22 Today’s Agenda Incorporating Research into Practice How can we use this research to improve our programs? Building Blocks for Success What does the research say about improving readiness? College and Career Readiness How do we define college and career readiness?
3 What does college and career readiness mean?
4 College Readiness ACT defines college readiness as: –The level of achievement a student needs to be ready to enroll and succeed—without remediation—in credit-bearing first-year postsecondary courses. –And by “postsecondary” we mean primarily two year or four-year institutions, trade schools, and technical schools.
5 College Readiness ACT is able to empirically define college readiness on the performance of students in college—our College Readiness Benchmarks are the minimum scores needed on an ACT subject-area test to: –Indicate a 50% chance of obtaining a B or higher, or –About a 75% chance of obtaining a C or higher in the corresponding first-year credit-bearing college course. –These college courses include English Composition, College Algebra, an introductory Social Science course, and Biology.
Percent of KY ACT-Tested High School Graduates Meeting College Readiness Benchmarks, 2010 6 (N=45,763)
7 What does the research say about improving College & Career Readiness?
14.1% Met College Readiness Benchmark by 11/12 Grade 12.9% Nearly met College Readiness Benchmark by 11/12 Grade 73.0% Remained Significantly Off Track College by 11/12 Grade Students Significantly Off Track in 8 th Grade in English Growth Patterns for “Off Track” Students
28.6% Met College Readiness Benchmark by 11/12 Grade 17.2% Nearly met College Readiness Benchmark by 11/12 Grade 54.2% Remained Significantly Off Track College by 11/12 Grade Students Significantly Off Track in 8 th Grade in English Growth Patterns for “Off Track” Students at High Performing High Schools (Top 10%)
ACT’s Pyramid for Success 10 Career Development (Exploration, Crystallization, Choice & Match) Behavioral & Psychosocial Development (Motivation, Social Engagement, & Self-Regulation) Cognitive Development & Acquisition of Foundational Skills (Academic Learning & Achievement) Social Capital School Factors
Student Readiness Inventory Scale NameDefinitionSample Item Academic DisciplineThe amount of effort you out into your schoolwork and the degree by which you see yourself as hardworking and conscientious I turn my homework assignments in on time Academic Self- Confidence The extent to which you believe you can perform well in school I’m a fast learner Commitment to College Your commitment to staying in college and getting a degree I’m motivated to get a college degree Communication Skills How attentive you are to others’ feelings and how flexible you are in resolving conflicts with others In reaching an agreement, I consider the needs of others as well as my own needs General Determination The extent to which you strive to follow through on commitments and obligations When I make plans, I follow through with them 12
Student Readiness Inventory Scale NameDefinitionSample Item Goal StrivingThe strength of your efforts to achieve your objectives and end goals I strive to achieve the goals I set for myself Social ActivityHow comfortable you feel meeting and interacting with other people I make friends easily Social ConnectionYour feelings of connection and involvement with the college/school community I have a sense of belonging when I am on campus SteadinessYour responses to strong feelings and how you manage those feelings I’m a patient person Study SkillsThe extent to which you believe you know how to assess an academic problem, organize a solution, and successfully complete academic assignments I highlight key points when I read assigned materials 13
How to Use Measures of Academic Behavior Early identification of at-risk students using SRI success indices. Use of SRI profiles to identify students’ relative strengths and weaknesses and serve as the foundation for student advising and interventions. Measure and track students’ academic behavior development. Help students prepare for transitions to secondary & postsecondary education. 15
16 What We’ve Learned Academic Skills are critical, but Academic Behaviors also matter –Focus on how to collect and transport this data as students progress –Incorporate research-based, non-academic factors into early alert and monitoring systems –Incorporate ACT’s Behavioral Learning Objectives “Hybrid” interventions are effective –Improve the content focus of interventions and advising –Deploy a differentiated intervention model –Tailor and personalize interventions
17 Alex Chough Director, Strategic Initiatives ACT, Inc. Alex.Chough@act.org 202-223-2318 www.act.org