
19,272
8,278
8,743
0
0.00%
1,995
22.82%
22.82%
Chabot-Las Positas CCD
Chabot College
Las Positas College
District Total
23,181
11,551
34,732
11,052
5,149
16,201
3,749
1,085
4,834
3,977
1,152
5,129
0
0
0
0.00%
0.00%
0.00%
1,471
701
2,172
36.99%
60.85%
42.35%
36.99%
60.85%
42.35%
Chaffey CCD
Chaffey College
29,514
15,155
3,902
4,333
0.00%
0.00%
0.00%
Citrus CCD
Citrus College
30,242
9,841
2,345
2,778
0.00%
0.00%
0.00%
Page 13 of 24
Collecting Data for Special Populations
Coast CCD
Coastline Community College
Golden West College
Orange Coast College
District Total
22,039
23,604
35,951
81,594
7,041
11,679
17,402
36,122
1,033
2,957
3,599
7,589
1,115
3,095
3,743
7,953
130
206
193
529
11.66%
6.66%
5.16%
6.65%
4
9
3
16
0.36%
0.29%
0.08%
0.20%
12.02%
6.95%
5.24%
6.85%
Compton CCD
Compton Community College
16,892
6,967
5,220
5,494
0
0.00%
1,273
23.17%
23.17%
Contra Costa CCD
Contra Costa College
Diablo Valley College
Los Medanos College
District Total
13,873
35,373
17,134
66,380
5,973
18,252
11,245
35,470
1,399
1,708
1,645
4,752
1,743
2,083
2,038
5,864
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Copper Mountain CCD
Copper Mountain College
4,172
1,098
393
443
0.00%
0.00%
0.00%
Desert CCD
Desert, College of the
13,103
5,125
1,834
1,953
0
0.00%
255
13.06%
13.06%
El Camino CCD
El Camino College
42,279
18,004
6,175
6,992
0
0.00%
2,980
42.62%
42.62%
Feather River CCD
Feather River College
4,715
1,606
346
498
0.00%
0.00%
Foothill CCD
De Anza College
Foothill College
District Total
42,584
33,000
75,584
23,422
15,881
39,303
3,607
925
4,532
4,191
1,171
5,362
26.41%
7.00%
22.17%
26.41%
7.09%
22.19%
Fremont-Newark CCD
Ohlone College
15,654
8,520
745
939
0.00%
0.00%
0.00%
Gavilan CCD
Gavilian College
11,400
8,010
885
1,206
0.00%
0.00%
0.00%
Glendale CCD
Glendale College
38,118
12,050
5,101
5,471
14
0.26%
1,353
24.73%
24.99%
Grossmont CCD
Cuyamaca College
Grossmont College
District Total
18,626
25,890
44,516
4,890
10,666
15,556
1,554
3,669
5,223
1,612
3,813
5,425
0
0
0
0.00%
0.00%
0.00%
221
451
672
13.71%
11.83%
12.39%
13.71%
11.83%
12.39%
Hartnell CCD
Hartnell College
17,050
8,363
1,647
2,020
2
0.10%
0
0.00%
0.10%
Imperial CCD
Imperial Valley College
9,982
6,412
3,274
3,764
0
0.00%
62
1.65%
1.65%
Kern CCD
Bakersfield College
Cerro Coso Community College
Porterville College
District Total
23,184
10,429
6,675
40,288
12,699
5,688
3,760
22,147
3,525
1,061
1,517
6,103
3,932
1,377
1,832
7,141
7
0.18%
0.00%
0.00%
0.10%
0
0.00%
0.00%
0.00%
0.00%
0.18%
0.00%
0.00%
0.10%
Page 14 of 24
0.00%
0
1
1
7
0.00%
0.09%
0.02%
1,107
82
1,189
0
Collecting Data for Special Populations
Lake Tahoe CCD
Lake Tahoe Community College
7,472
4,183
1,722
1,803
Lassen CCD
Lassen College
8,099
3,444
801
1,003
Long Beach CCD
Long Beach City College
41,105
19,589
7,479
7,975
12
0.15%
Los Angeles CCD
East Los Angeles College
Los Angeles City College
Los Angeles Harbor College
Los Angeles ITV
Los Angeles Mission College
Los Angeles Pierce College
Los Angeles Southwest College
Los Angeles Trade-Technical Co
Los Angeles Valley College
West Los Angeles College
District Total
50,288
34,882
16,351
3,318
13,827
29,456
13,322
31,659
30,672
22,134
245,909
21,743
20,728
5,740
18
6,822
12,590
5,031
14,408
14,157
8,034
109,271
7,379
7,468
2,005
1
3,778
3,820
3,293
6,970
5,901
2,717
43,332
7,976
8,061
2,346
8
4,085
4,174
3,659
7,746
6,480
3,267
47,802
0
0
0
Los Rios CCD
American River College
Cosumnes River College
Sacramento City College
District Total
45,684
27,536
34,996
108,216
30,002
15,601
16,326
61,929
8,602
5,199
7,442
21,243
9,007
5,420
7,678
22,105
Marin CCD
College of Marin
Marin CED
District Total
14,543
7,674
22,217
5,413
31
5,444
835
0
835
1,004
4
1,008
Mendocino CCD
Mendocino College
8,692
4,775
1,645
1,862
0
0.00%
Merced CCD
Merced College
24,223
11,116
3,335
3,842
3
Mira Costa CCD
Mira Costa College
22,374
8,712
2,077
2,204
0
Monterey Peninsula CCD
Monterey Peninsula College
28,939
11,154
965
1,197
Mt. San Antonio CCD
Mount San Antonio College
61,738
27,313
7,995
9,150
1
0.01%
Mt. San Jacinto CCD
Mt. San Jacinto College
18,694
9,191
3,137
3,378
15
Napa Valley CCD
Napa Valley College
15,847
6,936
1,296
1,469
0
Page 15 of 24
0
0.00%
1,041
57.74%
57.74%
0.00%
0.00%
0
0.00%
0.15%
1,363
1,291
312
0
0
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
1,660
1,408
351
1,375
1,465
512
9,737
17.09%
16.02%
13.30%
0.00%
40.64%
33.73%
9.59%
17.75%
22.61%
15.67%
20.37%
17.09%
16.02%
13.30%
0.00%
40.64%
33.73%
9.59%
17.75%
22.61%
15.67%
20.37%
0
0
0
0
0.00%
0.00%
0.00%
0.00%
2,621
1,515
1,549
5,685
29.10%
27.95%
20.17%
25.72%
29.10%
27.95%
20.17%
25.72%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
3
0.16%
0.16%
0.08%
487
12.68%
12.75%
0.00%
890
40.38%
40.38%
0.00%
0.00%
0
0.00%
0.01%
0.44%
225
6.66%
7.10%
0.00%
148
10.07%
10.07%
0.00%
0.00%
0.00%
0.00%
0.00%
Collecting Data for Special Populations
North Orange County CCD
Cypress College
Fullerton College
North Orange Adult Center
District Total
22,975
34,372
62,413
119,760
10,053
15,638
7,756
33,447
3,195
3,214
293
6,702
3,315
3,433
563
7,311
1
274
1
0.03%
0.00%
0.00%
0.01%
8,879
7,754
659
274
8.27%
0.00%
0.00%
3.75%
8.30%
0.00%
0.00%
3.76%
843
0
0.00%
202
23.96%
23.96%
3
0.11%
0
0.00%
0.11%
0.00%
0.00%
Palo Verde CCD
Palo Verde College
Palomar CCD
Palomar College
46,379
19,322
2,329
2,831
Pasadena CCD
Pasadena City College
41,677
22,032
6,175
7,012
Peralta CCD
Alameda, College of
Laney College
Merritt College
Vista College
District Total
10,090
22,567
12,638
7,430
52,725
3,939
8,253
5,560
2,893
20,645
1,475
3,514
1,815
935
7,739
1,584
3,784
2,015
1,007
8,390
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
300
778
358
151
1,587
18.94%
20.56%
17.77%
15.00%
18.92%
18.94%
20.56%
17.77%
15.00%
18.92%
Rancho Santiago CCD
Rancho Santiago CED
Santa Ana College
Santiago Canyon College
District Total
55,494
51,860
19,255
126,609
5,904
42,872
12,266
61,042
649
6,855
22
7,526
1,259
7,860
440
9,559
0
2
1
62
2
0.00%
0.03%
0.00%
0.02%
63
0.08%
0.79%
0.00%
0.66%
0.08%
0.81%
0.00%
0.68%
Redwoods CCD
Redwoods, College of the
10,880
5,881
2,182
2,538
0
0.00%
1
0.04%
0.04%
Rio Hondo CCD
Rio Hondo College
36,879
24,772
4,082
4,739
0
0.00%
173
3.65%
3.65%
Riverside CCD
Riverside City College
48,012
28,527
9,197
9,866
0
0.00%
2,129
21.58%
21.58%
San Bernardino CCD
Crafton Hills College
San Bernardino Valley College
District Total
8,194
22,371
30,565
3,822
14,092
17,914
879
5,283
6,162
977
5,681
6,658
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
San Diego CCD
San Diego Adult/CED
San Diego City College
San Diego Mesa College
San Diego Miramar College
District Total
89,004
23,424
35,972
16,910
165,310
38,060
10,077
12,610
10,525
71,272
13,146
6,196
6,663
4,292
30,297
14,288
6,306
6,750
4,356
31,700
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
10,221
1,717
2,882
3,055
17,875
71.54%
27.23%
42.70%
70.13%
56.39%
71.54%
27.23%
42.70%
70.13%
56.39%
San Francisco CCD
San Francisco Adult Centers
San Francisco, City College of
District Total
61,167
46,804
107,971
23,073
22,447
45,520
2,708
6,121
8,829
5,452
6,667
12,119
157
13
170
2.88%
0.19%
1.40%
1,114
1,670
2,784
20.43%
25.05%
22.97%
23.31%
25.24%
24.37%
Page 16 of 24
0.00%
0.00%
0.00%
0.00%
Collecting Data for Special Populations
San Joaquin Delta CCD
San Joaquin Delta College
30,922
15,896
6,330
6,927
0.00%
0.00%
0.00%
San Jose CCD
Evergreen Valley College
San Jose City College
District Total
20,188
16,517
36,705
9,724
7,044
16,768
54
14
68
549
683
1,232
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
San Luis Obispo CCD
Cuesta College
14,184
7,925
2,192
2,386
0.00%
0.00%
0.00%
San Mateo County CCD
Canada College
San Mateo, College of
Skyline College
District Total
10,075
18,660
16,512
45,247
4,221
9,257
8,036
21,514
651
1,076
1,064
2,791
758
1,196
1,220
3,174
0
0
0
0
0.00%
0.00%
0.00%
0.00%
38
1
54
93
5.01%
0.08%
4.43%
2.93%
5.01%
0.08%
4.43%
2.93%
Santa Barbara CCD
Santa Barbara CED
Santa Barbara City College
District Total
39,435
21,590
61,025
19,678
11,408
31,086
807
3,444
4,251
1,513
3,577
5,090
3
1
4
0.20%
0.03%
0.08%
529
1,178
1,707
34.96%
32.93%
33.54%
35.16%
32.96%
33.61%
Santa Clarita CCD
Canyons, College of the
20,114
10,182
1,146
1,283
4
0.31%
24
1.87%
2.18%
Santa Monica CCD
Santa Monica City College
51,979
20,388
4,438
4,951
0.00%
0.00%
Sequoias CCD
Sequoias, College of the
14,823
9,192
4,039
4,330
0.07%
0.07%
Shasta-Tehama-Trinity Joint CC Shasta College
18,071
8,827
3,388
3,677
0.00%
0.00%
Sierra CCD
Sierra College
28,192
16,030
3,285
3,574
9.82%
9.82%
Siskiyou CCD
Siskiyous, College of the
7,475
2,781
1,025
1,131
0.00%
0.00%
0.00%
Solano CCD
Solano Community College
17,820
10,352
2,167
2,445
0.00%
0.00%
0.00%
Sonoma County CCD
Santa Rosa Junior College
56,212
30,271
3,872
4,666
0.00%
0.00%
0.00%
South Orange County CCD
Irvine Valley College
Saddleback College
District Total
20,017
34,190
54,207
7,411
14,428
21,839
1,062
1,598
2,660
1,175
1,804
2,979
23
14
37
1.96%
0.78%
1.24%
0
0
0
0.00%
0.00%
0.00%
1.96%
0.78%
1.24%
Southwestern CCD
Southwestern College
28,266
14,304
6,735
7,414
1
0.01%
1,968
26.54%
26.56%
State Center CCD
Fresno City College
Reedley College
31,765
14,915
20,389
7,221
8,607
3,700
9,203
3,897
0
0
0.00%
0.00%
436
201
4.74%
5.16%
4.74%
5.16%
Page 17 of 24
0.00%
0
0.00%
3
0.00%
0
0.00%
351
Collecting Data for Special Populations
District Total
46,680
27,610
12,307
13,100
Ventura County CCD
Moorpark College
Oxnard College
Ventura College
District Total
21,992
11,775
20,839
54,606
9,062
5,103
8,809
22,974
1,090
1,666
1,923
4,679
1,235
1,795
2,212
5,242
Victor Valley CCD
Victor Valley Community Colleg
23,491
10,845
3,767
4,423
1
0.02%
West Hills CCD
West Hills College
8,549
5,139
1,793
2,351
0
0.00%
West Kern CCD
Taft College
17,887
16,587
708
3,322
West Valley CCD
Mission College
West Valley College
District Total
21,065
24,215
45,280
9,317
7,711
17,028
1,471
995
2,466
1,659
1,120
2,779
Yosemite CCD
Columbia College
Modesto Junior College
District Total
6,340
27,338
33,678
3,562
14,181
17,743
946
5,004
5,950
1,031
5,281
6,312
10
223
233
0.97%
4.22%
3.69%
Yuba CCD
Yuba College
20,086
11,583
5,060
5,516
0
2,855,731 1,347,609
363,446
408,323
1,241
Statewide Total
Page 18 of 24
0
0.00%
637
4.86%
4.86%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
158
3.57%
3.59%
173
7.36%
7.36%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
211
969
1,180
20.47%
18.35%
18.69%
21.44%
22.57%
22.39%
0.00%
349
6.33%
6.33%
0.30%
63,760
15.62%
15.92%
0.00%
0.00%
0.00%
0.00%
Collecting Data for Special Populations
Appendix C – Respondent Colleges - Students Identified Using SV03 Only
The table below provides the 2002-3 Economically Disadvantaged Vocational student counts that are the basis for the VTEA allocation for only those
colleges responding to the survey. The last eight columns were added to identify those students who were identified solely by the MIS data element
STUDENT-VTEA-ECONOMICALLY-DISADV-STATUS (SV03).
6- Undup
Voc Ed
Vocational Students Identified
Disadv
as Economically Disadvantaged (col 6)
w/DSS
by SV03 Only
1- All
StudentsSV03=A
SV03=S
SV03<>NN
3- Voc Ed
Students Students
**
Count Percent Count Percent Percent
Color Key
No Supplimental Collection
Supplimental in Student Services
Classroom Surveys
Surveys at Registration
* color coding based on 2000-1
District
Butte CCD
College
Butte College
23,999
11,926
5,738
189
Chabot-Las Positas CCD
Chabot College
Las Positas College
23,181
11,551
11,052
5,149
3,977
1,152
Los Angeles CCD
East Los Angeles College
Los Angeles City College
Los Angeles Harbor College
Los Angeles ITV
Los Angeles Mission College
Los Angeles Pierce College
Los Angeles Southwest
College
Los Angeles Trade-Technical
Co
Los Angeles Valley College
West Los Angeles College
50,288
34,882
16,351
3,318
13,827
29,456
13,322
21,743
20,728
5,740
18
6,822
12,590
5,031
31,659
Los Rios CCD
Siskiyou CCD
4.39%
7.69%
8.33%
0
0
0.00% 1,471 36.99%
0.00%
701 60.85%
36.99%
60.85%
58.70%
155.43%
7,976
8,061
2,346
8
4,085
4,174
3,659
0
0
0
0
0
0
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
1,363 17.09%
1,291 16.02%
312 13.30%
0.00%
1,660 40.64%
1,408 33.73%
351 9.59%
17.09%
16.02%
13.30%
0.00%
40.64%
33.73%
9.59%
20.61%
19.07%
15.34%
0.00%
68.45%
50.90%
10.61%
14,408
7,746
0
0.00% 1,375 17.75%
17.75%
21.58%
30,672
22,134
14,157
8,034
6,480
3,267
0
0
0.00% 1,465 22.61%
0.00%
512 15.67%
22.61%
15.67%
29.21%
18.58%
American River College
Cosumnes River College
Sacramento City College
45,684
27,536
34,996
30,002
15,601
16,326
9,007
5,420
7,678
0
0
0
0.00% 2,621 29.10%
0.00% 1,515 27.95%
0.00% 1,549 20.17%
29.10%
27.95%
20.17%
41.04%
38.80%
25.27%
7,475
2,781
Contra Costa CCD
Siskiyous, College of the
Total of Group Above
Contra Costa College
Diablo Valley College
Los Medanos College
13,873
35,373
17,134
5,973
18,252
11,245
1,131
80774
1,743
2,083
2,038
0.00%
0.00%
0.23% 17846 22.09%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
22.33% 21.71% 28.75% 34.23%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
Mira Costa CCD
Mira Costa College
22,374
8,712
2,204
0.00%
40.38%
Page 19 of 24
189
0
3.29%
252
Average Percent
College Change Average
Percent by Adding College
SV03 Change
by Group
890 40.38%
67.73%
Collecting Data for Special Populations
Mt. San Antonio CCD
Mount San Antonio College
61,738
27,313
9,150
1
San Francisco CCD
San Francisco Adult Centers
San Francisco, City College
61,167
46,804
23,073
22,447
5,452
6,667
Riverside CCD
Riverside City College
48,012
28,527
Santa Clarita CCD
Canyons, College of the
20,114
Yosemite CCD
Antelope Valley CCD
Columbia College
Modesto Junior College
Total of Group Above
Antelope Valley College
Fremont-Newark CCD
0.01%
0
0.00%
0.01%
0.01%
157
13
2.88% 1,114 20.43%
0.19% 1,670 25.05%
23.31%
25.24%
30.40%
33.77%
9,866
0
0.00% 2,129 21.58%
21.58%
27.52%
10,182
1,283
4
0.31%
2.18%
2.23%
6,340
27,338
3,562
14,181
18,410
9,386
1,031
5,281
46,798
3,477
10
223
408
0
Ohlone College
15,654
8,520
939
Long Beach CCD
Long Beach City College
41,105
19,589
7,975
San Bernardino CCD
Crafton Hills College
San Bernardino Valley
College
8,194
22,371
3,822
14,092
977
5,681
San Jose CCD
Evergreen Valley College
San Jose City College
20,188
16,517
9,724
7,044
Shasta-Tehama-Trinity Joint Shasta College
CC
18,071
Solano CCD
Solano Community College
Sonoma County CCD
South Orange County CCD
24
1.87%
0.97%
211 20.47%
4.22%
969 18.35%
0.87% 7,007 14.97%
0.00%
37 1.06%
0.00%
0.00%
0.00%
0.00%
0.15%
0.15%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
549
683
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
0.00%
8,827
3,677
0.00%
0.00%
0.00%
0.00%
17,820
10,352
2,445
0.00%
0.00%
0.00%
0.00%
Santa Rosa Junior College
56,212
30,271
4,666
0.00%
0.00%
0.00%
0.00%
Irvine Valley College
Saddleback College
Total of Group Above
20,017
34,190
7,411
14,428
1,175
1,804
34,048
0.00%
0.00%
0.11%
1.96%
0.78%
0.25%
2.00%
0.78%
0.25%
Page 20 of 24
0.00%
21.44%
27.28%
22.57%
29.15%
15.84% 14.25% 18.83% 19.83%
1.06%
1.08%
12
23
14
49
0.15%
1.96%
0.78%
0.14%
0
0
0
37
0.33%
0.33%
Collecting Data for Special Populations
Appendix D - Envelope Instructions for Faculty
PLEASE DO NOT REMOVE ADDRESS LABELS
AFTER COMPLETION, CIRCLE to return to:
Spring 2002
Kim Schenk, Workforce Development Coordinator
Diablo Valley College
Dear Colleague,
THIS ENVELOPE CONTAINS SURVEYS TO BE COMPLETED BY YOUR STUDENTS. THE DATA IS CRITICAL TO VOCATIONAL
EDUCATION FUNDING AT DVC.
BY COMPLETING SURVEYS, STUDENTS WILL HELP TO SECURE FUNDS THAT DIRECTLY BENEFIT THEIR EDUCATION BY PROVIDING:



CLASSROOM MATERIALS AND EQUIPMENT: COMPUTERS, SOFTWARE, ETC.!
TUTOR SUPPORT!
NEW VOCATIONAL PROGRAMS!
IMPORTANT DETAILS:
ASAP
1. Please return this envelope and completed surveys to Kim Schenk
2. Each student should complete one survey each semester or summer session, including short-term classes. Students who have completed a
survey in another class SHOULD NOT do so again.
3. VERY IMPORTANT: The information collected is handled with confidentiality. Surveys with incomplete social security or ID numbers are
unusable and therefore do not help in the effort to achieve our funding goals.
4. Return this packet containing all completed and blank surveys by circling the address in the upper right corner as indicated and sending it via
inter-campus mail.
IF FEW OR NONE OF YOUR STUDENTS COMPLETE THE ENCLOSED SURVEYS, PLEASE INDICATE THE REASON/S:




This course was cancelled.
Students already completed the surveys in another class this semester.
I did not receive this packet in a timely fashion and the course has now ended.
Other (please explain): _________________________________________________________
Questions??? Call Kim Schenk at 685 1230 x 2749
PLEASE DO NOT REMOVE OR ALTER LABEL IN UPPER LEFT-HAND CORNER
PLEASE ENSURE THAT EACH STUDENT IN YOUR CLASS COMPLETES A SURVEY THIS SEMESTER.
EVERY SURVEY COUNTS!!!
Page 21 of 24
Collecting Data for Special Populations
Appendix E – Letters to Faculty
Three letters to faculty are included for review.
Letter #1
Dear Instructors:
Enclosed is the REVISED Occupational Classroom Survey. As you can
see, it is now only ONE single-sided page making it easier and faster for
your students to complete. Please encourage students to complete entire
survey. Your assistance is vital!
To assist with the completion of the survey, please provide your students
with the following information:
 The Six-Digit Course Code highlighted on the third line of your
address label (Number 3 on survey)
 The CRN # of the course, which is five-digits and highlighted on the
second line of your address label (Number 4 on survey)
The following is a suggested script to offer your students.
The purpose of collecting the information on this survey is to provide the
State of California with data that supports important funding for
occupational programs at CCSF. In the past, these funds have been used
for purchasing new computers and software to update labs; audio-visual
equipment; healthcare materials, new technology for numerous programs;
support for classroom assistants, tutors and much, much more. By
completing this survey you are helping to improve the quality of education
at CCSF.
Please remember that the information you provide will be treated with
confidentiality. Your Identification Number is requested for enrollment
verification only.
Please complete one survey each semester you are enrolled at CCSF,
even if you are simply taking a non-credit or short-term course.
Thank you for taking the time to participate in this important activity.
THE OFFICE OF VOCATIONAL EDUCATION
Page 22 of 24
Collecting Data for Special Populations
Letter #2
Instructors:
FOR YOUR ASSISTANCE,
THE FOLLOWING DIRECTIONS MAY BE DELIVERED TO YOUR
STUDENTS:
1.
Please take 10-15 minutes to carefully complete the questionnaire.
2.
The purpose of collecting the information on this survey is to provide the
State of California with data that supports vital funding that can only be
used to support vocational programs at DVC. In the past, these funds
have been used to fund tutoring for vocational students through the OneStop program, upgrade computer labs, develop new programs such as
Sports Medicine and Computer Networking, and provide such state-ofthe-art equipment as a digital X-ray unit for the Dental Programs. We
need your help to make sure that DVC continues to receive the money we
need to keep our programs up-to-date!
3.
The information you provide will be treated with the utmost
confidentiality! Your Social Security Number is requested for enrollment
verification only. After the data scanned by machine, the surveys are
shredded to ensure privacy.
4.
Please use a pencil if possible and bubble in your responses as accurately
as possible.
5.
Please complete ONE survey EVERY semester that you are enrolled at
DVC, even if you are only enrolled in one course.
6.
Please complete BOTH SIDES of the survey.
THANK YOU for taking the time to participate in this very important
activity.
Page 23 of 24
Collecting Data for Special Populations
Letter #3
Dear Instructor:
We need your assistance in gathering essential information from your students through this occupational
survey.
At the beginning of your next class, please read the section below to the students to convey
the importance of the survey and then distribute the survey. Once the surveys are completed,
seal them in the original envelope and return them to the Institutional Development and
Technology A-building mailbox no later than Wednesday, 6 March 2002. (Since confidential
student identification numbers will be listed on the completed surveys, it is important that the
return envelopes be sealed.)
Thank you for your help in administering this important evaluation tool. You did an outstanding job last
semester and your efforts were reflected in the outstanding completion and return percentages. Let’s keep
it up!
Dear Students:
Each semester a survey is conducted of all students enrolled in Occupational Program courses. The
survey is intended to fulfill two purposes: 1) To gather feedback on our occupational programs, and
2) To identify specific information about students upon which certain funding is based. This information
is necessary to help us improve our programs.
While participation in the survey is voluntary, the information you provide is extremely useful to program
planning, and enables COC to receive all of the funding for which we are eligible. Any student who
declines to complete the survey will not suffer a loss of benefits or services.
You are requested to provide identifying information in the form of a student ID number or
social security number. As with the other questions on the survey, you are under no obligation
to list this information; however, listing this information allows COC to obtain all eligible funds
to support our programs. All personal information will be kept confidential.
Please be sure to use only blue or black ink to fill in your answers. When completed, fold the
survey with the print to the inside and return it to your instructor.
Thank you for participating in this very important survey.
Sincerely,
Gina LaMonica, Ed.D.
Dean, Occupational Education
Page 24 of 24