using data in your college admission counseling program asca annual conference july 4, 2010
TRANSCRIPT
Using Data in Your College Using Data in Your College Admission Counseling Admission Counseling
ProgramProgram
Using Data in Your College Using Data in Your College Admission Counseling Admission Counseling
ProgramProgramASCA Annual ConferenceASCA Annual Conference
July 4, 2010July 4, 2010
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
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?
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?
ASCA National Model
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
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)
Types of College Admission Data (continued)
Achievement – Related Data• Course enrollment patterns• Number of students taking
PSAT/SAT/ACT • Discipline referrals• Extracurricular activities
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
Collecting data
• Commercial programs– Naviance
• www.naviance.com• http://workspacek12.naviance.com
– Advocate• www.inresonance.com
– Connectedu• www.connectedu.net
– PrepHQ• www.myfootpath.com
Other Options to Organize College Admission data
• Access• Excel• Create your own method of record
keeping
Access Database fields
Excel Spreadsheet
Analyzing Data
• EZ-Analyze– www.ezanalyze.com
• Using Access or Excel• Test Wiz, Data Warehouse, etc• Locally developed program
Reporting of Data
• Scattergrams– Grade Point Average (x axis) vs.
SAT’s (y axis)
• Other reports– Access Report– Placement percentages
Scattergram ExampleWestfield State College
400
600
800
1000
1200
1400
1600
55 65 75 85 95
Accept
Deny
Placement Report Example
Placement Data Report
Evaluation of your College Admission Counseling
Program
• Surveys, questionnaires– Online vs. paper
• www.suverymonkey.com• www.counselingsurveys.org
• Pre & post surveys– Gives immediate feedback about the need or
impact of your program/intervention
Pre & Post Survey Examples
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?
Program Evaluation Data
•Process data•Perception data•Results data
Process data
• “What you did for whom” • Evidence that event occurred
• Example: Counselors taught students how to fill out a college application
Students Know Language Requirements
Perception Data • Attitudes or Beliefs
– 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
What type of question?• “I believe” is an Attitude so use a
scale• Application/Demonstration = Skill• Information or answer =
Knowledge (clear answer – not scale)
What Do Students Believe What Do Students Believe (Attitude)?(Attitude)?
0102030405060708090
100
Strongly Agree Agree
34
6568
32
Pre
Post
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
What Can Students What Can Students Demonstrate? (Skills)Demonstrate? (Skills)
What is your GPA based on a 4.0 weighted scale?
Students Understand Options After High
School (Knowledge)
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)
# of AP Exams Has Increased!
4 Year Adjusted Cohort Graduation Rates are
UP!
Increased College Post Secondary Plans!
Data Over Time• Immediate
–Change course offerings• Intermediate
–Change course selection pattern
• Long range (Impact Over Time) – Improve college placement rates
Results ReportHow 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?
Sharing Your Data• Celebrate what you find
– School Profile– Accountability Report Card
• MARC of Excellence• http://www.masca.org/pdf_05_06/Marc%20edits%
20rev3gray.doc• SPARC - www.sparconline.net
– Press release, faculty meeting or school board presentation, parent programs, etc.
– NCLB Report Card
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
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
Resources to assist you with data (continued)
• Center for Excellence in School Counseling & Leadership– www.cescal.org
• Center for School Counseling Outcome Research– www.cscor.org
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!
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?
To contact us…
Bob BardwellSchool Counselor &Director of GuidanceMonson High School55 Margaret StreetMonson, MA [email protected]
Sheila DeamDirector of GuidanceEast Longmeadow High School180 Maple StreetEast Longmeadow, MA [email protected]