Non-Traditional

1
Non-Traditional

• Data Quality Institute
• February 2006
• Virginia Department of Education
• Secondary

2
Identifying Occupations as Non-Traditional

• Currently identify classes that prepare students
  for occupations which are non-traditional
• Utilize national employment statistics
• State statistics are also reviewed
• Develop program areas based on identified classes

3
Identifying Occupations as Non-Traditional,
Continued

• Actual costs of identification have not been
  specifically analyzed at this point
• Local school division costs include data
  collection and program improvement if they do not
  meet the performance standard
• State costs include identification of
  non-traditional classes/programs, data
  collection, data analysis, and development of
  program assistance to local school divisions

4
Identifying Occupations as Non-Traditional,
Continued

• Difficulties include
• classes that are utilized in more than one
  program area
• classes that may be offered at the middle and
  high school level for high school credit
• offered for different periods of time (18 weeks
  vs. 36 weeks)
• Virginias non-traditional occupation
  identification most closely correlates with
  proposed Option 2

5
Data Sources for Identifying Non-Traditional
Occupations

• Data sources currently used in Virginia are those
  identified by OVAE Program Memorandum 2006
• The term non-traditional training and
  employment refers to occupations or fields of
  work, . for which individuals from one gender
  comprise less than 25 percent of the individuals
  employed in each such occupation or field of work.

6
Data Sources for Identifying Non-Traditional
Occupations, Continued

• Virginias current sources most closely correlate
  to Option 1

7
Updating Lists of Non-Traditional Occupations

• Review lists of non-traditional courses/programs
  on a continuing basis
• Takes into consideration the addition of new
  courses/programs and their descriptions
• Takes into consideration the status of career
  cluster and pathway development
• Most closely correlates to Option 2

8
Identifying Programs as Non-Traditional

• Virginia currently identifies programs that are
  out-of-gender balance based on our state course
  classification system
• Difficulties include program identification for
  classes that are utilized in multiple programs
• Most closely related to Option 2

9
Non-Traditional, Local Viewpoint

• Local viewpoint
• local divisions may do everything possible to
  encourage enrollment/completion in
  non-traditional programs but not meet the
  performance standard or just meet the standard
• if a local division meets the standard, it
  becomes successively harder each year to meet the
  standard
• local parental/student choice you cannot force
  enrollment/completion in non-traditional
  occupations