A Survey of the Types of Data Collected by Transition Teachers

Abstract

We conducted a survey to determine the types and frequency of student performance, consumer satisfaction, and post-school outcome data collected by teachers in transition classrooms. A 29-item questionnaire was completed by 280 teachers identified by their principals as teaching the North Carolina Occupational Course-of-Study. Results indicated that the majority of teachers collected student skill performance and maintenance data on a regular basis, but most did not collect consumer satisfaction or post-school outcome data. Findings are discussed in terms of implications for practice and future research.

A Program Evaluation Tool for Dual Enrollment Transition Programs

“…School systems, however, often have difficulty providing such evaluation activities because of a lack of personnel, expertise, and funding (Grigal et al, 2005;Test, Eddy, Neale, & Wood, 2004). This issue is particularly prevalent in programs that are serving students with ID in dual enrollment transition programs on college campuses.…”

“…Determining the success of a school's transition services requires evaluation activities that reveal whether the tran-sition program is successfully improving student outcomes and if not, then assist school system personnel to make the necessary programmatic changes to do so (Grigal, Neubert, & Moon, 2005;Test, Aspel, & Everson, 2006). School systems, however, often have difficulty providing such evaluation activities because of a lack of personnel, expertise, and funding (Grigal et al, 2005;Test, Eddy, Neale, & Wood, 2004). This issue is particularly prevalent in programs that are serving students with ID in dual enrollment transition programs on college campuses.…”