using data to understand student transitions to college...what does the report narrative tell us?...
TRANSCRIPT
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Using Data to Understand Student Transitions to College
J O R D A N H O R O W I T Z , V I C E P R E S I D E N T F O U N D AT I O N R E L AT I O N S & P R O J E C T D E V E L O P M E N T
I N S T I T U T E F O R E V I D E N C E - B A S E D C H A N G E
O C TO B E R 2 0 1 2
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A change of focus: Trees and Forests
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A change of focus: Trees and Forests
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Title, date, and source How many students are included? Do we know who these students are from
this report? What descriptors do you think are important? Columns, rows, cells… Scale
Some General Thoughts About Data
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Some General Thoughts About Data What does the report narrative tell us? What do you think of the data? Surprised?
Satisfied? Is there a “big story” here or does
everything not really come together as a single issue?
Do you want additional data? What additional information would help you to make sense of the data?
Does this lead to action?
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Looking at the data: When you hear hoof beats….
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The Need to Go Beyond High School Metrics
Transparent
Thorough
Timely
Tailored
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The Need to Go Beyond High School Metrics
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Funded by the James Irvine Foundation Education Sector and the Institute for
Evidence- Based Change Pilot group of four districts representative
of California Input from policy makers and researchers
The High School Feedback Report
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The High School Feedback Report General information: Set the context
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The High School Feedback Report
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The High School Feedback Report General information: Set the context Remediation: In and out; math & English
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The High School Feedback Report
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The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks & to-degree;
transfers from two- to four-year; enrollment patterns (full- & part-time; financial aid; summer term)
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The High School Feedback Report
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The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks; to-degree;
transfers from two- to four-year Preparation: Remedial-, college- and
transfer-level course patterns; math & English
![Page 17: Using Data to Understand Student Transitions to College...What does the report narrative tell us? What do you think of the data? Surprised? ... Remedial -, college- and transfer-level](https://reader033.vdocuments.site/reader033/viewer/2022041514/5e2a58abd6317c62f42b2c41/html5/thumbnails/17.jpg)
The High School Feedback Report
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The High School Feedback Report
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The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks; to-degree;
transfers from two- to four-year Preparation: Remedial-, college- and
transfer-level course patterns; math & English
Four-year institutions: Less information available
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The High School Feedback Report
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The High School Feedback Report General information: Set the context Remediation: In and out; math & English; Persistence: Benchmarks; to-degree;
transfers from two- to four-year Preparation: Remedial-, college- and
transfer-level course patterns; math & English
Four-year institutions: Less information available
Demographics and status information
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The High School Feedback Report
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The High School Feedback Report
Still to come:
Military
Workforce
Trends over time
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Digging Deeper
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Moving to Action: The EBC Model TM
� Within-discipline, intersegmental faculty groups; academic counselors; others
� Uses student transcript data to drive solution-oriented conversations
� Encourages the development, implementation, and evaluation of innovative interventions that can be scaled up if successful
� Institutionalizes efforts by ensuring buy-in at multiple levels of the partnership (faculty, administrators, counselors, et al.)
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Using Data to Understand Student Transitions to College
J O R D A N H O R O W I T Z , V I C E P R E S I D E N T F O U N D AT I O N R E L AT I O N S & P R O J E C T D E V E L O P M E N T
I N S T I T U T E F O R E V I D E N C E - B A S E D C H A N G E
O C TO B E R 2 0 1 2