Don’t you love that feeling after you’ve done some spring cleaning? The feeling that you’ve done good work and things are in order. The momentum to continue making progress. That is how we are feeling lately. Our hard work is yielding such sparkling progress and laying the foundation for even more good things to come.
We are pleased to be in the home stretch with course and program submissions and reviews in preparation for the imminent calendar conversion. We have recently enjoyed a host of productive meetings. We are looking forward to the latest research data on Advanced Placement that our researchers are doing.
All of this hard work has us feeling productive and accomplished. We are excited to keep progressing and hope that you are feeling similarly productive on your campuses.
All the best,
Paula K. Compton, Ph.D.
Associate Vice Chancellor
Articulation and Transfer
Contents (just click one of the article titles below to jump right to full piece)
1. New and Improved Reporting Tools are LIVE
2. Gearing up for Calendar Conversion with Reviews Aplenty
3. Meetings Galore
4. SCTAI Team’s March Madness
5. Advanced Placement Research Planned
6. Other News & Notes from Chancellor Petro’s Office
New and Improved Reporting Tools are Live
We previewed the enhancements coming to our reporting tools in our January Newsletter. We are now pleased to announce that the redesign of our existing Transfer Guarantee Reporting Systems, and the additions of a Transfer Guarantee Reporting System for the Advanced Placement initiative as well as the brand new Career-Technical Credit Transfer, or (CT)2, Reporting System are LIVE!
The Transfer Guarantee Reporting Systems have always been useful to help admissions officers, counselors, academic advisors, registrars, and other college and university personnel find credit transfer information and identify statewide guarantees. These systems have been redesigned using Oracle Application Express (APEX), which is a powerful web application tool that is used alongside an Oracle database. This new platform allows us to create user-friendly reports containing up-to-date credit transfer information. You can browse our new reporting systems at http://www.ohiohighered.org/transfer/reportingsystem. See below for information about the enhanced functionality of each of these reports.
The Ohio Transfer Module (OTM) and Transfer Assurance Guides (TAGs) reports now include more search types and useful tools for sorting and customizing your searches. You will now be able to search all the approved TAG and OTM courses and sort by any columns available. The OTM report has been updated to include the ability to search for direct equivalencies in the OTM with Learning Outcomes matches in the areas of English Composition and Mathematics.
The new Advanced Placement report replaces the previously static sheets on the Board of Regents website that listed the course and credit awards for Advanced Placement by school. With the new Advanced Placement Reporting System, users will be able to search for guarantees based on institution or test, and filter by the AP score earned; giving them the ability to more easily assess what credit will be awarded at each of Ohio’s public institutions of Higher Education.
Similarly, the brand new (CT)2 Reporting Tool was created containing information on Career-Technical courses and programs offered at high schools, adult centers, and colleges. Previously, Career-Technical education information was listed on static sheets on the Ohio Board of Regents website, listed by program. With the primary reporting system, users will be able to perform customized searches for guarantees using criteria such as Career-Technical District and Higher Education Institution, Program Area, and Program/Course Level. The (CT)2 Reporting System allows you to search for all approved programs as well as search for a variety of program/course equivalencies. There are also (CT)2 Management Reports which are especially useful because they contain all the programs offered at the public high schools, adult centers, and public higher education institutions in Ohio. It also lists the status of each program and whether or not it has been approved.
Please take a moment to explore these new systems, and please forward this link on to any colleagues who may use these systems to view the statewide transfer guarantees.
If you have any questions about the OTM, TAG, or AP Reporting Systems or the data contained within these systems, please contact Hideo Tsuchida at email@example.com or Sam Stoddard at firstname.lastname@example.org. If you have any questions about any of the Career-Technical Credit Transfer (CT)2 Reporting Systems or the data contained within these systems, please contact Ryan Cupp at email@example.com.
Gearing up for Calendar Conversion with Reviews Aplenty
OTM and TAG Review Update
The Winter Ohio Transfer Module (OTM) and Transfer Assurance Guide (TAG) review periods were tremendously successful! There were 394 OTM reviews completed, with 339 approvals, and 340 TAG reviews, with 274 approvals. These approvals bring us one step closer to completing the semester conversion process for Ohio’s statewide transfer initiatives as well as matching to the new TAGs and OTMs with learning outcomes.
The Spring review session is now underway with another 275 OTM and 350 TAG matches up for approval. The deadline for this review period is May 20 and we expect to have the results sent to institutions shortly afterwards.
We would like to heartily thank the coordinators and faculty from the 36 University System of Ohio institutions for their collaboration in submitting their courses as well as the 331 faculty members serving on review panels for making this process such a huge success.
(CT)2 Review Update and Conversion Impact
Career-Technical Credit Transfer (CT)2 reviews for schools undergoing calendar conversion are about to kick into high gear. Colleges and Universities were to submit their TAG courses previous to CTAG courses. Now that the TAG matches have been moving along, we expect a large number of CTAG submissions in the coming months so that these programs will continue to be guaranteed for statewide transfer of credits. Please contact Ryan Cupp (firstname.lastname@example.org or 614-752-9474) for any assistance with (CT)2 submissions.
Click me to head back to the table of contents!
We have had the opportunity to visit with a number of our colleagues as several of our key constituency groups have recently met. We always enjoy these meetings for the perspectives shared, insights gained, and opportunity to re-connect with our colleagues across educational sectors. Highlights of the meetings can be found below.
The Ohio Transfer Module (OTM) Faculty Subcommittee gathered on Friday, April 13, 2012, covering a variety of topics. The group discussed the status of reviews, especially related to calendar conversion and the overall review process for each panel with some good suggestions for streamlining the business processes of submissions and reviews in some cases. The faculty also shared input on the notion of a grace period for previously approved quarter courses that must be re-submitted and reviewed as they are converted to semester courses with the impending calendar conversion. The Faculty Subcommittee made a recommendation that will be passed on to the Advisory Council and Oversight Board for their input before a final recommendation is made. Dr. Compton shared with the faculty an idea involving a possible Ohio Technical Transfer Module, similar to the Ohio Transfer Module (OTM) consisting of “general education” type technical courses for statewide transfer guarantee. She also gave a brief update on the status of the Secondary Career-Technical Alignment Initiative (SCTAI). The day ended with panel meetings over lunch at the Ohio Union’s Sloopy’s Diner provided a forum for panels to discuss their respective items of interest. The Subcommittee will meet again on Friday, September 14, 2012. The location is TBD. Special thanks to The Ohio State University for hosting the most recent meeting.
The (CT)2 Adult Advisory Council met on Thursday, April 5, 2012 and discussed: Issues of note or concern in the field; the status of several new CTAGs; the new CTAG Reporting System; and the Ohio Technical Transfer Module idea. The Adult Advisory Council will meet again on Thursday, October 4, 2012 from 10AM-2PM in the Boardroom at the Ohio Board of Regents.
The (CT)2 Secondary Advisory Council met on Tuesday, April 17, 2012 and discussed: Issues of note or concern in the field, including issues with having (CT)2 credit applied at partner colleges or universities, the desire for a better student data tracking system to illustrate the effectiveness of the (CT)2 initiative based on student success, and uncertainty about the future of Tech Prep funding and its relationship to the furtherance of bilateral agreements between Secondary Career-Technical institutions and their college and university partners; the impending posting of a directive, “Bilateral Articulation Agreements with Secondary Career-Technical Institutions: Principles and Guidelines” and concerns from the field related to this document; progress on the Secondary Career-Technical Alignment Initiative (SCTAI); the new CTAG Reporting System; how to improve compliance for (CT)2 submissions; and the Ohio Technical Transfer Module idea. The Secondary Advisory Council will meet again on Thursday, October 11, 2012 from 10AM-2PM in the Boardroom at the Ohio Board of Regents.
SCTAI Team’s March Madness
Throughout the month of March, the (CT)2 Secondary Career-Technical Alignment Initiative (SCTAI) team at the Ohio Board of Regents (OBR) welcomed 111 faculty from across the University System of Ohio to seven panel meetings to work on the creation of new Career-Technical Assurance Guides (CTAGs) for secondary career-technical students. Postsecondary faculty participants included 21 lead experts, who began researching college and university courses across the state last December to develop proposals for the new CTAGs. The lead experts were joined by 90 faculty panel experts to review the research, make recommendations about the proposed CTAGs, and provide input to ODE’s Career Field Technical Content Standards update process. Also, lending their expertise to make the panel meetings a success were Wendi Howell from The Ohio State University’s Center on Education and Training for Employment, and the staff of ODE’s Office of Career-Technical Education, including, Linda O’Connor (Assistant Director of CTE), and the ODE Career Field consultants. Facilitation of the panel meetings was a team effort involving multiple members of OBR’s staff. Overall, as a result of the collaboration and dedication of all attendees, SCTAI made a significant step forward in helping Ohio students reach their highest levels of academic achievement through awarding college credit for equivalent academic experiences.
Information Technology postsecondary faculty hard at work during the (CT)2 Secondary Career-Technical Alignment Initiative March Panel Meetings.
Ohio Board of Regents Staff who participated in the (CT)2 Secondary Career-Technical Alignment Initiative March Panel Meetings. (From left to right) Bob Casto, Consultant; Marie Taris, Consultant; Ryan Cupp, (CT)2 Administrator; Angelica Fabrizio, SCTAI Administrative Assistant; Michelle Blaney, Associate Director of SCTAI Bilateral Agreements; Stephanie McCann, Associate Director of Career-Technical Initiatives; Julie Clemens, Associate Director of SCTAI Statewide Agreements.
Advanced Placement Research Planned
The OATN has been busily researching the movement and successes of the University System of Ohio’s transfer students. The latest research project underway involves the state’s Advanced Placement (AP) policy. We thought you might like to read the research plan for this project:
I. Advanced Placement programs are curricula and examinations that provide students a means for learning college level material in high school. The College Board offers the AP program, and maintains that AP courses help high school students acquire skills needed to be successful in college, and that AP tests mark the culmination of college-level work in a given discipline in a secondary school setting.
II. The OBR issued its AP policy directive in the summer of 2009; the implementation of the policy is likely to have coincided with the arrival of the FY2009-10 freshman class in the fall of 2009. The AP policy influences the following three areas.
- Uniform rules governing how institutions award credit for AP tests. Example: Credit for AP test scores of 3 and higher, and first-year foreign language credit for minimum score of 3 in foreign language area.
- Increased availability of information. Example: Lists of courses and corresponding hours of credit for scores of 3, 4 and 5 for each AP test at each institution.
- Equivalent treatment of AP credits and credit received from course completion. Example: AP credit meeting graduation requirements and transferring among institutions.
III. What are the desired outcomes of the policy?
- Early college credit.
- Shorter required time to graduate.
- Increased motivation for academic success.
IV. Research question:
How does the policy influence academic outcomes of AP policy beneficiaries?
V. The research question can be answered through an evaluation of the AP policy on the academic outcome of students who benefitted from the policy. The evaluation would focus on the comparison of academic outcomes between students with and without AP credit.
VI. Steps in evaluation.
- Identification of appropriate comparison groups.
- Selection of measures of academic outcomes.
- Specifying techniques of estimation.
- Organization of the data.
VII. An important corollary of the evaluation process is the construction of a timeline detailing the following:
- When each step is expected to be completed.
- When the output from each of the steps is expected to be available.
VIII. Elaboration on the steps:
- Choosing the comparison group.
|Beneficiary group||Comparison group|
|Common features:||Both beneficiary & comparison groups are freshman USO students.
Both beneficiary & comparison groups are first-time enrollees in
|Defining features:||Beneficiary group has AP test scores of 3, 4 or 5.||Comparison group has “No AP test” & “No dual high school college credit”.|
- Measures of academic outcomes:
General indicators of academic performance: Course completion rate, GPA, retention rate.
Specific indicator of academic outcome linked with the AP policy: Course persistence rate.
Example: Students with a score of 3 in AP Calculus AB receive college credit for Calculus 1, a co-requisite for first-year Physics. How do academic outcomes – grade, completion etc. – compare between AP beneficiary and comparison groups in the first-year Physics sequence?
- Estimation technique:
[X]: Difference in academic outcomes (GPA in this example) of beneficiary group over time.
= B(GPA)2010-11 (after policy) – B(GPA) 2008-09 (before policy).
· X shows impact of temporal change + impact of AP policy.
[Y]: Difference in academic outcome (GPA) of comparison group over time:
= C(GPA)2010-11 (after policy) – C(GPA) 2008-09 (before policy).
· Y shows impact of temporal change.
[X – Y]: Difference-in-difference shows impact of AP policy on GPA.
IX. The research timeline is based on policy implementation dates and data availability
AP test scores of students in the freshman FY2009-10 class reached campuses in summer 2009. The AP policy directive also reached campuses in summer 2009. Some campuses, however, had evaluated AP scores of students from the freshman FY2009-10 class and awarded them credit before receiving the directive. Consequently, it is likely that some students in the freshman FY2009-10 class did not receive benefits of the AP policy, and the freshman FY2010-11 class is the first group to have received full benefits of the policy.
For an evaluation of the impact of the policy on course persistence rate and the retention rates, we need at least two years of course attendance data on the beneficiaries of the policy from the Higher Education Information (HEI) system. In other words, we need HEI data on the FY2010-11 freshman class from FY2010-11 and FY2011-12. Currently, we have HEI data from FY2010-11 but the FY2011-12 data would be available in the fall of 2012.