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 Page 1 of 24 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 Page 2 of 24 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. Page 3 of 24 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. Page 4 of 24 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. Page 5 of 24 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. Page 6 of 24 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. Page 7 of 24 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. Page 8 of 24 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 Page 9 of 24 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? Page 10 of 24 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. Page 11 of 24 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 Page 12 of 24 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