Seventh Annual Report on the BEAP Database

Destin, FL

March 7, 2008

Baccalaureate Education Assessment Project Team Members

Vicky BuchanAnnabelle Gilbert

Tobi DeLong-HamiltonGrafton Hull

Philip NgRoy “Butch” Rodenhiser

John RogersMarshall Smith

BEAP Purposes• Assist in assessing program objectives• Promote on-going program monitoring• Provide a starting point for assessment to

which programs add their own methods• Allow creation of a database to allow

programs to compare themselves with national data

• Contribute to the knowledge base of social work education

References• Rodenhiser, R. W., Buchan, V., Hull, G., Smith, M. L.,

Pike, C. K., & Rogers, J. (2007). Assessment of social work program outcomes: The baccalaureate educational assessment project, Journal of Baccalaureate Social Work.

• Buchan, B., Rodenhiser, R. W., Hull, G., Rogers, J., Pike, C. K., & Smith, M. L. (2004, Spring/Summer). Evaluating an assessment tool for undergraduate social work education: Analysis of the Baccalaureate Educational Assessment Package (BEAP). Journal of Social Work Education, 40(2), 239-253.

Sample vs. Population Program Type

2000-2004

Entrance

2005

Entrance

2006

Entrance

2007

EntranceOverall

All

Programs

Program

TypeN % N % N % N % BEAP % N %

BSW Only 526 79.8 110 82.7 109 84.5 72 86.7 80.5

Combined

Programs133 20.2 23 17.3 20 15.5 11 13.3 19.5

Total 659 100 133 100 129 100 83 100 100

Sample Profile Overview of all Respondents

2000-2004

Respondents

2005

Respondents

2006

Respondents

2007

Respondents

Overall

Respondents

Entrance 17173 3711 3620 2084 26588

SWVI at Entrance

17428 3940 3684 2143 27195

Exit 9520 2289 2287 1718 15814

SWVI at Exit

7619 2045 2152 1690 13506

Alumni 3200 669 524 223 4616

Employer 1161 165 256 109 1691

Totals 56101 12819 12523 7967 89410

Sample Profile Response Rates

Instrument2000-2004

Average %

2005

Average %

2006

Average %

2007

Average %

Overall

Average %

Entrance 95.2 91.5 93.9 97.1 94.4

SWVI at Entrance

95.6 92.0 94.0 97.0 94.7

Exit 92.5 89.1 88.5 94.1 91.8

SWVI at Exit

92.5 89.6 90.5 93.5 91.5

Alumni 36.5 33.4 35.8 27.6 34.9

Employer 27.4 17.4 18.5 21.3 23.3

Auspices of College or University(Overall-Entrance)

Auspice Program Percentage Student Percentage

Public(120 schools)

52.9 67.8

Private Denominational(72 schools)

31.7 20.7

Private Non-Denominational(35 schools)

15.4 11.6

Ethnicity at EntranceEthnicity

2000-2004 %

N=17173

2005 %

N=3711

2006 %

N=3620

2007 %

N=2084

Overall %

N=26588

European/

Caucasian68.3 67.1 64.8 63.7 67.3

African/Black 17.0 18.9 19.1 19.5 17.7

Native American 10.6 8.3 9.0 7.3 9.8

Other 3.6 3.9 4.2 3.4 3.7

Other Hispanic 3.7 3.7 4.1 5.2 3.9

Asian/Pacific Islander

3.3 3.5 3.7 3.9 3.4

Chicano/Mexican 3.0 3.0 2.9 3.6 3.0

Puerto Rican 1.5 1.5 2.0 1.6 1.6

Note: Percentages equal more than 100% due to multiple self-reported ethnicities.

Financial Aid at Entrance

Aid Source2000-2004 %

N=17173

2005 %

N=3711

2006 %

N=3620

2007 %

N=2084

Overall %

N=26588

Self Work/Savings

79.2 77.6 78.1 76.2 78.6

Loan* 76.2 80.0 80.2 76.7 77.4

Grant* 74.9 77.4 74.7 76.2 75.3

Family Assistance

44.2 46.5 42.6 43.6 44.3

*Includes Federal and State only.

Plan to be Employed During BSW Education

(Reported at Entrance)

2000-2004 %

N=17173

2005 %

N=3711

2006 %

N=3620

2007 %

N=2084

Overall %

N=26588

Plan to be Employed

79.3 79.1 79.7 80.7 79.4

Educational

Plans

2000-2004 %

N=9520

2005 %

N=2289

2006 %

N=2287

2007 %

N=1718

Overall %

N=15814

Have Future Educational Plans

82.9 83.0 83.5 82.9 83.0

MSW 75.1 76.6 77.5 78.4 76.9

Other MA 14.0 12.8 12.2 11.6 13.3

Other BA 3.0 2.4 2.7 3.1 2.9

Note: Percentages equal more than 100% due to multiple self-reported future educational plans.

Future Educational Plans-Exit

Current Employment Information Primary Function- Exit

Primary Function2000-2004 %

n=2847

2005 %

n=674

2006 %

n=676

2007 %

n=519

Overall %

n=4716

Generalist Practice 39.8 36.6 38.5 37.2 38.9

Direct Practice with Individuals, Families, or Groups

24.1 29.1 25.9 25.8 25.2

Training 11.0 9.6 10.9 12.7 11.0

Administration 8.6 7.9 7.4 8.7 8.3

Other Functions 4.9 5.2 4.6 4.6 4.9

n= number reporting

Client Systems- Alumni/ae

2000-2004 %

N=3200

2005 %

N=669

2006 %

N=524

2007 %

N=223

Overall %

N=4616

Individual Clients

67.2 64.7 63.9 67.3 66.5

Family Clients 63.0 58.6 59.9 62.8 62.0

Group Clients 35.0 33.5 32.1 36.8 34.6

Organization Client

29.7 26.8 27.7 28.7 29.0

Community Clients

25.0 22.1 20.8 22.9 24.0

Other Client systems

3.1 2.7 1.9 4.5 3.0

Income Level Most Represented by Clients- Alumni/ae

Income Level2000-2004 %

N=3200

2005%

N=669

2006%

N=524

2007%

N=223

Overall %

N=4616

Poverty or Below

50.4 55.7 52.5 51.7 51.4

No Typical Income

25.9 22.8 24.9 26.1 25.4

Above Poverty and Below Middle Income

19.0 15.4 17.8 17.6 18.3

Middle Income

or Above4.7 6.0 4.7 4.5 4.9

Professional Development During the Last Year

(Reported at Alumni/ae)

2000-2004

N=3200

2005

N=669

2006

N=524

2007

N=223

Overall

N=4616

Mean # of times used evaluation of client progress

16.5 18.6 18.9 12.9 16.9

Mean # of times used program evaluation

6.4 5.7 6.7 4.4 6.2

Mean # of times used other research techniques

5.2 6.3 4.9 5.0 5.3

Mean # of professional workshops attended

2.6 3.0 2.2 2.3 2.6

Mean # of professional conferences attended

5.1 5.1 4.8 5.2 5.1

Current Employment Information- Field of Practice

Overall Exit

n=6059

Overall Alumni/ae

n=3440

Corrections/Criminal Justice

27.7%

Child Welfare/Child Protection

19.4%

Child Welfare/Child Protection

14.1%

Mental/Behavioral/CMH

15.6%

Youth Services

8.3%

Aging/Gerontological Social Work

10.7%

Mental/Behavioral/CMH

6.7%

Family Services

7.8%

Aging and Gerontological Social Work

5.8%

Health/Medical

7.6%

n= number reporting

KSV- Exit

Mean Score 2000-2004 2005 2006 2007 Overall

Knowledge 7.3 7.3 7.3 7.4 7.3

Skills 7.3 7.4 7.5 7.5 7.4

Values 8.6 8.7 8.7 8.7 8.7

(Scale of 0-10)

Mean* Knowledge Scores

BSW only BSW & MSW Combined

Test**

Public7.4 6.8 p=.000

Private-

Denominational 7.6 6.7 p=.000

Private-

Non Denominational

7.7 7.3 p=.000

* Mean score on 10 point scale

** t-test, N=15814

Mean* Skill ScoresBSW only BSW & MSW

CombinedTest**

Public

7.4 6.8 p=.000

Private-

Denominational 7.7 6.9 p=.000

Private-

Non Denominational

7.8 7.5 p=.002

* Mean score on 10 point scale

** t-test, N=15814

Mean* Value ScoresBSW only BSW & MSW

CombinedTest**

Public

8.7 8.3 p=.000

Private-

Denominational 8.8 8.4 p=.001

Private-

Non Denominational

8.8 8.8 p=.884

* Mean score on 10 point scale

** t-test, N=15814

Exit Advising Scores

2000-2004

N=9520

2005

N=2289

2006

N=2287

2007

N=1718

Overall

Average

N=15814

Preparation for additional education

7.5 7.6 7.7 7.6 7.6

Course selection/

curriculum planning6.7 6.2 6.2 6.4 6.1

Professional advising 6.6 6.7 6.8 6.9 6.7

Career planning 6.0 6.2 6.2 6.4 6.1

(Scale of 0-10)

Overall Advising Scored by Auspice- Exit

Course Selection and Curriculum Planning*

Career Planning* Professional Advising*

Private Denominational

College or University

(72 Schools)

7.45 6.72 7.31

Private-Non

Denominational College or University

(35 Schools)

7.17 6.56 7.22

Public College or

University

(120 Schools)

6.58 5.82 6.38

N=15814ANOVA*p= .000 (Scale of 0-10)

Overall Advising Scores by Program Type-Exit

Course Selection and Curriculum

Planning*

Career Planning* Professional

Advising*

BSW Only

(150 Programs)7.08 6.42 7.00

Combined Programs

(36 Programs)6.10 5.13 5.68

N=15814t- test*p= .000

(Scale of 0-10)

Current Status of the BEAP Project

•Instrument Revisions

•Entrance

•Exit

•Graduate

•Employer/Supervisor

•Relation to EPAS

•Current relation to EPAS I (citation)

•Possible relation to EPAS II

•SWVI

•Foundation Curriculum Assessment Instrument

Foundation Curriculum Assessment Instrument

Baccalaureate Education Assessment Project

Foundation Curriculum Assessment Instrument

• Practice (15 questions)• Human Behavior in the Social Environment

(12 questions)• Policy (10 questions)• Research (9 questions)• Ethics and Values (9 questions)• Diversity (9 questions)• Social and Economic Justice (8 questions)

Practice

• Determining progress toward goal achievement is one facet of the _____ stage. – a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning

Practice

• Determining progress toward goal achievement is one facet of the _____ stage. – a. Engagement – b. Evaluation – c. Assessment – d. Termination – e. Planning

• In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. – a. Peacemaker– b. Scapegoat– c. Rescuer– d. Monopolizer

Human Behavior in the Social Environment

• In the group process, a member takes on the role of __________ by reminding other group members about parts of themselves which they deny or fear. – a. Peacemaker– b. Scapegoat– c. Rescuer– d. Monopolizer

Human Behavior in the Social Environment

• The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in:– a. Widespread dissatisfaction with relative responsibility

measures – b. A large decrease in the number of welfare recipients – c. An end to unlimited entitlement programs – d. Both B and C

Policy

• The enactment of the Personal Responsibilities and Work Opportunity Reconciliation Act of 1996 (TANF) resulted in:– a. Widespread dissatisfaction with relative responsibility

measures – b. A large decrease in the number of welfare recipients – c. An end to unlimited entitlement programs – d. Both B and C

Policy

Research

• Using random sampling (based upon probability theory)... – a. Each subject within the population has a chance of

being selected to participate – b. Guarantees that the sample is representative of the

general population – c. Allows results to be generalized from the sample to the

population from which the sample was drawn – d. Both A and C

Research

• Using random sampling (based upon probability theory)... – a. Each subject within the population has a chance of

being selected to participate – b. Guarantees that the sample is representative of the

general population – c. Allows results to be generalized from the sample to the

population from which the sample was drawn – d. Both A and C

Ethics and Values

• A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could:– a. Be acceptable because of the student’s obligation to

the supervisor and agency– b. Constitute dishonesty and misrepresentation– c. The Code of Ethics does not apply to this situation– d. None of the above

Ethics and Values

• A social work student beginning her internship is told by her supervisor to not tell clients that she is a student since this might undermine their confidence in her. According to the Code of Ethics, withholding this information could:– a. Be acceptable because of the student’s obligation to

the supervisor and agency– b. Constitute dishonesty and misrepresentation– c. The Code of Ethics does not apply to this situation– d. None of the above

• Which of the following statements are accurate regarding women?– a. Female social workers receive lower pay on average

than their male counterparts– b. Stepping out of the workforce for a few years to raise a

family is likely to negatively affect a woman’s career– c. Women workers are more likely to encounter a “glass

ceiling”– d. All of the above are accurate– e. None of the above are accurate

Diversity

• Which of the following statements are accurate regarding women?– a. Female social workers receive lower pay on average

than their male counterparts– b. Stepping out of the workforce for a few years to raise a

family is likely to negatively affect a woman’s career– c. Women workers are more likely to encounter a “glass

ceiling”– d. All of the above are accurate– e. None of the above are accurate

Diversity

Social and Economic Justice

• A belief that those with the greatest wealth have an obligation to help provide for those with the least is part of which perspective?– a. Equal prosperity– b. Economic Justice– c. Distributive Justice– d. Liberation Philosophy– e. None of the above

Social and Economic Justice

• A belief that those with the greatest wealth have an obligation to help provide for those with the least is part of which perspective?– a. Equal prosperity– b. Economic Justice– c. Distributive Justice– d. Liberation Philosophy– e. None of the above

Versions of the FCAI

• Version 1 2 tests A & B n=99 __________________________________

• Purpose: to search for the best questions– Related to each curricular area– Began with: Practice, HBSE, Policy, Research,

Values & Ethics

Versions 2-6

• Version 2 1 Test 65 ?s n=305• Version 3 1 test 55 ?s n=381• Version 4 1 test 82 ?s n=286• Version 5 1 test 74 ?s n=36• Version 6 1 test 72 ?s TOTAL = 1037

Test-retest

• To establish reliability• Version 5

– Tested in an introduction to SW class– Students took test twice– 2 weeks apart– Pearson’s correlation coefficient

• r = .791

Education Level Testing

• Student level mean score– Entering BSW students 41.47– Entering MSW foundation students 44.14– Entering MSW Advanced Standing 56.71

• Anova F=15.8 p = .000• Post hoc tests p = .000 (BSW vs Advanced)

Potential Education Level Testing

–Entering BSW students–Graduating BSW students –Entering MSW foundation students–Exiting MSW foundation students–Entering MSW Advanced Standing

Programs we would like to Thank!

• Briar Cliff University• Fort Hays State *• Indiana State University• Olivet Nazarene University• Southwest Missouri State University• University of Wisconsin – Eau Claire

– * Our star! Judy Caprez

FCAI

Need volunteers for the final pilot test!

Feedback & Questions

• What do you want to see in the reports?• Do programs want their data?• Is a Field/Practicum Instrument wanted?

Seventh Annual Report on the BEAP Database

Destin, FL

March 7, 2008