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Using Data in Your College Admission Counseling Program ASCA Annual Conference July 4, 2010.

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Presentation on theme: "Using Data in Your College Admission Counseling Program ASCA Annual Conference July 4, 2010."— Presentation transcript:

1 Using Data in Your College Admission Counseling Program ASCA Annual Conference July 4, 2010

2 Agenda Why do we use data Types of data related to college admission counseling Collecting data Analyzing data Reporting of data Cautions about using data Questions & conversation

3 Why Do We Use Data? It improves our programs and the services for students and families Students benefit from it You probably already have it Others are using it We are accountable Why not?

4 Important 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?

5 ASCA National Model

6 Challenges… Most school counselors are not comfortable using data do not have the training or resources to collect and analyze data Think that working with data is too time consuming considering everything else they have to do; not important enough Are uncomfortable reporting data to and advocating with policy makers

7 Types of College Admission Data Student-Achievement Data Standardized Test Data –SAT and ACT Scores Grade Point Averages Completion of College Preparation Requirements (Graduating college eligible)

8 Types of College Admission Data (continued) Achievement – Related Data Course enrollment patterns Number of students taking PSAT/SAT/ACT Discipline referrals Extracurricular activities

9 Types of College Admission Data (continued) Standards and Competency-Related Data –Percentage of students who demonstrate: Knowledge of college requirements Skill to set goals Belief (attitude) in importance of taking rigorous courses

10 Collecting data Commercial programs –Naviance –Advocate –Connectedu –PrepHQ

11 Other Options to Organize College Admission data Access Excel Create your own method of record keeping

12 Access Database fields

13 Excel Spreadsheet

14 Analyzing Data EZ-Analyze – Using Access or Excel Test Wiz, Data Warehouse, etc Locally developed program

15 Reporting of Data Scattergrams –Grade Point Average (x axis) vs. SATs (y axis) Other reports –Access Report –Placement percentages

16 Scattergram Example

17 Placement Report Example

18 Placement Data Report

19 Evaluation of your College Admission Counseling Program Surveys, questionnaires –Online vs. paper Pre & post surveys –Gives immediate feedback about the need or impact of your program/intervention

20 Pre & Post Survey Examples

21 What to measure (ASK) What do you want me to know that I didnt know before, What do you want me to believe that I did not believe before What do you want me to demonstrate that I did not demonstrate before?

22 Program Evaluation Data Process data Perception data Results data

23 Process data What you did for whom Evidence that event occurred Example: Counselors taught students how to fill out a college application

24 Students Know Language Requirements

25 Perception Data A ttitudes or Beliefs –32% believe they will succeed in college –42 % believe they have enough money to attend college Competency Achievement ( S kills) –Every student in grades 9-12 completed a 4 year plan –Every 10 th grade student completed an interest inventory K nowledge Gained –89% of students demonstrate knowledge of college entrance requirements

26 What type of question? I believe is an Attitude so use a scale Application/Demonstration = Skill Information or answer = Knowledge (clear answer – not scale)

27 What Do Students Believe (Attitude)? I believe that understanding the college preparation requirements will help me be successful in school… 98% agree or strongly agree 100% agree or strongly agree

28 What Can Students Demonstrate? (Skills) What is your GPA based on a 4.0 weighted scale?

29 Students Understand Options After High School (Knowledge)

30 Results 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? –Attendance –Behavior –Academic achievement (graduating college eligible: College going rate improved 14% over three years)

31 # of AP Exams Has Increased!

32 4 Year Adjusted Cohort Graduation Rates are UP!

33 Increased College Post Secondary Plans!

34 Data Over Time Immediate –Change course offerings Intermediate –Change course selection pattern Long range (Impact Over Time) –Improve college placement rates

35 Results 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?

36 Sharing Your Data Celebrate what you find –School Profile –Accountability Report Card MARC of Excellence 0rev3gray.doc 0rev3gray.doc SPARC - –Press release, faculty meeting or school board presentation, parent programs, etc. –NCLB Report Card

37 Cautions About Using Data Data doesnt always give you the information you want College admissions is not an exact science Data shouldnt take the place of human connection/intervention

38 Resources to assist you with data Evidence-Based School Counseling: Making a Difference With Data- Driven Practices –Dimmitt, Carey & Hatch Making Data Work: An ASCA National Model Publication –Kaffenberger & Young

39 Resources to assist you with data (continued) Center for Excellence in School Counseling & Leadership – Center for School Counseling Outcome Research –

40 Next steps –Create an action plan Pick one item to do upon your return to school –Educate your colleagues about what you learned –Get other stakeholders on board –Attend further training about using data –Celebrate your accomplishment(s) –Use your results to improve your program!

41 Questions & conversations What is not clear? What more do you need? How can we help each other? Who wants to share a success with data?

42 To contact us… Bob Bardwell School Counselor & Director of Guidance Monson High School 55 Margaret Street Monson, MA x1107 Sheila Deam Director of Guidance East Longmeadow High School 180 Maple Street East Longmeadow, MA

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