Presentation on theme: "Using Data in Your College Admission Counseling Program"— Presentation transcript:
1Using Data in Your College Admission Counseling Program ASCA Annual ConferenceJuly 4, 2010
2Agenda Why do we use data Types of data related to college admission counselingCollecting dataAnalyzing dataReporting of dataCautions about using dataQuestions & conversation
3Why Do We Use Data?It improves our programs and the services for students and familiesStudents benefit from itYou probably already have itOthers are using itWe are accountableWhy not?
4Important Questions..What is the purpose of the college admission counseling program at your school?What are the desired outcomes or results?What is being done to achieve results?What evidence is there that the objectives have been met?Is the program making a difference?READ SLIDE
5ASCA National Model SO this leads up to the ASCA National Model As you view the graphic, you will notice there are four areasFOUNDATIONDELIVERY SYSTEMMANAGEMENT SYSTEMACCOUNTABILTIYThe visual show that the foundation, a program’s core beliefs, philosophy and mission, dictates both how the program is management and how it is delivered.These two components go hand in hand:Delivery system is the ways in which counselors deliver services.The management system ensures that the delivery system is planned, organized, directed and controlled in a systematic fashion for every student.Both the delivery and management lead to the Accountability component.And accountability leads back to the foundation because results of our program lead to program improvement, which begins once again with the foundation.
6Challenges… Most school counselors are not comfortable using data do not have the training or resources to collect and analyze dataThink that working with data is too time consuming considering everything else they have to do; not important enoughAre uncomfortable reporting data to and advocating with policy makers
7Types of College Admission Data Student-Achievement DataStandardized Test DataSAT and ACT ScoresGrade Point AveragesCompletion of College Preparation Requirements (Graduating college eligible)
8Types of College Admission Data (continued) Achievement – Related DataCourse enrollment patternsNumber of students taking PSAT/SAT/ACTDiscipline referralsExtracurricular activities
9Types of College Admission Data (continued) Standards and Competency-Related DataPercentage of students who demonstrate:Knowledge of college requirementsSkill to set goalsBelief (attitude) in importance of taking rigorous courses
10Collecting data Commercial programs Naviance Advocate Connectedu AdvocateConnecteduPrepHQ
11Other Options to Organize College Admission data AccessExcelCreate your own method of record keeping
21What to measure (ASK)What do you want me to know that I didn’t know before,What do you want me to believe that I did not believe beforeWhat do you want me to demonstrate that I did not demonstrate before?
22Program Evaluation Data Process dataPerception dataResults data
23Process data “What you did for whom” Evidence that event occurred Example: Counselors taught students how to fill out a college application
25Perception Data Attitudes or Beliefs Knowledge Gained 32% believe they will succeed in college42 % believe they have enough money to attend collegeCompetency Achievement (Skills)Every student in grades 9-12 completed a 4 year planEvery 10th grade student completed an interest inventoryKnowledge Gained89% of students demonstrate knowledge of college entrance requirements
26What type of question? “I believe” is an Attitude so use a scale Application/Demonstration = SkillInformation or answer = Knowledge (clear answer – not scale)
27What Do Students Believe (Attitude)? 100% agree orstrongly agree98% agree orstrongly agreeI believe that understanding the college preparation requirements will help me be successful in school…
28What Can Students Demonstrate? (Skills) What is your GPA based on a 4.0 weighted scale?
29Students Understand Options After High School (Knowledge)
30Results Data “So WHAT” data Hard data – application data Have your activities contributed to students ability to utilize the knowledge, attitudes and skills to effect behavior?AttendanceBehaviorAcademic achievement (graduating college eligible: College going rate improved 14% over three years)
34Data Over Time Immediate Change course offerings Intermediate Change course selection patternLong range (Impact Over Time)Improve college placement rates
35Results Report How are students different as a RESULT of what you do? What does the data tell you?Was the program successful?What worked?What did NOT work?What needs to be changed?
36Sharing Your Data Celebrate what you find School Profile Accountability Report CardMARC of ExcellenceSPARC -Press release, faculty meeting or school board presentation, parent programs, etc.NCLB Report Card
37Cautions About Using Data Data doesn’t always give you the information you wantCollege admissions is not an exact scienceData shouldn’t take the place of human connection/intervention
38Resources to assist you with data Evidence-Based School Counseling: Making a Difference With Data-Driven PracticesDimmitt, Carey & HatchMaking Data Work: An ASCA National Model PublicationKaffenberger & Young
39Resources to assist you with data (continued) Center for Excellence in School Counseling & LeadershipCenter for School Counseling Outcome Research
40Next steps Create an action plan Pick one item to do upon your return to schoolEducate your colleagues about what you learnedGet other stakeholders on boardAttend further training about using dataCelebrate your accomplishment(s)Use your results to improve your program!
41Questions & conversations What is not clear?What more do you need?How can we help each other?Who wants to share a success with data?
42To contact us… Bob Bardwell Sheila Deam School Counselor & Director of GuidanceMonson High School55 Margaret StreetMonson, MA 01057x1107Sheila DeamDirector of GuidanceEast Longmeadow High School180 Maple StreetEast Longmeadow, MA 01028