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Using Data in Your College Admission Counseling Program

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Presentation on theme: "Using Data in Your College Admission Counseling Program"— 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? READ SLIDE

5 ASCA National Model SO this leads up to the ASCA National Model
As you view the graphic, you will notice there are four areas FOUNDATION DELIVERY SYSTEM MANAGEMENT SYSTEM ACCOUNTABILTIY The 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.

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
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
Using Access or Excel Test Wiz, Data Warehouse, etc Locally developed program

15 Reporting of Data Scattergrams Other reports
Grade Point Average (x axis) vs. SAT’s (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 didn’t 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 Attitudes or Beliefs Knowledge Gained
32% believe they will succeed in college 42 % believe they have enough money to attend college Competency Achievement (Skills) Every student in grades 9-12 completed a 4 year plan Every 10th grade student completed an interest inventory Knowledge 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)?
100% agree or strongly agree 98% agree or strongly agree I believe that understanding the college preparation requirements will help me be successful in school…

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 SPARC - Press release, faculty meeting or school board presentation, parent programs, etc. NCLB Report Card

37 Cautions About Using Data
Data doesn’t always give you the information you want College admissions is not an exact science Data shouldn’t 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 Sheila Deam School Counselor &
Director of Guidance Monson High School 55 Margaret Street Monson, MA 01057 x1107 Sheila Deam Director of Guidance East Longmeadow High School 180 Maple Street East Longmeadow, MA 01028

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