From Data to Action: Using a System of Indicators and Supports to Promote Postsecondary Success Maureen Carew Senior Community Engagement Associate

Gardner Center improve and strengthen the well-being of youth inform policy and practice in the fields of education and youth development emphasize the importance of equity and capacity- building in youth serving organizations

Presentation Increase understanding of the use of indicators for affecting college readiness & completion Consider data use to inform strategies for college readiness & completion

Who is in the

Three Uses for

Three Uses for Reporting for Compliance Connecting Data to Strategy Using Data for Learning & Improvement I. II. III.

Pair share: How are you currently using

Indicator Systems for College Readiness and College

The College Readiness Indicator System (CRIS) Five urban sites across the country Three research and development partners PURPOSE To develop and study the implementation of a system of indicators and supports designed to significantly increase students’ readiness to enter and succeed in college.

A Systemic Approach: Data to Directs focus on actionable, context-specific indicators Specifies the link between indicators and supports Promotes strategy formation and execution based on inquiry and data use Helps realize the conditions, processes, and supports needed to achieve regional/community goals

Elements of Systemic 1.Indicators 2.A Tri-Level Approach 3.Supports 4.Cycle of Inquiry 5.Actors

An indicator is a variable that has a predictive relationship with the desired outcome. Criteria for Selecting Indicators Research-Based Measurable Malleable Actionable Meaningful / Impactful

A Tri-Level INDIVIDUAL A student’s progress and outcomes (e.g., AP participation) SETTING Resources & opportunities provided by a school or program (e.g., AP offerings) SYSTEM Policy and infrastructure supporting the setting (e.g., resources and policies that promote AP courses) Indicators exist at three levels: 12 3

Beyond Academic COLLEGE KNOWLEDGE Knowledge, skills, and behaviors needed to access college & successfully navigate its demands ACADEMIC PREPAREDNESS Coursework, skills, and achievements needed to succeed at college-level work ACADEMIC TENACITY Beliefs, motivation, attitudes, & behaviors needed to successfully engage with academic challenges & college-going goals

Examples of College Readiness ACADEMIC PREPAREDNESS ACADEMIC TENACITY COLLEGE KNOWLEDGE INDIVIDUAL- LEVEL INDICATORS GPA Maintaining level of achievement in transition years Attendance Self-discipline Knowledge of financial requirements for college Independent study skills & time management SETTING-LEVEL INDICATORS Consistent grading policy Trends in individual level indicators of academic preparedness Consistent Attendance Policy Support for student autonomy HS college climate College match SYSTEM-LEVEL INDICATORS Resources allocated to transition year supports (summer programs) Resources allocated to efforts at promoting Academic Preparedness Trends in college attendance rates across schools Resources allocated to efforts at promoting Academic Tenacity Policies that target the development of early college awareness Resources allocated to efforts at promoting College Knowledge

Pair Share: In thinking about your work, which of these indicators do you

Getting from Data to

Cycle of Learn Make Decisions Take Action Collect Data Analyze Data Articulate Goal Select an Indicator

Learn Make Decisions Take Action Collect Data Analyze Data Goal & Articulate Goal Select an Indicator  What is your goal or question?  What indicator will you measure?  Why did you choose this indicator and how does it link to the goal or question?

Articulate Goal Select an Indicator Learn Make Decisions Take Action Collect Data Analyze Data Data  What data do we need to collect?  Who collects these data? How? When?  Who monitors the process?  What are the data collection needs?

Learn Make Decisions Take Action Collect Data Analyze Data Articulate Goal Select an Indicator  Who analyzes the data? How? When?  Who monitors the process?  Do we need to analyze historical data?  What are the data analysis needs?

Learn Make Decisions Take Action Collect Data Analyze Data Articulate Goal Select an Indicator Decision  What insights will we gain?  What are possible next steps?  Are we ready to make decisions about supports, interventions, and/or actions?  Do we need more data or analysis?

Learn Make Decisions Take Action Collect Data Analyze Data Articulate Goal Select an Indicator  What supports, interventions, or other actions might be appropriate to respond to the findings?  Who is responsible for execution?  Who monitors execution and effectiveness? How?

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